Prevalence of gallstones among university teachers and related risk factors: A multicenter study / 临床肝胆病杂志

ObjectiveTo investigate the prevalence rate of gallstones among university teachers in Tianjin, China, and related risk factors. MethodsPhysical examination data were collected from the teachers from five universities who participated in physical examination in Physical Examination Center, Tianjin Medical University Cancer Institute and Hospital, in 2015, and abdominal ultrasound was used for the diagnosis of gallstones. The chi-square test was used for comparison of categorical data between groups. Univariate and multivariate logistic regression analyses were used to identify the risk factors for gallstones in the teachers from different universities, and a meta-analysis was used for the pooled analysis of prevalence rate and risk factors. ResultsA total of 8006 university teachers were enrolled, among whom 440 were diagnosed with gallstones, and the pooled prevalence rate of gallstones was 5.5%. The meta-analysis showed that hypertension (odds ratio ［OR］=1.67, 95% confidence interval ［CI］: 1.32-2.12, P＜0.001), fatty liver (OR=1.39, 95%CI: 1.12-1.72, P＜0.001), kidney stones (OR=1.90, 95%CI: 1.15-3.14, P=0.01), and high levels of hexokinase (OR=1.42, 95%CI: 1.03-1.94, P=0.03), alanine aminotransferase (OR=1.32, 95%CI: 1.01-1.73, P=0.04), and globulin (OR=1.74, 95%CI: 1.08-2.79, P=0.02) were risk factors for gallstones. ConclusionThere is a relatively low prevalence rate of gallstones among university teachers in Tianjin, and hypertension, fatty liver, kidney stones, and high levels of hexokinase, alanine aminotransferase, and globulin may be the risk factors for gallstones.

Influence of job stress and psychological capital on job burnout in college teachers / 中国职业医学

OBJECTIVE: To explore the influence of work pressure and psychological capital on job burnout of college teachers. METHODS: A total of 287 teachers from 7 universities in Nanjing City were selected as the research subjects using the convenient sampling method. The Maslach Burnout Inventory, Job Stress Scale for University Teachers and Psychological Capital Questionnaire were used to investigate their job burnout, job stress and psychological capital. RESULTS: The total scores of job burnout and job stress were(42.9±12.5) and(48.5±12.4) respectively, and the occurrence of job burnout was 64.1%. The total scores of psychological capital was(106.7±14.7), and the scores of the four dimensions including self-efficacy, hope, resilience and optimism were(27.6±4.6),(26.7±4.8),(27.0±4.2) and(25.4±3.8) respectively. The total score of job stress was positively correlated with the total score of job burnout [correlation coefficient(r)=0.41, P<0.01]. The total score of psychological capital, self-efficacy, hope, resilience and optimism were negatively correlated with the total score of job burnout(r values were-0.42,-0.28,-0.36,-0.36 and-0.42, respectively, P<0.01). The results of multiple linear regression analysis showed that after adjusting the influence of confounding factors and excluding other confounding factors, the higher the job stress, the higher the job burnout level(P<0.01), the higher the psychological capital optimism dimension score, the lower the job burnout level(P<0.01). CONCLUSION: The job stress and psychological capital of college teachers can independently affect their job burnout level, with a dose-effect relationship.

Nutritional knowledge, attitudes and dietary behaviors of teachers and students in a medical college in Beijing and their influencing factors / 北京大学学报(医学版)

