The Joint Initiative for Teaching and Learning on Global Health Challenges and One Health experience on implementing an online collaborative course.

The "Joint Initiative for Teaching and Learning on Global Health Challenges and One Health" piloted the online course "Global Health Challenges and One Health in 2021. The present work documents this experience, lessons learned, and the future outlook of the course. A descriptive study was conducted based on the evaluations performed with the enrolled students and course coordinators. Of 30 enrolled students from graduate programs of six institutions from Brazil, Germany, Mozambique, and Kosovo, two unenrolled, and nine failed for not completing the activities. Therefore, 19 (63%) students completed the course. Some challenges identified were language and technology access barriers, difficulty scheduling group meetings due to different time zones, and high workload per credit in some institutions. Activities in groups conducted synchronously, such as debates, journal clubs, and case studies, were highlighted as those with higher impact in the learning process, having more participation of students when carried in small groups. Some students reported the establishment of research and work partnerships with other participants from partner institutions. The experience reinforces the importance of international exchange to improve collaboration between institutions and the impact of working in small interprofessional groups to develop technical, intercultural, and interdisciplinarity competencies necessary to human resources working with the One Health approach. The success of such international educational initiatives depends on overcoming barriers to implementation, which can be detected in institutional and course levels. Therefore, continuing evaluation of the course and improvements must be performed and involve all participants.

Creating a platform to enable collaborative learning in One Health: The Joint Initiative for Teaching and Learning on Global Health Challenges and One Health experience.

The "Joint Initiative for Teaching and Learning on Global Health Challenges and One Health" targets education and training in Global Health Challenges and One Health, focusing on surpassing issues that affect One Health training programs. The present work describes the planning, implementation, and challenges to develop an international educational initiative among six partner institutions from four different countries, to build a collaborative teaching and learning environment. The course applies collaborative online international learning principles and is addressed to graduate students of universities from Brazil, Germany, Mozambique, and Kosovo. A pilot curriculum was developed with modules on intercultural competence, interprofessional and collaborative practice in One Health; One Health; healthcare, surveillance, and One Health; bioethics in One Health and careers in Global Health. The course combines synchronous and asynchronous activities developed in groups by mixing students from different institutions and countries. Forty-four experts from 22 institutions of the Americas, Africa, Europe, and Asia collaborated with the course content. Some challenges to implementing the course were the different criteria to assign credits across institutions, the lack of bibliographic material across all partners, limited overlap hours and periods for synchronous activities, and short semester overlap across institutions. Despite the challenges for implementation, the entire process of planning and delivering the course involves intense international collaboration, contributing to the curriculum internationalization, benefiting all institutions involved, promoting exchange even in the challenging scenario of the pandemic of coronavirus disease 2019 (COVID-19).

Dental education and undue exposure of patients' image in social media: A literature review.

INTRODUCTION: The benefits of social media for health education and communication have been discussed in the literature. However, the indiscriminate utilisation by dental students and professionals, and the effects on patients' privacy and confidentiality are still little explored. OBJECTIVE: To investigate the exposure of patients' images in social media by dental students and professionals, as well as to explore how this issue is addressed in dental schools. MATERIALS AND METHODS: A literature review was performed. Search strategies were developed for the following bibliographic databases: PubMed/MEDLINE, Latin American and Caribbean Health Sciences (LILACS), Scientific Electronic Library Online (SciELO), and Scopus. There were no restrictions about the year of publication. RESULTS: 231 articles were identified through search strategies. After a two-phase process of selection, 7 studies were included. Articles mainly described how social media have been used by healthcare students and professionals and warned that this usage has often been unprofessional, risking patients' privacy and confidentiality. Thus, it is the faculty's role, as a whole, to instruct students about the wise social media usage. CONCLUSION: The undue exposure of patients' images by dental students and professionals in social media has often been observed. Educators should include social media awareness discussions on the undergraduate curriculum.

Supporting health system transformation through an interprofessional education experience focused on population health.

The purpose of the study was to determine the impact of an interprofessional education (IPE) experience on first year students across all schools of a health sciences center on the topic of pediatric immunizations. The authors conducted a pre-/post-test at Louisiana State University Health Sciences Center-New Orleans with 731 first year students from 25 academic programs encompassing all six schools (Allied Health, Dentistry, Graduate Studies, Medicine, Nursing and Public Health). In the four questions related to the Interprofessional Education Collaborative (IPEC) sub-competencies and the three questions related to professional role regarding immunizations, there was a statistically significant difference in the pre-/post-test survey results (P < 0.0001). Student learning related to the collaboration needed to make a larger impact on patient outcomes was demonstrated through assessment of an open-ended question. IPE experiences can improve first-year students' perceptions of IPEC sub-competencies regarding the importance of population health and teamwork. By utilizing a population health focus with IPE activities, novice learners are equipped to learn and apply collaborative practice skills along with recognizing the importance of promoting overall health and well-being instead of just health care.

