Socioecological analysis of determinants of early adolescent sexuality in Benin: a qualitative study

Introduction: early adolescent sexuality is associated with an increase in risky sexual behaviour, unwanted pregnancies, and the occurrence of sexually transmitted infections. However, despite the efforts of governments and their partners, the implementation and effectiveness of appropriate and adapted services to improve adolescent sexual and reproductive health are lagging. Therefore, this study aimed to document determinants of early adolescent sexuality in the central district of Tchaourou in Benin based on a socio-ecological approach. Methods: an explorative and descriptive qualitative study was conducted using focus groups and individual interviews based on the socio-ecological model. Participants included adolescents, parents, teachers, and community leaders in Tchaourou. Results: the number of participants in each focus group was 8 (32). There were 20 girls and 12 boys aged 10-19 years, of whom 16 were students (7 females and nine males) and 16 were apprentice dressmakers and hairdressers. In addition, five participants attended individual interviews (two community leaders, one religious' leader, one teacher and one parent). Four themes were identified that influence early sexuality among adolescents and grouped into individual determinants related to knowledge about early sexuality; interpersonal determinants related to adolescents' function, including the influence of family and peers; community and organizational determinants related to where harmful sociocultural norms; political determinants comprising the disadvantaged socioeconomic status of the communities where adolescents live. Conclusion: many factors at multiple social levels influence early adolescent sexuality in the commune of Tchaourou in Benin. Therefore, interventions directed at these various levels are needed urgently.

Impact of COVID-19 ­ experiences of 5th year medical students at the university of KwaZulu-natal

Background: The global pandemic associated with coronavirus disease 2019 (COVID-19) had a considerable effect on higher education in South Africa, with online instruction replacing traditional lectures for many students. Medical students were required to vacate their residences in March 2020 but returned to campus in July 2020 to enable them to continue with clinical teaching and learning. The aim of this study was to understand the learning experiences of 5th year medical students at the University of KwaZulu-Natal (UKZN) during 2020. Methods: This was a qualitative study conducted via Zoom in December 2020 with 18 students in four focus group discussions and four semi-structured interviews. These were all facilitated by an independent researcher with experience in qualitative research. All the interviews were recorded, transcribed verbatim and analysed qualitatively through the identification of codes, categories and themes. Results: The following major themes emerged: A stressful and at times an overwhelming year, mental health issues, developing strategies to cope, and issues that related to teaching and learning. Conclusion: The disruptions caused by COVID-19, the lockdown, a condensed academic programme and uncertainty about their competency resulted in high levels of anxiety and stress among medical students. Participants highlighted strategies that had helped them to cope with the isolation and academic pressures. Given the large volume of work, careful thought needs to be given to what should be taught and how it should be taught to ensure that graduates have the competencies they need to practise.

Routine Health Information System Data Quality and Associated Factors in Selected Public Health Facilitiesof Jigjiga Woreda, Somali Regional State's,Eastern Ethiopia

Background: Health data quality are limited within the health sectors of low-and middle-income countries (LMICs). Although public health decision-making is mainly dependent on the timely availability of quality data, the quality of healthdata is not satisfactory in some countries, including in the Somali Regional State. Therefore, this baseline assessment was aimed at assessing the level of data quality and its determinants in the public health sector of the Somali Regional State, Ethiopia. Methods: A baseline assessment was conducted as part of an implementation research project. The study was conducted in three selected public health facilities of the Jigjiga Woreda, including the Woreda Health Office and the Somali Regional Health Bureau. A total of 179 health care workers participated in the survey. Interviewer guided self-administered, record review, and observation data collection techniques were used for data collection. Data wasanalyzed using descriptive, bivariate, and multivariate logistic models to identify predictors of data quality. A P-value of 0.05 was used as the statistical significance cut-off point. Results:The overall data accuracy and content completeness in the studied facilities was88.12% and 75.75%, respectively. Data accuracy was 92.2% in the Karamara Hospital, 83.1% in Jigjiga Health Center, and 79.8% in the Ayardaga Health Center. Content completeness was 81.6% in the KaramaraHospital, 81.2% in the Jigjiga Health Center, and 69.7% in the Ayardaga health center. Forthe studied variables, the data recording value given by their immediate supervisors was a strong predictor of data accuracy in the study setting. The odds of thosewho felt thatdata recording was notvalued by supervisors had 0.26 times poorer data accuracy than their counterparts (AOR: 0.26, 95%CI: 0.10, 0.66). Conclusion:Both the accuracy and completeness of health data in Eastern Ethiopia were inadequate. As a result, health work force immediate supervisors and Performance Monitoring Teams (PMT) should undertake regular and ongoing supervision and provide timely feedback for corrective action. In addition, specialized training in data recording and documentation would be beneficial in bridging the gap between workers' skill. [Ethiop. J. Health Dev. 2022;36 (SI-1)]

Implementation and outcome evaluation of the medical education partnership initiative biostatistical reasoning workshops for faculty and postgraduate students at the university of kwazulu-natal; durban; south africa