OBJECTIVE@#To investigate nutritional knowledge, attitudes and dietary behaviors of teachers and students in a medical college in Beijing and their influencine factors, and to provide evidence for nutrition education and promotion.@*METHODS@#The subjects of this study were teachers, as well as first-year and second-year graduate students, and first-year to third-year undergraduate students. The teachers and students were respectively sampled by stratified cluster sampling with equal proportion. t-test or ANOVA was used to compare the means between the groups, and multiple linear regression was used to analyze the influencing factors of knowledge, attitude and practice (KAP) score.@*RESULTS@#The average score of nutrition knowledge was 5.7±1.5. The knowledge rate of nutrition was 57.3%. The average score of nutritional attitudes was 8.3±3.0. The mean nutritional behavior score was 5.1±2.0. The average nutritional KAP score was 19.1±4.6, with the teachers 19.9±5.2 higher than the students 18.9±4.5; the female 19.5±4.5 higher than the male 18.4±4.5; All the differences were statistically significant (P < 0.05). The scores of nutritional attitudes, nutritional behavior and total KAP scores of doctoral students were significantly higher than those of the undergraduate and postgraduate students (P < 0.01).@*CONCLUSION@#The nutrition attitudes of teachers and students is relatively correct, the nutrition knowledge needs to be further strengthened, and there are some unreasonable aspects in the nutrition behaviors. Gender, identity and degree are the main influencing factors of the nutrition score of knowledge, attitudes and behaviors. It is necessary to carry out nutritional education in schools to improve the nutrition knowledge of teachers and students, correct bad eating habits, and promote the construction of healthy China action.

Contribuições analítico-comportamentais para descrever o repertório de professores universitários eficazes / Behavior-analytical contributions to describe the repertoire of effective university teachers / Contribuciones analítico-comportamentales para describir el repertorio de profesores universitarios eficaces

O objetivo deste estudo foi propor uma interpretação analítico-comportamental da expressão professor universitário eficaz como repertório comportamental e descrever classes gerais de comportamentos que o compõem. Verificou-se que classificar o trabalho docente como eficaz envolve, pelo menos, três critérios: objetivos de ensino definidos em função de necessidades dos aprendizes e da sociedade; sucesso na promoção de aprendizado sem tornar o ambiente educacional aversivo; e aplicação pelos estudantes, quando forem profissionais, do que foi aprendido para atenuar ou resolver necessidades sociais. As classes de comportamento identificadas foram didaticamente organizadas em duas categorias: gerenciar condições de ensino e relacionar-se profissionalmente. Este estudo pode contribuir para o planejamento da formação e avaliação de professores universitários.

The objective of this study was to propose an analytical-behavioral interpretation of the expression effective college teacher as a behavioral repertoire and to describe general classes of behaviors that compose it. It has been found that classifying teacher work as effective involves three criteria: teaching objectives defined in terms of the needs of learners and the society; success in promoting learning without transforming the educational environment in aversive stimuli; and application by the students, when they become professionals, of what has been learned to mitigate or solve social needs. The classes of behavior identified were organized into two categories: managing teaching conditions and relating professionally. This study can contribute to the planning of training and assessment of college teachers.

El objetivo de este estudio fue proponer una interpretación analítico-conductual de la expresión profesor universitario eficaz como repertorio comportamental y describir clases generales de comportamientos que lo componen. Clasificar el trabajo docente como eficaz involucra tres criterios: objetivos de enseñanza definidos en función de necesidades de los aprendices y de la sociedad; éxito en la promoción del aprendizaje sin hacer lo ambiente educativo aversivo; y aplicación por los estudiantes, cuando sean profesionales, de lo que se ha aprendido para atenuar o resolver necesidades sociales. Las clases de comportamiento identificadas fueron organizadas en dos categorías: administrar las condiciones de enseñanza y relacionarse profesionalmente. Este estudio puede contribuir a la planificación de la formación y evaluación de los profesores universitarios.

Effects of a new diet intervention for college teachers on their dietary behavior change / 中国实用护理杂志

Objective To construct the new diet intervention scheme of dyslipidemia of university teachers, discuss the effect of this plan on eating behavior change. Methods Choose two groups of college teachers in Harbin, who were hyperlipemia and had physical examinations from June to September, 2014. 44 teachers from one college were conducted the new dietary intervention as experimental group, 37 teachers from another college were the control group, used the usual method. Compared two groups before and after the intervention of dietary behavior and blood lipid. Results The experimental group′s dietary behaviors changed strongly after implement the new dietary intervention, the scores of DTS before the experiment (58.82 ± 18.47) points,3 months after the experiment (48.36 ± 14.25) points and 6 months after the experiment (44.18±14.92) points were statistically significant (F=21.308, P 0.05), respectively (60.51 ± 16.91) points, (57.19 ± 16.35) points, (56.92 ± 21.35) points. After 6 months, the experimental group′s subjects of TC was (4.28±3.73) mmol/L, the control group was (6.23±1.04) mmol/L, the difference was statistically significant (t = 3.082, P 0.05). Conclusions The new dietary guidance plan can effectively improve and maintain the dietary behavior in hyperlipidemia college teachers, and decrease the blood lipid level.

