Association of school neighbourhood socioeconomic disadvantage and teaching staff's risk of violence at work.

AIM: The aim of this study was to determine the association between neighbourhood socioeconomic disadvantage and teaching staff's risk of workplace violence and whether workplace psychosocial resources can act as effect modifiers. METHODS: Primary school teaching staff in the six largest cities in Finland responded to a survey in 2018 and were linked to information on school neighbourhood disadvantage obtained from the national grid database (n = 3984). RESULTS: After adjustment for confounders, staff working in schools located in the most disadvantaged neighbourhoods had a 1.2-fold (95% confidence interval 1.07-1.35) risk of encountering violence or threat of violence compared with staff working in the most advantaged neighbourhoods. The association was less marked in schools with strong support from colleagues (risk ratio 1.14, 95% confidence interval (95% CI) 0.98-1.32 for high support versus 1.23, 95% CI 1.07-1.43 for low/intermediate support), a strong culture of collaboration (1.08, 95% CI 0.93-1.26 versus 1.31, 95% CI 1.12-1.53), high leadership quality (1.12, 95% CI 0.96-1.31 versus 1.29, 95% CI 1.08-1.54), and high organizational justice (1.09, 95% CI 0.91-1.32 versus 1.29, 95% CI 1.09-1.52). CONCLUSIONS: The association between school neighbourhood and teaching staff's risk of violence was weaker in schools with high workplace psychosocial resources, suggesting that targeting these factors might help in minimizing violence at schools, but future intervention studies are needed to confirm or refute this hypothesis.

Tendencias de la formación profesional pedagógica y científico-investigativa en enfermeros y tecnólogos de la salud / Tendencies in pedagogic and scientific-investigative professional training in nurses and health technologists i: en

Introducción: El aumento de los conocimientos científicos y sus aplicaciones tecnológicas repercuten en un conjunto de esferas de la vida, particularmente la educativa. Objetivo: Analizar las principales tendencias de la formación pedagógica y científico- investigativa en los profesionales de enfermería y tecnología de la salud. Métodos: Se realizó un estudio educativo, descriptivo, de corte longitudinal y prospectivo, que incluyó a 45 docentes de la Facultad de Enfermería-Tecnología de la Salud de Santiago de Cuba vinculados al proceso docente-educativo, desde septiembre del 2021 hasta julio del 2022, para lo cual se utilizaron métodos teóricos y prácticos. Resultados: En la serie predominaron los docentes formados en el sector de la salud (93,3 %) en relación con los graduados por el Ministerio de Educación Superior (6,7 %). Todos habían recibido preparación pedagógica y científico-investigativa, pero consideraban que aún era insuficiente su arsenal pedagógico. Conclusiones: La integración de la docencia con la asistencia y la investigación fue la tendencia más evidente en los integrantes de la casuística.

Introduction: The increase in scientific knowledge and its technological implementations has an effect on a group of spheres of life, particularly education. Objective: To analyze the main tendencies of the pedagogic and scientific - investigative training in nursing and health technology professionals. Methods: An educational, descriptive, longitudinal and prospective study was carried out that included 45 professors from the Health Nursing-Technology Faculty of Santiago de Cuba, linked to the teaching educational process from September, 2021 to July, 2022, for which theoretical and practical methods were used. Results: In the series, there was a prevalence of the professors trained in the health sector (93.3%) in connection with those graduated from the Ministry of Higher Education (6.7%). All of them had received pedagogic and scientific-investigative training, but they considered that their pedagogical arsenal was still insufficient. Conclusions: The integration of teaching with attendance and research was the most evident tendency in members of the case material.

Knowledge, Awareness, and Interest in Forensic Odontology Among the Dental Teaching Staffs in the Dental Colleges of Jharkhand.

