FAR EASTERN UNIVERSITY - DR.

NICANOR REYES MEDICAL FOUNDATION

Medical Journal
Editor-in-Chief
POLICARPIO B. JOVES JR., MD, MPH, MOH, FPAFP

Associate Editor
MACARIO F. REANDELAR JR., MD, MSPH, FPAFP
SCHOOL OF MEDICINE
BIOCHEMISTRY & NUTRITION RADIOLOGY
Mari-Ann B. Bringas, MD, DPAAB Ma. Theresa M. Bisquera, MD, FUSP, FPCR
HUMAN STRUCTURAL BIOLOGY SURGERY
Leona Melodia T. Matheus, MD, FPCS,FPSGS Omar O. Ocampo, MD, FPCS, FPSCRS, FPSGS, FPALES
MICROBIOLOGY & PARASITOLOGY
ANESTHESIOLOGY
Cerelyn E. Dacula, MD, MSc, DPPS
Khristine I. Ramos, MD, FPSA
CLINICAL LAB./PATHOLOGY
Cheryl May C. Tan, MD, MPM, FPSP PHARMACOLOGY
Abraham Daniel C. Cruz, MD, MSPH
CHILD HEALTH
Eva I. Bautista, MD, MSc, FPPS PHYSIOLOGY
Ronald Allan G. Cruz, MD
COMMUNITY & FAMILY MEDICINE
Jenell O. Naldo, MD, MPH, FPAFP OTORHINOLARYNGOLOGY-HEAD & NECK
SURGERY
OBSTETRICS & GYNECOLOGY Cecile C. Cobangbang, MD, FPSOHNS
Lylah D. Reyes, MD, MSc, FPOGS
INTERNAL MEDICINE
OPHTHALMOLOGY
Eleazar P. Daet, MD, FPCP, FPCC
Angelico L. Alejo, MD, DPBO

SCHOOL OF RADIOLOGIC TECHNOLOGY SCHOOL OF RESPIRATORY THERAPY

Nestor Q. Galvez, RRT, MPH Cesar Ayes M. Ong, MD, FPPS, FPAPP, MHPEd
SCHOOL OF PHYSICAL THERAPY SCHOOL OF NUTRITION & DIETETICS
Leonilo F. Pallasigui, MRS, PT, PTRP, ACE-CPT Felina P. Calimbo, RND, MPH
SCHOOL OF PHARMACY SCHOOL OF NURSING
Robert Paul S. Lim, RPh Benilda V. Medallo, RN, MAN
SCHOOL OF MEDICAL LABORATORY SCIENCE GENERAL EDUCATION
Sherwin N. Reyes, RMT, MSc, ISID Rose Marie Mendoza, ChE, PhD

EDITORIAL CONSULTANTS

LINDA D. TAMESIS, MD, MS, MHA REY MELCHOR F. SANTOS, MD, MHA, FPCS, FACS
Dean, School of Medicine Chair, Research Development Office

REY H. DELOS REYES, MD, MHSA, FPOGS PIO T. ESGUERRA, MD, FPCP, FPCCP, DIH
Chief of Clinics Dean, School of Respiratory Therapy

MAGDALENA F. NATIVIDAD, RMT, MSPH, PhD MARITES V. SINGH, RND, PhD

Dean, School of Medical Technology Dean, School of Nutrition & Dietetics

TITA Y. CRUZ, RN, MAN, EdD ROSALINDA C. SOLEVILLA, RPh, PhD

Dean, School of Nursing Dean, School of Pharmacy

EDITHA C. DIZON, MD, FPARM MARCELINO E. MENDOZA, MD, FPCR, FUSP

Dean, School of Physical Therapy Dean, School of Radiologic Technology
 EDITORIAL AND BUSINESS COMMUNICATIONS

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FEU-NRMF Medical Journal
Volume 23 Number 1 June, 2017

Contents

Assessment of FEU-NRMF Second Year and Third Year Undergraduate

Students Knowledge on HIV and Their Perception of Risks 1
Hans Kaiser Y. Herrera, ChessaDandoy, FatmaJamela D. Abdul, Al Rica G. Santos,
Maelyn C.Villanueva, Jan Arwin D. Enriquez, Roena Joyce J.Barretto,
Angelo Jesus P.Magno, Allein D. Taguibao and Magdalena F. Natividad, PhD

Antibiogram and Resistogram of Isolated Microbial Consortia 10

Sharmaine G. Fajardo, Claudine D. Vallejos, Sharmaine Leigh J. Antiporda,
Frinzes G. Castillo, Jasmin N. Cortez, Lanrick James S. Fabregas, Nicolas J.Ibay,
Alfredo Miguel P. Perez IV, Renzo B.Salinas, Ricardo Jose P. Valdez
and Sherwin N. Reyes

Zinc Deficiency and its Relationship with Control of Type 2 Diabetes Mellitus 15
Mari-Ann B. Bringas, MD and Dolores V. Viliran, MD

Ethanolic Extract of Red Cabbage as pH Indicator in Minimum Inhibitory

Concentration of Escherichia coli and Staphylococcus aureus 23
Mary Denneth R. Fuentes, Maria Benilda B. De Guzman, Sherwin N. Reyes,
Stephanie Ann Bago, Joyce Anne Canicosa, Chrislen Freal, Gina Claire Galido;
Raven Galvez, Monica Stephanie Moreno, Jerie Anne Aira Ruiz
and Nicole Ayana Singzon

Needs Assessment for Faculty Development Programs in FEU-Nicanor

Reyes Medical Foundation Institute of Medicine 27
Magdalena F. Natividad, PhD
 Assessment of FEU-NRMF Second Year and Third Year
Undergraduate Students Knowledge on HIV and Their
Perception of Risks

Hans Kaiser Y. Herrera, ChessaDandoy, FatmaJamela D. Abdul, Al Rica G. Santos,

Maelyn C.Villanueva, Jan Arwin D. Enriquez, Roena Joyce J.Barretto, Angelo Jesus P.Magno,
Allein D. Taguibao and Magdalena F. Natividad, PhD

ABSTRACT

Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) do not seem to
concern a lot of people especially the adolescents. The cases of HIV infection and AIDS continue to rapidly
rise in the Philippines. It is certain that this increase can be attributed to the population's lack of awareness
on HIV and AIDS. Thus, spreading awareness on HIV and AIDS is a critical part in solving this problem. In
line with this.
Objective: the study aimed to assess the knowledge of 2nd year and 3rd year undergraduate students of FEU-
NRMF about HIV and AIDS, and their perception on the risks of acquiring HIV infection and progression to
AIDS.
Methodology: The research is an analytical comparative research with a cross-sectional research design. A
questionnaire with graded questions was used to gather data regarding the assessment of knowledge and
perception of risks. The presence of a significant difference among the groups was determined using the
Kruskal-Wallis Test.
Conclusion: It was concluded in the study that: 1) the groups of Medical Laboratory Science, Physical
Therapy, Nursing, Radiologic Technology, Respiratory Therapy, Male, and Female have an intermediate level
of knowledge; 2) the groups of Pharmacy and Nutrition and Dietetics have a basic level of knowledge; 3) all
groups have an average degree of perception; 4) there is a significant difference among the mean knowledge
of each program group; 5) there is a significant difference among the mean perception of each program group;
6) there is no significant difference between the mean knowledge of each sex group; and 7) there is no
significant difference between the mean perception of each sex group.

Key words: human immunodeficiency virus (HIV), acquired immunodeficiency syndrome (AIDS), perception,
awareness

C ases of Human Immunodeficiency Virus-

infection and Aquired Immunodeficiency Syndrome
increased rapidly in the Philippines. According to the
1
Department of Health (DOH), there are already
41,315 cases of HIV infection and 3,849 cases of
AIDS reported from January 1987 to February 2017.
It was also reported that the number of new reports
of HIV cases per day rose up to 22 in the year 2015
from just 1 case/day in 2008, 4 cases/dayin 2010, 9
cases/day in 2012, and 17 cases/day in 2014.2 In the
year 2016, there were approximately 27 new cases
of HIV infection reported per day.
To lessen the cases of HIV infection and of
AIDS, 3 the medical field has produced drugs for
antiretroviral therapy (ART) which are classified
based on their mechanism of action. However, the
medical field has not been successful in completely
eradicating HIV.4 The factors that make the control
and eradication of HIV are the nature of HIV itself,
social factors, sexual practices, and limited
accessibility of antiretroviral therapy and testing
centers for HIV.
In line with the goal of suppressing the growth of
HIV and AIDS cases, and in execution of one of its