Developing Interprofessional Education at One U.S. Dental School: Establishing a Baseline and Moving Forward.

Dental schools across the U.S. are in the process of incorporating interprofessional education (IPE) into their curricula. At Louisiana State University Health Sciences Center-New Orleans (LSUHSC), the process of educating competent students fully prepared to maximize patient outcomes through interprofessional care is under way. The aim of this study was to establish baseline data on three years of LSU dental students' perceptions of IPE prior to and as a new two-year IPE curriculum was being introduced. A survey was conducted of dental students in all four years from 2015 to 2017 using the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2 (SPICE-R2). In 2015, 120 students participated in the survey for a response rate of 46%, followed by 160 students in 2016 (62%) and 170 in 2017 (67%). The results showed that the first-year students in 2017 had a higher total SPICE-R2 mean score than the first-year students in 2015 and 2016; the difference was statistically significant. Even though the 2017 first-year students had only received an orientation to the curriculum at the time they completed the survey, this change in attitude suggests the new focus on IPE was already having an effect on students. There were no statistically significant differences between mean scores for the three cohorts of second-, third-, and fourth-year students, none of whom had experienced the new IPE curriculum. Data from this study will serve as a baseline from which to evaluate the impact of the new IPE curriculum that is now required of all first- and second-year dental students. Through continued IPE exposure in the curriculum and ongoing faculty development, further improvements in students' attitudes toward IPE can be anticipated.

[Sensitivity to latex and the dosage of specific antibodies in professionals in the area of health]. / Sensibilidade ao Látex e Dosagem de Anticorpos Específicos em Profissionais da Área da Saúde.

UNLABELLED: The scope of this study was to verify the occurrence of sensitivity to latex and conduct dosage of anti-latex antibodies in health professionals of the Dental, Medical and Nursing Schools of the Federal University of Espírito Santo (UFES), Vitoria, ES, Brazil. This was a cross-sectional observational study. The intentional sample was composed of 295 professionals. Sensitivity was evaluated by means of a structured and validated questionnaire and the presence of IgE-latex by means of collection of 10 ml of blood submitted to analysis using the Immunocap-pharmacia® system. The IgE-latex values were categorized in different groups. RESULTS: 22.4% (n=66) showed latex sensitivity, class V of the IgE latex (17.5-42 KUA\L); 77.6 % (n=229) showed no sensitivity, class 0 or 1 of the IgE-latex (<0.35KUA\L-8,6KUA\L). Fisher's test showed a significant correlation statistic (p<0.05) in relation to the following variables: gender; atopy; eczema of the hands; allergy to medicination; chronic illness; use of anti-inflammatory; prior surgeries. CONCLUSION: Positive values of IgE were observed in the professionals with sensitivity, suggesting the adoption of prophylactic measures for the prevention and or adaptation of the work environment, preserving the health of these workers.

[Influence of different concentrations of fluoride in the water on epidemiologic indicators of oral health/disease]. / Influência de diferentes concentrações de flúor na água em indicadores epidemiológicos de saúde/doença bucal.

The scope of this study was to evaluate access to fluoride sources and oral health hygiene of 237 schoolchildren aged nine to sixteen, from three locations with different fluoride concentrations in the water. The fluoride level in the water of each area was analyzed by the selective electrode technique for the fluoride ion and the prevalence of dental caries and fluorosis were evaluated, respectively, by the DMFT and TSIF index, revealing a statistically significant difference (ANOVA; p <0,05) in the three locations: area without artificial fluoridation (DMTF 5.32 ± 3.49) and 16% of dental fluorosis; area with artificial fluoridation of 0.8 ppmF (DMTF 1.88 ± 2.22) and 94% of dental fluorosis; area with natural fluoridation of 2.54 ppmF (DMTF 3.96 ± 2.38) and 100% of dental fluorosis. The findings suggest that the epidemiologic indicators of oral health/disease are influenced by the presence of fluoride in the water supply and that supervision and orientation are fundamental in the correct use of fluoridated compositions, taking advantage of the maximum benefit in the control of dental caries with minimum risk of the occurrence of dental fluorosis.