Occupational burnout and their determinants among schoolteachers in Nepal: a cross-sectional study.

BACKGROUND: Burnout syndrome attributable to cumulative stressors is highly prevalent among teachers. Despite this, knowledge of burnout syndrome among schoolteachers in lower-middle-income countries are limited, therefore we aimed to investigate self-reported occupational burnout syndrome and associated factors among schoolteachers in Nepal. METHODS: A survey was conducted among randomly selected 37 community schools in Kathmandu, Nepal in 2022, with a total sample of 218 schoolteachers (70% male). Occupational burnout was assessed using the Nepali version of the validated Maslach Burnout Inventory (MBI-ES). MBI-ES consists of 22 items assessing occupational burnout, which were classified into emotional exhaustion (EE, 9 items, score range: 0-45), depersonalization (DP, 5 items, 0-23), and personal accomplishment (PA, 8 items; 3-48). The greater score in EE and DP and the lower score in PA indicate a higher level of burnout. Various socio-demographic, lifestyle, and work-related factors were examined as determinants of occupational burnout using ANOVA and multivariable linear regression models. RESULTS: The mean scores of EE, DP, and PA were 14.99 (Standard Deviation, SD = 9.79), 4.18 (SD = 4.57), and 42.11 (SD = 6.82) respectively. Poor/moderate work ability contributed to poorer ratings of all three dimensions. Teaching special needs students contributed to EE and DP, whereas low physical activity and alcohol intake were associated with PA only. Younger age, being married, language of teaching, having a disability, sub-optimal physical fitness, poor sleep quality, and ever smoking contributed to EE only. CONCLUSION: Occupational burnout among schoolteachers was relatively high. Marital status, lifestyle behavioral, and work-related factors were associated especially with EE and workability was a strong determinant of all three dimensions. CLINICAL TRIAL REGISTRATION NUMBER: NCT05626543.

Work-related musculoskeletal disorders among United Arab Emirates schoolteachers: an examination of physical activity.

OBJECTIVE: To estimate the prevalence of work-related musculoskeletal disorders and their association with physical activity among schoolteachers in the United Arab Emirates. METHODS: This observational cross-sectional study involved 209 schoolteachers (aged 20-60) with a minimum of two years of experience. Data, including demographics (gender, age), Nordic Musculoskeletal Questionnaire (NMQ) for WMSD prevalence and pain sites, and Global Physical Activity Questionnaire (GPAQ) for physical activity levels, were collected. Six schools were visited for data collection, with consent from school heads and participants. Schedules were tailored to participant availability, allowing up to three attempts for participation. Non-respondents were identified after three unsuccessful attempts. RESULTS: Of the total 206 participants, 149 were female, while the remaining 57 were male. Age distribution analysis revealed that 18% of individuals were within the 20 to 30 years range, 26.2% fell within the 30 to 40 years, and 36.9% had 40 to 50 years age brackets. The responses were obtained in Arabic (90%) and English (10%). The study identified a high prevalence (71.4%) of work-related musculoskeletal disorders (WMSD) in UAE schoolteachers, with neck pain being the most common (74.3%). Major risk factors included age, workload, and low physical activity. The data was normally distributed, and Pearson's Correlation test revealed weak positive correlation (r: 0.14), but statistically significant (p value = 0.04) between WMSD and PA, indicating that it was a contributing factor but other factors beyond PA influenced WMSD prevalence in this cohort. The findings of the study are based on certain limitations such as cross-sectional design and convenient sampling which could have potential selection bias and affect generalizability of the results. CONCLUSION: Findings suggest the need to promote physical activity and reduce workload for teachers, considering their age and gender. Additionally, there is a need to raise awareness regarding ergonomics and the importance of taking short breaks for stretching or physical movement to enhance the overall well-being of schoolteachers in the UAE and similar contexts. Diverse prevalence rates across different body areas underscore the necessity for individualized treatments.

Impact of Dysphonic Schoolteachers' Voices on Children's Reaction Times according to Phonemic Contrasts.