BACKGROUND: Forensic dentistry is a subspecialty of forensic science that handles, examines, and presents evidence from teeth in the most ethical manner possible. In addition to doing research, forensic odontology (FO) entails managing, examining, assessing, and presenting evidence from dentistry in civil or criminal investigations. In these circumstances, the forensic odontologist aids the court system by reviewing the dental findings. AIM: The present investigation was carried out to assess the dental faculty member's awareness, interest, and knowledge of FO at dental educational institutions in Jharkhand, India. METHODS AND MATERIALS: The sample size calculation assumes a simple random sampling technique and a large population size using the formula E=sqrt((Z^2*p*(1-p))/n). A total of 102 dental teaching faculty members from diverse dental specialties participated in the survey. Utilizing a validated questionnaire that was sent directly after receiving approval from the institutional ethics committee in January 2023, data were gathered in a tailored manner. The questionnaire included 12 questions to gauge the dental teaching faculty members' awareness, knowledge, and interest in FO. Closed-ended questions were included. The outcomes were computed using a percentage system. RESULTS: In this study, 95% of study participants agreed with the fact that teeth are a possible source of DNA, while 5% were unaware of this fact. 68% of study participants said that visual examination constitutes the initial stage in the identification process for unidentified bodies while 8% of study participants said that DNA fingerprinting constitutes the initial stage in the identification process for unidentified bodies. However, 8% of study participants didn't know anything about this aspect. 72% of dental teaching faculty members agreed to the fact that Barr bodies should be used to determine sex. 89% of study participants responded positively to the question "Can teeth or enamel serve as a tool for determining age?" 11% of study participants did not know that teeth or enamel can serve as a tool for determining age. 41% of study participants had the correct information that FO instruction for bachelor of dental surgery (BDS) students takes place and, as per Dental Council of India (DCI) standards, should be given in both BDS second and third years. CONCLUSION: The results of the current survey provided information on FO practices among Jharkhand dental institutes' dental faculty. The poll revealed that they have the necessary information, which they must have learned either while studying, participating in continuing dental education, or teaching.

The Dynamic between Self-Efficacy and Emotional Exhaustion through Studyholism: Which Resources Could Be Helpful for University Students?

While university students have experienced increased stress, anxiety, and study obsession (studyholism) during the COVID-19 emergency, supportive university environments and academic self-efficacy (ASE) were found to be protective factors. However, the perception of overstudying could have impaired ASE's protection against studyholism, akin to workaholism. Following the job-demands resource model, this contribution examines the moderating roles of study load and teaching staff support in the relationship between ASE and exhaustion, mediated by studyholism. 6736 students from 11 universities (69.8% females; Mean age 24.67 years) completed a self-report survey concerning various academic and life aspects. Results showed that ASE was partially mediated by studyholism in its negative relationship with exhaustion. Both study load and support moderate this relationship, although the interaction effect between studyholism and ASE is positive. Nonetheless, ASE plays a protective role for all levels of study load and support, while studyholism is confirmed to have a significant impact on exhaustion, both directly and through its mediating role. Considering the high scores of both studyholism and exhaustion in this sample, the enhancement of ASE should be complemented by teacher support centered around opportunities to review study strategies with the students and strong attention to preventive measures, such as in itinerant evaluation, which could enhance both the perception of positive support and strengthen ASE.

Physiology education and teaching in Chinese mainland medical schools: the status quo and the changes over the past two decades.

Physiology is a critical subject that bridges basic and clinical medicine. The reform of physiology education is crucial to improving the quality of teaching and supporting student learning; however, there is a lack of comprehensive data documenting the current state of physiology education in medical programs in China. This study conducted an online survey among experienced teachers from the top 100 medical schools in the Chinese mainland in 2022. A total of 89 valid questionnaires were included in this study. In 57.3% of the surveyed medical schools, 70% of the physiology teachers have a Ph.D. degree, while the number of faculty members with a medical background has tended to decrease in 53.9% of the surveyed medical schools. Of the 89 medical schools, 62 have implemented physiology course integration, with 69.4% of the respondents believing that curriculum integration could enhance students' knowledge acquisition and application. The lecture hours per term are 50-70 and 71-90 in 49.4% and 42.7% of the 89 medical schools, respectively. The ratio of course duration of lecture to laboratory was 2:1 in 47.2% of the surveyed medical schools, while the ratio was between 1:1 and 2:1 in 47.2% of the surveyed medical schools, and only 5.6% of medical schools opted for a 1:1 course arrangement. For teaching methods, about 60% of medical schools used problem-based learning, case-based learning, and task-based learning (PBL/CBL/TBL) for clinical medicine students only, and 25.4% of medical schools applied PBL/CBL/TBL to all students. This study is conducive to promoting dialogue and communication among physiology teachers, administrators, and researchers.NEW & NOTEWORTHY This study conducted a nationwide survey of the top 100 medical schools in the Chinese mainland in 2022 to provide first-hand data on the current situation and changes in physiology education and teaching in the Chinese mainland with focuses on the faculty composition, curriculum integration, teaching methods, and assessment modes, which is a microcosm of the reform and development of the medical education in the Chinese mainland, hoping to improve the quality of preclinical medical education.