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 1
primary responsibilities which is to produce competent
medical professionals, the Far Eastern University-
Dr.Nicanor Reyes Medical Foundation aimed to assess
the knowledge and perception of its students when it
comes to HIV and AIDS. The objectives of this study
were: 1) to determine the level of knowledge and
degree of perception of the population based on their
program and sex; and 2) to determine whether there
is a significant difference among the different groups
based on their knowledge and perception.
METHODOLOGY
Research Design
The research is an analytical comparative study
with a cross-sectional research design. The general
process was to select samples from the study
population in order to establish the sample population
whose members were grouped based on their
respective program and sex. After which, a survey
questionnaire was administered to collect data that
were processed and analyzed.
Figure 1. Flow chart
Study Population
The study population consisted of 500 second year
and third year undergraduate students of A.Y. 2016-
2017. The sample size was computed upon
consultation with a statistician regarding Dr. Carey
and company's study on the HIV-K-Q, the survey
questionnaire to be adopted
The sample population was composed of 341
respondents (84 Medical Laboratory Science students,
84 Physical Therapy students, 34 Nursing students,
2 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
23 Respiratory Therapy students, 50 Pharmacy
students, 50 Radiological Technology students, and 16
Nutrition and Dietetics students). In addition, the
sample population is composed of 123 and 218
females.
Data Collection
The HIV-K-Q 45-item version served as basis
of the survey questionnaire used to collect data. The
questions of the constructed survey questionnaire
asked either about facts on HIV/ AIDS or proper
practices done to prevent or manage HIV infection.
To further assess and establish the validity of the
constructed survey questionnaire, the researchers
consulted their research adviser, an expert in the field
of HIV and AIDS, and conducted a pilot study in
which random members of the study population
answered the questionnaire while the researchers
took note of the issues of confusion and clarification
encountered.
Data Analysis
The grade of the respondents for each test was
computed and classified based on the cut-off values
set. The levels of knowledge were classified as Basic
(<50%), Intermediate (50%-75%), or Advanced
(>75%) and the degrees of perception of risks were
classified as Risky (<50%), Average (50%-75%),
or Precautious (>75%). For each group, the absolute
and relative numbers of those belonging to each level
of knowledge and each degree of perception were
recorded. The level of knowledge and degree of
perception on risks of each group as a whole were
also recorded.
The Kruskall-Wallis Test was used to compare
the different groups based on their respective mean
knowledge grade and mean perception grade. It was
the chosen statistical test because the different data
groups had unequal number of data, the dependent
variables were in the ratio scale, the groups were
independent from each other, and the different data
groups had similar distributions as proven by the
Levene's test.
Item analyses were done on each item by
determining the percentage of a population that got
the correct answer for each corresponding item. This
test measures the prevalence of a fact or a practice
in a given sample which bears implications regarding
the prevalence of the same throughout the population
being represented. In addition to this, related items
were grouped into clusters which were subjected to
cluster analyses. The cluster grades of each group
for each cluster were computed by getting the average
of the group's item grades for the items included in
the cluster. The items in the Knowledge test were
clustered as follows: Cluster A - "Pathology and
Pathogenesis"; Cluster B - "Management, Prognosis,
and Treatment"; Cluster C - "Signs and Symptoms,
Diagnosis"; Cluster D - "Transmission, Safety,
Disinfection, and Sterilization"; and Cluster E - "Social
and Legal Aspects". On the other hand, the items in
the Perception test are clustered as follows: Cluster
A - "Sexual Transmission"; Cluster B - "Physical
Contact"; Cluster C - "Respiratory, Oral, Urine,
Sweat"; Cluster D - "Surgery, Punctures,
Transfusions"; Cluster E - "Medications, Diet"; Cluster
F: "Vertical Transmission"; Cluster G - "Vector
Transmission"; Cluster H - "Assessment"; and Cluster
I - "Social and Legal Aspects".
RESULTS AND DISCUSSION
Grades of the Respondents in the Knowledge
Test and Perception Test
The grades of the respondents in the Knowledge
test and in the Perception test reflected their
knowledge about HIV and AIDS and their cautiousness
in preventing and managing HIV infection respectively.
However, these grades alone could only evaluate the
respondent and not the group to which the respondent
belonged. Respondents who had basic level of
knowledge or risky degree of perception or both did
not have enough knowledge or were misinformed
regarding HIV/ AIDS and were at greater risk of being
infected with HIV. Thus, they needed to undergo
activities that would expand their knowledge regarding
HIV and AIDS and that would introduce them
practices that they can adopt in order to effectively
lessen the risk of having HIV infection and progression
to AIDS.
Distribution of Respondents Throughout the
Levels of Knowledge and Degrees of Perception
The distribution of the members of each group
throughout the scales of knowledge and perception
provides an overview of the population's knowledge
and perception.
Based on the distribution of the respondents in
general, most of the population still needed to improve
their knowledge on HIV and AIDS and be more careful
in their practices to prevent HIV infection. Although
most of them had intermediate level of knowledge
(55.72%) and average degree of perception (56.30%),
a significant portion still had a basic level of knowledge
(40.76%) and risky degree of perception (24.63%).
In addition to this, only 3.52% of the population had
an advanced level of knowledge and only 19.35% had
a precautious degree of perception.
Majority of the members of the MLS, PT, N, RT,
and RdT groups were adequately informed regarding
HIV and AIDS. However, their knowledge could still
be improved. On the other hand, majority of the Ph
group and the ND group were insufficiently informed
regarding HIV and AIDS. Thus, interventions were
warranted. (Figure 2)

Figure 2. Distribution of members of each program group throughout the levels of knowledge. In general, most of
the sample population had an intermediate level of knowledge while a significant portion accounting for 41% had
a basic level of knowledge and only 4% had an advanced level of knowledge. In addition, most of the members of
the groups of MLS, PT, N, RT,and RdT had an Intermediate level of knnowledge while most members of the groups
Ph and ND had a basic level of knowledge.

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 3
 Majority of the Male and Female groups were
adequately informed regarding HIV and AIDS.
However, a significant portion of each group was still
insufficiently informed regarding the subject and thus
required interventions as well. (Figure 3)
Most of the members of each program group
recognized the risks of acquiring HIV infection and
progression to AIDS. The groups of MLS, N, and RdT
were notable for having a significant portion with a
precautious degree of perception. However, there were
also significant portions that do not sufficiently
recognize the risks. Interventions would be critical in
improving their awareness on risks. (Figure 4)
Most of the members of the male and female
group recognized the risks. Although a significant
portion had a precautious degree of perception, there
was also a significant portion with a risky degree of
perception. Still, interventions were indicated. (Figure
5)
Notable limitations of using the distribution of
respondents across the scales of knowledge and
perception in approximating the level of knowledge
and degree of perception of a group's member were
that the distribution may change upon sampling while
maintaining the mean and that the mean did not always
lie within the level or degree with the highest
distribution.
Mean Knowledge and Mean Perception
In order to support the distribution of the
respondents across the scales of knowledge and
perception, the mean knowledge and mean perception
of the groups were determined.

Figure 3. Distribution of the members of each sex group throughout the levels of knowledge. Most of the
members of the groups Male and Female had an intermediate level of knowledge although a significant portion
accounting for 38% and 42% in the Male group and Female group respectively still had a basic level of knowledge.

Figure 4. Distribution of the members of each program groups throughout the degrees of perception. In general,
most of the members of the sample population had an average degree of perception while significant portions
accounting for 24% and 19% had a risky and a precautious degree of perception respectively. In addition, most of
the members of all program groups had an average degree of perception.

4 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
 The mean knowledge and mean perception of
each program group lay in the level of knowledge
and degree of perception where the group had the
largest portion. The program groups of MLS, PT, N,
RT, and RdT had an intermediate mean level of
knowledge. The program groups of Ph and ND had
a basic mean level of knowledge. All program groups
had an average mean degree of perception. (Figures
2, 4 & 6)
The same could be said for the cases of the sex
groups Male and Female. Their respective mean
knowledge and mean perception lay in the level of
knowledge and degree of perception where they had
the most portion of their population. Both sex groups
had an intermediate mean level of knowledge and an
average degree of perception. (Figures 3, 5 & 7)
The limitation of using the mean to approximate
the knowledge and perception was that they could not
be used to assess the knowledge and perception of a
student who was not a member of a group because the
mean knowledge and mean perception represented the
groups and not the program or the sex in general. This
limitation was exhibited in the situation wherein one
could approximate the knowledge and perception of a
student who was a member of any group but not those
of a student who was not a member of any group.
Kruskal Wallis (H) Test Results
It was determined that the knowledge of the
population regarding HIV and AIDS significantly
differed across programs and so did the perception of

Figure 5. Distribution of the members of each sex group throughout the degrees of perception. Most of the
members of the Male and Female groups had an average degree of perception while significant portions had a
risky and a precautious degree of perception.

Figure 6. Mean knowledge grade and mean perception grade of each program group. All program group had an
average degree of perception and the groups of MLS, T, N, RT, and RdT had an intermediate level of knowledge
while the groups of Ph and ND had a basic level of knowledge. The sample population had an intermediate level of
knowledge and an average degree of perception.

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 5
 Figure 7. Mean knowledge grade and mean perception grade of each sex group. Both groups had an intermediate
level of knowledge and an average degree of perception.
the population on the risks of acquiring HIV infection
and progression to AIDS. Such difference of
knowledge and perception across programs could have
been caused by the differences among the program
of the respondents, its inherent nature, and its unique
methodologies.
The limitations of the Kruskal-Wallis test were that
it could not determine which groups significantly differed
from which groups, that it could not determine the
direction and degree of the difference, and that it could
not confirm or deny the relationships of knowledge and
perception to the programs of the population.
Item Analysis
All items were subjected to item analysis to gauge
the prevalence of an idea or a practice in a group by
determining the percentage of the group that answered
the item correctly.
Each item in the knowledge test revolved on a
specific information regarding HIV and AIDS and each
item in the perception test revolved on a safe or proper
practice in preventing and managing HIV infection
and progression to AIDS. The item grade of a group
for an item represented the extent to which the
information or practice central to the item was
disseminated throughout or observed by the group.
Information or practices represented by items with
low item grades were not widely known to or were
not widely observed by a group. At the same time,
these items indicated points of improvement to which
intervention should have focused on. Examples of
such case are the knowledge test items along with
the corresponding item grade of the whole sample
6 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
population 5 (10%), 39 (6%), 40 (4%), and 41 (8%).
These items referred to the different agents used to
kill HIV. By allotting focus in the topics of these items,
the knowledge of the group was increased. The
limitation of the item analysis was that it could not be
used to evaluate an aspect HIV and AIDS. An
example that demonstrates this limitation is the inability
to determine whether or not a group is knowledgeable
about the ways on how to kill HIV by merely basing
on the item grade of knowledge item 5 (10%) alone.
Another limitation of the item analysis was that not all
information and precautious practices could be
condensed in a 90-item survey. Therefore, not all focus
points could be presented by the item analysis.
Cluster Analysis
The grade of a group in one item does not reflect
the mastery of the group in one aspect of HIV and
AIDS. To evaluate an aspect of HIV and AIDS, and
to encompass all focus points, cluster analysis was
run on each aspect.
The items of the knowledge test were clustered
into five aspects. Cluster A pertained to the aspect of
pathology which included the etiology, pathogenesis,
molecular changes, and functional defects that underlie
the disease. Cluster B pertained to the management,
treatment, and prognosis of the disease. It is concerned
with the course of the disease and on the ways on
how to control it. Cluster C pertained to the clinical
manifestations of the disease as well as the
methodologies of its diagnosis. Cluster D pertained to
the ways on how HIV is being transmitted, on the
safe practices to prevent HIV transmission, and
methods of disinfection and sterilization. Cluster E
pertained to the social and legal aspects of HIV and
AIDS. This cluster included topics regarding
discrimination, voluntary testing, social stigma,
addiction, and prostitution.
The items in the perception test were clustered
into nine aspects. Cluster A focused on the sexual
transmission of HIV. Cluster B focused on physical
contact as a mode of HIV transmission. Cluster C
focused on the transmission of HIV by respiratory
droplets, aerosols, saliva, urine, and sweat. Cluster D
focused on the technicalities of transmitting HIV by
invasive procedures such as surgery, transplants,
transfusions, and punctures. Cluster E focused on
the effects of diet and medications to the acquisition
of HIV infection and progression to AIDS. Cluster F
focused on the vertical transmission of HIV from the
mother to her child. Cluster G focused on the ability
of vectors to transmit HIV. Cluster H focused on the
ways on how to evaluate if one has HIV or not. This
cluster was similar to Cluster C of the knowledge test
only that it revolved on the practicality of the test while
the former pertained to the facts of the test. Cluster I,
pertained to the social and legal aspects of HIV
infection and AIDS in a practical sense. The grade
of a group for a cluster measured the group's
knowledge or perception on the aspect of HIV and
AIDS the cluster represented.
Interventions aimed at improving the knowledge
and perception of all groups should emphasize on
clusters D and E of the knowledge test and on cluster
G of the perception test. Those designed for the PT
group should also focus on clusters C, D, E, and H of
the perception test. Those designed for RT group
should also focus on clusters E and H of the perception
test. Those designed for the Ph group should also focus
on cluster C of the perception test. Those designed
for the ND group should also focus on the cluster B
of the knowledge test and on clusters C, E, and H of
the perception test. (Figures 8 & 9)
Interventions designed for the male and female
groups should focus on clusters D and E of the
knowledge test and on the cluster G of the perception
test. (Figures 10 & 11)
The knowledge or perception of the groups for
the other clusters not mentioned were Intermediate
or average. These, along with those with advanced
level or precautious degree, were areas where
awareness and safety were present.
The limitations of the cluster analysis were that
the number of items in each cluster was not balanced
and some clusters could be further separated while
some could be combined. Nevertheless, it still managed
to point out areas of strength and areas of weakness
when it comes to the knowledge and perception of
the study population.
CONCLUSION
Based on the distribution of the respondents across
the scales of knowledge and perception, and on the
mean knowledge and mean perception of each group,

Figure 8. Cluster grades of each program group for the clusters of the knowledge test. The clusters are A
(Pathology), B (Management, Prognosis, and Treatment), C (Diagnosis, Signs and Symptoms), D (Transmission,
Safety, Disinfection, Sterilization), and E (Social and Legal Aspects). All program groups have an intermediate level
of knowledge on clusters A, B, and C with the exception of the ND group that has a basic level of knowledge on
cluster B. All groups also have a basic level of knowledge on clusters D and E.