INTRODUCTION: This paper aimed at observing the impact of dysphonic voice on children's reception of a linguistic message by evaluating their reaction times (RTs) to instructions given by functional dysphonic and control female schoolteachers (STs). METHODS: French minimal pairs such as /muʃ/ ("mouche" fly) versus /buʃ/ ("bouche" mouth) embedded in a carrier sentence "click on the drawing of…" were produced by two groups of 10 dysphonic and control female ST, matched in age and year of experience. The phonemical contrasts observed are voicing, nasality, consonantal place of articulation, vowel roundedness, and vowel place of articulation. The experimentation was presented in the form of a computer game to children from 7 to 10 years old. Two images illustrating the target words were presented, accompanied by the oral instructions recorded by ST. With a two-button box created for the experiment, children had to click as quickly as possible on the image corresponding to the instruction. RESULTS: Our results show that the RTs of all children are affected by the ST's dysphonia, regardless of their age and that they have significantly longer RT when discriminating minimal pairs contrasting in voicing when the instruction is given by a dysphonic speaker compared to the same instruction given by a control speaker. CONCLUSION: These observations could be explained by the fact that functional dysphonia is associated with improper use of the vocal folds and thus an alteration of voicing.

Video-based e-learning program for schoolteachers to support children of parents with mental illness: a cluster randomized trial.

BACKGROUND: Some children of parents with mental illness need support. This study aimed to develop and test the effectiveness of an e-learning program for training elementary schoolteachers to support children of parents with mental illness. METHODS: The program, which included a 30-min video-based e-learning program, aimed to help schoolteachers gain basic knowledge about mental illness and children of parents with mental illness, recognize children in need of support, and gain confidence in supporting them. A school-based cluster randomized controlled trial was conducted, and the schools were randomly divided into intervention and control groups. The teachers at these schools signed up for the program and participated individually. The outcome measures for the schoolteachers were evaluated at three time points: baseline (T1), post (T2), and one month later (T3). Along with the Sense of Coping Difficulty subscale (primary outcome measure), the following self-developed outcome measures were used: actual behaviors and attitude toward supporting children, knowledge, and self-assessment of program goals achievement. The Sense of Coping Difficulty subscale results at T3 were compared between the groups. Effectiveness over time was assessed for all the outcome measures. The interaction between baseline and intervention effects on the Sense of Coping Difficulty subscale was analyzed. As a part of the process evaluation, open-ended text responses were analyzed qualitatively. RESULTS: Baseline responses were collected from 87 participants in the intervention group and 84 in the control group. The total score of the Sense of Coping Difficulty subscale at T3 was significantly lower in the intervention group than in the control group (p = 0.007). Over time, a significant effect was observed on the Sense of Coping Difficulty subscale, actual behavior, knowledge of onset timing and probability of onset, and achievement of all program goals. Exploratory analysis was particularly effective for those who encountered a high level of difficulty in supporting children. The participants' text responses indicated that they planned to look carefully at children's backgrounds and stay close to them in the future. CONCLUSIONS: The program was effective for schoolteachers in supporting children of parents with mental illness. TRIAL REGISTRATION: UMIN000045483; 14/09/2021.

Assessment of oral health knowledge, literacy, and attitude among schoolteachers towards oral health - A cross-sectional study.