An exploratory study to understand faculty members' perceptions and challenges in online teaching.

The government of the United Arab Emirates (UAE) considers technology to be one of the main pillars of its vision for moving towards a knowledge-based society. Due to several factors such as globalisation, demand for information technology infrastructure and COVID-19 lockdowns, e-learning has become a popular method of delivery across higher education institutions in the UAE. In a first step, the authors of this article conducted a systematic review of existing literature (49 items published between 1999 and 2020). They found that the existing literature on online learning predominantly focuses on student-specific challenges, while there is still a dearth of published work covering faculty members' specific challenges in facilitating online learning in the UAE. The second part of this exploratory study drew on stakeholders' reflections of several years of designing and delivering online courses, analysing faculty members' perspectives on online teaching and learning in the UAE. The authors present their qualitative research, which involved open-ended semi-structured interviews with 15 faculty members, followed by a thematic analysis of their responses using NVivo 12 pro software. The most critical themes which emerged were learners' expectations, culture, perception, pedagogy and technology. The article also reveals how these topics contribute to the various strategies for seamless adoption and delivery of online education in the UAE.

Une étude exploratoire pour comprendre les perceptions et les défis des enseignants dans l'enseignement en ligne ­ Le gouvernement des Émirats Arabes Unis (EAU) considère la technologie comme l'un des principaux piliers de son projet d'évolution vers une société axée sur la connaissance. En raison de plusieurs facteurs tels que la mondialisation, la demande d'infrastructures pour les technologies de l'information et les confinements dus au COVID-19, l'apprentissage en ligne est devenu une méthode d'enseignement populaire dans les établissements d'enseignement supérieur aux EAU. Dans un premier temps, les auteurs de cet article ont procédé à une revue systématique de la littérature existante (49 articles publiés entre 1999 et 2020). Ils ont constaté que la littérature existante sur l'apprentissage en ligne se concentre principalement sur les défis propres aux étudiants, alors qu'il y a encore peu de travaux couvrant les défis spécifiques aux membres du corps enseignant pour faciliter l'apprentissage en ligne aux EAU. La deuxième partie de cette étude exploratoire s'est appuyée sur les réflexions de différents acteurs sur plusieurs années de conception et d'enseignement de cours en ligne, analysant les perspectives des membres du corps enseignant sur l'enseignement et l'apprentissage en ligne aux EAU. Les auteurs présentent leur recherche qualitative, qui comprend des entretiens semi-structurés ouverts avec 15 membres du corps enseignant, suivis d'une analyse thématique de leurs réponses à l'aide du logiciel NVivo 12 pro. Les thèmes les plus importants qui ont émergé ont été les attentes des apprenants, la culture, la perception, la pédagogie et la technologie. L'article révèle également comment ces sujets contribuent aux diverses stratégies pour une adoption et une diffusion harmonieuses de l'enseignement en ligne aux EAU.

Do teaching staff trust stakeholders and tools in learning analytics? A mixed methods study.

Learning analytics (LA) has gained increasing attention for its potential to improve different educational aspects (e.g., students' performance and teaching practice). The existing literature identified some factors that are associated with the adoption of LA in higher education, such as stakeholder engagement and transparency in data use. The broad literature on information systems also emphasizes the importance of trust as a critical predictor of technology adoption. However, the extent to which trust plays a role in the adoption of LA in higher education has not been examined in detail in previous research. To fill this literature gap, we conducted a mixed method (survey and interviews) study aimed to explore how much teaching staff trust LA stakeholders (e.g., higher education institutions or third-parties) and LA technology, as well as the trust factors that could hinder or enable adoption of LA. The findings show that the teaching staff had a high level of trust in the competence of higher education institutions and the usefulness of LA; however, the teaching staff had a low level of trust in third parties that are involved in LA (e.g., external technology vendors) in terms of handling privacy and ethics-related issues. They also had a low level of trust in data accuracy due to issues such as outdated data and lack of data governance. The findings have strategic implications for institutional leaders and third parties in the adoption of LA by providing recommendations to increase trust, such as, improving data accuracy, developing policies for data sharing and ownership, enhancing the consent-seeking process, and establishing data governance guidelines. Therefore, this study contributes to the literature on the adoption of LA in HEIs by integrating trust factors.