Valores humanos e satisfação no trabalho de professores e servidores técnico-administrativos de uma universidade pública / Human values and job satisfaction of teachers and technical-administrative staff at a public university / Los valores humanos y la satisfacción laboral de los docentes y trabajadores técnicos y administrativos en una universidad pública

Esta pesquisa teve como objetivo principal investigar o poder preditivo dos valores humanos e suas subfunções sobre a satisfação no trabalho em professores e servidores técnico-administrativos de uma universidade pública. Para tanto, contou com a participação de 192 profissionais, predominantemente professores (60, 9%), homens (55, 2%), com idade variando de 23 a 67 anos. Os participantes responderam a um protocolo composto por duas escalas: Escala de Satisfação no Trabalho (EST-R) e Questionário dos Valores Básicos (QVB), bem como a uma Ficha Sociodemográfica. Os resultados apontam que a dimensão Chefia é fonte de maior satisfação entre as duas categorias profissionais, enquanto a maior fonte de insatisfação entre os técnicoadministrativos é com a dimensão Promoções. Observou-se que a satisfação no trabalho de docentes e técnicos possui diferentes antecedentes axiológicos, como a dimensão Colegas, predita pelo valor Emoção na amostra de docentes, e pelo valor Estabilidade pessoal entre os técnicos. Considera-se que os resultados desta pesquisa poderão fornecer subsídios para a implementação de políticas organizacionais, bem como oferecer uma contribuição para o campo de estudo, no que concerne à compreensão das relações entre afetos vivenciados no trabalho e características individuais.

This research aimed to investigate the predictive power of human values and their subfunctions on job satisfaction among teachers and technical administrative staff of a public university. The study involved the participation of 192 professionals, mostly teachers (60.9%), men (55.2%), aged 23-67 years. The participants answered a questionnaire consisting of two scales: Job Satisfaction-short version (EST-R) and the Basic Values Questionnaire (QVB), plus a sociodemographic data sheet. The results indicate that the Relationship with supervisors is the greatest source of satisfaction among the two professional categories, while the major source of dissatisfaction among the technical-administrative group lies in the Promotion policy dimension. It was observed that job satisfaction of teachers and technicians have different axiological backgrounds; for example the satisfaction with Peers relationship was predicted by the value Emotion, among teachers, while it was predicted by the value Personal stability, among the technical staff. We believe that the results of this research can support the implementation of organizational policies as well as contribute to this field of study, with regard to understanding the relationships between emotions experienced at work and individual characteristics.

Esta investigación tuvo como objetivo investigar la capacidad de predicción de los valores humanos y sus subfunciones en la satisfacción laboral de los profesores y el personal técnico y administrativo de una universidad pública. Contó con la participación de 192 profesionales, en su mayoría profesores (60, 9%), hombres (55, 2%), con edades entre 23-67 años. Los participantes respondieron a una encuesta que incluyó dos escalas: Escala de Satisfacción Laboral (EST-R) y el Cuestionario de Valores Básicos (QVB), y una ficha de datos sociodemográficos. Los resultados muestran que la Relación con los jefes es mayor fuente de satisfacción entre las dos categorías profesionales, como la mayor fuente de insatisfacción entre los administradores técnicos es la dimensión Promociones. Se observó que la satisfacción laboral de los docentes y técnicos tiene diferentes antecedentes axiológicos; como por ejemplo la dimensión Colegas se predice por el valor de la Emoción en la muestra de los docentes, y el valor Estabilidad del personal en la muestra de los técnicos. Se considera que los resultados de esta investigación pueden proporcionar ideas para implementar políticas organizacionales, así como hacer una contribución al campo de estudio, en cuanto a la comprensión de la relación entre las emociones experimentadas en el trabajo y las características individuales.