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 7
 Figure 9. Cluster grades of each program group in the clusters of the perception test. The clusters are A (Sexual
Transmission), B (Physical Contact), C (Transmission via Respiratory and Oral droplets, Urine, and Sweat), D
(Surgery, Punctures, and Transfusions), E (Medications and Diet), F (Vertical Transmission), G (Vectors), H
(Assessment), and I (Social and Legal Aspect). All groups have a risky degree of perception on cluster G. The MLS
group and N group have a precautious degree on clusters A, B, and F. The FPT group has a risky degree on
clusters C, D, E, and H. The RT group has a precautious degree on clusters B and F but also a risky degree on
cluster E. The Ph group has a precautious degree on cluster F but also a risky degree on cluster C. RdT has a
precautious degree on cluster B. The ND group has a risky degree on clusters C, E, and H.

Figure 10. Cluster grades of each sex group for the clusters of the knowledge test. The clusters are A
(Pathology), B (Management, Prognosis, and Treatment), C (Diagnosis, Signs and Symptoms), D (Transmission,
Safety, Disinfection, Sterilization), and E (Social and Legal Aspects). Both groups have an intermediate level of
knowledge on clusters A, B, and C and a basic level of knowledge on clusters D and E.

Figure 11. Cluster grades of each sex group in the clusters of the perception test. The clusters are A (Sexual
Transmission), B (Physical Contact), C (Transmission via Respiratory and Oral droplets, Urine, and Sweat), D
(Surgery, Punctures, and Transfusions), E (Medications and Diet), F (Vertical Transmission), G (Vectors), H
(Assessment), and I (Social and Legal Aspect). The Female group has a precautious degree while the Male group
has an average degree of perception on cluster B. Both groups have an average degree of perception on clusters
A, C, D, E, F, H, and I but have a risky degree on cluster G.

8 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
it was concluded that: 1) the Medical Laboratory
Science group, Physical Therapy group, Nursing group,
Radiologic Technology Group, Respiratory Therapy
group, Male group, and Female group have an
intermediate level of knowledge; 2) the Pharmacy
group and the Nutrition and Dietetics group have a
basic level of knowledge; 3) all groups have an
average degree of perception.
Based on the comparison of the groups in terms
of their mean knowledge and mean perception, it was
concluded that: 1) there is a significant difference
among the mean knowledge of each program group;
2) there is a significant difference among the mean
perception of each program group; 3) there is no
significant difference between the mean knowledge
of each sex group; and 4) there is no significant
difference between the mean perception of each sex
group.
RECOMMENDATIONS
Based on the findings regarding: a) the knowledge
grades and perception grades of the respondents;
b) the distribution of the respondents throughout the
scales of knowledge and perception; and c) the mean
knowledge and mean perception of the groups, it is
recommended to conduct interventions that: spread
awareness on HIV and AIDS throughout the study
population; and present proper and safe practices in
preventing HIV infection and AIDS progression. These
interventions may be in the form of a seminar, small
group discussion, a video presentation, a hands-on
workshop, etc.
Based on the findings regarding the comparison
of groups based on their knowledge on HIV and AIDS
and their perception on the risks of acquiring HIV
infection and progression to AIDS, it is recommended
to: a) conduct a post-hoc analysis to determine which
among the program groups are significantly different
from the others; b) conduct a comparative study
among the program groups of the succeeding batches
in terms of knowledge and perception to determine if
they will also exhibit similar results; and c) conduct a
study to determine whether or not a relationship
Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
between the program of the members of the study
population on their knowledge on HIV and AIDS or
their perception on the risks of acquiring HIV infection
and progression to AIDS exists.
Based on the results of the item analyses and
cluster analyses, it is recommended to design
interventions that: are adjusted for each program
groups based on their respective item analyses and
cluster analyses results; or are able to encompass all
shortcomings of every program groups.
To improve the study, it is recommended to include
all aspects of HIV and AIDS in the survey
questionnaire, and to balance the number of items for
every cluster in the knowledge and perception tests.
ACKNOWLEDGEMENTS
The researchers would like to express their
gratitude to Dean Magdalena Natividad, Ph.D. for
sharing her knowledge, expertise and dedicated
assistance in the study as research adviser. The
researchers would also like to acknowledge
Dr.Macario Reandelar for sharing his expertise that
was greatly utilized in the study. Finally, the primary
investigator expresses his undying gratitude to Mr.
Lorenzo C. Herrera for his valuable support in this
study.
REFERENCES
1. Department of Health.Newly Diagnosed HIV Cases in the
P h i l i p p i n e s . Av a i l a b l e f r o m : h t t p : / / w w w. d o h . g o v. p h /
stat_of_the_month [Accessed 23rd June 2016].
2. Gonzalez IC. Philippines at Risk of 'Full-Blown
'HIVEpidemic.NewInternationalist.Weblog.Availablefrom:
https://newint.rg/blog/majority/2016/02/05/philippines-hiv-
epidemic/ [Accessed 23rd June 2016].
3. Morse G, et al. Antiretroviral drug levels and interactions
affect lipid, lipoprotein and glucose metabolism in HIV-1
seronegative subjects: A pharmacokinetic-pharmacodynamic
analysis. National Center for Biotechnology
Information.2007; 5(2): 1631-73. Available from:https://
w w w. n c b i . n l m . n i h . g o v / p m c / a r t i c l e s / P M C 2 0 7 8 6 0 3 /
[Accessed 15th October 2016].
4. Centers for Disease Control and Prevention.HIV/AIDS.
Available from: http://www.cdc.gov/hiv/basics/whatishiv.
html[Accessed 27th September 2016].
9
 Antibiogram and Resistogram of Isolated Microbial Consortia

Sharmaine G. Fajardo, Claudine D. Vallejos, Sharmaine Leigh J. Antiporda, Frinzes G. Castillo,

Jasmin N. Cortez, Lanrick James S. Fabregas, Nicolas J.Ibay, Alfredo Miguel P. Perez IV,
Renzo B.Salinas, Ricardo Jose P. Valdez and Sherwin N. Reyes

ABSTRACT

Background: This study determines the prevalent microorganisms found on the hands of Medical Technology
intern of Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Center and their
characteristics as to antibiotic resistance and susceptibility.
Methodology: The sample population consisted a total of 63 participants with 60 microbial isolates. A Data
Collection Form was given to the participants for the researchers to collect information. The participants
were also given an Informed Consent Form to aim the confidentiality of the participants.
Results: The results of the study revealed that the prevalent microorganism isolated on the hands of the
Medical Technology intern was Klebsiellapneumoniae. There were also other gram negative and gram
positive reported. Lastly, the microorganisms isolated showed no significant pattern of resistance.

Key words: antibiogram, resistogram, health care workers

N osocomial infections have not been only limited

to infections acquired by a patient during admission in
a health care facility, but they also encompass
occupational infections among staff.1 As Medical
Technology interns, the authors are aware of the
presence of bacteria around then which can be either
in the counters they work on or on the patients they
extract blood from. These factors can pose a threat
not only to patients but also to the health of MT interns
and staff. Most of the bacteria right now are
undergoing genetic changes that give them resistance
to antibiotics. Most of the studies made focused
generally on the health care workers and few have
been done on Medical Technologists and on Medical
Technology interns.
On the basis of this recommendation, health care
workers may act as vectors in the spread of resistant
bacteria. 2 Previous studies proved that health care
workers hands carry resistant microorganisms such
as Methicillin-resistant Staphylococcus aureus
(MRSA) and Extended Spectrum Beta-Lactamase
(ESBL).3 However, previous studies encompassed the
whole system of health care workers, most of the
participants came from the population of nurses and
doctors. 4,5
The authors hypothesized that resistant strains
such as Methicillin resistant Staphylococcus aureus,
Extended Spectrum Beta-Lactamase and Metallo
Beta Lactamase are present on the hands of Medical
Technology interns. They designed this study to
investigate the prevalent microorganism isolated from
the phlebotomist's hand and to determine the
characteristic of the isolated organisms as to sensitivity
and resistance.

10 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
METHODOLOGY
The study was approved by the FEU-NRMF
Institutional Ethics Review Committee. Sixty three
Medical Technology interns trained in phlebotomy
procedure at FEU-NRMF Medical Center were the
subjects of this study. The 63 participants were selected
by simple random sampling. Exclusion criteria were MT
interns with infectious disease such as cough and cold
and MT interns assigned in the bacteriology section.
The subjects were asked to participate and were given
informed consent before hand swabs were collected.
The dominant hand of the participant was used as
the site of collection. After an intern has done a
phlebotomy procedure, hand swabs were collected.
The collected swab is then placed on thioglyocollate
broth and was stored and incubated at 37°C for 16-18
hours and was also used for back up culture. The
swabs were plated to BD BBL™ Blood Agar Plate
and BD BBL™ MacConkey Agar Plate for
identification of growth characteristics and
determination of phenotypic characteristics of the
microorganism. Isolated colonies were first identified
using Gram stain. Gram-positive organisms were
identified using Catalase, Coagulase, Mannitol Salt
Agar, Novobiocin test, Bacitracin test, Optochin test
and SXT test. Gram-negative organisms were
identified using a 5 battery test that consists of Triple
Sugar Iron Agar, Lysine Iron Agar, Sulfur-Indole-
Motility test, Citrate Utilization test and Urease test.
Biochemical reactions of gram negative isolates are
depicted in Figures 1 to 5.

Biochemical Reaction of Gram Negative Isolate

Figure 1. Biochemical reaction of Klebsiella pneumoniae. Figure 3. Biochemical reaction of Serratia marscecens.

TSI LIA SIM Citrate Urease TSI LIA SIM Citrate Urease
A/A + gas K/K -,-,- Positive Positive K/A K/K +,-,- Negative Positive

Figure 2. Biochemical reaction of Escherichia coli. Figure 4. Biochemical reaction of Shigella species.