Escalera de superación académica con enfoque interdisciplinario en la Facultad de Tecnología de la Salud de La Habana / Steps of academic training with interdisciplinary approach in the Health Technology Faculty of Havana city i: en

Introducción: A la Universidad del siglo XXI le corresponde ser consecuente con los procesos derivados del desarrollo social, lo cual debe ser atendido desde la formación de posgrado. A tales efectos, se diseñó y ejecutó una estrategia de superación en la Facultad de Tecnología de la Salud de La Habana, según las necesidades de aprendizaje de los profesionales. Objetivo: Describir los principales resultados de la generalización de la escalera de superación académica con enfoque interdisciplinario. Métodos: Se realizó un estudio descriptivo, longitudinal y retrospectivo, en el periodo 2017-2022, en la Facultad de Tecnología de la Salud de La Habana. Las 5 variables identificadas fueron la superación por tipo de actividad de posgrado según año, los artículos científicos publicados por año en la Revista Cubana de Tecnología de la Salud, la formación de doctores en educación médica, los doctores en educación médica graduados según universidades y centros de salud, así como la promoción de profesores a la categoría docente superior. Resultados: Se apreció un incremento de las formas de superación desarrolladas. En el 2019 la cifra de autores y coautores con publicaciones en la revista de la Facultad ascendió a 219; asimismo, en la formación de grado científico hubo considerables resultados, tanto en profesores como en otros profesionales de la salud, y aumentó el número de docentes que ascendieron a la categoría superior. Conclusiones: Como resultado de la superación académica escalonada se destacó la elaboración de 5 maestrías para el área de las tecnologías de la salud y se apreció un incremento sostenido en la promoción de profesionales de la educación médica a categorías docentes superiores.

Introduction: The University of the XXI century is in charge of being consequent with the processes derived from the social development, which should be assisted from the posdegree education. To such effects, a training strategy was designed and implemented in the Health Technology Faculty of Havana city, according to the learning necessities of professionals. Objective: To describe the main results of generalization of the academic training steps with interdisciplinary approach. Methods: A descriptive, longitudinal and retrospective study was carried out in 2017-2022 in the Health Technology Faculty of Havana city. The 5 variables identified were training by type of posdegree activity according to year, the scientific works published per year in the Cuban Journal of Health Technology, training of doctors in Medical Education, doctors in Medical Education graduated according to universities and health centers, as well as the promotion of professors to the superior teaching category. Results: An increment in the developed ways of training was appreciated. In 2019, the number of authors and joint authors with publications in the Faculty's journal has reached 219; also, there were considerable results in the scientific degree education, either in professors or in other health professionals, and there was a higher number of professors that reached the superior category. Conclusions: As a result of the staged academic training, the elaboration of 5 masters՚ degree for health technologies area was notable and a sustained increment was appreciated in the promotion of professionals from the medical education to superior educational categories.

Psychological distress among teaching staff during the COVID-19 pandemic: A transdiagnostic perspective on profiles of risk and resilience.

Teaching staff are especially vulnerable to COVID-19-related stress, due to the significant demands they have experienced. Yet, many have shown resilience-good mental health despite stress exposure. The current study used a person-centered approach to identify distinct profiles according to individual differences in psychosocial risk and protective factors. Latent Profile Analysis and ANOVAs were employed among 350 Israeli teaching staff during the fourth wave of COVID-19. Two distinct profiles, "risk" (55%) and "resilience" (45%) were identified. While groups showed no differences in COVID-19-related stress outcomes, they consistently differed in their psychological reaction to COVID-19 (psychopathology, compassion fatigue, and compassion satisfaction).

