Teacher's perceptions about reproductive health education in schools

Reproductive health [RH] programs are increasingly aware of young adults needs. Success in implementing such programs in schools depends largely on adequate teachers' training. The aim of the present study was to identify teachers' knowledge about RH as well as their opinions and perceptions about teaching RH in schools. The studied sample included 432 teachers of both sexes representing different educational levels in three educational sectors in Alexandria. The techniques used were self-administered questionnaire and group discussion. Results revealed that about half of the sample had not heard about the synonym RH before [50.5%] and had poor knowledge about RH [49.1%]. Teachers' qualification, years of experience and type of teaching subject significantly affected their knowledge level. After discussing the concept of RH with the teachers, the great majority perceived importance of RH education and agreed that RH must be taught to their own children in schools. Schools were cited on the top of second preferred sources giving RH information to youth. The majority of the teachers suggested that all RH topics should be incorporated in the future school curriculum. About two-thirds of the sample showed positive attitude towards attending RH training courses. Also, nearly half of the sample expressed high perceived barriers for teaching RH in schools. It is recommended to integrate different topics of RH within formal and informal school programs. Preservice and inservice training of teachers about RH should be earned out

study of knowledge, attitudes and practices of family planning among married men in Alexandria

This study was conducted to reveal knowledge, attitudes and practices of males towards FP. Results showed that both scores of knowledge and attitude were of low value. The mean number of children was 4.3 +/- 1.9. Males who were ready to share in the usage of FP methods, and those who thought that religion approves FP had significantly smaller families. The percentage of those currently practicing FP was about 45%, while those who are currently using condoms were about 3%. It was concluded that more surveys are needed to portray males situation regarding FP. Intensification of educational activities of men may promote the National Program

Women's knowledge, Attitudes and practices about family Planning

This work aimed to assess the knowledge, attitudes and practices [KAP] of married women towards family planning. The data was collected by interviewing married women [n = 351] attending 4 randomly selected MCH centers in Alexandria. It was found that none of women knew sound definition of family planning. The most popular contraceptive methods [known or used] are intrauterine devices [IUDs] and contraceptive pills. The most common sources of information were the mass media and primary health care [PHC] units. The most common source of contraceptive methods was the MCH centers. There was a significant gap between the family planning ideals, such as number of children, birth interval and age at pregnancy, and the actual ones. One third of women were never use contraceptives. The pregnancy was unwanted among two third of those who are pregnant at the time of interview. The discontinuation rate was 38.1% and it is mainly due to the desire to become pregnant, side effects, inconvenience and dissatisfaction of the used method. The knowledge and use of contraceptives was significantly related to the level of women education

Factores de no acreditación referidos por los alumnos afectados / Causes of failure refered by the students

El alto índice de reprobación en las materias de los primeros ciclos de la carrera, despertó nuestro interés por investigar los factores que pudieran estar involucrados. Se diseñó una encuesta con 51 reactivos y se aplicó a 238 sujetos que presentaron exámenes extraordinarios de embriología, psicología médica y medicina humanística. De estos alumnos 482 sintieron la necesidad de explicar, en la pregunta abierta los motivos que consideraron los condujeron a reprobar. Estas opiniones fueron clasificadas en tres categorías: problemas personales, causas atribuibles a los profesores y situaciones imputables al proceso académico y administrativo.