Influence Factors of Psychological Empowerment among the Teachers in Universities and Colleges / 中国医科大学学报

Objective to analyze the basic situation of university and college teachers′psychological empowerment,and investigate the effect of perceived organizational support,organizational identification,supervisory commitment on psychological empowerment. Methods the instruments which were used include perceived organizational support questionnaire(POS),organizational identification questionnaire(OIQ),supervisory com-mitment scale(SCS)and psychological empowerment scale(PES). A total number of 1 500 teachers were recruited conveniently from 6 university and colleges. Results the average score of psychological empowerment was 60.09±14.21. Positive correlation was found among perceived organiza-tional support,organizational identification,supervisory commitment and psychological empowerment(P < 0.05). Perceived organizational support, organizational identification and supervisory commitment explained 86.5% of variance of psychological empowerment. Conclusion Overall level of university and college teachers′psychological empowerment is in moderate or above degree. Perceived organizational support,organizational identifi-cation,and supervisory commitment can predict a deep level of psychological empowerment.

Primary Analysis of Quality Improvement of Work Life for College teachers / 中华医学教育探索杂志

This article introduces concept of quality of work life and analyses main factors influencing quality of teachers'work life. In order to stabilize emotion of teachers and retain excellent teachers,we put forward the suggestions for improving and enhancing the quality of teachers'work life.

A Study on the Living Standard of Young College Teachers Engaged in Psychological Counseling in Hunan Province / 中国临床心理学杂志

Objective: To explore the living standard of young college teachers engaged in psychological counseling in Hunan province.Methods: 44 young college teachers engaged in psychological counseling and 52 control subjects were tested by the generic quality of life inventory-74(GQOLI-74).Results: ① The scores of the living standard were noticeablly different between the young college teachers engaged in psychological counseling and other young college teachers,the scores of the former’s living standard were markedly lower than those of the latter’s.②The total score,scores of factors such as physical distress、 movement and sense function、 overall comments on the living standard,and score of the material life dimension of GQOLI-74 of male young college teachers engaged in psychological counseling were evidently higher than those of female young college teachers’ engaged in psychological counseling.③19 factors and sex which probably influence the overall comments on the living standard were selected regression equation.Conclusion: The young college teachers engaged in psychological counseling have poor life quality and subjective well-being.

The Necessary Qualities of Using CAI for College Teachers in Microbiology Experimental Teaching / 微生物学通报

As a new method of modern teaching,the computer assisted instruction(CAI) is widely used in every field in modern education. In this paper,the author explores the existed problems and the necessary qualities of using CAI for college teachers in microbiology experimental teaching.

Prevalence of gallstones among university teachers and related risk factors: A multicenter study / 临床肝胆病杂志

ObjectiveTo investigate the prevalence rate of gallstones among university teachers in Tianjin, China, and related risk factors. MethodsPhysical examination data were collected from the teachers from five universities who participated in physical examination in Physical Examination Center, Tianjin Medical University Cancer Institute and Hospital, in 2015, and abdominal ultrasound was used for the diagnosis of gallstones. The chi-square test was used for comparison of categorical data between groups. Univariate and multivariate logistic regression analyses were used to identify the risk factors for gallstones in the teachers from different universities, and a meta-analysis was used for the pooled analysis of prevalence rate and risk factors. ResultsA total of 8006 university teachers were enrolled, among whom 440 were diagnosed with gallstones, and the pooled prevalence rate of gallstones was 5.5%. The meta-analysis showed that hypertension (odds ratio ［OR］=1.67, 95% confidence interval ［CI］: 1.32-2.12, P＜0.001), fatty liver (OR=1.39, 95%CI: 1.12-1.72, P＜0.001), kidney stones (OR=1.90, 95%CI: 1.15-3.14, P=0.01), and high levels of hexokinase (OR=1.42, 95%CI: 1.03-1.94, P=0.03), alanine aminotransferase (OR=1.32, 95%CI: 1.01-1.73, P=0.04), and globulin (OR=1.74, 95%CI: 1.08-2.79, P=0.02) were risk factors for gallstones. ConclusionThere is a relatively low prevalence rate of gallstones among university teachers in Tianjin, and hypertension, fatty liver, kidney stones, and high levels of hexokinase, alanine aminotransferase, and globulin may be the risk factors for gallstones.