TSI LIA SIM Citrate Urease TSI LIA SIM Citrate Urease
A/A + gas K/K +gas -,+,+ Negative Negative K/A K/K -,-,+ Negative Positive

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 11

Figure 5. Biochemical reaction of Salmonella species.
TSI LIA SIM Citrate Urease
K/A + H2S K/A -,-,+ Negative Negative
Susceptibility and Resistance patterns were
screened after identification. Bacterial suspension was
made using 0.9% Normal Saline Solution and bacterial
isolates and had been adjusted to 0.5 McFarland
Standard Solution. The bacterial suspension was then
plated on BD BBL™ Mueller Hinton Agar Plate and
was incubated for at 37°C for 18 hours. Gram-positive
organisms were screened for Methicillin Resistance
and Inducible Clindamycin Resistance using BBL™
Sensi-Disc™ Oxacillin, Penicillin, Clindamycin,
Erythromycin and Cefoxitin. Antimicrobial
Susceptibility test for Gram-negative organisms were
also done and were screened for resistance patterns
such as Extended Spectrum Beta Lactamase,
Imipinem Susceptibility and Metallo Beta Lactamase
Test. The tests were done by the use of BBL™ Sensi-
Disc™ Aztreonam, Ampicillin with Clauvalinic Acid,
Cefepime, Ceftriaxone, Impinem and Cefoxitin
The data were computed using Microsoft Excel
Version 2010. Data for the antibiogram and
resistogram were computed using the formula for
percentage.
RESULTS
Sixty three medical technology interns from FEU-
NRMF Medical Center were selected to be part of
this study, 57.14% were from FEU-NRMF, 19.05%
were from Dr. Carlos S. Lanting College and 23.81%
were from Manila Center University.
12 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
Table 1. Prevalent organisms isolated on the hands of the
medical technology interns
Organism Frequency Percentage
Staphylococcus aureus 8 12.70%
Staphylococcus epidermidis 6 9.52%
Bacillus subtilis 3 4.76%
Streptococcus spp.
Viridans group 2 3.17%
Klebsiella pneumonia 31 49.21%
Escherichia coli 4 6.35%
Shigella spp. 1 1.59%
Salmonella spp. 1 1.59%
Serratia marscecens 4 6.35%
No Growth 3 4.76%
TOTAL 63 100%
Sixty out of 63 (95.23%) isolates were identified
positive with growth and 4.76% were reported to be
no growth (n=3). Accordingly, there were 8 (12.70%)
Staphylococcus aureus, 6 (9.52%) Stahpylococcus
epidermidis, 3 (4.76%) Bacillus subtilis, 2 (3.17%)
Streptococcus spp. Viridans group, 31 (49.21%)
Klebsiella pnuemoniae, 4 (6.35%) Escherichia coli
and Serratia marscecens, and only 1 (1.59%) Shigella
spp. and Salmonella spp. were isolated. (Table 1).
Susceptibility study was performed on both gram
positive and gram negative isolates (Table 2). For gram
positive organisms, there were total of eight (8)
Staphylococcus aureus isolated, 25% of it were
susceptible to Clindamycin, 100% Cefoxitin, 25% to
Erythromycin and 0% to both Oxacillin and Penicillin.
Among the six (6) Staphylococcus epidermidis
isolated, 50% were susceptible to Clindamycin and
Erythromycin while none of it was susceptible to
Cefoxitin, Oxacillin and Penicillin. Of the two (2)
Streptococcus viridans isolated, only one was
susceptible to Cefoxitin, while 0% of the isolate was
susceptible to Clindamycin, Erythromycin, Oxacillin
and Penicillin.
For gram negative organisms, there were total of
thirty one (31) Klebsiella pneumoniae; 26% of it
were susceptible to Amoxicillin/ClavulanicAcid, 42%
to Aztreonam, 48% to Cefepime, 39% to Cefotaxime,
32% to Cefoxitin, and 90% were susceptible to
Imipenem. Four (4) Escherichia coli were isolated;
0% susceptibility to Amoxicillin/ClavulanicAcid, 50%
to Aztreonam and Cefepime, 25% to Cefotaxime, 75%
to Cefoxitin, while 100% of the isolates were
susceptible to Imipenem. There were total of four (4)
isolate of Serratia marscecens, One (1) isolate of
both Shigella spp. and Salmonella spp. All those have
100% susceptibility to Imipenem and 0% susceptibility
to the rest of the antibiotics used for gram negative
organisms.
Resistogram was also performed in both gram
positive and gram-negative isolates (Table 3).For gram
positive, there were total of eight (8) Staphylococcus
aureus isolated. The isolates had 100% resistance to
Penicillin and Oxacillin, 75% to Clindamycin, and 0%
to Cefoxitin. All the six (6) Staphylococcus epidermidis
isolated showed 100% resistance to Penicillin and
Oxacillin, 50% to both Clindamycin and Erythromycin,
and 0% to Cefoxitin. All two (2) Streptococcus viridans
isolates showed 100% resistance to Clindamycin, 50%
to Cefoxitin, and 0% resistance to Erythromycin,
Oxacillin and Penicillin.
For gram negative, there were total of thirty one
(31) Klebsiella pneumoniae isolated. They showed
74% resistance to Amoxicillin/Clavulanic Acid, 58%
to Aztreonam, 52% to Cefepime, 61% to Cefotaxime,
68% to Cefoxitin, and 10% to Imipenem. All four (4)
Escherichia coli isolates had 100%, resistance to
Amoxicillin/Clavulanic Acid, both 50% resistance to
Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
Aztreonam and Cefepime, 75% to Cefotaxime, 25%
to Cefoxitin and no resistance to Imipenem. For the
rest of the Isolate, there were total of four (4) Serratia
marscecens, one (1) Shigella spp. and Salmonella
spp. All of which had 0% resistance to Imipenem and
100% resistance to Amoxicillin/Clavulanic Acid,
Aztreonam, Cefepime, Cefotaxime and Cefoxitin.
DISCUSSION
In this study, Klebsiella pneumoniae, accounted
for 49.21% of the total isolates, and Staphylococcus
aureus was the most commonly isolated bacteria from
phlebotomists' hands.
Klebsiella pneumoniae (49.21%),was isolated
from phlebotomists. No patterns of resistance were
reported from the isolates of Klebsiella pneumoniae.
The principal pathogenic reservoirs of Klebsiella
pneumoniae are the gastrointestinal tract and the
hands of hospital personnel.6 Lin, et al. showed that
there is a high incidence of Kleblesiella pneumoniae
on health care workers hands.7
Stahphylococcus aureus which accounted
12.70% of the total isolates precedes Klebsiella
pneumoniae, no patterns of resistance was also
13
recorded for Staphylococcus aureus. S. aureus is
regarded as an important pathogen responsible for
HAIs. 8 Singh, et al. showed that 47.5% of their
isolates are Staphlyococcus aureus. Among the
isolates of S.aureus, 52.6% showed MRSA.
In summary, the results of this randomized trial
suggest that Medical Technology interns’ hands were
inhabited by Klebsiella pneumoniae and no patterns
of resistance were seen on the isolated
microorganisms.
REFERENCES
1. World Health Organization. (2014). The Burden of Health
Care-Associated. 1-4.
2. Duckro A, Blom D, Lyle E, Weinstein R, Hayden M. Transfer
of Vancomycin Resistant Enterococci via Health Care Worker
Hands.Arch Intern Med 2005; 165(3): 302-7. doi:10.1001/
archinte.165.3.302.
3. Jeer M, Shruthi U, Krishna S, Swati S. Role of hand hygiene
in reducing transient flora on the hands of health care workers
(HCW) at a tertiary health care centre in Ballari, India. Int J
Curr Microbiol App Sci 2016; 5(6): 66-71.doi:http://
dx.doi.org/10.20546/ijcmas.2016.506.008
4. Chaka TE, Misgana GM, Feye BW, Kassa RT. Bacterial
14 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
isolates from cell phones and hands of health care workers:
A cross sectional study in pediatric wards at Black Lion
Hospital, Addis Ababa, Ethiopia. J Bacteriol Parasitol 2016;
7:288. doi:10.4172/2155-9597.1000288
5. Duckro A, Blom D, Lyle E, Weinstein R, Hayden M.
Transfer of vancomycin resistant enterococci via health care
worker hands. Arch Intern Med 2005; 165(3): 302-7.
doi:10.1001/archinte.165.3.302.
6. Podschun R, Ullmann U. Klebsiella spp. as nosocomial
pathogens: Epidemiology, taxonomy, typing methods, and
pathogenicity factors. Clin Microbiol Rev 1998; 11(4): 589-
603.
7. Lin MY, Lyles-Banks RD, Lolans K, Hines DW, Spear JB,
Petrak R, Albright R. The importance of long-term acute
care hospitals in the regional epidemiology of Klebsiella
pneumoniaecarbapenemase-producing Enterobacteriaceae.
Clin Infect Dis cit500. 2013
8. Jenner EA, Fletcher BC, Watson P, Jones FA, Miller L,
Scott GM. Discrepancy between self-reported and observed
hand hygiene behaviour in healthcare professionals. J Hosp
Infect 2006;63:418-22.
9. Singh S, Singh AK. Prevalence of bacteria contaminating the
hands of healthcare workers during routine patient care: A
hospital-based study. J Acad Clin Microbiol 2016; 18: 60-2.
 Zinc Deficiency and its Relationship with
Control of Type 2 Diabetes Mellitus

Mari-Ann B. Bringas, MD and Dolores V. Viliran, MD

ABSTRACT

Background: Diabetes mellitus (DM) is a chronic disease considered as a global problem. Decreased zinc
(Zn) levels, which affect the ability of the islet cell of the pancreas to produce and secrete insulin, might
compound the problem associated with Type 2 diabetes mellitus (T2DM). Zinc promotes different biochemical
reactions in the body and is being investigated to aid in the improvement of management strategies for
various diseases such as DM.
Objectives: To determine the relationship between serum zinc levels and control of Type II Diabetes
Mellitus.
Methods: Serum Zinc and glycosylated hemoglobin (HbA1c) levels were determined on blood samples
from 101 patients in Veterans Memorial Medical Center (VMMC) and FEU-Dr. Nicanor Reyes Medical
Foundation (FEU-NRMF). General information was acquired via interview and anthropometric assessment
was also conducted. Zinc deficiency (ZD) was summarized using percentages or proportion. Serum zinc
and HbA1c levels were summarized using mean and standard deviation. Linear regression, T-test, Receiver
Operating Characteristic (ROC) curve and Chi-square were utilized to correlate serum zinc levels with
HbA1c. Level of significance was set at α = 0.05.
Results: The prevalence of zinc deficiency in the sample population was 5.9%. Linear Regression
(F = 0.6853 > α = 0.05) showed negative correlation between HbA1c and Zn levels. T-test revealed no
significant difference between Zn levels of controlled and uncontrolled DM (P-value = 0.645, > α = 0.05).
ROC curve obtained cut -off of serum zinc levels 70 µg/dL or higher predicted good control of DM, although
not statistically significant (p > α = 0.05).
Conclusion: Prevalence of ZD was low among T2DM patients. However, there was occurrence of more
uncontrolled DM than controlled DM among patients with ZD. Inverse relationship was observed between
serum Zn levels and HbA1c levels. Normal to high Zinc levels >70 µg/dL predicted good control of Zinc
levels. The trend, although not statistically significant is consistent with claims of previous studies on the
relationship of zinc levels and DM control.

