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Teacher and school staff perspectives on their role in school-based vision programs

  • Hursuong Vongsachang
    Affiliations
    Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
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  • Author Footnotes
    1 Jonathan Callan: UCSF School of Medicine, 505 Parnassus Ave, San Francisco, CA 94143, USA
    Jonathan Callan
    Footnotes
    1 Jonathan Callan: UCSF School of Medicine, 505 Parnassus Ave, San Francisco, CA 94143, USA
    Affiliations
    Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
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  • Alyssa M. Kretz
    Affiliations
    Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
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  • Author Footnotes
    2 Madison Wahl: Oregon Health and Science University School of Medicine, 3181 SW Sam Jackson Park Rd, Portland, OR 97239, USA
    Madison Wahl
    Footnotes
    2 Madison Wahl: Oregon Health and Science University School of Medicine, 3181 SW Sam Jackson Park Rd, Portland, OR 97239, USA
    Affiliations
    Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
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  • Author Footnotes
    3 M. Rani Mukherjee: UCSF School of Medicine, 505 Parnassus Ave, San Francisco, CA 94143, USA
    M. Rani Mukherjee
    Footnotes
    3 M. Rani Mukherjee: UCSF School of Medicine, 505 Parnassus Ave, San Francisco, CA 94143, USA
    Affiliations
    Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
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  • Amanda Neitzel
    Affiliations
    Johns Hopkins University School of Education, 2800 N. Charles St, Baltimore, MD 21218, USA
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  • Author Footnotes
    4 David S. Friedman: Glaucoma Center of Excellence, Massachusetts Eye and Ear, Harvard Medical School, 243 Charles St, Boston, MA 02114 USA
    David S. Friedman
    Footnotes
    4 David S. Friedman: Glaucoma Center of Excellence, Massachusetts Eye and Ear, Harvard Medical School, 243 Charles St, Boston, MA 02114 USA
    Affiliations
    Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
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  • Megan E. Collins
    Correspondence
    Correspondence to: Megan E. Collins, MD, MPH, Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Wilmer 233, Baltimore, MD 21287
    Affiliations
    Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287

    Johns Hopkins Berman Institute of Bioethics, 1809 Ashland Ave, Baltimore, MD 21205, USA
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  • Author Footnotes
    1 Jonathan Callan: UCSF School of Medicine, 505 Parnassus Ave, San Francisco, CA 94143, USA
    2 Madison Wahl: Oregon Health and Science University School of Medicine, 3181 SW Sam Jackson Park Rd, Portland, OR 97239, USA
    3 M. Rani Mukherjee: UCSF School of Medicine, 505 Parnassus Ave, San Francisco, CA 94143, USA
    4 David S. Friedman: Glaucoma Center of Excellence, Massachusetts Eye and Ear, Harvard Medical School, 243 Charles St, Boston, MA 02114 USA

      Abstract

      Objective

      School-based vision programs (SBVPs) are one approach to increase access to vision care by providing vision screenings, eye examinations, and eyeglasses directly in schools. Few studies report on the perspectives of teachers and staff, who are important stakeholders, on SBVPs. We examined teacher and staff perspectives on their involvement in SBVPs.

      Design

      Qualitative study using focus groups.

      Participants

      Teachers and staff at Baltimore and Chicago public schools served by SBVPs between 2016 and 2018.

      Methods

      We conducted 21 semistructured focus groups with 117 teachers and staff in 10 Baltimore and 11 Chicago public preK–12 schools that participated in SBVPs. Sessions were recorded, transcribed, and coded using inductive thematic analysis.

      Results

      Participants identified 2 main themes regarding teacher and staff involvement in SBVPs: (i) program outreach, including using multiple communication modalities to engage parents, explaining program details to families, and helping with program consent form return and (ii) promoting vision health, including identifying vision problems in the classroom, encouraging eyeglasses wear, and supporting eyeglasses maintenance. Participants also discussed limitations in capacity to partake in these activities.

      Conclusion

      Teachers interact with parents and students throughout the SBVP process, undertaking important roles in outreach and health promotion to ensure uptake of SBVP services. SBVPs and other school-based health programs should explore strategies to support teachers in the roles they fill to optimize program impact.

      Objectif

      Les programmes de dépistage visuel en milieu scolaire (PDVMS) accroissent l'accès aux soins visuels grâce au dépistage des troubles de la vue, à la réalisation d'examens oculaires et à la prescription de lunettes au sein même des écoles. Peu d’études se sont penchées sur le point de vue des enseignants et des membres du personnel de soutien – intervenants importants – sur les PDVMS. Nous avons donc entrepris d'examiner la perspective des enseignants et des membres du personnel de soutien en ce qui a trait à leur participation aux PDVMS.

      Nature

      Étude qualitative faisant appel à des groupes de discussion.

      Participants

      Enseignants et membres du personnel de soutien d’écoles publiques de Baltimore et de Chicago qui ont pris part à un PDVMS entre 2016 et 2018.

      Méthodes

      Nous avons dirigé 21 groupes de discussion semi-structurés réunissant 117 enseignants et membres du personnel de soutien d’écoles publiques de la prématernelle à la fin du secondaire (10 à Baltimore et 11 à Chicago) qui ont pris part à un PDVMS. Les séances étaient enregistrées, transcrites et codées à l'aide d'une méthode d'analyse thématique inductive.

      Résultats

      Les participants ont identifié 2 thèmes principaux en ce qui a trait à la participation des enseignants et du personnel de soutien au PDVMS: (i) la promotion du programme, notamment l'utilisation de multiple modes de communication pour solliciter l'intérêt des parents, l'explication des détails du programme auprès des familles et l'aide en matière de récupération des formulaires de consentement du programme, d'une part, et (ii) la promotion de la santé visuelle, y compris le dépistage des troubles de la vision dans la classe, l'encouragement du port des lunettes et l'appui en matière d'entretien des lunettes, d'autre part. Les participants ont également abordé la question des limites relatives à leur capacité de prendre part à ces activités.

      Conclusion

      Les enseignants interagissent avec les élèves et leurs parents pendant toute la durée du PDVMS et jouent des rôles importants en matière de promotion du programme et de la santé visuelle pour s'assurer que leurs élèves profitent des services du PDVMS. Les PDVMS, au même titre que les autres programmes de promotion de la santé en milieu scolaire, doivent envisager des stratégies pour appuyer les enseignants dans les rôles qui leur permettent d'optimiser les effets de ce type de programme.
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