Background. There is a shortage of biostatistics expertise at the University of KwaZulu-Natal (UKZN); Durban; South Africa and in the African region. This constrains the ability to carry out high-quality health research in the region.Objectives. To quantitatively and qualitatively evaluate a programme designed to improve the conceptual and critical understanding of bio statistical concepts of UKZN health researchers.Methods. A 40-hour workshop in biostatistical reasoning was conducted annually between 2012 and 2015. The workshops were structured around interpretation and critical assessment of nine articles from the medical literature; with a mix of in-class sessions and small group discussions. Quantitative evaluation of the knowledge gained from the workshops was carried out using a pre- and post-workshop quiz; and qualitative evaluation of the workshop process was done using a mid-workshop questionnaire and focus group discussions.Results. For each year that the workshop was conducted; post-workshop quiz scores were significantly higher than pre-workshop scores. When quiz assessments from all 4 years of training were combined; the pretest median score was 55% (interquartile range (IQR) 40 - 62%) and the post-test median score was 68% (IQR 62 - 76%); with p0.0001 for the overall comparison of pre- v. post-scores. There was a general consensus among participants that the workshop improved their reasoning skills in biostatistics. Participants also recognised the value of the workshop in building biostatical capacity at UKZN. Conclusion. The workshops were well received and improved the critical and conceptual understanding of the participants. This education mode offers the opportunity for health researchers to advance their knowledge in settings where there are few professional biostatistician collaborators

Evaluation of a School-based Nutrition and Physical Activity Programme for Grade 4 Learners in the Western Cape Province

Objective: This study aimed to evaluate the effectiveness of the Making the Difference programme (MTDP); an educationand activity-based intervention for Grade 4 learners at primary schools in the Western Cape. Design: This was a cross-sectional; post-intervention survey of an existing programme; using control schools as a comparator. Setting and subjects: The study involved Western Cape primary schools in the 2009 school year. Schools were randomly sampled from two regions. Four intervention (active in the MTDP) and five control (non-participating) schools (n = 325 learners) were selected. Outcome measures: The following outcome measures were assessed using an administered questionnaire to learners: learners' knowledge of; attitudes towards; and behaviour in relation to nutrition and physical activity. Results: A small but significant improvement (eating vegetables and taking lunch boxes to school) was demonstrated with regard to self-reported behaviour in relation to nutrition in the intervention group. However; this behaviour was not explained by differences in barriers to healthy eating; self-efficacy or knowledge; which were not different between the groups; or by perceived social support; which was actually significantly increased in the control group. Groups displayed no differences in physical activity or sedentary behaviour. However; the results showed a significant difference between the groups in terms of a reduction in perceived barriers to physical activity and increased physical activity self-efficacy in the active group. Conclusion: While the MTDP only had a modest effect on the self-reported nutrition and physical activity behaviour of the learners; results regarding lower perceived barriers to physical activity and increased physical activity self-efficacy were promising

Electrocardiographic evaluation of structural and electrical abnormalities in Nigerians with undiagnosed systemic hypertension

Essential hypertension has emerged as the commonest cardiovascular disorder in developing countries especially in Sub Saharan Africa. Blacks are known to suffer more severe hypertension and develop complications early. Some of the complications of hypertension can be detected early through non-invasive electrocardiography. The aim of this study is to evaluate the hypertension related abnormalities on the electrocardiograph of patients with untreated hypertension.Methodology: A detailed prospective analysis of the electrocardiographic tracing of all patients with untreated essential hypertension at first presentation over a six month period was undertaken. The patients were recruited from the medical outpatient clinic of the University of Port Harcourt Teaching Hospital.Result: A total of eighty three adult Nigerians aged 18years to 90 years who presented with untreated essential hypertension over the six months study period had their ECGs analyzed. There were thirty three males and fifty females (0.7:1); mean systolic blood pressure was 192.78+38.4mmHg and the mean diastolic blood pressure was 116.6+16.9mmHg. Sixty percent (60.22) had normal rhythm; and forty percent had various rhythm abnormalities; 77.6 had normal axis while 22.4 had left axis deviation; 45.8 had repolarisation abnormalities; 25.3 had evidence of left ventricular hypertrophy and 26.5 had various ventricular arrhythmias.Conclusion: Adult Nigerians presenting with hypertension for the first time have significant rhythm and structural abnormalities that should influence their clinical management and drug treatment choice. ECG is an important investigation and should be a mandatory evaluation for all newly presenting hypertensives

Scoring Clinical Competencies of Learners: A Quantitative Descriptive Study

This article reports the correlation between different clinical assessors' scoring of learners' clinical competencies in order to exclude any possible extraneous variables with regard to reasons for poor clinical competencies of learners. A university in Gauteng; South Africa provides a learning programme that equips learners with clinical knowledge; skills and values in the assessment; diagnosis; treatment and care of patients presenting at primary health care (PHC) facilities. The researcher observed that; despite additional clinical teaching and guidance; learners still obtained low scores in clinical assessments at completion of the programme. This study sought to determine possible reason(s) for this observation. The objectives were to explore and describe the demographic profile of learners and the correlation between different clinical assessors' scoring of learners. A purposive convenience sample consisted of learners (n = 34) and clinical assessors (n = 6). Data were collected from learners using a self-administered questionnaire and analysed using a nominal and ordinal scale measurement. Data from clinical assessors were collected using a checklist; which was statistically analysed using a software package. The variables were correlated to determine the nature of the relationship between the different clinical assessors' scores on the checklist to ensure inter-rater reliability. Findings showed that there was no significant difference in the mean of the scoring of marks between clinical assessors after correlation (p 0.05). Thus; scoring of marks did not contribute to poor clinical competencies exhibited by learners