BackgroundIn postgraduate training, there is a need to continuously assess the learning and working conditions to optimize learning. Students or trainees respond to the learning climate as they perceive it. The Dutch Residency Educational Climate Test (D-RECT) is a learning climate measurement tool with well-substantiated validity. However, it was originally designed for Dutch postgraduate trainees and it remains to be shown whether extrapolation to non-Western settings is viable.The dual objective of this study was to revalidate D-RECT outside of a Western setting and to evaluate the factor structure of a recently revised version of the D-RECT containing 35 items.MethodsWe invited Filipino internal medicine residents from 96 hospitals to complete the revised 35-item D-RECT. Subsequently, we performed a confirmatory factor analysis to check the fit of the 9 scale model of the revised 35-item D-RECT. Inter-rater reliability was assessed using generalizability theory.ResultsConfirmatory factor analysis unveiled that the factor structure of the revised 35-item D-RECT provided a reasonable fit to the Filipino data, after removal of 7 items. Five to seven evaluations of individual residents were needed per scale to obtain a reliable result.ConclusionEven in a non-Western setting, the D-RECT exhibited psychometric validity. This study validated the factor structure of the revised 35-item D-RECT after some modifications. We recommend that its application be extended to other Asian countries and specialties.

The fulfillment of role expectations and responsibilities as one builds an academic career can be challenging. Increased demand for occupational therapy faculty merits examination of academic experiences from the literature. This study describes the experiences of educators using adaptation models (Savickas & Porfeli, 2012; Schkade & Schultz, 2003) as a theoretical lens. Arksey and O'Malley's Scoping Study Framework (2005) was used in the study. Researchers reviewed literature from 2005-2017 from four databases. Researchers analyzed 28 articles from higher education and the health professions using quantitative and qualitative methods. Twenty-two of the 28 articles were published from 2010-2017. The studies analyzed were conducted in seven different countries, the majority in the US (n = 11) and Australia (n = 7), and more than half used qualitative designs (n = 15). Three themes describe academic experiences: identity-related challenges in academia, process of adaptation among academics, and identification of factors affecting productivity. This study describes the various experiences of faculty to meet the demands of the academic environment. Adaptation of OT academics to their occupational roles and environments has not been widely explored. The implications for future study are discussed. Comments The authors report they have no conflicts of interest to disclose.

Objective. The process of adaptation in academia can best be understood and measured using valid and reliable tools. To understand how occupational therapy educators adapt to academic roles and how they use adaptation to build academic careers, the Adaptation Process in Academia Questionnaire (APA-Q) was developed. The APA-Q is a 199-item tool with four sections: academic experiences (104 items); contexts (16 items); adapting responses (13 items); and adaptation outcomes (66 items). This study described the development and the process of determining the content validity of the APA-Q.Method. We conducted an extensive review of literature and the available faculty instruments in developing the APA-Q items. Six content experts were recruited to rate the 199-item and scale relevance of the instrument. Qualitative feedback were provided from open-ended questions. Item and scale content validity indices (I-CVI/S-CVI) were calculated. CVI and qualitative assessment informed questionnaire revisions. Results. Content experts rated 161 of the items (81%) to be highly relevant. The I-CVI of 30 items was acceptable (0.83). Eight items were rated irrelevant (0.5-0.66). S-CVI was excellent (0.97). In terms of constructs, experts agreed on the relevance of items (>0.80): academic experiences (99 or 95%); contexts (16 or 100%); adapting responses (12 or 92%); and adaptation outcomes (63 or 95%). Qualitative assessment indicated a lack of clarity in some items and instructions, redundancy in some of the items, the use of jargon, and missing items. Based on I-CVI and qualitative assessment, 12 items were deleted, 13 items were revised, and 10 items were added. Conclusion. Context experts deemed the APA-Q to be relevant. Further establishment of its construct validity and reliability is warranted.

KEY PRACTITIONER MESSAGES• Judges, lawyers and court personnel should be familiar with children and their developmental stages.• They should be sensitive in getting vital information to ensure that children can tell their story without fear.• Competency enhancement training is an interactive, comprehensive and multidisciplinary programme developed for Philippine family court personnel.• Evaluation of the short-and long-term effects of training show that family court personnel demonstrated sensitivity and helped children to overcome the trauma of their abuse.KEY WORDS: child abuse; family court judges and personnel; child sensitivity; competency enhancement training Statement of the Problem T he Philippine National Statistics Coordination Board reported (2003, 2008) that of a population of 90 million, 36 million were newborn to 17-years old. Over a 12-month period in 2008, approximately 8000 new cases of child abuse were reported and managed by the Department of Social Welfare and Development (DSWD). The DSWD reported further that of these new cases, more than 36 per cent were sexually abused, more than 28 per cent were neglected, around 14 per cent were abandoned, 12 per cent were physically abused and the rest were cases of child labour, trafficking and illegal recruitment and armed conflicts. Around 15 per cent of reported cases reached the courts (Castillo, 2009).

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