Women’s health education

Kwolek, Deborah S.

doi:10.1046/j.1525-1497.2003.30421.x

Cited by 7 publications

(2 citation statements)

References 4 publications

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“…and how are these constructs related to each other? In general, considering the high incidence of osteoporosis in female employees [8] , importance of women's health [17] , role of physical activity in prevention of osteoporosis [12] and scarcity of studies on association of health belief model constructs with stages of exercise behavior change in prevention of osteoporosis, the current study was aimed to determine the relationship of health belief model constructs with stages of exercise behavior change in prevention of osteoporosis among Iranian women employees.…”

Section: Introductionmentioning

confidence: 99%

Association of Health Belief Model Constructs with Stages of Exercise Behavior Change in Prevention of Osteoporosis among Iranian Female Employees

Shaahmadi

Fallahi

Azadi

et al. 2019

HEHP

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The silent thief: Osteoporosis and women's health ... [3] Epidemiology and economic burden ... [4] Frequency of osteoporosis and osteopenia in ... [5] A home-based, transtheoretical change model designed strength training intervention to increase exercise ... [6] A cross-sectional survey of calcium intake in relation ... [7] Risk factors of osteoporosis among adults ... [8] Osteoporosis prevalence among women ... [9] The survey physical activity status of employed ... [10] Exercise in the prevention of falls in older people: A ... [11] Interventions for the prevention of falls in older adults ... [12] The role of physical activity in the ... [13] The transtheoretical model: Applications to ... [14] Design and implementation of an osteoporosis ... [15] Predicting osteoporosis prevention ... [16] Osteoporosis knowledge, beliefs, and ... [17] Women's Health ... [18] Development and evaluation of ... [19] Development and validation of a health belief model based instrument for ... [20] Assessing motivational readiness and ... [21] Stages of change for physical activity ... [22] Transtheoretical model: Examining ... [23] Application of the Trans-Theoretical Model ... [24] The transtheoretical model of behavior ... [25] Health education and promotion theories ... [26] Perceived exercise benefits and barriers of ... [27] Toward a reconceptualization of communication ... [28] The effectiveness of interventions to promote mammography ... [29] Health behavior and health education: Theory ... [30] Socio-economic, educational, and status characteristics ... [31] Insufficiently active Australian college students ... [32] The physical activity, fitness and health ... [33] The relationships among constructs in the health belief ... [34] Can health promotion model constructs ... [35] Self-efficacy and health ... [36] Stages of change in adolescents: An ... [37] Korean adolescents' exercise behavior and its relationship ... [38] Self-efficacy: Toward a unifying theory of behavioral ... Aims Female employees are more prone to develop osteoporosis. Exercise is the main factor preventing osteoporosis and an efficient method to increase bone density. This study was aimed to evaluate the relationship between health belief model constructs and stages of exercise behavior change in the prevention of osteoporosis among Iranian female employees.Instruments & Methods This cross-sectional study was carried out in Iran, in 2016. A total of 585 female employees were selected through multi-stage sampling. A three-part questionnaire, including demographic information, health belief model constructs and stages of exercise behavior change was completed by the participants through self-report. The obtained data were analyzed by SPSS 22 software. Findings The findings showed that 64.1% of female employees had no exercise activity. Perceived benefits and perceived self-efficacy were directly correlated with cues to action external and cues to action internal, respectively (p<0.01). The means of perceived benefits, perceived self-efficacy and cues to...

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Section: Introductionmentioning

confidence: 99%

Association of Health Belief Model Constructs with Stages of Exercise Behavior Change in Prevention of Osteoporosis among Iranian Female Employees

Shaahmadi

Fallahi

Azadi

et al. 2019

HEHP

View full text Add to dashboard Cite

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“…In 1994, the field of SGM gained new momentum as Congress mandated the recognition of sex- and gender-based research and education for every organ system. 2…”

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confidence: 99%

Emergency Medicine Gender-specific Education

et al. 2014

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The 2014 Academic Emergency Medicine consensus conference has taken the first step in identifying gender-specific care as an area of importance to both emergency medicine (EM) and research. To improve patient care, we need to address educational gaps in this area concurrent with research gaps. In this article, the authors highlight the need for sex-and gender-specific education in EM and propose guidelines for medical student, resident, and faculty education. Specific examples of incorporating this content into grand rounds, simulation, bedside teaching, and journal club sessions are reviewed. Future challenges and strategies to fill the gaps in the current education model are also described.ACADEMIC EMERGENCY MEDICINE 2014;21:1453-1458© 2014 by the Society for Academic Emergency Medicine C linicians have observed sex and gender differences in patient care for decades. However, these differences have been formally recognized only in recent years. The American Medical Association style guide defines sex as the classification of living things as male or female according to their reproductive organs and functions assigned by chromosomal complement. 1 This chromosomal complement affects a patient's vulnerability to disease and his or her response to medications and treatments. Gender, however, refers to a person's self-representation as man or woman or how that person is responded to by social institutions on the basis of the person's gender presentation. Frequently confined to reproductive health, sex-and gender-specific medicine (SGM) also addresses why some diseases, such as cardiovascular diseases or strokes, are more common in men versus women and whether these differences affect treatment and prognosis. In 1994, the field of SGM gained new momentum as Congress mandated the recognition of sex-and gender-based research and education for every organ system. 2 As a result of these mandates, sex and gender differences in the etiology, diagnosis, progression, outcomes, treatment, and prevention of many conditions have been described that affect care for both women and men patients in the acute care setting. Some examples of sex differences include strokes and cardiovascular conditions are more common in men and yet mortality is worse in women for the same conditions, digoxin causes more adverse events in women being treated for congestive heart failure, Brugada syndrome is 10 times more common in men due to the effect of testosterone on cardiac sodium channels, the slower metabolism of zolpidem in women puts them at increased risk for sleep-associated motor vehicle crashes, aspirin is variably effective in the treatment of myocardial infarction and stroke in men compared to women, and men have an increased susceptibility to sepsis. [3][4][5][6] Despite recent advances in gender-specific medicine, this information is largely ignored in current emergency medicine (EM) research and clinical practice. 7 The 2013 RAND Corporation report has independently documented the central role of EM in health care delivery i...

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Incorporating Sex and Gender‐based Medical Education Into Residency Curricula

McGregor

Greenberg

Barron

et al. 2019

AEM Education and Training

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Background: Emergency medicine (EM) residents do not generally receive sex-and gender-specific education.There will be increasing attention to this gap as undergraduate medical education integrates it within their curriculum.Methodology: Members of the Sex and Gender in Emergency Medicine (SGEM) Interest Group set out to develop a SGEM toolkit and pilot integrating developed components at multiple residency sites. The curriculum initiative involved a pre-and posttraining assessment that included basic demographics and queries regarding previous training in sex-/gender-based medicine (SGBM). It was administered to PGY-1 to -4 residents who participated in a 3-hour training session that included one small group case-based discussion, two oral board cases, and one simulation and group debriefing. From the

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Women’s health education

Cited by 7 publications

References 4 publications

Association of Health Belief Model Constructs with Stages of Exercise Behavior Change in Prevention of Osteoporosis among Iranian Female Employees

Association of Health Belief Model Constructs with Stages of Exercise Behavior Change in Prevention of Osteoporosis among Iranian Female Employees

Emergency Medicine Gender-specific Education

Incorporating Sex and Gender‐based Medical Education Into Residency Curricula

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