BACKGROUND: To accomplish the purpose of health education and health promotion programs, schools are the most effective place for delivering health information to children. The main purpose of our research was to inform, gather evidence and contribute to developing knowledge regarding the OHL, knowledge, and attitude among school teachers towards oral health in Najran region of Saudi Arabia. METHODS: A questionnaire-based cross-sectional study was conducted in Najran region of Saudi Arabia for 6 months. A stratified cluster random sampling of 252 teachers was taken to represent all the teachers of Najran region of Saudi Arabia. The questionnaire contains 2 parts, sociodemographic part that include age, gender, education, teaching level, and income of the participants. The second part contains 25 items that assess the OHL (HelD-14 questions), knowledge (6 questions), and attitude (5 questions) of the participants. SPSS software version 26 was used to enter and analyze the data (IBM SPSS, Chicago, IL, USA software version 26.0). Multiple Logistic regression was applied to check the relationship between OHL and the associated factors. The Chi-square test was applied to evaluate knowledge of study participants. The level of significance was set up at p < 0.05. RESULTS: A total of 252 school teachers with a Mean age of school teachers 32.25 ± 8.46 participated in the study. The multiple logistic regression model shows the association between age, education, and OHL level of school teachers. After adjustment for sociodemographic factors age (OR = 0.219, 95% CI: 0.058-0.834), education (OR = 9.053, 95% CI: 1.135-72,023) were significantly associated with OHL of school teachers. Female participants showed better performance with respect to all the knowledge questions, a significantly higher level of knowledge (p-value < 0.05) was reported with all the questions except the second question (dental plaques causes). 94.8% of teachers agreed that children's teeth should be checked by a dentist on a regular basis, while 96.8% agreed that dental health education should be included in the primary school curriculum and that all teachers should receive dental health education training. CONCLUSION: Overall, school teachers have high oral health literacy, adequate knowledge, and a positive attitude toward oral health. The female teachers had more knowledge about dentistry than their male counterparts.

'Teachers are the guinea pigs': teacher perspectives on a sudden reopening of schools during the COVID-19 pandemic.

Primary and secondary education systems experienced substantial disruption during the COVID-19 pandemic. However, little is known about how public health policy has affected Australian teachers during the pandemic. This study examines teacher perspectives on a sudden change of policy, whereby schools were abruptly opened to students at the beginning of the pandemic. At the same time, strict social distancing rules applied to the remainder of the population. Qualitative data from 372 Western Australian schoolteachers were analysed using thematic analysis. Results highlight substantial impacts on teachers' workloads and adverse effects on wellbeing. Perceptions that they were acting as guinea pigs and subjected to different social distancing rules than other citizens were particular stressors. Findings highlight substantial consequences of public health policies on the roles and wellbeing of teachers.

Back pain occurred due to changes in routinary activities among Brazilian schoolteachers during the COVID-19 pandemic.

OBJECTIVE: This study's main objective was to investigate the emergence of back pain as a consequence to changes in usual activities due to the COVID-19 pandemic among teachers in public schools in the state of Minas Gerais, Brazil. METHODS: A cross-sectional study was conducted among 15,276 schoolteachers using an online questionnaire. The variables included sociodemographic and occupational data, health situation, habits and behaviors during the COVID-19 pandemic. Bivariate analyses using Pearson's chi-square test and multiple analyses using Poisson regression were performed to identify the associated factors. RESULTS: About 58% of schoolteachers reported back pain due to changes in routine activities during the pandemic. The adjusted model showed a correlation between back pain and female sex, longer working hours, overwork, difficulties concerning distance working, negative changes in health status and quality of sleep; frequent feeling of sadness, depression, or anxiety; use of medications to relax, sleep or against stress/anxiety/depression; physical inactivity or negative changes in the practice of physical activities; increased body weight; reduction of leisure time; increased time of use of computer or tablet and overload of housework. CONCLUSION: During the COVID-19 pandemic, schoolteachers reported a high prevalence of emergence of back pain, which delineates a contradiction in terms: on the one hand, distance education allows social distancing that contributes to the preservation of teachers' health by reducing the risk of contamination by COVID-19. On the other hand, it imposes new demands that-in disagreement with working conditions-can threaten the health of these workers.

Effect of training about child neglect and abuse to teachers and its effect to awareness.

