RESUMO
Primary school teachers should be able to identify struggling learners who may have dyslexia type learning difficulties, in order to facilitate early intervention. Considering this importance, a nationwide survey was conducted in Sri Lanka with 705 primary school teachers among randomly selected schools in order to investigate teacher readiness to identify learners with dyslexia. Teacher readiness was measured based on three variables (a) teachers' self-reported basic knowledge of dyslexia, (b) their self-reported awareness of local tools and processes used to identify dyslexia and (c) their self-reported attitudes towards engaging in identifying dyslexia. Data were gathered through a structured questionnaire. Logistic regression analyses revealed that the participants had minimal readiness to engage in identifying learners with dyslexia. However, most of them showed positive attitudes towards actively engaging in identifying dyslexia.
Assuntos
Dislexia , Criança , Dislexia/diagnóstico , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Professores Escolares , Instituições Acadêmicas , Sri LankaAssuntos
Circulação Colateral , Lesões do Sistema Vascular , Artérias , Extremidades , Humanos , Resultado do TratamentoRESUMO
In the process of strengthening health systems, a lack of health-informatics capacity within low- and middle-income country settings is a considerable challenge. Many capacity-development initiatives on health informatics exist, most of which focus on the adoption of eHealth tools by front-line health-care workers. By contrast, there are only a few programmes that focus on empowering medical doctors in low- and middle-income countries to become champions of digital health innovation and adoption. Sri Lanka has a dynamic eHealth ecosystem, resulting largely from the country's community of medical doctors who are also health informaticians. They are the result of a decade-long programme centred on a Master of Science degree course in biomedical informatics, which has trained over 150 medical doctors to date, and has now been extended to a specialist training programme. This paper evaluates this unique capacity-development effort from the perspective of strengthening health systems and how those in other low- and middle-income country contexts may learn from the Sri Lankan experience when implementing capacity-development programmes in health informatics.
