Amounts served and consumed of school lunch differed by gender in Japanese elementary schools

School lunches serve to improve nutritional status and to promote the health of children. The purpose of this study was to investigate the portion sizes of school lunches served and consumed in Japanese elementary schools. In addition, gender difference in servings and consumption were also studied. A cross-sectional study was undertaken between October 2007 and February 2008 in schools located in Tokyo and Okayama, Japan. A total of 192 fifth-grade children attending four elementary schools participated in this study. Weighed plate waste methods and observation were used to collect dietary data for two non-consecutive days. The proportion of children who chose staple foods along with main dishes and/or side dishes for at least one day was higher in boys than in girls (respectively, for staple food: 42.1% vs. 9.3%, for main dish and/or side dish: 68.4% vs. 44.3%, P < 0.001). The ratio of initial amount served to amount offered was 0.88 ± 0.11 for boys and 0.84 ± 0.10 for girls (P < 0.05). The ratio of amount consumed to amount offered was 1.04 ± 0.19 for boys and 0.88 ± 0.12 for girls (P < 0.001). Weight was related to amount consumed both in boys (r = 0.222, P < 0.05) and in girls (r = 0.201, P < 0.05). These findings suggest that the nutritional standards of school lunch programs should take into account gender differences. Clearly, boys were more likely to consume more than the initial amounts served due to their higher propensity to take second helpings. Boys feel few reservations about taking second helpings to adjust their total intake. However, school lunch plans should take into consideration girls' reluctance to do so, by serving appropriate initial portion sizes

Estimation of the value of convenience in taking influenza antivirals in Japanese adult patients between baloxavir marboxil and neuraminidase inhibitors using a conjoint analysis

Aims: Estimating the monetary value of the convenience of using influenza antivirals approved in Japan from a patient perspective using a conjoint analysis. Methods: An online survey (August 2020) was performed on individuals aged 20–64 years living in Japan who had taken oral or inhalant antivirals for influenza treatment in the 2018/19 or 2019/20 seasons. Efficacy and safety were assumed to be equivalent among the antivirals. The attributes for the conjoint analysis included route (oral or inhalant), duration, frequency of administration, and out-ofpocket expenses. A conditional logit model was applied as a baseline model. The monetary value of each attribute was calculated by comparing the same utility of the linearly interpolated level of the out-of-pocket attribute. Another survey to determine the experiences of the latest antiviral intake was also conducted on the same respondents. Results: Of the respondents, 1,550 were men and 1,587 were women. The monetary value for oral antivirals was estimated to be higher, saving JPY 741 (USD 7.06, as of August 2020), compared with inhalant. Regarding the length and frequency of administration, five days corresponds to an increase of JPY 2,072, compared with one day, and twice a day corresponds to a JPY 574 increase compared to once a day. Conclusions: The results suggest that – among the antivirals approved in Japan – the monetary value of the utility is the highest in the single dose oral antiviral, baloxavir marboxil (baloxavir). Although the drug cost was highest in baloxavir among the brand antivirals, the difference in the value of utility for influenza patient was estimated to be larger than the difference in the drug costs. Limitations: Although individuals with diverse attributes from all over the country were included in the survey, they are not necessarily a representative population of the Japanese society

Patient safety education at Japanese nursing schools: results of a nationwide survey

<p>Abstract</p> <p>Background</p> <p>Patient safety education is becoming of worldwide interest and concern in the field of healthcare, particularly in the field of nursing. However, as elsewhere, little is known about the extent to which nursing schools have adopted patient safety education into their curricula. We conducted a nationwide survey to characterize patient safety education at nursing schools in Japan.</p> <p>Results</p> <p>Response rate was 43% overall. Ninety percent of nursing schools have integrated the topic of patient safety education into their curricula. However, 30% reported devoting less than five hours to the topic. All schools use lecture based teaching methods while few used others, such as role playing. Topics related to medical error theory are widely taught, e.g. human factors and theories & models (Swiss Cheese Model, Heinrich's Law) while relatively few schools cover practical topics related to error analysis such as root cause analysis.</p> <p>Conclusions</p> <p>Most nursing schools in Japan cover the topic of patient safety, but the number of hours devoted is modest and teaching methods are suboptimal. Even so, national inclusion of patient safety education is a worthy, achievable goal.</p

Mentorship and sustainable research output : a case study of the University of Johannesburg

Abstract: Higher education institutions (HEIs) in South Africa are facing challenges arising as a result of the shift from traditional teaching activities to a combination of research and teaching. Increasing emphasis on research, an integral part of this transformation of higher education, has required HEIs to develop and implement capacity development strategies to enable those new to research to engage in research output; and mentorship is a strategy that is enjoying increasing popularity. This article explores the challenges faced in the implementation of a formal research mentorship programme (REMP), using the University of Johannesburg as a case study. A quantitative approach was adopted to obtain the perceptions of academic staff of REMP as a strategy for building research capacity. The findings reveal that whilst the REMP is strongly favoured by academics as a means of guiding novice researchers, key factors need to be addressed to ensure its success. This article examines the challenges for both mentors and mentees and suggests actions to help mentorship programmes make sustainable contributions to the development of research capacity

Re‐conceptualization of scientific literacy in South Korea for the 21st century

As the context of human life expands from personal to global, a new vision of scientific literacy is needed. Based on a synthesis of the literature and the findings of an online survey of South Korean and US secondary science teachers, we developed a framework for scientific literacy for South Korea that includes five dimensions: content knowledge, habits of mind, character and values, science as a human endeavor, and metacognition, and self‐direction. The framework was validated by international science educators. Although the names of these dimensions sound familiar, the framework puts a new perspective on scientific literacy by expanding and refining each dimension, stressing integrated understanding of big idea and the importance of character and values, adding metacognition, and emphasizing global citizenship. Twenty‐first century citizens need integrated understanding of the big ideas of science and habits of mind such as systematic thinking and communications. They also need to realize that science is a human endeavor that changes, as new evidence is uncovered. However, these aspects of scientific literacy provide only a partial picture. Scientific literacy should also emphasize character and values that can lead learners to make appropriate choices and decisions to ensure a sustainable planet and provide all people with basic human rights. Individuals will also need to develop metacognitive skills in order interpret new complex scientific information and know when they need additional information. Although this framework was developed primarily for South Korea, a new vision of scientific literacy that is applicable for K‐12 has the potential to spur the development of new standards, curriculum materials, instructional practices, professional development and assessments, and dialog across nations. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 670–697, 2011Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87123/1/20424_ftp.pd