The prevalence of low back pain and risk factors in academic teaching staff at King Abdulaziz University Jeddah:\\ A cross-sectional study.

BACKGROUND: Low back pain (LBP) is one of the most common musculoskeletal disorder symptoms affecting adults' health in the workplace including academic settings. OBJECTIVE: To estimate the prevalence of LBP among academic teaching staff at King Abdulaziz University, as well as to identify its socio-demographic and work-related risk factors. METHODS: A cross-sectional study design was used to estimate the prevalence of LBP and the risk factors in 123 academic teaching staff members at King Abdulaziz University. Data on LBP history and disability using Oswestry Disability Index (ODI), work-related and socio-demographic characteristics of study participants were collected using a semi-structured questionnaire. The prevalence of low back pain data was analyzed using frequency and percentage descriptive statistics, and Chi-square was used to identify group differences. RESULTS: A total of 123 academic teaching staff with a mean age of 37.5 years old of whom 79 (64.2%) were females and 44 (35.8%) were males completed a self-administrative questionnaire. Using a self-rating scale, approximately a quarter of academic teaching staff had moderate disability 25.2%; 4.9% had a severe disability; only one subject 0.8% was crippled. There has been a significant relationship between the number of years of experience and the extent of low back disability (P < 0.05). The Chi-square test revealed 56.3% of takes part with 11-15 years of experience have moderate disability relative to those with 0-5 years of experience (11.1%). There was a trend towards significance among academic teaching staff for the effect of the faculty stream on low back disability (P = 0.077, Chi-square test revealed teaching staff in the medical stream had the highest percentage of participates with minimal disability (78.7%) whereas in the scientific stream had the lowest percentage of minimal disability (52%). CONCLUSION: The findings of this study have shown that there is a major problem of low back pain among academic staff at King Abdulaziz University and that the situation in other higher education institutions in Saudi Arabia is changing.

Impact of the COVID-19 pandemic on risk of burn-out syndrome and recovery need among secondary school teachers in Flanders: A prospective study.

Background: Due to the COVID-19 pandemic, schools were closed, teachers had to teach from home and after a while, they had to return to the classroom while the pandemic was still on-going. Even before the pandemic, teachers were already more at risk for burn-out syndrome compared to the general population. Furthermore, not much research pertaining to this population has been carried out during the pandemic and so the impact of the pandemic on teachers' risk of burn-out syndrome and recovery need remains unclear. The aim of the current study was to fill this knowledge gap and map out the impact on risk of burn-out syndrome and recovery need at different time points during the pandemic. Methods and findings: At baseline, 2,167 secondary school teachers in Flanders were included in this prospective study. Questionnaire data were obtained at ten different time points between September 2019 and August 2021. To assess risk of burn-out syndrome and its dimensions, the Utrecht Burn-out Scale for Teachers was administered. Need for recovery was assessed using questions adopted from the Short Inventory to Monitor Psychosocial Hazards. The results revealed an initial positive effect of the first lockdown (Mar/Apr 2020) with a decrease in risk of burn-out syndrome [Odds ratio (OR) Jan/Feb 2020-Mar/Apr 2020 = 0.33, p < 0.001], emotional exhaustion (EMM Jan/Feb 2020-Mar/Apr 2020 = -0.51, p < 0.001), depersonalization (EMM Jan/Feb 2020-Mar/Apr 2020 = -0.13, p < 0.001) and recovery need [Estimated marginal mean (EMM) Jan/Feb 2020-Mar/Apr 2020 = -0.79, p < 0.001]. No significant effect on personal accomplishment was found (p = 0.410). However, as the pandemic went on, higher risk of burn-out syndrome, emotional exhaustion, depersonalization and recovery need, and lower personal accomplishment were observed. Conclusions: Despite the initial positive impact on risk of burn-out syndrome, its dimensions and recovery need, a negative long-term impact of the COVID-19 pandemic became visible. This study highlights once again the importance for interventions to reduce teachers' risk of burn-out syndrome, especially in such difficult times as a pandemic.

Diagnostic errors in Dentistry, opinions of egyptian dental teaching staff, a cross-sectional study.