Key words: prevalence, zinc deficiency, Type 2 diabetes mellitus

D iabetes Mellitus is one of the leading causes of

death in the Philippines. The WHO estimates that the
prevalence of diabetes in the Philippines will increase
* Department of Biochemistry and Nutrition
to more than 25% from the year 2000 to 2030. A
recent study by King, Aubert, and Herbert (1998),
shows that the global prevalence of adult DM is
estimated at 5.4%, with the number of afflicted adults
continually increasing. In 2010, there were around 3.4
million cases of DM which is about 7.7% of the
Philippine population. Associated with this disease
are quite a number of co-morbidities that intensify
health care utilization and increase medical care

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 15
costs.2 Numerous studies have been aimed at finding
alternatives to insulin injections and other drugs that
are used in the management of DM. A number of
studies have shown the benefits of zinc, as
supplementation for various clinical disorders. 3,4
However, the protocol for DM management does not
include zinc supplementation.
Zinc is important in carbohydrate metabolism as
evidenced by impaired glucose tolerance in patients
with zinc deficiency (ZD). Zinc homeostasis is
affected by diabetes mellitus 5, and as a mineral has a
role in the synthesis, storage and secretion of insulin.6
This may imply that decreased zinc levels could impair
the ability of pancreatic cells to produce and secrete
insulin, amplifying the inability of type II DM patients
to metabolize carbohydrates.
It is still unclear whether DM affects zinc
metabolism or whether derangements in zinc
homeostasis affect carbohydrate metabolism.7,8 This
study aimed to determine the relationship between
serum zinc levels and control of Type 2 Diabetes
Mellitus. The results may accentuate the importance
of Zn in carbohydrate metabolism, particularly in its
involvement in the production, secretion, and action
of insulin. This may provide evidence in raising the
need for zinc supplementation as part of the standard
treatment guidelines for DM. The information obtained
in this study may serve as baseline information for
future studies about the beneficial effects of Zn
supplementation on DM.
General Characteristics of Zinc
Zinc (Zn) is a non-toxic essential trace element
that is required for various biochemical functions within
living organisms. Normally acquired from the diet,
zinc levels in normal adults range from 2-3 g, 90% of
which are found in muscles and bones. 9
Zinc plays a vital role in the normal functioning of
all organisms and any deviation from the required levels
of zinc in the body results in various malfunctions.
Bone, liver, and plasma may provide access to a
miniscule amount of zinc for homeostatic purposes.10
It is the loss of a critical but small amount of zinc
from this pool that leads to the biochemical and clinical
signs of zinc deficiency.
Zinc deficiency is most commonly caused by
malnutrition, aging, disease, and deregulated
homeostasis, and is more often seen in developing
countries. Wessells and Brown (2012) estimate that
17.3% of the global population is at risk of inadequate
16 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
zinc intake. Those countries at greatest risk include
the Philippines. The major symptoms of zinc
deficiency include growth retardation, immune
dysfunctions, and cognitive impairment. 11 However,
these symptoms are not permanent and can
sometimes be reversed with zinc supplementation.
Zinc deficiency can also be secondary to other
diseases and lifestyle choices. 11,12
Shankar and Prasad (1998) have identified the
involvement of zinc in the signal transduction,
normal development, and function of several immune
cells.
Laboratory tests for assessing zinc status are
classified into 2 groups: analysis of zinc in body tissues
or fluids and those testing zinc-dependent enzyme
function. The accepted reference range for serum zinc
level is 70-120 µg/dl (10.7-18.4 mmol/L), and the level
of 70 µg/dl (10.7 mmol/L) was used as cut- off value
as an indicator of zinc deficiency.
Diabetes Mellitus Type 2
Diabetes mellitus (DM) is a metabolic disorder
with different etiologies defined by the presence of
chronic hyperglycemia with disturbances of
carbohydrate, fat or protein metabolism resulting from
defects in insulin secretion, insulin activities or both.
The majority of cases of diabetes mellitus fall into
type 1 and type 2 DM classifications.13 Type 2 DM, a
metabolic disorder of the body, is caused by genetic
and environmental factors.14 Individuals with type 2
DM have increased globally and in the Philippines at
an alarming rate.15
Treatment for DM is centered in lowering blood
glucose levels through lifestyle modification and
pharmaceutical methods. 16 HbA1c is the preferred
diagnostic tool due to its ability to reflect average blood
glucose within a span of two to three months.17 This
test is often used to monitor patients who are taking
medication to address the disease.
HbA1c as a Diagnostic Indicator for Diabetes
Mellitus
Glycosylated Hemoglobin, (HbA1c), is useful in
measuring glucose plasma concentration. Serum
glucose non-enzymatically binds hemoglobin to create
HbA1c. 22 HbA1c levels are resistant to rapid
fluctuations of glucose within the blood and are
therefore, closely tied to one's glucose intake over
the course of 6-8 weeks.23
 Unique size and charge properties allow HbA1c population of type II DM patients in FEU-NRMF and
to be measured by High Performance Liquid VMMC from November 2013 to February 2014.
Chromatography (HPLC).24
Healthy levels of HbA1c, according to the Study Population
American Diabetic Association, are between 20-40
mmol/mol (4-5.9 DCCT%). There is a correlated 3% The number of subjects, (101) was calculated
increase of diabetic complications for every 1 mmol/ based on the assumption that the prevalence of ZD is
mol of HbA1c over 53 mmol/mol.25 The recommended 30% with a precision of 10% and a 95% reliability.
safe level of HbA1c by the ADA is <53 mmol/mol Twenty-five percent was also added to account for
(7.0 DCCT%).26 HbA1c monitoring can give a clear non-respondents.
history of glucose intake over the previous 6-8 weeks Only ambulatory patients from the Out-patient
in diabetic patients. Departments of FEU-NRMF and VMMC who
consented to take part in the study were included as
Clinical Relationship of Zinc Serum Levels to subjects.
Patients with Diabetes Mellitus Type II The inclusion-exclusion criteria for this study were
as follows:
Several studies on the effects of zinc deficiency
Inclusion criteria:
to type 2 DM have noted that the loss of zinc, possibly
• Male or female;
linked to increased excretion by the kidneys, could
• 30-65 years old;
contribute to the development of diabetic complications
• Duration of type 2 diabetes mellitus of at least
in later years.18 Prevalence studies indicated that
3-8 years;
about 33% of a sample population had significantly
• With or without insulin treatment or oral
lower Zn than those of the healthy controls involved
medications.
in the study.19
Decreased plasma Zn has negative effects on Exclusion criteria:
production and secretion of insulin by the islet cells.20 • Pregnant and lactating women;
Zinc plays a key role in the synthesis, secretion and • Individuals with clinical signs of renal failure;
action of insulin in physiological and patho- • Individuals who have undergone recent surgery;
physiological states. • Individuals with acute infection;
Studies found decreased Zn and insulin levels with • Individuals with hypoalbuminemia;
corresponding glucose intolerance among Zn deficient • Individuals with diarrhea; and
rats. Zinc supplementation ameliorates Type 2 DM • Individuals with malabsorption.
complications. It can therefore be concluded that Zinc
has an important function in maintaining pancreatic Outcome Measures
islet cell function and possibly the prevention of
diabetes. Serum Zinc levels
In the light of limited clinical studies, this paper Deficient Less than 70 µg/dL
aimed to elucidate a deeper understanding of the Normal 70 µg/dL or higher
relationship of zinc levels and control of Type 2
Diabetes Mellitus. HbA1c levels
This study generally aimed to determine the Controlled DM Less than 7.0%
relationship between serum zinc levels and control of Uncontrolled DM 7.0% or higher
Type 2 Diabetes Mellitus.

METHODOLOGY Data Collection Procedure

Research Design and Setting
This study is an analytic, cross-sectional research
study which involved the collection of serum zinc and
glycosylated hemoglobin (HbA1c) levels among a
This study was approved by the FEU-NRMF
Institutional Ethics Review Committee.
Subject recruitment: Notices of invitation were put
up a week before the scheduled blood extraction dates

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 17
for FEU-NRMF and VMMC. During scheduled blood RESULTS
extractions, two simultaneous recruitments of subjects
were implemented in both sampling locations. Descriptive Data

Informed consent: Proper informed consent and
patient information and orientation was performed
on all subjects.
General information: Information of the patients
were obtained using an interview questionnaire with
information on age, family history of disease, diabetic
duration, drug usage, diabetic complications and was
recorded by a trained research assistant.
Anthropometric assessment: Height and weight
were measured from each subject. BMI (body mass
index) was calculated with measured height and
weight. Body mass index (BMI) was calculated based
on the Quetlet's Index kg/m2.
Biochemical assessment: Overnight fasting blood
samples were collected into serum tubes and were
stored at -70ºC HbA1c levels were measured as the
indicators of glycemic regulation at SIM Clinical
Laboratory. Plasma level of zinc was assessed by
Flame Atomic Absorption Spectrometry at DOST-
FNRI.
The mean age of subjects was 57 (range: 30-65).
Mean Body Mass Index of 26 is categorized as
overweight based on WHO (2006). Blood pressure
mean of 135/86 mm/Hg was classified as pre-
hypertensive based on AHA (2012).
Twenty percent of the sample population were
smokers and 39.6% were alcoholic drinkers although
occasionally, as per mean of 1 bottle per day. Most
subjects have sedentary physical activity and only 10
% of the sample population engaged in heavy physical
activity.
Familial history of DM, heart disease and
hypertension were reported to be high compared with
cancer.
The average zinc level of 107.02, SD=26.64
obtained fall under the normal range according to the
standard set by DOST-FNRI; while HbA1c mean of
7.64, SD=2.06 was classified under uncontrolled DM
based on the American Diabetes Association
Standards of Medical Care in Diabetes (2010).
A little less than three-fourths (72.28%) of the
total sample size have been taking multivitamins with
zinc while less than one-third (27.72%) are taking
purely oral hypoglycemics which do not contain zinc.

