Contact lens education for the practitioners of the future.

The World Health Organization has identified a shortage of trained human resources as one of the greatest challenges to increasing the availability of eye care services and reducing preventable visual impairment around the world. Increased prevalence of myopia and new strategies for myopia management have raised the prospect of various interventions, including contact lenses for therapeutic use as well as for refractive correction. More personnel skilled in contact lens fitting will be needed to address potential worldwide demand for these interventions. This review investigates the current status and future requirements of global contact lens education in light of these developments. The COVD-19 pandemic led educational institutions worldwide to move towards online delivery. An online survey among 546 educators, conducted in May 2020, investigated changes to contact lens education delivery before and after the onset of the pandemic. A total of 214 responses were received from 32 countries. Prior to COVID-19 restrictions, 23% of educators had conducted more than 50% of their total teaching online; however, 69% expected to conduct more than half of their teaching online by the end of 2020 and 12% anticipated 90% or more of their teaching would be online. Some 76% of educators expected to provide more online lectures after the pandemic and 63% anticipated new methods to deliver practical education. Around half were planning to introduce new teaching online platforms (54%) and more online assessment methods (53%). The global need for increasing numbers of skilled personnel points to a crucial role for educators in teaching the contact lens practitioners of the future. Contact lens education delivery was already evolving prior to COVID-19, and changes that are currently occurring may lead to permanent differences in the way contact lenses are taught in future. The International Association of Contact Lens Educators (IACLE) provides educators with a standardised global curriculum, online resources and teaching technology that could also serve as a model for wider ophthalmic education in future.

El educador de la salud en la salud pública / The educator for health in public health

RESUMEN Este ensayo expone cómo el educador de la salud, en su quehacer en el campo de la salud pública tradicional, solventa formas de relación con los educandos, enmarcadas en la preponderancia del modelo biomédico, a través de la imposición de significados y valores situados en una concepción biologista de la enfermedad que ha invisibilizado a la salud. En contraste, se presenta la perspectiva crítica de la salud pública alternativa como una posibilidad de resignificar la práctica del educador de la salud. A partir de actuaciones en las que la salud se entiende como un constructo social, el presente artículo busca potenciar abordajes más coherentes con la realidad de los problemas complejos relacionados con la salud desde su conexión con la vida.(AU)

ABSTRACT This essay argues how the health educator in his work in the field of traditional public health solves forms of relationship with the students, framed in the preponderance of the biomedical model, through the imposition of meanings and values located in a conception biologist of the disease that has made health invisible. In contrast, the critical perspective of alternative public health is presented as a possibility to give another meaning to the practice of the health educator. On the roll of the health like a social construct, this paper aims to boost approaches more consistent with the reality of the complex problems related to the health from its connection with the life.(AU)

Being a breed health coordinator.

Liz Branscombe describes what the role is and how it can help improve breed health for pedigree dogs.

2017 Meeting of the National Directors of Graduate Studies in Pharmacology and Physiology.

The National Directors of Graduate Studies biennial meeting is a forum for directors from pharmacology and physiology graduate programs to discuss challenges and best practices for programs that are preparing trainees to be successful in the biomedical workforce. The 2017 meeting was held on the campus of Stony Brook University in Stony Brook, NY. Over the course of the 3-day event, several themes evolved, including graduate education training and curricula, diversity and career development, and scientific rigor and communication. Overall, presentations and discussions highlighted the challenges and opportunities for training PhD biomedical scientists and featured best practices from across the country.

The evolving role of the diabetes educator.

The roles of the diabetes educator (DE) have expanded significantly from the basic instruction on self-care on which the profession was established and now encompass a range of key responsibilities within diabetes care. A major focus of recent literature has been evaluation of the effectiveness of diabetes self-management education for such factors as reducing the incidence of diabetes, improving clinical parameters and improving medication adherence. This review describes how DEs and diabetes educational services have impacted patient health, how the role of the DE has changed in the past decade and what roles these professionals may serve in the evolving paradigm of primary care for patients with diabetes. Looking forward, the integration of DEs into coordinated care teams will likely increase to meet the challenges associated with providing quality care to a rapidly expanding population with type 2 diabetes.

Sexualidad / Sexuality

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Clinical education and clinical evaluation of respiratory therapy students.

