School‐Based Delivery of Vision Care in Chicago Public Schools

Storey, Nathan; Stafford-Hudson, Katheryn; Harrow, Ilana; Tow, Berenice; Seo, Jennifer Y; Vidis, Jennifer D; Collins, Megan E.

doi:10.1111/josh.13273

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…(1) For the secondary indexes obeying [0,1] binomial distribution, the two-level variables under the PMC index model of basic education after-school service policy are assigned values to the secondary variables according to equations ( 1) and (2), i.e., those that meet the evaluation criteria of the secondary variables are assigned a value of 1, and those that do not meet the evaluation criteria of the secondary variables are assigned a value of 0, and so on, and the second-level variables are calculated:…”

Section: ) Pmc Index Calculationmentioning

confidence: 99%

“…The after-school service policy is an educational policy proposed to regulate the after-school service system and improve the after-school service system, providing direction and behavioral norms for the development of after-school service activities. School afterschool service is not only for students' quality, expanding the curriculum, but also for students' public service, which should adhere to the "logic of education and service logic of organic unity [1][2][3]. Promoting students to reduce the burden and comprehensive development is the embodiment of the logic of education, reduce the burden of education on students is the embodiment of the "logic of service".…”

Section: Introductionmentioning

confidence: 99%

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Discussion on the policy change and development of after-school services in basic education in the information age

Cao

2024

Applied Mathematics and Nonlinear Sciences

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In terms of students’ actual needs and students’ diversified development needs, it is difficult for the after-school service work at the present stage to fully meet students’ actual needs. This paper applies the PMC index to the analysis of after-school service policy, quantifies the text of basic education after-school service policy, divides different after-school service policies into different grades according to their PMC indexes, and presents the PMC indexes of after-school service policy in the form of pictures. With the help of the weight value of each dimension of after-school service quality of the expert consultation method, the SERVQUAL model was used to calculate the overall perception of students on the quality of basic education after-school service and to analyze the current level of basic education after-school service quality. Strategies for optimization are suggested based on the current index and quality of after-school service policies. The results show that the PMC score of the after-school service policy in Province S in 2022 is 8.91, which is at the merit level, but the shortcoming is that the policy timeliness lacks a short-term policy goal within one year, and the mean value of students’ overall perception of the quality of after-school services in schools is 4.33, and the mean value of overall expectation is 4.401, and the overall service quality gap is −0.07. The overall service quality SQ = −0.07 < 0 Students’ perceived quality of after-school services was low. The quality of after-school services in basic education should be enhanced by enhancing its short-term objectives in the future development of the policy on after-school services.

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Section: ) Pmc Index Calculationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Discussion on the policy change and development of after-school services in basic education in the information age

Cao

2024

Applied Mathematics and Nonlinear Sciences

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Closing the gaps in adolescent vaccinations: Rhode Island’s Vaccinate Before You Graduate program as a model for other jurisdictions

Dumont,

Levy,

Gargano

et al. 2024

Preventive Medicine Reports

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Recommendations for the optimization of student led free vision screening programs

Devanathan,

Scheive,

Selvam

et al. 2024

BMC Med Educ

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Purpose To report the summary characteristics of operational models associated with Student Led Free Vision Screening Programs (SLFVSP) and to identify opportunities for program optimization. Methods An 81-question mixed methods survey was distributed to SLFVSP leaders nationwide and Medical Student Educators within the American University Ophthalmology Professors (AUPO) Association. Survey responses were analyzed using Mann Whitney U and Fisher’s Exact tests. Themes considering the assets and liabilities of SLFVSPs were summarized using self-reported qualitative data from survey responses. Qualitative and quantitative themes considering were then synthesized into a Strengths, Weaknesses, Opportunities, & Threats (SWOT) analysis for a collective appraisal of SLFVSP operations. Finally, drivers were identified to generate change ideas to improve SLFVP operations through a collaborative, quality improvement model. Results A total of 16 survey responses were included from programs operational for a median of 6 years. Most respondent programs (n = 9) reported year-long operations; no preference between weekday (n = 8) and weekend (n = 7) screening activities was identified. Programs obtained funding from a diverse array of internal and external sources. There was no significant difference in wait time for scheduled appointments compared to a walk-in strategy; overall door-to-door visit times ranged from 15 min to 120 min. Screenings were held in several locations, most commonly in Federally Qualified Health Centers (n = 8) and religious centers (n = 6). Most screening event volunteers were first- and second-year medical students. The qualitative thematic analysis demonstrated that the most commonly self-reported asset was improving access to scarce vision screening services (n = 7) while the most commonly self-reported liability was difficulty recruiting faculty and/or resident for oversight (n = 5). The SWOT analysis revealed while the participant SLFVSPs were bolstered by site experience, community and corporate partnerships for glasses and space to hold vision screening, and institutional support from academic ophthalmology departments, limitations included difficulty with recruitment, space limitations, and poor follow-up care infrastructure. Conclusion Collaborative standardization of SLFVSP operations can promote targeted staff training, organizational stewardship, and consensus building to ensure SLFVSP can offer sustainable vision screening programs that build vision equity at the community level.

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School‐Based Delivery of Vision Care in Chicago Public Schools

Cited by 3 publications

References 23 publications

Discussion on the policy change and development of after-school services in basic education in the information age

Discussion on the policy change and development of after-school services in basic education in the information age

Closing the gaps in adolescent vaccinations: Rhode Island’s Vaccinate Before You Graduate program as a model for other jurisdictions

Recommendations for the optimization of student led free vision screening programs

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