BACKGROUND: This study aimed to evaluate the effects of child neglect and abuse training on the knowledge and awareness of medical vocational schoolteachers in Turkey. METHODS: This study was conducted based on data taken from a sample of teachers from Kayseri, Turkey, between October 2016 and April 2017. Teachers who agreed to participate in the study received training pertaining to child neglect and abuse. Data were collected through a survey form and the Scale for Identifying the Symptoms and Risks of Child Abuse and Neglect. Data were analyzed using SPSS V.20.0 software. For statistical analyses, Student's t test, analysis of variance and McNemar tests were conducted, with a value of p <  0.05 being considered statistically significant. RESULTS: Of teachers in the sample, 63.7% were female, and 80.5% were married. Teachers' mean age was 40.5 ± 9.9 years. Among teachers, 87.4% reported that the training was sufficient. Teachers' level of knowledge concerning neglect and abuse and the percentage of teachers who reported that they would report such situations to the authorities when faced with such a case increased after training. Female teachers' scores on the neglect and abuse scale increased among teachers without children and those who found the training to be sufficient. CONCLUSIONS: The knowledge level of teachers in the study group was found to be increased compared to their knowledge level prior to training. The subject of child neglect and abuse should be further discussed in the context of teachers' formal training.

Parental migration and left-behind children in Georgia - school teachers' experience and perception: a qualitative study.

INTRODUCTION: Georgia, like other Eastern European countries, showed a dramatic increase of international labour emigration after becoming independent in 1991. The collapse of the Soviet Union caused economic instability, unemployment and poverty resulting in labour migration. Since then, thousands of children have been left behind in the care of extended family members while their parents work abroad. The aim of this study is to explore schoolteachers' perceptions on parental migration and left-behind children (LBC) in Georgia as schoolteachers are the main contact persons for LBC and their caregivers.  METHODS: We conducted six focus-group discussions with public school teachers, namely class-tutors and six in-depth interviews with school principals from two migrant sending regions. We applied reflexive thematic analysis to systematically analyse the data and identify main and sub-themes. The contextual model of family stress underpins this study. RESULTS: We identified the following themes expressed by both, teachers, and school principals: social and economic impact of migrant labour and relationships between schools and migrant families. School teachers and principals acknowledged some positive aspects of migrant labour, but primarily perceived parental migration as a negative experience for children leading to problems in mental health, well-being, and academic performance. Structural factors, lack of support and lack of community involvement were expressed to further worsen the situation. Teachers saw themselves as one of the main supporters for LBC while they described the role of caregivers ranging from caring to unhelpful or even destructive. School principals stated mitigating the situation by regular meetings with class tutors, extra-tutoring for LBC, psychological counselling, and developing/enacting internal guidelines. CONCLUSIONS: Our findings suggest that LBCs and transnational families could benefit from the provision of psychological services at schools.

Exploring Elementary Schoolteachers' Perceptions of Attention Deficit Hyperactivity Disorder (ADHD) in Northern Jordan.

The purpose of this study was to ascertain elementary schoolteachers' perceptions of attention deficit hyperactivity disorder (ADHD) in northern Jordan. This study utilized a descriptive cross-sectional research design using a self-reporting questionnaire to gather data from elementary schoolteachers in northern Jordan from February to June 2019. The results indicate that elementary schoolteachers in northern Jordan have negative perceptions regarding ADHD and its causes, treatment, and diagnosis. The lack of professional pre-service training and education about children's behavioral problems overall, but especially regarding ADHD knowledge and management of children with ADHD was found to be deficient among our sample of elementary schoolteachers. The pronounced lack of research on teacher management of ADHD in children in Jordan may have contributed to these findings. Structured educational and training programs addressing children with ADHD should be implemented to enhance teachers' knowledge about ADHD and to improve their role in helping the affected children and their families.

Parents' and Teachers' Perceptions of Physical Activity in Schools: A Meta-Ethnography.

The aim of this meta-ethnographic study was to analyze parents' and teachers' perceptions of barriers and facilitators to physical activity in children. Facilitators were the benefits of physical activity, modeling, participation, children's preferences, and factors supporting active transport. Barriers were quantifying the physical activity, parents' lack of time, the cost of activities, bad weather, traffic, long distances, and the lack of facilities and safety. The level of physical activity does not depend exclusively on individual factors related to the child; rather, barriers and facilitators are influenced by the social and school context and the physical and built environment. It is important that school nurses understand these contextual factors, so that they can take these into consideration when designing their intervention programs.