Different blends of knowledge, decision making, problem solving,professional behaviors, values, and technical skills are necessary in the changing health care environments in which respiratory therapists practice. Frequently, novice students are expected to perform quickly and efficiently,and it may be forgotten that students are still learning and mastering the foundation pieces of practice. Clinical educators take on the responsibility of student development in addition to overseeing patient care. Normally,these volunteer instructors are role models for respiratory therapy students. The characteristic of initiative when demonstrated by a beginning student is attractive to the clinical instructor, promotes sharing of experiences, and may evolve into a mentor-protege relationship. Some clinical instructors may be underprepared to teach and are uncomfortable with student evaluation. Respiratory therapy facilities in conjunction with academic institutions may consider sponsoring ongoing programs for clinical teachers. Teaching and learning in the clinical environment is more than demonstration of skills and knowledge. Furthermore, it can be debated whether the memorization of facts or of the steps of a skill is more valuable than competency in problem solving, clinical reasoning, or information retrieval. New knowledge is built within a context and is further integrated when grounded by experience. Development of "prediction in practice" or the anticipation of the next necessary actions may be worth integrating into the instructional toolbox. Intuition has been defined as an "understanding without a rationale". This definition separates intuition from rational decision making and presents intuition as a type of innate ability. Reflection when guided by clinical instructors can help deepen critical thinking, as will Socratic questioning on a regular basis. Most clinical staff can agree on the performance of an incompetent student, but discrimination of the levels of competence is more challenging. Observations allow the assessor to obtain the data necessary to evaluate performance, followed by assessment, which denotes a judgment made on the basis of an observation of events. Performance assessment should have stability and consistency, measure what is intended to be measured, and truly determine competence. In contrast, reflective analysis has been shown to be successful for clinical evaluation, thus departing from strict competency and product-based assessment. Students yearn to become clinically knowledgeable, and their enthusiasm should be fostered. An interest in clinical practice is the primary reason individuals enroll in respiratory therapy education programs. Educators,managers, and staff should assure that students experience an appropriate, rich, and diverse clinical curriculum that with practice develops clinical judgment, reasoning, and reflection on practice.

Public health education: sources, growth and operational philosophy. 1980-81.

An historical overview of public health education: its sources, development and operational philosophy. The contributions of many disciplines, particularly social science, and key individuals such as Lewin are traced through the past half century. The emergence of health education as a "helping profession" and the expansion of its focus to broader "marketplaces" of change are highlighted. The state of the art today is reviewed and the functions of health educators described with emphasis on "obtaining people's participation" in programs to bring about change. Problems still existing, particularly professional training, are addressed.

Towards the design of a professional training programme: an examination of competencies underpinning the practice of health educators in Trinidad and Tobago

Health educators in Trinidad and Tobago are demanding additional professional training to cope with their role of encouraging healthy lifestyles. Against this background of a demand for training, this thesis examines the training needs of health educactors in Trinidad and Tobago by reviewing their perceptions on competencies required for practice, the impact of training on current practice and their preferences for future training. A qualitative perspective using a case study approach was used, with the unit of analysis for the case being university trained health education officers employed in the public sector in Trinidad and Tobago. The theoretical framework was informed by theories and prespectives on adult learning and continuing professional education. Emerging from the data was the perception that intrinsic characteristics, such as caring and nuturing, are as important as extrinsic skills such as interpersonal and research skills to health education practices. That notwitstanding, the skills practitioners appeared to be using most were events planning and lecturing. With regard to preferences for training , the responses were focused on the duration of training, delivery modes and training methodology. Conclusions drawn from the data are firstly that there is a gap between skills and competencies taught, and those exhibited in practice. Secondly, while there has been training in foundation areas attention should now be given to short-term training in new areas, as and when needed. It is recommended that "metacompetencies" be considered necessary attributes and be incorporated in continuing training. Consideration should also be given to training that is focused on supplying timely, in-service, situation-specific skills and knowledge (AU)

Long-term care and before: current and prospective roles for health educators working with older people.

As the number of people who are living long enough to grow old--and then living longer in old age--grows, there has been increasing attention on the roles of physicians, nurses, social workers, and health care administrators in working with older people. It is surprising, however, that little attention has been paid to the unique role health educators can play in working with older people. This article will focus on the needs of people as they age and how health educators can apply their training and skills to assist older people live fuller, healthier lives. Existing and potential roles for health educators are identified. Discussion of possible reasons for the relative dearth of health educators working with the elders is included.