4 research outputs found
Antibiotics’ Prescribing and Pharmacovigilance Attitudes among Pediatricians and Pediatric Residents in Cyprus
No full textКлінічні та поведінкові практики лікарів первинної ланки при призначенні антибіотиків у Греції
No full textAim: To evaluate primary health physicians’ clinical and behavioral practices towards antibiotics administration in a specific region in Greece.
Materials and methods: A cross sectional study was conducted using a questionnaire in all structures of primary health care (PHC) of the Peloponnese Region. The study was conducted in May-October 2020.
Results: In total, 306 out of 404 primary healthcare physicians completed the questionnaire (response rate of 75.8%). Our results showed that most of physicians used to prescribing antibiotics empirically in common diseases, except for the prevention of secondary respiratory tract infection. Overall, 66.3% answered that they do not feel diagnostic uncertainty that would lead them to prescribe antibiotics. Approximately 40% of the physicians stated an increase on antibiotics use and patients demand for antibiotic prescribing, however 71.4% “rarely/never” affected by this requirement. 51.9% of the sample used to prescribed brand name antibiotics. Statistically significant differences were found between demographic and professional characteristics, and physicians’ clinical and behavioral practices (p≤ 0.05).
Conclusions: Our findings could provide decision makers with information on how to manage antibiotic prescribing in primary health care in the country, focusing mainly on the use of specific diagnostic tests as well as relevant guidelines and protocols for changing prescription behavior.Мета: оцінити клінічну та поведінкову практику лікарів первинної медико-санітарної допомоги щодо введення антибіотиків у конкретному регіоні Греції.
Матеріали і методи: Було проведено перехресне дослідження з використанням анкети у всіх структурах первинної медико-санітарної допомоги (ПМСД) Пелопоннесу Дослідження проводилося у травні-жовтні 2020 року.
Результати: Загалом анкету заповнили 306 з 404 лікарів первинної ланки (відсоток відповідей 75,8%). Наші результати показали, що більшість медиків звикли призначати антибіотики дослідним шляхом при поширених захворюваннях, крім профілактики вторинної інфекції дихальних шляхів. Загалом 66,3% відповіли, що не відчувають діагностичної невизначеності, яка змусила б їх призначати антибіотики. Приблизно 40% лікарів заявили про збільшення щодо використання антибіотиків та попиту пацієнтів на призначення антибіотиків, однак 71,4% «рідко/ніколи» не постраждали від цієї вимоги. 51,9% вибірки звиклих до призначення антибіотиків. Статистично значущі відмінності були виявлені між демографічними та професійними характеристиками, а також клінічними характеристиками лікарів і поведінкових практик (с≤ 0,05).
Висновки: Наші висновки можуть надати особам, які приймають рішення, інформацію про те, як керувати призначенням антибіотиків у первинній медико-санітарній допомозі в країні, зосередження уваги головним чином на використанні специфічних діагностичних тестів, а також відповідних керівних принципів та протоколів для зміни рецептурної поведінки
The Gifted Rating Scales - School Form in Greek elementary and middle school learners: a closer insight into their psychometric characteristics
No full textThe Gifted Rating Scales - School Form (GRS-S), an evaluation tool for the identification of gifted elementary and middle school children, was the subject of the current study, which focused on its psychometric features (internal consistency reliability and structural validity). Four hundred and eighty-nine teachers (342 women, 139 men, and 8 without gender declaration) used the GRS-S to estimate the dimensions of giftedness in their students for the current study. Particularly, 489 children (253 girls and 236 boys) were evaluated by their teachers. Eight elementary and middle school classes and sixteen 6-month age bands were used to stratify the student population. The scales’ outstanding internal consistency and good factorial validity were revealed by statistical analyses (EFA, CFA, and Cronbach’s coefficients). According to the current research findings, the GRS-S as a reliable and valid assessment tool for identifying gifted students (by their teachers) within the Greek cultural environment
Scales for rating the behavioral characteristics of superior students: a preliminary examination of the psychometric properties of the Greek version of the first four scales: learning, creativity, motivation, and leadership scale
No full textThe Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS; Renzulli et al., 2010) are notable for incorporating teachers’ informed evaluations in identifying gifted students. Teachers’ close interactions with students enable them to make meaningful judgments, and the SRBCSS provides a structured method to guide and strengthen their nominations. The aim of the present study was to gain insight into the psychometric properties of the Greek version of the first four Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS), which assess various dimensions of giftedness. One hundred and forty-five (145) Greek primary and secondary education school (elementary and middle school) teachers completed the Learning, Creativity, Motivation, and Leadership scales of the SRBCSS to estimate the corresponding dimensions of giftedness in their students. Specifically, 145 students (83 girls and 62 boys) were evaluated by their teachers. The unidimensional structure of each of the aforementioned SRBCSS scales was tested using exploratory (EFA) and confirmatory (CFA) factor analyses, both of which demonstrated their one-factor structure. CFA analysis also confirmed their content validity, as all four scales were found to be positively correlated at statistically significant levels in the structural model. Furthermore, the number of underlying factors (latent variables) in their total organization was also examined using CFA at scale-level data. Both the one-factor and the correlated two-factor models’ solutions demonstrated statistically equivalent, excellent fit. Additionally, the internal consistency reliability of the four scales was evaluated with Hancock’s H coefficient and found to be good to excellent for all of them. Furthermore, moderate correlations were found between the first four scales of SRBCSS and the GRS-S scales, thus supporting their convergent validity. The research findings indicate that the specific SRBCSS scales can be used as reliable and valid tools for identifying gifted students (by their teachers) in the Greek educational context