The association of continuous-use medications and sleep parameters in a sample of working adults.

PURPOSE: Although polypharmacy is linked to health outcomes in the elderly, the use of multiple medications is increasing in middle-aged adults. This study analyzed whether or not the increased number of continuous-use medications (C-UM) is associated with objective and subjective sleep parameters in a working population. METHODS: Cross-sectional study with schoolteachers from public schools in Londrina, Brazil. The participants were classified according to the self-reported number of C-UM. Sleep data were obtained with actigraphy and a concomitant sleep diary for 7 days. The analyses were adjusted for socio-demographic, lifestyle, and morbidity variables. RESULTS: A total of 17% of the participants were classified as using ≥3C-UM. In fully adjusted analyses, the use of ≥3C-UM was associated with lower actigraphic sleep duration (<6 h) (odds ratio [OR] = 2.51; 95% confidence interval [CI] = 1.01,6.21), higher actigraphic sleep onset latency (SOL) (OR = 2.65; 95%CI = 1.00,7.02), and with a higher number of awakenings during sleep measured by actigraphy (OR = 3.30; 95%CI = 1.32,8.28). The use of ≥3 C-UM was also associated with higher SOL (OR = 3.76; 95%CI = 1.36,10.5) and lower sleep efficiency (OR = 11.6; 95%CI = 2.92,46.1), as measured with the sleep diary. A 1-unit increment in the number of continuous-use medications was associated with higher self-reported SOL and lower subjective sleep efficiency. CONCLUSION: The continuous use of ≥3 medications is associated with worse objective and subjective parameters of sleep duration and quality in schoolteachers.

Schoolteachers' experiences of implementing school-based vaccination programs against human papillomavirus in a Chinese community: a qualitative study.

BACKGROUND: Cervical cancer was the fourth most common cancer among women worldwide in 2012 and was the eighth most common cancer in 2014 and the eighth greatest cause of female cancer deaths in Hong Kong in 2015. Human papillomavirus (HPV) vaccination has been clinically documented to have a high efficacy in reducing HPV-related cervical intraepithelial neoplasia incidence. Therefore, receiving vaccination is a crucial public health measure to reduce disease burden. Significant others, such as schools and schoolteachers, have prominent influence in shaping adolescents' health perceptions and behavior. Therefore, the perspective of schools and schoolteachers regarding vaccination can significantly influence students' acceptance and accessibility of the vaccine. However, few studies have analyzed the perceptions of schoolteachers toward HPV vaccination, and even fewer have concerned how schoolteachers' perceptions influence their schools' motivation in implementing school-based HPV vaccination programs. This study was thus conducted to fill this literature gap. METHODS: With a Chinese community as the field site of this study, a qualitative approach of five focus group interviews was conducted with 35 schoolteachers from five primary and eight secondary schools in Hong Kong between July 2014 and January 2015. Thematic content analysis was used for data analysis. RESULTS: Perceptual, institutional, student and parental, and collaborator barriers interacted to discourage the sampled schoolteachers from organizing school-based HPV vaccination programs. Lack of knowledge regarding HPV vaccination, perception of HPV vaccination as inappropriate given the students' age, violation of traditional cultural values, lack of perceived needs and perceived risk, opposition from schools, low priority of HPV vaccination over other health education topics, lack of government support, lack of interest from parents and students, and lack of confidence in implementing organizations, all were the mentioned barriers. CONCLUSIONS: The sampled schoolteachers were demotivated to organize school-based HPV vaccination programs because of their perceptions and various social and cultural factors. As significant influencers of adolescent students, schoolteachers and schools should receive more support and information on organizing school-based HPV vaccination programs in the future.

ChokeSafe: Empowering Children with Life-Saving Choking-Management Skills.

