Open Journal of Preventive Medicine (OJPM )

Publisher: Scientific Research Publishing

Description

Open Journal of Preventive Medicine (OJPM) is an international journal dedicated to the latest advancement of Preventive Medicine. The goal of this journal is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of Preventive Medicine. All manuscripts must be prepared in English, and are subject to a rigorous and fair peer-review process. Accepted papers will immediately appear online followed by printed hard copy.

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  • ISSN
    2162-2477

Publisher details

Scientific Research Publishing

Publications in this journal

  • Open Journal of Preventive Medicine 11/2014; 4:822-828.
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    ABSTRACT: 11/14/14 Abstract Preview iated.org/concrete2/abstract_preview.php?print=yes 1/1 ENHANCING STUDENTS’ LEARNING ABOUT HEALTHY LIVING THROUGH COMMUNITY PARTICIPATION RB. Nordin, A. Gandhi, HK. Darnal, S. Sood, AM. Qureshi Monash University Malaysia (MALAYSIA) rusli.nordin@monash.edu, anil.gandhi@monash.edu, hari.kumar@monash.edu, suneet.sood@monash.edu, munir.qureshi@monash.edu Introduction: The Health Enhancement Program (HEP) is taught as a core curriculum for all medical students at Monash University since 2002. In 2012 we moved the year three content of the program into a community setting, calling it the Health Enhancement Carnival (HEC). At the carnival, our undergraduates interacted with school students, their teachers, and their parents, involving them in a mix of discussions, poster presentations, and video presentations. In this paper we present our experience with the HEC. Specifically, we looked at the following two measures: how did the HEC influence the knowledge, attitude, and practice of healthy living among medical students? And, what were the learning experiences of the students during the HEC? Methods: Five themes (exercise, food, healthy sleep, workplace stress and ageing) were divided among students. They were asked to develop those themes with the help of posters, power point presentations, community talks as well as video presentations. The carnival was held in the setting of two nearby children’s schools. Students were evaluated by a panel of examiners with regards to learning objectives as well as preparation and presentation. As part of evaluation, we developed 2 questionnaires. The HEP Healthy Living Questionnaire provided feedback on how the program had improved students’ knowledge, attitudes, and practice of healthy living. The HEP Learning Style Questionnaire covered twelve areas, including collegiality, environment, leadership, community interaction and other facets of learning style. Analyses were performed using the IBM SPSS Statistics version 20 software in the Clinical School Johor Bahru. Results: 1) Influence of HEC on the knowledge, attitude, and practice of healthy living among medical students. From the interviews, the judges gave the students mean ratings of 4.0/5. We also received 77 out of 127 feedback questionnaires (response rate: 60.6%) from the students. Most students (range: 49.35% to 55.84%) were “satisfied/totally satisfied”, “achieved/totally achieved”, or “improved/totally improved” to 5 questions of the Healthy Living Questionnaire. Correlation coefficients between knowledge of healthy living, attitude towards healthy living, and practice of healthy living were large (exceeding 0.8) suggesting that these three measures were highly and positively inter-correlated. Majority of students (range: 60.28% to 71.43%) scored “a lot/almost all”, to 5 questions regarding achievement of learning objectives. 2) Learning experiences of the students during the HEC. Responding to the HEP Learning Style Questionnaire, majority of students (range: 66.24% to 85.72%) agreed or strongly agreed that the program provided an optimal environment for learning, encouraging students to assume leadership responsibilities and promoting self-directed learning. A correlation matrix of the 12 items showed medium to large correlations between all twelve variables. Conclusions: The HEP is an innovative approach that has enabled students to learn about healthy living within the context of the local community. Keywords: Health Enhancement Program, Health Enhancement Carnival, Knowledge, Attitude and Practice, Blended Learning, Healthy Living
    Open Journal of Preventive Medicine 10/2014; 4(Oct 2014):771-778.
  • Open Journal of Preventive Medicine 08/2014; 4(8):640-648.
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    ABSTRACT: Introduction: The transition from primary to secondary school is a period when physical activity (PA) declines. Interventions delivered during curriculum time have had limited impact on PA. The after-school period may offer a valuable opportunity to increase children’s PA. In order to identify how best to implement after-school PA interventions for older primary school children, more information regarding the provision of after-school clubs is required. This paper examined the current after-school club provision of English primary schools. Methods: All state-funded primary schools in England (n = 15,307) were sent an online questionnaire in two phases during 2013. Schools were asked about the active and non-active after-school clubs on offer to year 5 and year 6 pupils and the days on which they run, the number of children attending each after-school club, who funds the club and who leads the club. Results: Responding schools (501) were reasonably representative of the national profile. Of the 2413 clubs reported, more non-active than active clubs (5.3 vs. 4.8 per school) were described. Football was the most frequently reported activity (offered by 79.5% of schools), with netball and dance being offered by 45.3% and 44.1% of schools, respectively. A high proportion of clubs was funded by schools or parents (88.6%) and more than 40% were led by external parties. Conclusions: A number of PA programmes are provided after-school but current provision is dominated by team sports and thus, there is a need for non-sport specific PA clubs. Furthermore, there is a need to find cost-effective methods of delivering after-school PA programmes.
    Open Journal of Preventive Medicine 07/2014; 4(7):598-605.
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    ABSTRACT: Introduction: Despite a growing body of research indicating that dog walking contributes to meeting physical activity (PA) guidelines, this literature is limited by the use of self-report measures of dog walking and overall PA. The objectives of this pilot study were to objectively assess dog walking with accelerometry, characterize the frequency, duration, and intensity of dog walking, and determine the contribution of dog walking to overall moderate-vigorous physical activity (MVPA). Methods: Sixty-five dog owners wore an Actigraph GT3X accelerometer for up to 7 consecutive days and recorded start/end times for dog walks with daily log sheets. Each minute with an activity count ≥ 760 was classified as MVPA. Descriptive statistics were used to summarize all variables. Logistic regression was used to examine associations between dog walking MVPA bouts and meeting PA guidelines, controlling for age, education, income, and gender. Results: Participants walked their dog an average of 1.2 ± 1.1 times/day, averaged 28.0 ± 15.6 minutes/walk, and accumulated 22.9 ± 17.5 minutes of MVPA/day during dog walks, of which 21.7 ± 17.9 minutes were accumulated in bouts ≥10 minutes. Seventy-eight percent of dog walking was classified as moderate-intensity and 3.5% was vigorous. Dog walking MVPA had a statistically significant positive association with meeting PA guidelines (OR = 2.32; 95% CI = 1.06, 5.08). Conclusions: The majority of dog walking minutes were moderate-intensity and most minutes of MVPA during dog walking occurred in bouts. These findings suggest that dog walking is consistent with current PA guidelines for adults and should receive more consideration as a PA promotion strategy.
    Open Journal of Preventive Medicine 07/2014; 7(7).
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    ABSTRACT: We examined correlates of 1) being a virgin; 2) drug or alcohol use prior to the last intercourse; and 3) condom use during the last intercourse in a sample of college students.
    Open Journal of Preventive Medicine 06/2014; 4(6):387-395.