Analysis of Data

Qualitative variables like zinc deficiency was

summarized using percentages and proportion. Table 1. Anthropometric data
Quantitative variables were summarized using mean Anthropometric Data Mean ± SD
and standard deviation. Correlation between serum
zinc level and HbA1c was analyzed using linear Age 57.4 ± 7.09
Height in meters 1.6 ± 0.08
regression and coefficient of determination was also Weight in kilograms 67.7 ± 11.60
calculated. Comparison of serum zinc levels among BMI 26.3 ± 4.03
the controlled and uncontrolled DM was made using
an independent T-test. Levine's test was also utilized Blood Pressure
Systolic 135.39 ± 15.939
to determine equality of variances. Level of Diastolic 86.24 ± 9.149
significance was set at α = 0.05.
A Receiver Operating Characteristic (ROC) curve
was done to determine the cut-off value of zinc that
will predict good control of DM. Chi-square test was
Table 2. Zinc levels for controlled and uncontrolled DM
thereafter utilized to determine the association of
control of DM and zinc level based on the cut-off HbA1C levels Zinc level Mean ± SD
value as determined by the ROC curve.
≥ 7.0% 105.73 ± 24.794
In data encoding, Microsoft Excel® was used to 7.0 and below 108.19 ± 28.395
organize the raw data which were subsequently used
in the data analysis utilizing the software SPSS 17.0. p value = .645

18 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
 The average zinc level of the subjects with Table 4. Relationship of multivitamin mineral (MVM) intake
controlled DM was 108.19 µg/dL, and 105.73 µg/dL with zinc and HbA1c levels
in subjects with uncontrolled DM. The t-test (p-.645)
MVM ↑ HbA1c ↓HbA1c
on both zinc levels, however, is not statistically + ZINC ≥ 7.0% < 7.0%
significant. N (%) N (%)

NO 16 (57.1) 12 (42.9)
YES 32 (43.8) 41 (56.2)
Table 3. Relationship of zinc deficiency (ZD) and
control of DM P value = .549 > α = 0.05

Uncontrolled Controlled Total

↑HbA1c ↓HbA1c N (%)
N(%) N(%)

ZD 4 (66.7) 2 (33.3) 6 (100)

Non-ZD 44 (46.3) 51(53.7) 95 (100)
Total 48 (47.5) 53 (52.5) 101(100)

P-value = 0.333 ; > α = 0.05

Prevalence and Correlation Study

The prevalence proportion in the sample population

implies that 5.9% of Type 2 DM patients had Zn
deficiency. Among those with uncontrolled DM, 66.7%
of patients had Zn deficiency while 46.3% of patients
were not Zn deficient.
In the cross-tabulation and chi-square tests, when
70 µg/dl was used as cut-off value for Zn, 53.7% of
the subjects with normal serum zinc levels were found
to have controlled DM. On the other hand, 66.7% of
the subjects with zinc deficiency exemplified
uncontrolled DM. This relationship, however was not
statistically significant, X 2 (1, N = 101) = 0.333,
p > .05.
The Prevalence Difference (PD) was computed as:
PD = 66.7 - 46.3 = 20.4%
This implies that there were 20 more uncontrolled
DM cases for every 100 patients with zinc deficiency
than for every 100 non-zinc deficient patients.
Risk estimate shows that Zn deficient patients
were 1.44 (95% CI= .785-2.638) times more likely to
have uncontrolled DM than non-Zn deficient patients.
More than half of the subjects who took
multivitamins with zinc had controlled DM. Those who
took medications that were non-zinc-containing had
more chances of uncontrolled DM. However, this
observation was found to be not statistically significant,
X2 (1, N = 101) = .549, p > .05.
F = 0.6853 > α = 0.05
Figure 1. Linear regression-correlation of serum zinc
level with HBA1c level
A negative slope (-0.0064) was observed in Figure
1, showing that as serum zinc levels increased, there
was a lowering trend in the levels of HbA1c, although
not statistically significant. The r2 or coefficient of
determination obtained was 0.0069 which indicated
that only 0.69% of the variance in HbA1c levels can
be explained by Zn levels.
DISCUSSION
The mean age of the subjects (57) fell under the
range of age considered as risk factor for DM. In
most populations, Diabetes Mellitus (DM) incidence
is low before 30 years of age, and increases rapidly
with older age. The mean BMI (26 kg/m2) obtained
which was classified under overweight is a known
risk factor for cardiovascular disease (CVD) and type-
2 DM.

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 19
 The average blood pressure reading of the sample
population (135/86 mmHg) met the goal BP <140/90,
for diabetic patients according to JNC 8. However,
based on JNC 7, this mean BP can be classified under
the pre-hypertensive stage. Hypertension is twice as
common among diabetics. Acemoglu, et al. found that
hypertension increased the risk of diabetes and
recorded a 2.05-fold risk increase. According to
Mullican, et al. (2009), pre-hypertension is presently
recognized as a risk factor for cardiovascular disease.
Subsequently, a blood pressure of 130-139/85-89
mmHg was found to be associated with the incidence
of diabetes, and may be a more meaningful category
for diabetes risk assessment.
Most of the subjects were engaged in moderate
to sedentary physical activity, placing them at higher
risk for having poor control of DM. Balducci, et al.
(2009) stated that cardio-respiratory fitness is inversely
related to the development of type 2 diabetes,
cardiovascular morbidity and mortality. Combined
aerobic and resistance training was recently shown
to be more effective than either one alone in
ameliorating HbA1c. In a study done by Sreedharan,
physical activity is a protective factor for the
development of DM. Gill and Cooper also support
the fact that physical activity has a protective role in
the development of DM.
According to Umamahesh, et al. (2014), lifestyle
factors such smoking and heavy alcohol consumption
have also been significantly associated with CVD.
These factors were also found to be present in the
subjects.
IDF defines metabolic syndrome as cluster of the
most dangerous heart attack risk factors: diabetes and
pre-diabetes, abdominal obesity, high cholesterol and
high blood pressure. People with metabolic syndrome
are twice as likely to die from, and three times as
likely to have a heart attack or stroke compared with
people without the syndrome. People with metabolic
syndrome have a five-fold greater risk of developing
Type 2 DM. This is concurrent with current findings
that almost two-thirds (combined 61.4%) of the
subjects had family history of DM, the majority of
which were maternal (35.6%). Familial hypertension
was also reported in three-fourths (75.3%) of the
subjects, while family history of heart disease was
present in one-third (33.7%) of the sample population.
Out of 101 subjects, only 6 were zinc deficient.
This may be explained by various confounding
variables that may have affected the serum zinc
levels such as present intake of multivitamins and
20 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
dietary choices. Based on the medication history of
subjects, most of the patients were already taking
zinc-containing multivitamins and minerals. This may
have already addressed Zn deficiency among the
subjects, thus decreasing the prevalence proportion
obtained. Furthermore, although no quantitative or
qualitative analysis was done to assess diet, since
the subjects were diagnosed with DM for more than
three years, as per inclusion criteria, it could be
assumed that they were observing a high protein
diabetic diet instead of a high carbohydrate diet.
According to International Zinc Association, the
major sources of zinc are meat, poultry, fish and
seafood, whole cereals and dairy products. Zinc is
most available to the body from meat. Hence, if the
subjects were taking a significant amount of these
foods, they could already be supplied with zinc which
could subsequently address zinc deficiency leading
also to a smaller prevalence proportion. These
factors may explain why a greater number of
subjects with controlled DM were observed
compared to those with uncontrolled DM. Results
from studies such as that by Jayawardena (2012)
using zinc supplementation alone show similar
findings. A study that supplemented with Zinc +
MVM (Multi Vitamin Mineral) and MVM without
Zinc reported that only diabetic patients receiving
Zinc + MVM showed beneficial metabolic effects.
These findings were also supported by the cross-
tabulation shown in Table 4, where the subjects'
intake of zinc-containing oral medications reflected
a trend of controlled DM. Those who took
medications that did not contain zinc revealed higher
proportion of uncontrolled DM. This is, likewise,
consistent with the claim in another study by
Afkhami-Ardekani, et al. (2008), wherein there was
a significant decrease in the HbA1c values of
subjects after 12 weeks of zinc sulfate
administration.
The prevalence difference and prevalence ratio,
on the other hand, imply that uncontrolled DM cases
are more attributable to Zn deficiency than to non-Zn
deficiency; and that those with Zn deficiency have a
higher probability of having uncontrolled DM. These
were consistent with a study conducted by Taha and
Elabid (2013) stating that poor glycemic control is
related to zinc deficiency. According to a study
conducted by Shekokar, the decreased serum zinc
level in diabetic patients may be attributed to poor
reabsorption of zinc and also due to excessive
excretion of zinc (zincuria) in diabetic patients.
 Results from linear regression (Figure 1), t-test,
and cross-tabulation were consistent with one another,
as well. The results imply that subjects with higher
levels of zinc showed lower levels of HbA1c. Although
Zn and HbA1c were said to be poorly related as
depicted by a low coefficient of determination, the
negative correlation obtained in the linear regression
was consistent with the study conducted by Al Maroof
that zinc supplementation for type-2 diabetics had
beneficial effects not only in elevating serum zinc level,
but also in improving their glycemic control, as
exemplified by the decreasing HbA1c concentration.
Other studies were found to have similar claims, such
as in an investigation done by Saharia et al. which
stated that the mean HbA1C concentration in newly
diagnosed type 2 DM cases had an inverse relationship
with serum zinc concentration; and in another study
by Rai, et al. which showed that serum zinc
concentrations were lower in diabetics as compared
to controls. In this latter study, a negative correlation
between Zn levels and glycated proteins in blood was
also observed. The findings obtained via t-test and
cross-tabulation were, however, not statistically
significant. These may be attributed to the relatively
small sample size and the effects of confounders such
as diet and multivitamin supplementation that may have
caused variations in the observations.
Based on the Receiver Operating Characterization
(ROC) curve, zinc levels below 70 µg/dL predicted
uncontrolled DM, while a cut-off zinc value equal to
or greater than 70ug/dL predicted controlled DM.
Though not statistically significant, this is very much
consistent with the findings in numerous studies that
zinc supplementation causes significant reduction in
HbA1c among patients with type 2 DM.
CONCLUSION
Although the prevalence of Zn deficiency within
the population of type II diabetic patients is low, there
are more patients with poor DM control than good
DM control among patients with Zn deficiency. This
is supported by the inverse relationship observed
between serum Zn levels and HbA1c. Having zinc
level of around 70 µg/dL or higher predicts good control
of DM.
Though the results of the study did not show a
statistically significant relationship between zinc levels
and HbA1c, it is consistent with preceding studies and
provides sensible basis that zinc plays a valuable role
in the good control of DM .
Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
RECOMMENDATIONS
The following are suggested for the improvement
of the study:
• Sample size may be increased to acquire the
appropriate number of subjects which is more
representative of the general population and to
obtain more statistically significant findings;
• Patients taking zinc supplements should be one of
the exclusion criteria to acquire more accurate
results on Zn levels since Zn supplementation
already addresses Zn deficiency;
• The diet of the patients should be strictly accounted
for or should be controlled if possible because diet
is a significant source of zinc aside from Zn
supplementation; and
• Newly diagnosed DM patients could be recruited
as subjects to minimize confounders brought about
by interventions for the management of this
disease.
Future studies are also highly encouraged such as
exploring the effects of zinc supplementation on HbA1c
levels of those determined to have Zn deficiency and
uncontrolled DM. A cohort study involving follow
through on patients with Zn deficiency can also
provide better evidences in the development of DM
in relation to Zn.
ACKNOWLEDGEMENT
This research project was monitored and supported
by Metro Manila Health Research and Development
Consortium (MMHRDC) and was funded by DOST-
Philippine Health Research and Development
(PCHRD).
Sincerest gratitude and appreciation is extended
to Dr. Bernardo G. Bringas Jr, Dr. Balthazar Villaraza,
Dr. Gerald Dale Giron of VMMC for helping facilitate
the subject recruitment and data gathering process.
Special recognition to FEU-NRMF First Year
Medicine Section B AY 2013-2014 for their unselfish
assistance in the implementation of this research
project.
Sincere appreciation is extended to Ms. Maggie
Flores, department secretary and statistics consultant-
Dr. Macario F. Reandelar Jr. for sharing their expertise
in the completion of this paper.
21
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supplementation on diabetes mellitus: a systematic review
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22 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
 Ethanolic Extract of Red Cabbage as pH Indicator in
Minimum Inhibitory Concentration of
Escherichia coli and Staphylococcus aureus

