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  • ISSN: 2379-0547
    Volume 4, Issue 7
    Research Article
    Nancy Dumais* and France Jutras
    Enhanced podcasts are playing an ever-greater role in higher education. In an undergraduate virology course, the problem-based learning (PBL) approach was implemented. However, in a lecture-based Faculty, non formal inter-views with students showed that discontinuing lectures was a source of concern and stress. To complement the PBL strategy, enhanced podcasts were used as a support tool. This study aimed to explore the students experience after using a hybrid course in which basic knowledge was delivered via enhanced podcasts. In this practical-purposed and descriptive study, two questionnaires were administered to 28 students in order to examine student’s attitude regarding enhanced podcasts in complement to the PBL strategy. In addition, we analyzed the impact of using enhanced podcasts on the grades earned for exams and for the general grade average of the course. Evaluation of this innovation by students showed that they appreciate the tool’s pedagogical value, but its impact on their final grade was minimal compared to the traditional course.
    Brenda W. Campbell Jenkins* and Clifton Addison
    Background: The purpose of this study was to determine the attitudes of rural residents in Mississippi towards the placement of an elderly relative in a nursing home. More specifically, this study sought rural residents’ feelings about factors that may influence their decisions.
    Methods: The Delta Nursing Home Questionnaire (DNHQ) was developed and designed to elicit responses from Mississippi Delta residents relating to their perceptions and attitudes toward the placement of relatives in nursing homes. The participants responded to the questionnaire items and other open ended questions that were recorded for analysis. Responses were analyzed based on age and education level using the Chi-square analysis.
    Results: There are enormous difficulties and burdens associated with family care-giving, and the participants expressed some fear, apprehension and guilt as they focused on factors affecting the placement of elderly relatives in nursing homes and their own imminent aging process. Many felt inadequate self-care, and physical inability and financial consideration weighed heavily on their decision.
    Conclusions: This study emphasizes the need to increase the general quality of care, monitor maintenance of activities of daily living for elderly relatives, and ensure appropriate treatment for impairment in activities of daily living. All elderly residents should be assured dignity, self-determination and participation, as well as accommodation of their needs.
    Beminet Moges*, Leyla Temam, and Biruk Assefa
    Background: Diet with unmet minimum dietary diversity put children in developing countries at high risk for under nutrition and its associated outcomes which are far-reaching and difficult to reverse later in life. Despite the critical importance of diversified dietary feeding for child growth and development, it received insufficient attention in developing country including Ethiopia. Hence, the aim of this study is to assess unmet minimum dietary quality status and its predictors among 6-23months children in the city district, Southern Ethiopia.
    Methods: A community based cross-sectional study was conducted by multi stage sampling technique with 580 samples and a structured questionnaire that was administered by trained field workers. Data was entered using EPI INFO version 3.5.3 and analysis was done by using SPSS version 20. Bivariate and multivariate logistic regression analysis was used for identifying the predictors of unmet minimum dietary diversity status.
    Results: Among children of 6-23months, 80.4% fed unmet minimum dietary diversity. Children within the age group 6-11months (AOR=4.30), children who live in poor households (AOR=2.08) and in middle wealth status (AOR=1.94) and also children whose mother’s not watched TV program on child feeding (AOR=2.44) were more likely had unmet minimum dietary diversity status. However, children whose mothers had occupation as a farmer (AOR=0.29) and merchant (AOR=0.53) were less likely to have unmet minimum dietary diversity status.
    Conclusion: Unmet minimum dietary diversity among children 6-23 months of age is higher prevalent problem in the study area. There is a need to involve mothers to practice preparation and feeding diversified diet for their children by integrating BCC on child feeding using regular television and radio programs. Alongside, expanding the social protection programs for both urban and rural poor and also creating more job opportunities had a positive spill-over effect on the diverse dietary feeding of children in order to accelerate ending under nutrition.
    Short Communication
    Ryan Graddy* and Colleen Christmas
    Introduction: In order to help meet the projected shortfall in primary care physician supply, over two thirds of medical schools in the United States have or soon will have initiatives to promote the primary care interest and skills of their students; however, the best practices to do so are not known.
    Materials and methods: We conducted a comprehensive evaluation of peer-reviewed published literature from 2005-15 to determine best current practices in promoting primary care interest and skill in undergraduate medical education (UME).We identified themes among the outcomes described and rated the quality of the studies using the MERSQI score.
    Results: 18 papers describing 16 distinct interventions were identified and abstracted by the authors. The quality of published outcomes varied substantially, with newer studies generally reporting higher quality results. Thematic analysis revealed that attention to location and educational format/duration were key to understanding this literature. Longer interventions and those deliberately focused on urban or rural education are more likely to be associated with post-graduation primary care practice in the target settings.
    Conclusions: Despite the popularity of new educational initiatives to promote interest and skills in primary care in U.S. medical schools, evidence of effectiveness is limited. Recent increases in the number and quality of published UME primary care interventions are promising developments that will inform efforts to build and improve new programs. Available data suggests that longitudinal rural or urban-focused experiences may be particularly successful and deserve particular attention.
    Alexandra Katsiki*, Alexander Minnaert, and Demetris Katsikis
    There is ample evidence from both educational practice and research that math performance is often associated with increased levels of test anxiety, stress and discomfort and that students’ cognitions account for this performance. Rational-Emotive Behavior Education (REBE), derived from Ellis’s Rational-Emotive Behavior Theory (REBT), supports that it is mainly students’ cognitions in the form of core (ir) rational beliefs that determine their performance and overall school achievement. However, given the binary nature of the REBT model, it is less empirically known what is the type of relationship (linear or non-linear) between cognitions, such as core (ir) rational beliefs, and specific aspects of school performance such as mathematics. Hence, this study investigates the type of relationships between students’ self-downing beliefs (a type of students’ core irrational beliefs according to REBT) and academic math performance in students of secondary education. Greek adolescent students (?=116) from all grades of middle school and high school completed a self-downing subscale taken from the Child and Adolescent Scale of Irrationality; students’ scores from mathematical tests were collected directly from school records. A weak, though significant linear correlation was found between self-downing beliefs and academic math performance (r=-.21; p<.05), indicating 4.4% of common variance. Polynomial regression analysis revealed, however, that students’ self-downing beliefs significantly predicted academic math performance by means of a curvilinear relationship (R2=.10): the quadratic and cubic trend gave rise to 10% of the variance explained in math performance. Overall, these results are in line with the binary model of REBE according to which not only students’ lower self-downing beliefs, but also higher self-acceptance beliefs, may have a substantial impact on their math performance. The importance of the non-linear relationship found is discussed on the crucial importance of REBE as a form of social-emotional learning method that promotes better math performance through modification of problematic self-referent cognitions.
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