BACKGROUND: Diagnostic errors is a known problem in healthcare practice. Data on diagnostic errors in the dental field are extremely lacking. The objective of the study is to explore the perception of dental teaching staff about the prevalence of dental diagnostic errors in Egypt, identify the most commonly misdiagnosed dental conditions and point out the contributing factors and levels of patient harm. METHODS: A cross-sectional questionnaire-based study was conducted on 151 dental teaching staff of Egyptian governmental and private universities. The questionnaire was distributed electronically via social media and messaging apps to dental staff members with at least five years of clinical experience to assess their opinion regarding the study objectives. Results were collected and statistically analyzed. RESULTS: 94.7% of participants believed that diagnostic errors represent an urgent problem, lecturers believed by 2.703 folds more than professors that diagnostic errors are an urgent problem The percentage of diagnostic errors was estimated to be < 20% and 20-40% by more than 90% of participants. The most commonly misdiagnosed conditions were oral mucosal lesions (83.4%), followed by temporomandibular joint and periodontal conditions (58.9%) for each. More than half of the participants (60.9%) believe that medical education methodology is one of the factors that lead to dental diagnosis errors. For the impact of errors on patients, 53% of participants reported moderate impacts followed by minor impact (37.7%) while 4.6% reported no impact and the same percentage reported major impact. CONCLUSION: This study with statistically significant results reported that dental diagnostic errors are frequent and need to be approached. Oral mucosal lesions, periodontal and temporomandibular joint diseases represent areas that include the most commonly seen errors. Further, besides the lack of resources, the dental education system and lack of proper training are the main causes of this problem.

Comparison of the University Pharmacy Education Programs in Germany and Vietnam.

During the global COVID pandemic, the importance of professionals in the health care sector has been put in a new light, including pharmacists. In this context, the focus is also on how pharmacists are trained in different countries. Through an exchange of pharmacy teaching staff from a German to a Vietnamese university, the pharmacy education programs in both countries were compared. Aspects such as access to studies, structure of studies, and further training opportunities were considered. Differences and similarities emerged. In both countries, students first acquire basic knowledge and then delve deeper into pharmaceutical content in main studies. There is, expectedly, a great overlap in the content of the courses. Overall, the education at Vietnamese universities seems to be more practice-oriented due to a large number of placements. This also allows a specialization, which can be pursued in Germany with self-interest after graduation. There, the preparation for everyday work in the community pharmacy is separated from the university by a mandatory practical year. For the future, efforts are being made in both countries to strengthen the importance of clinical pharmacy in the curriculum. To this end, the Vietnamese are taking their inspiration from abroad in many cases, including Germany.

[Emotional exhaustion and job satisfaction among teaching staff during the COVID-19 pandemic]. / Emotionale Erschöpfung und Berufszufriedenheit von Lehrpersonal während der COVID-19-Pandemie.

BACKGROUND AND OBJECTIVE: The COVID-19 pandemic has significantly changed the everyday professional life of teaching staff. The purpose of this paper is to examine the effects of the pandemic on teachers' emotional exhaustion and job satisfaction. METHODS: A sample of 2531 school administrators and teachers from North Rhine-Westphalia was recruited in October 2020. Changes in emotional exhaustion during the pandemic were directly measured with nine items of the Maslach Burnout Inventory and changes in job satisfaction with six items. Adjusted regression models were used to determine risk and protective factors associated with changes in emotional exhaustion and job satisfaction. RESULTS: Risk factors associated with both more frequently perceived symptoms of exhaustion and reduced job satisfaction were as follows: the additional workload during the pandemic, the stress of uncertainty, the perceived change in workload, concerns about the students, and being employed at an elementary school. A supportive school environment was associated with both fewer perceived symptoms of exhaustion and stable job satisfaction. DISCUSSION: From the perspective of the teaching staff, the COVID-19 pandemic was related to subjective changes in emotional exhaustion and job satisfaction. The COVID-19 pandemic was associated with higher emotional exhaustion for more than half of the teaching staff and with reduced job satisfaction for one in five teachers. Due to the study design, causal conclusions are not possible.

Health promoting schools and COVID-19: preparing for the future.