Mary Denneth R. Fuentes, Maria Benilda B. De Guzman, Sherwin N. Reyes, Stephanie Ann Bago,
Joyce Anne Canicosa, Chrislen Freal, Gina Claire Galido; Raven Galvez,
Monica Stephanie Moreno, Jerie Anne Aira Ruiz and Nicole Ayana Singzon

ABSTRACT

Red cabbage (Brassica oleracea) contains a class of compounds known as anthocyanin, which is
responsible for its color (violet or red-purple). The anthocyanin pigment is water-soluble and non-toxic
that displays a variety of colors depending on the pH of a substance. The anthocyanin in a very acidic
environment, urns pink to red, and in a basic environment, turns green to blue.
Methodology: Two-fold serial dilution of antibiotics (Ampicillin for Staphylococcus aureus and Gentamicin
for Escherichia coli) was performed in eight sterile tubes, then 9.5 mL of Brain Heart Infusion Broth (BHIB,
Pronadisa) and 10 µL of the standard inoculum were added. The ninth tube served as the negative control
which contained only the Brain Heart Infusion Broth while the tenth tube was the positive control which
contained the broth and 10uL of standard inoculum. After incubation, 1 mL of red cabbage ethanolic extract
was added to all tubes and the change in color was observed. The pH of the bacterial broth was confirmed
using litmus paper. The procedure was done in duplicate.
Results: The results of the study showed that the ethanolic extract of red cabbage containing anthocyanin
is an effective pH indicator. The color turned to pink in acidic medium and green in basic medium. It can
also be used as a macroscopic pH indicator for Minimum Inhibitory Concentration (MIC).
Conclusion: Thus, it can be an alternative confirmatory procedure for MIC.

Key words: red cabbage, pH indicator, Minimum Inhibitory Concentration, Anthocyanin

A nthocyanin is a pigment that changes color in

different pH concentrations, 1,2,3 which can be used
as a pH indicator. It turns pink to red at a very low
pH, while at a high pH, it turns green to blue.4,5 The
anthocyanin pigment is widely used as alternative to
synthetic colorants 6 that can be found from red
cabbage (Brassica oleracea) and other plants like
beets, blueberries, radishes.7 Red cabbage contains
25 mg of anthocyanin per 100 gram of fresh weight.
Anthocyanin pigment from the extracts of these plants
is responsible in producing colors of many fruits,
vegetables, cereal grains and fowers.8 Furthermore,
it is a member of a class of water soluble, terrestrial
plant pigments that is classified as phenolic compounds
collectively named as flavonoids. 9
Microorganisms are tested for their ability to
produce visible growth in tubes with broth-based media
through serial dilutions of an antimicrobial agent.
Presence of turbidity in the culture media indicates
growth of microorganisms. Minimum Inhibitory
Concentration (MIC) is the lowest antibiotic
concentration that prevents visible growth of bacteria
after overnight incubation.10
The aim of this research was to determine whether
the ethanolic extract of red cabbage which contains
anthocyanin could be used as pH indicator in MIC

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 23
using Staphylococcus aureus (S. aureus) and
Escherichia coli (E.coli).
METHODOLOGY
Commercially available red cabbage was sent to
the Botany Department of National Museum for
authentication. The ethanolic extraction of red cabbage
using rotary evaporation technique was performed at
the Centro Escolar University-Manila. Minimum
Inhibitory Concentration was performed using broth
dilution at the Far Eastern University-Nicanor Reyes
Medical Foundation. The pH determination of MIC
was done using the ethanolic extract of red cabbage.
Research Design
This study utilized the experimental method of
research to determine the ability of red cabbage
ethanolic extract to change its color as a pH indicator
in minimum inhibitory concentration (MIC) of S aureus
and E coli.
Data Collection
Ethanolic Extraction of Red Cabbage
(Brassica oleracea)
First, a whole red cabbage was submerged in a
liter of ethyl alcohol for 12 hours. Then, it was placed
in a blender for homogenization process. The
homogenized red cabbage was filtered using a cheese
cloth and a filter paper. Finally, the produced filtrate
was subjected for rotary evaporation for 2-3 hours.
Minimum Inhibitory Concentration (MIC)
Decreasing antimicrobial solution concentrations
(mcg/ml) were obtained through a series of dilutions.
MIC is traditionally determined by performing two-
fold serial dilutions (CLSI, 2012).11
Preparation of Inoculum
The FEU-NRMF Institute of Medicine,
Microbiology Laboratory provided the bacteria (S.
aureus and E. coli). These colonies were standardized
using distilled water. It was then compared to 0.5
McFarland standard for visual comparisons. The
standardized inoculum was placed in BHIB (broth
24 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
medium) containing the antibiotic and were incubated
overnight (16-20 hours). The MIC was then recorded.
Red Cabbage Ethanolic Extract as pH Indicator
One (1) ml of the red cabbage ethanolic extract
was added onto the 10 (ten) incubated tubes containing
the antibiotic working solutions, standardized inoculum,
and the broth. A change in color of the red cabbage
ethanolic extract (e.g turns pink when acidic)
corresponding to color of the positive control (tube
#10) indicates pH change that corresponds to bacterial
growth. Meanwhile, a change in color of the red
cabbage ethanolic extract corresponding to the color
of the negative control (tube #9) indicates pH change
that implies inhibition of bacterial growth. Litmus paper
was used to confirm the pH of the bacterial broth.
RESULTS AND DISCUSSION
This study determines whether the ethanolic
extract of red cabbage which contains anthocyanin
could be used as pH indicator in MIC using S aureus
and E coli. The change in color due to the change in
pH of the medium indicates presence or absence of
bacterial growth in the tubes.
Table 1 shows that the MIC of E.coli using
Gentamicin is 64 mcg/ml. An acidic environment
indicating presence of bacterial growth in tubes 3 to 8
and the positive control (tube 10) changed the color
of red cabbage ethanolic extract from violet to pink
while a basic environment in tubes 1 and 2 as well as
the negative control ( tube 9) changed its color into
green.
Table 2 shows the MIC of S. aureus which is 4
mcg/ml using Ampicillin. An acidic environment
changes the color of the ethanolic extract (violet) into
pink while a basic environment changed its color into
green. The results confirmed the studies done by
Chigurupati, et al. and Khan that anthocyanin can be
used as a pH indicator.4
Table 3 shows that the MIC of E. coli is 64 µg/
mL using Gentamicin as the microbial agent, but this
time, litmus paper was used to confirm the pH. The
blue litmus paper changed to red in an acidic
environment while it retained its color (blue) in a basic
environment.
Table 4 shows the MIC of S.a. which is 4 µg/ml
using Ampicillin. An acidic environment changed the
color of the litmus paper (blue) to red while in a basic
environment, it retained its color.
 Table 1. MIC of Escherichia coli with red cabbage ethanolic
extract as pH indicator.
Table 2. MIC of Staphylococcus aureus with red cabbage
ethanolic extract as pH indicator.
CONCLUSION
In this study, the results showed that the ethanolic
extract of red cabbage containing anthocyanin is an
effective pH indicator. The color changes from violet
to pink in acidic medium and from violet to green in
basic medium. It can also be used as a macroscopic
pH indicator for MIC. Pink was observed in tubes
with bacterial growth, indicating an acidic pH while
green was observed in tubes without bacterial growth,
indicating a basic environment. Thus, it can be an
alternative confirmatory procedure for MIC.
ACKNOWLEDGEMENT
The researchers would like to express their
deepest gratitude to Professor Mary Denneth Fuentes,
RMT, MSMT for helping them in conceptualizing and
finishing this paper. Also to Professor Sherwin Reyes,
Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
Table 3. MIC of Escherichia coli using Litmus Paper
as pH Indicator.
Table 4. MIC of Staphylococcus aureus using
Litmus paper as pH Indicator
RMT, MSc Med Micro, ISID for his expertise in
Microbiology that made the experiment successful,
Professor Maria Benilda De Guzman, Mr. Frederick
M. Miranda, Mr. Isaiah Robert D. Villanueva, RMT
and most specially to Professor Jerny M. Vargas, RMT,
MBA for selflessly lending their time and effort for
the completion of the second part of the experiment.
Profound thanks also to the National Museum and
Centro Escolar University-Manila, for their facilities
that helped the researchers in completing the first part
of the experiment.
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from red cabbage during storage in a model system. Food
Chem 2007; 104 (2): 709-14.
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 Needs Assessment for Faculty Development Programs in
FEU-Nicanor Reyes Medical Foundation Institute of Medicine

Magdalena F. Natividad, Ph.D.1

ABSTRACT

Faculty development is an essential element for quality enhancement in higher education. However, faculty
development programs are usually planned based on the needs perceived by the organizer of faculty
development activities. There is a need to actually assess the faculty competencies that have to be
developed or enhanced. A needs assessment study was conducted among faculty members of the FEU-
Nicanor Reyes Medical Foundation.
Methods: A modified partly open-ended and partly-close-ended survey instrument developed by Adkoli, et
al. (2010) 2 was administered to faculty members of the eight programs of FEU-NRMF. The respondents
were asked to rate the perceived importance and their perceived current performance on each of thirteen
faculty competencies. The ratings were ranked to determine priority activities for faculty development.
The respondents were also asked to suggest ways to strengthen faculty development.
Results: All thirteen competencies were perceived important by the respondents. Based on their rating of
their own performance, they deemed that they are most competent in teaching in clinical setting, acquiring
appropriate attitude and values, and acquiring decision-making skill. The priority needs they identified are
planning curriculum, evaluating courses and conducting research and developing learning resources such
as laboratory manuals. They suggested that the Health Profession Education Unit (HPEU) prioritize using
technology to enhance learning, orientation programs for the new faculty recruits, and sponsoring interested
faculty to pursue higher degrees. They also suggested activities that should be extended by the Research
Development Office (RDO), with training in research and publication as top priority, followed by writing
articles and abstracts for journals.The respondents also suggested initiatives to be undertaken by the
institution, HPEU and the RDO.
Conclusion: Gaps between what is perceived to be important and the actual competency of the respondents,
and the competencies that need to be given priority by the HPEU were identified. This study may guide the
HPEU in planning faculty development activities that would cater to real needs of the faculty.