Choking stands as the fourth leading cause of unintentional injury deaths. This research aimed to evaluate the ability of young schoolchildren to grasp and remember choking-management techniques, as well as to compare the effectiveness of instructors. We conducted a randomized controlled trial to assess the impact of choking training on young children. We randomly selected 180 children aged 4-8 years and divided them into a training group (120 children) and a control group (60 children). We evaluated the students' response to a choking incident with a specific scenario one day before, one day after, and two and seven months after the training, as well as once to the control group. Before the training, there was no significant difference between the groups. However, after the training, the training group's scores showed a significant increase compared to their pre-training scores and those of the control group. Even at two- and seven-month post-training, the training group's scores had decreased but remained higher than their pre-training scores and those of the control group. Choking training can benefit young children. Our research highlights the equal importance of both regular classroom teachers and specialized personnel in imparting these essential skills. However, further research is necessary to confirm these observations and explore methods for sustaining the acquired knowledge from the training.

Perceptions of Schoolteachers About Teledentistry Use in Makkah City.

OBJECTIVES: Teledentistry is a combination of communication technology and dentistry. Teledentistry is an alternative and useful way to remotely provide advisory, preventive, and emergency services in places with poor access to dental care. Few studies in Saudi have investigated the implementation of teledentistry at schools or assessed the perceptions of school personnel. This research aimed to evaluate teachers' perceptions about the use of teledentistry to examine schoolchildren in Makkah city. METHODS:  The study was conducted on 20 intermediate schools randomly selected from different regions of Makkah city using a multistage cluster sampling method. Two data collectors visited the schools to administer the study questionnaire, exploring teachers' perceptions of teledentistry. The questionnaire was adapted from a validated survey based on the technology acceptance model (TAM). Descriptive statistics, analysis of variance, Mann-Whitney U test, and the Kruskal-Wallis tests were conducted to compare the mean differences in participants' perceptions of teledentistry based on their demographics. RESULTS:  A total of 241 teachers completed the survey, 131 of whom were females (54.4%), and the mean age of participants was 42.5±7 years. Over 80% of participants taught ≥16 classes a week, and their experience ranged from less than a year to more than 31 years. Sixty participants (25%) knew teledentistry before watching the study video. The results revealed a significant difference between male and female teachers regarding perceptions of teledentistry. Female participants had higher scores in TAM dimensions than males. CONCLUSION:  This survey revealed a generally favorable attitude toward teledentistry utilization in schools. Including non-dental employees, such as teachers to provide such a service will assist in alleviating the shortage or unavailability of dentists at schools. This goes in line with the government's plans to promote telehealth as part of the Saudi Vision 2030.

Testing an educational intervention to enhance resilience and self-efficacy among schoolteachers in Karachi Pakistan.

OBJECTIVE: A pilot study using a pre-post interventional design, was carried out to evaluate the effectiveness of a resilience-based training workshop on the self-efficacy and resilience of schoolteachers in a peri-urban area of Karachi, Pakistan. Four in person workshops were held at the school's location during January to June 2022. RESULTS: A total of 14 teachers participated in the workshop. The effectiveness of interventions was evaluated by assessing self-efficacy and resilience in pre- and post-teaching modules. The Wilcoxon Signed Rank Test determined a significant difference between the pre- to post-module scores of Self Efficacy (p = 0.016) and resilience (p = 0.006). The pre-median scores with IQR of Self-Efficacy were 28 (10), and Resilience scores 76 (12); and post-scores for Self-Efficacy and Resilience scores increased to 35 (5.5) and 88 (14) respectively. This indicated significant improvement in general self-efficacy and resilience skills after four weeks of training. This pilot study showed that building knowledge regarding mental health struggles in students and oneself, learning ways to cope with stress and manage student behavior, and forming a peer support system are crucial in building self-efficacy and resilience in teachers.

Impact of Depression on Irritable Bowel Syndrome (IBS)-Associated Gastrointestinal Symptoms: A Cross-Sectional Study in Makkah City, Saudi Arabia.