We face an unprecedented period of history during which COVID-19 is clustered with other global conditions, such as obesity, undernutrition, an infodemic, and climate change. This syndemic (synergy of epidemics) calls for the development of children's and youth's health literacy and socioemotional skills, support for behavioural hygiene (e.g. washing hands, wearing masks), and adults' responsibility and caring. Moreover, it calls for creating conditions for healthy living and learning for all and paying extra attention to inequalities that have increased during the pandemic. Today, more than ever, there is an essential demand for schools to create environments that maintain and promote health for all. Within this commentary, we argue that whole-school approaches, such as the health promoting school, are essential to fight against the pandemic and to prepare schools for future challenges.

COVID-19 vaccine acceptance and perceptions among dental teaching staff of a governmental university in Egypt.

BACKGROUND: Vaccine acceptance among healthcare workers (HCWs) is an important determinant of its acceptance among the general population. Dentists are an essential group of HCWs who are at an increased risk of COVID-19 infection. This study aimed to assess vaccine acceptance and its determinants among a group of dental teaching staff in Egypt. METHODS: An Internet-based cross-sectional study was conducted where the dental teaching staff of a governmental university in Egypt were targeted using total population sampling. Data was collected on socio-demographics, attitudes towards COVID-19, risk perception, general attitudes towards vaccination, vaccine acceptance, and concerns about COVID-19 vaccines, along with barriers and motivators to vaccination. Multivariate regression was done to determine factors significantly associated with unwillingness to receive COVID-19 vaccine. RESULTS: A total of 171 dental faculty members participated in the study. At the time of data collection (August 2021-October 2021), 45.6% of the dental teaching staff were willing to receive the vaccine, while 46.7% were against vaccination, and 7.6% were vaccine hesitant. Female gender, not having a private practice, not intending to travel internationally, having anyone sick in the immediate social circle, and being more anxious about COVID-19 were significantly associated with unwillingness to receive the COVID-19 vaccine. CONCLUSION: At the time of conducting this study (August 2021-October 2021), less than half of the participating dental teaching staff in the studied Egyptian university were willing to receive the COVID-19 vaccine. Findings of the current study can guide Egyptian health authorities to adopt strategies that correct misconceptions among HCWs, educate them and build their trust in the efficacy and safety of COVID-19 vaccines, which can ultimately increase its acceptance in the general population.

A New Academic Quality at Work Tool (AQ@workT) to Assess the Quality of Life at Work in the Italian Academic Context.

The present study provides evidence for a valid and reliable tool, the Academic Quality at Work Tool (AQ@workT), to investigate the quality of life at work in academics within the Italian university sector. The AQ@workT was developed by the QoL@Work research team, namely a group of expert academics in the field of work and organizational psychology affiliated with the Italian Association of Psychologists. The tool is grounded in the job demands-resources model and its psychometric properties were assessed in three studies comprising a wide sample of lecturers, researchers, and professors: a pilot study (N = 120), a calibration study (N = 1084), and a validation study (N = 1481). Reliability and content, construct, and nomological validity were supported, as well as measurement invariance across work role (researchers, associate professors, and full professors) and gender. Evidence from the present study shows that the AQ@workT represents a useful and reliable tool to assist university management to enhance quality of life, to manage work-related stress, and to mitigate the potential for harm to academics, particularly during a pandemic. Future studies, such as longitudinal tests of the AQ@workT, should test predictive validity among the variables in the tool.

Positive school climate for school staff? The roles of administrators, staff beliefs, and school organization in high and low resource school districts.

Despite continued calls for positive school climate, school staff members are rarely included in school climate research or theories. This qualitative case study explored how socioeconomic status (SES), school districts, leadership, and school contexts combine to create school climate. Four schools were selected from a sample of positive and negative climate schools in one high and one low-SES district. Data collection involved key informant interviews and observation. District and school SES did not directly dictate the quality of climate. Organizational variables such as the principal's decisions and vision were key influences on the quality of climate for staff members. Staff members often prioritize student experiences of climate above their own experiences. School organization and the influence of the principal are critical for the quality of school climate staff members experience; these along with staff voice are critical ongoing contributions to school climate research, theory, and practice.

It takes more than agency: Linking support from teaching staff, career engagement, and movement capital among university students.

