Abulhamail Albaraa S, Al-Sulami Fahad E, Alnouri Mouneeb A, Mahrous Najeeb M, Joharji Dima G, Albogami Maha M, Jan Mohammed M
Faculty of Medicine, King Abdulaziz University, Pediatrics, PO Box 80215, Jeddah 21589, Saudi Arabia.
Faculty of Medicine, King Abdulaziz University, Pediatrics, PO Box 80215, Jeddah 21589, Saudi Arabia.
Seizure. 2014 Apr;23(4):280-3. doi: 10.1016/j.seizure.2013.12.010. Epub 2014 Jan 7.
Primary school teacher's knowledge and attitudes toward epilepsy can have significant impact on the performance and psycho-social development of the child with epilepsy. Our objectives were to study teacher's knowledge and attitudes and identify areas in which further teacher training and education are required.
A stratified random sample survey involving a group of primary school teachers in Jeddah, Saudi Arabia included private/public schools designated for male and female students. A structured 37-item questionnaire was used to examine their demographics, knowledge, attitudes, and experience with epilepsy.
Six hundred and twenty primary school teachers working in public (58%) or private (42%) schools were included with ages ranging between 21 and 59 years (mean 36). Most teachers (79%) were of Saudi Arabian nationality and 66% had a college or university degree. Their years of experience ranged from 1 to 35 (mean 13.5). Only 17% of the teachers felt very well informed about epilepsy. Teachers with higher education were more likely to have good knowledge (p=0.009). Teachers of Saudi nationality were also more likely to report good knowledge, independent of their educational level (p=0.013). Overall, teachers with good knowledge were less likely to have negative attitudes including minding to have an epileptic child in their class (p=0.028) or thinking that they should be placed in a special classroom (p=0.029).
Primary school teacher's knowledge about epilepsy needs improvements. Their attitudes correlated highly with their knowledge. Educational campaigns about epilepsy are needed to develop a well informed and tolerant community.
小学教师对癫痫的知识和态度会对癫痫儿童的表现和心理社会发展产生重大影响。我们的目标是研究教师的知识和态度，并确定需要进一步开展教师培训和教育的领域。
在沙特阿拉伯吉达对一组小学教师进行分层随机抽样调查，包括指定招收男女生的私立/公立学校。使用一份包含37个条目的结构化问卷来调查他们的人口统计学信息、对癫痫的知识、态度和经验。
纳入了620名在公立（58%）或私立（42%）学校工作的小学教师，年龄在21岁至59岁之间（平均36岁）。大多数教师（79%）是沙特阿拉伯国籍，66%拥有大专或本科学历。他们的工作年限从1年到35年不等（平均13.5年）。只有17%的教师认为自己对癫痫非常了解。受过高等教育的教师更有可能具备良好的知识（p = 0.009）。沙特国籍的教师也更有可能报告具备良好的知识，与他们的教育水平无关（p = 0.013）。总体而言，知识良好的教师不太可能持有消极态度，包括介意在自己班上有癫痫儿童（p = 0.028）或认为他们应该被安排在特殊教室（p = 0.029）。
小学教师对癫痫的知识需要改进。他们的态度与知识高度相关。需要开展关于癫痫的教育活动，以培养一个知识丰富且宽容的社区。