Background Irritable bowel syndrome (IBS) is a functional gastrointestinal chronic disorder associated with symptoms such as abdominal pain, diarrhea, and constipation. One of the factors that could affect the pathogenesis of IBS is depression, a common psychological disorder that causes social and physical disability and affects productivity. A number of Saudi teachers were found to have depression, which was linked with multiple risk factors including chronic illnesses. However, there is limited data that exhibits the association between IBS and depression, specifically. Therefore, our study aims to determine the impact of depression on IBS-associated gastrointestinal symptoms in Makkah City schools, Saudi Arabia. Methods In this cross-sectional study, we used two validated scales and translated them into Arabic and then we distributed them to our targeted population. Our sample size was determined to be 383 but we succeeded in recruiting 477 participants in our study. Data were statistically analyzed using the statistical software Statistical Package for Social Sciences (SPSS), version 23.0 (IBM Corp., Armonk, NY). Results Generally, participants who demonstrated mild levels of Patient Health Questionnaire-9 (PHQ-9) depression scale corresponded significantly with minimal/mild and moderate levels of Gastrointestinal Symptom Rating Scale-IBS (GSRS-IBS) scores (n = 85 and 76, respectively; p ˂ 0.001), while participants who scored moderately on the PHQ-9 depression scale corresponded significantly with a severe level of GSRS-IBS scores (n = 29; p ˂ 0.001). Conclusion Our study found a significant association between different levels of depression and IBS among participants with a positive history of IBS. Further studies about the prevalence of IBS, depression, and the nature of their relationship are strongly recommended, in addition to the necessity of a suicide risk assessment for those with severe depression.

Kids save lives: Who should train schoolchildren in resuscitation? A systematic review.

Aim: CPR training for schoolchildren to increase bystander CPR-rates is widely applied. HCPs are regarded as the instructor gold standard, but using non-HCP instructors (e.g., peer-tutors, schoolteachers, medical students) challenges that. This systematic review assesses whether cardiopulmonary resuscitation (CPR) training for children led by peer-tutors, schoolteachers, or medical students results in different learning outcomes to training by health-care professionals (HCPs). Methods: We searched studies that compared CPR training for schoolchildren (population) delivered by peer-tutors, schoolteachers, or medical students (intervention), with training led by HCPs (comparison), assessing student knowledge, skills, willingness and/or confidence to perform CPR (outcome). We included randomized and non-randomized controlled trials (study design). Medline, Embase, Psychinfo, Cinahl, Cochrane, Scopus, Web of Science, and Eric were searched from inception until December 23rd, 2023 (timeframe). Two independent reviewers performed title, abstract, full text screening, bias assessment, and grading of certainty of evidence. We followed the Preferred Reporting Items for a Systematic Review and Meta-Analysis (PRISMA) guidelines, and registered the review with PROSPERO. Results: Of 9'092 studies identified, 14 were included. Comparison of intervention groups to HCP-led training showed similar overall results (knowledge, skills, self-confidence). Superior results for HCP training were only reported for 'ventilation volume', while schoolteachers and medical students achieved superior knowledge transfer. A meta-analysis was possible for 'compression depth' between peer-tutors and HCPs showing no significant differences. Certainty of evidence was 'low' to 'very low'. Conclusion: This systematic review of CPR training for school children revealed that peer-tutors, schoolteachers and medical students achieve similar educational outcomes compared to those of HCPs. Non-HCPs training schoolchildren is an appropriate cost-efficient alternative and easy to implement in school curricula.

Kids Save Lives - The kids' and teachers' view: How school children and schoolteachers would alter a BLS course designed by specialists.