Introduction: Career self-management behaviours are key to overcoming the challenges of entry into the labour market. Combining the Conservation of Resources and Career Self-management theories, this study delves into the concept of Career Engagement among Italian University students by examining its relationship with Support from teaching Staff and Movement Capital. We hypothesised a mediation model in which Support from Teaching Staff predicts Career Engagement which, in turn, fosters Movement Capital. As the pandemic led to the adoption of online learning solutions, we also explored whether and how the interaction between teachers and students during online classes moderates the said mediation relationship. Methods and results: We collected data from 276 Italian University students through an online questionnaire. Results supported the mediation hypothesis, corroborating the mediating role of Career Engagement. We also observed that this relationship is stronger at medium and higher levels of online interaction between teachers and students. Discussion: Findings contribute to existing evidence about the role of Career Engagement in facilitating career resources' acquisition and extend the understanding of its contextual antecedents in Higher Education contexts. Results also align with the importance attributed to interaction in online learning environments. This work suggests ways to encourage career behaviours in Higher Education and equip prospective labour market entrants with career resources.

Factores relacionados con los conocimientos del profesorado sobre el trastorno por déficit de atención/hiperactividad / Factors related to teacher knowledge about attention-deficit/hyperactivity disorder

Introducción: En la bibliografía no abundan los estudios sobre los conocimientos del profesorado sobre el trastorno por déficit de atención/hiperactividad (TDAH). La escasa investigación realizada indica puntuaciones bajas o moderadas. Objetivo: Examinar los conocimientos acerca del TDAH del profesorado de educación infantil, primaria y secundaria, y estudiar posibles diferencias atribuibles a formación y experiencia previa en el trastorno y otras variables sociodemográficas. Sujetos y métodos: A una muestra de 130 profesores de la Región de Murcia (España) se le administró un cuestionario de conocimientos sobre el TDAH y se registraron las variables sociodemográficas. Resultados: Los docentes contestaron de manera correcta a más de la mitad de los ítems del cuestionario (63,9%). La escala de síntomas/diagnóstico alcanzó el porcentaje más alto de aciertos (69,1%) y la de etiología, el más bajo (32%). Las profesoras mostraron conocimientos superiores a los profesores en todas las dimensiones del cuestionario. Los docentes que habían recibido formación sobre el trastorno presentaron un nivel de conocimientos superior. Además, los profesores que habían tenido experiencia profesional previa manifestaron conocimientos superiores a los que carecían de dicha experiencia. Según la especialidad docente, no se obtuvieron diferencias estadísticamente significativas casi en ninguna de las dimensiones del cuestionario. El grupo de edad que mostró un nivel superior de conocimientos sobre el TDAH fue el de 27 a 32 años. Conclusión: Los resultados apuntan hacia la necesidad de una mejor formación en conocimientos y actitudes hacia el TDAH que facilite la detección temprana de estos casos y su atención especializada en los diferentes niveles educativos.(AU)

Introduction: Studies on teachers’ knowledge about attention deficit/hyperactivity disorder (ADHD) are not abundant in the literature. The little research done indicates low or moderate scores. Aim: To examine the knowledge of Childhood, Primary, and Secondary Education teachers on ADHD, as well as to study possible differences attributable to the previous training, the experience in the disorder and other sociodemographic variables. Subjects and methods: A sample of 130 teachers from the Region of Murcia (Spain) was administered a knowledge questionnaire about ADHD and sociodemographic variables were recorded. Results: The teachers answered correctly to more than half of the items in the questionnaire (63,9%). The Symptoms/Diagnostic scale reached the highest percentage of correct answers (69,1%) and the Etiology scale the lowest (32%). The female teachers showed superior knowledge to the male teachers in all dimensions of the questionnaire. Those teachers who had received training on the disorder presented a higher level of knowledge. In addition, teachers who had previous professional experience showed superior knowledge than those without such experience. According to the teaching specialty, no statistically significant differences were obtained almost in any of the dimensions of the questionnaire. The age group that showed a higher level of knowledge about ADHD was 27-32 years old. Conclusion: The results point to the need for better training on knowledge and attitudes of teachers towards ADHD that facilitate the early detection of these cases and their specialized care at different educational levels.(AU)