Background: Training schoolchildren in basic life support ('Kids-Save-Lives' training) is widely believed to improve outcomes from out-of-hospital cardiac arrest. Numerous programmes have been launched, but to our knowledge, neither children nor schoolteachers have been directly involved in designing these courses. This is unfortunate, as it is well-known that children (as the target goup of training) learn differently from adults. We therefore sought to explore the view of schoolchildren and their teachers on the design of a 'Kids-Save-Lives' course. Methods: We designed a state-of-the-art, 90-min BLS training and delivered it to all 13 classes of a secondary community school (children aged 12-16). Directly after each training, we performed Video-Stimulated Recall (VSR) with 2 children and 2 schoolteachers. For VSR, we presented video sequences from defined sections of the training and related semi-structured questions to these sections. The interviews were audio-recorded, transcribed, and analysed using qualitative content analysis. Results: Twenty-four children and 24 teachers participated in the VSR. The overall satisfaction with the training was very high. Participants especially appreciated the brief theoretical introduction using a video, the high practical involvement, and the final scenario. Children suggested the program could be improved by better linking the video to the children's world, increasing excitement and action, and limiting the group size in the final scenario. Teachers suggested incorporating more theoretical background, using terms and language more consistently, and better integrating the program into the school curriculum. Conclusions: Although very satisfied with a state-of-the-art 'Kids-Save-Lives' training, children and teachers made important suggestions for improvement.

Absences due to illness and health problems of the teachers of municipal public schools in Rio Branco, Acre, Brazil.

Introduction: Absenteeism is defined as the absence of workers from their workplace, resulting from a complex phenomenon. Objectives: To analyze the profile of absence due to illness and health problems of the permanent teachers of early childhood education (day care and preschool) and elementary school (years 1-5) in the city of Rio Branco - Acre, Brazil, from 2014 to 2017. Methods: An observational, analytical, individual, cross-sectional, retrospective cohort study with data from 1,584 teachers from 100 municipal public schools in Rio Branco. The period prevalence was calculated by chapters of the International Classification of Diseases, 10th revision, and by specific reasons for absence for those chapters with higher proportions. Additionally, the absenteeism-illness frequency index and mean sickness absence duration were calculated. Results: The chapters of the International Classification of Diseases, 10th revision, with the highest prevalence of absences were Chapter XIII (diseases of the musculoskeletal system and connective tissue) with 7.83%, Chapter V (mental and behavioral disorders) with 7.45%, and Chapter X (diseases of the respiratory system) with 6.12%. The absenteeism-illness frequency index was 0.72, and the mean sickness absence duration was 24.07 days. Conclusions: The present study showed that diseases of the musculoskeletal system and connective tissue, mental and behavioral disorders, and diseases of the respiratory system are the main problems that lead the permanent teachers of municipal public schools in Rio Branco to be absent from the classroom.

Introdução: Absenteísmo é definido como a ausência do trabalhador no seu local de trabalho, sendo resultado de um fenômeno complexo. Objetivos: Analisar o perfil de afastamento por motivo de doenças e agravos de saúde dos professores efetivos da educação infantil (creche e pré-escola) e ensino fundamental I (1º ao 5º ano) do município de Rio Branco - Acre, de 2014 a 2017. Métodos: Estudo observacional, analítico, individual, transversal, retrospectivo de coorte com dados de 1.584 professores das 100 escolas municipais de Rio Branco. Foram calculadas as prevalências de período por capítulos da Classificação Internacional de Doenças, 10ª revisão, e por motivos específicos de afastamentos para aqueles capítulos com maiores proporções. Adicionalmente, foram calculados o índice de frequência de absenteísmo-doença e a duração média das ausências. Resultados: Os capítulos da Classificação Internacional de Doenças, 10ª revisão, com as maiores prevalências de afastamento foram: Capítulo XIII (doenças do sistema osteomuscular e do tecido conjuntivo) com 7,83%; Capítulo V (transtornos mentais e comportamentais) com 7,45%; e Capítulo X (doenças do aparelho respiratório) com 6,12%. O índice de frequência de absenteísmo-doença foi de 0,72 e a duração média dos afastamentos foi de 24,07 dias. Conclusões: O presente estudo evidenciou que as doenças osteomusculares e conjuntivas, os transtornos mentais e comportamentais e as doenças respiratórias são os principais agravos que levam os professores efetivos das escolas públicas municipais de Rio Branco a se ausentarem da sala de aula.