Key words: Faculty development program

F aculty development is an essential element for

quality enhancement in higher education. It aims to
help teachers develop the skills relevant to their
institutional and faculty positions and to sustain their
1
Dean, School of Medical Technology
vitality. It aims to improve teaching effectiveness and
to reinforce or alter attitudes or belies about teaching.
Most health care professionals, while experts in their
field, have little or no training in how to teach.
The FEU-Nicanor Reyes Medical Foundation has
established the Health Professional Education Unit
(HPEU), which was previously called the Committee
on Continuing Professional Development, which is
charged to organize faculty development activities.
Through the years, the Unit has come up with a series

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 27
of activities per year, each of which was based on
what were perceived to be needed by the faculty in
order to enhance their skills and attitude in teaching
and assessment. There was no formal survey
conducted to determine the priority activities relevant
to the needs of the teaching population of the
Foundation.
The primary objective of this study was to determine
the priority competencies, which will be the basis of
the functional activities of the HPEU. It also aimed to
estimate the willingness of the faculty to participate
and the time they are willing to commit so that the
HPEU will have a more realistic set of activities. It
also sought to elicit suggestions from the faculty for
ways to strengthen the faculty development initiatives.
It also determined the difference between expected
competencies and actual performance of the faculty.
This study considered thirteen competencies, most
of which were based on the findings of Hesketh, et
al.1 which identified twelve competencies expected
of a medical educator.
Since research activities are integral part of faculty
competencies, the study also determined the activities
and services, which should be extended by the
Research Development Office (RDO), to enable them
to conduct research.
METHODOLOGY
The author adopted and modified the partly open-
ended and partly close-ended questionnaire developed
by Adkoli, et al. (2010)2 for faculty needs assessment.
The questionnaire has a three-point Likert scale
in which the respondents were asked to rate the
perceived importance (high, moderate, low) and their
perceived current performance (good, average, poor)
on each of the thirteen faculty competencies.
Other important issues addressed in the
questionnaire were perceived activities and services
which should be rendered by the Health Professional
Education Unit (HPEU). The respondents were asked
to assess these activities in relation to their relevance
and usefulness to improve their performance.
To enable the respondents to improve their
research capabilities, the questionnaire included a
checklist by which the respondents suggested activities
and services to be extended by the Research
Development Office (RDO), which should be extended
by the Research Development Office (RDO).
T h e r e s p o n d e n t s wer e a s k e d t o i d e n t i f y
problems that may hinder them from participating
28 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
in seminars, workshops and other faculty
development activities.
Finally, an open-ended question asked for
suggestions and comments for strengthening faculty
development.
The instrument was administered to faculty
members of the eight programs in the Institute of
Medicine (n=251), namely, Medicine, Medical
Laboratory Science, Physical Therapy, Nursing,
Respiratory Therapy, Pharmacy, Radiologic
Technology, and Nutrition and Dietetics.
Analysis of data was done following the one used
by Adkoli, et al. (2010). 2 Numerical data were
analyzed using Microsoft Excel. The ratings made by
the respondents with respect to "perceived importance"
against "self-rated performance" for each of the
thirteen competencies were recorded as shown in
Table 1.
The number of responses for perceived importance
and self-rated performance in each of the thirteen
competencies were counted. To identify the priority
scores, the four cells pertaining to Importance (High/
Average) and Performance (Poor/Moderate) were
added.
Table 1. Sample table of participant's ratings of
perceived importance and self-rated performance
for a given competency
Self-Rated Performance
Poor Ave Good Total
Perceived High 0 30 103 133
Performance Moderate 0 9 11 20
Low 0 0 0 0
Total 0 39 114 153
Note: Perceived importance "High" = 133
Self-rated performance: 'Good' = 114
Priority score: The sum of ratings in respect of four cells -
perceived importance (high/moderate) and self-rated
performance (poor/average) yield a priority score of 16 for this
competencies; i.e., 0 + 30 + 0 + 9 = 39
The sum represents the gap between importance
and performance, or the 'training deficit'. The
competency priorities were ranked according to
training deficits.
To prioritize the services and activities to be
rendered by the HPEU, the response counts were
tallied and ranked accordingly. Likewise, the number
of responses for each of the suggested activities and
services which should be rendered by the RDO in the
future were counted and ranked according to priority.
The problems encountered by the respondents resulting
in their inability to attend seminars, workshops and
other faculty development activities were also ranked
based on the number of responses for each activity.
Qualitative analysis of the open-ended comments
and suggestions for strengthening faculty development
was done by listing all the comments, identifying the
themes and then grouping all the comments within
them.
RESULTS
Faculty Profile
A total of 154 questionnaires were returned.
However three were excluded because the
respondents did not completely fill up the instrument.
The profile of the participating faculty members
in each of the eight programs of the Institute of
Medicine is shown in Table 2. Sixty eight faculty
members of the undergraduate programs and 151
members of the medicine program participated. This
accounts for about 90% of all the faculty members of
the FEU-NRMF. Fifty two percent had more than 10
years of experience in the faculty. The response rate
of the females were more than that of the males. Sixty
eight percent have a rank of Assistant Professor, and
this was particularly significant among the faculty
members of the medicine program. Only 2.7% have a
rank of Full Professor.
Out of 251 respondents, about 26 (11.9%) have
not attended any workshop in health science (teaching
education). This is a substantial number that needs to
be addressed by the HPEU. Twenty eight (12.8%)
are members of the committee on health profession
education. It is not clear if this number includes those
who were previous members of the committee. Thirty
seven percent have acted as a faculty/resource
persons of workshops. Fifty-four (24.7%) of the
respondents have formal degrees /diploma in health
science education. Eight (3.7%) were granted by
FEU-NRMF scholarship for a graduate degree and
they are required to return services after completing
the program. There are 38 (17.4%) who are currently
enrolled in graduate programs related to the discipline
they teach. More than half of the respondents (51.6%)
have attended national/international workshops related
to the discipline they teach. and 28.8% have attended
a 6-month to one-year postgraduate courses related
to the discipline they teach.

Table 2. Survey participation and response rate by gender, faculty rank, and years of teaching
experience of undergraduate and medicine faculty

Characteristic Undergrad* MD** Total

(N=68) (N=151) (N=219)
Gender
Male 26 (38.2) 73 (48.3) 99 (45.2)
Female 42 (61.8) 78 (51.7) 120 (54.8)

Rank
Instructor 23 (33.8) 10 (6.6) 33 (15.1)
Assistant Prof 35 (51.5) 113 (74.8) 148 (67.6)
Associate Prof 9 (13.2) 23 (15.2) 32 (14.6)
Full Prof 1 (1.5) 5 (3.3) 6 (2.7)

Teaching Experience (years)

0-2 13 (19.1) 20 (13.2) 33 (15.2)
3-5 7 (10.3) 24 (1.9) 31 (14.2)
6-10 23 (15.2) 19 (12.6) 42 (19.2)
11-15 16 (10.6) 29 (19.2) 45 (20.5)
16-20 0 (0.0) 7 (4.6) 7 (3.2)
21+ 9 (6.0) 52 (34.4) 61 (27.9)

Undergrad* - Faculty of undergraduate programs: Medical Laboratory Science, Physical Therapy,

Nursing, Respiratory Therapy, Pharmacy, Radiologic Technology , Nutrition & Dietetics, and General
Education.
MD** - Faculty of the medicine program.

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 29
Priority Competencies
The respondents were asked to rate the perceived
importance and their self-performance of each of the
thirteen faculty competencies (Table 4.) All 13
competencies were perceived important by the faculty
as shown by their ratings that ranged from 151 to 195.
Overall, based on the ratings of their own
performance, it is revealed that they are most
competent in teaching in clinical setting (167), acquiring
appropriate attitude and values (166), and acquiring
decision-making skills (163). They are least confident
in evaluating and conducting research (82), planning
curriculum (99), and developing learning resources
such as laboratory manuals.
The faculty of the undergraduate programs
identified the top three important competencies,
namely, facilitating and managing learning (59),
understanding educational principles, and assessing
learners as perceived important (Table 5), and they
considered themselves most competent in acquiring
appropriate attitude and values (54), teaching in clinical
settings (51), team teaching (50), and facilitating and
managing learning (50). They are least assured in
evaluating courses and conducting research (23),
developing learning resources (25), and planning
curriculum (26).
For the faculty of medicine, top competencies they
deemed important are facilitating and managing
learning (136), teaching in large/small groups (133),
acquiring appropriate attitude and values (133), and
teaching in clinical settings (132). They were least
confident in evaluating courses and conducting
research (59), planning curriculum (73), and assessing
learners (78).
Based on the responses on perceived importance
and self-rated importance, the priority scores and the
ranking of priorities for faculty development activities
were derived for the thirteen competencies. The
priority scores were derived (as explained in Table 1)
from the sum of ratings of four cells - perceived
importance high/average and self-rated performance
poor/average as shown in the Tables 3, 4 and 5. For
all respondents, planning curriculum received the
highest priority (115), followed by evaluating courses
and conducting research (129) and developing learning
resources. Teaching in clinical settings (43), acquiring
appropriate attitude and values (49), and acquiring
decision-making skills (52) were considered lowest
priorities.
The highest priorities for the undergraduate faculty
members (Table 5) are evaluating courses and
conducting research (38), developing learning
resources (37), and planning curriculum (36). The

Table 3. Education and experience in health science education

Education and Experience Undergrad MD ALL

(N=68) (N=151) (N=251)
I have not attended any workshop in health
science (teaching) education 11 (16.2) 15 (9.9) 26 (11.9)
I am a member of the committee on health
profession education 7 (10.3) 21 (13.9) 28 (12.8)
I have acted as a faculty/resource person
for workshops 22 (32.4) 59 (39.1) 81 (37.0)
I have formal degree/diploma in health
science education (e.g. MHPed, MSc) 32 (47.1) 22 (14.6) 54 (24.7)
I was granted a scholarship for a graduate
degree by FEU-NRMF 3 (4.4) 5 (3.3) 8 (3.7)
I am required to return services to FEU-NRMF
after completing the graduate / postgraduate program 6 (8.8) 2 (1.3) 8 (3.7)
I am currently enrolled in a master's degree program
related to the discipline I teach 13 (19.1) 25 (16.6) 38 (17.4)
I have attended national / international workshops
related to the discipline I teach 37 (54.4) 76 (50.3) 113 (51.6)
I have attended a 6-month to 1-year postgraduate
course related to the discipline I teach 25 (36.8) 38 (25.2) 63 (28.8)

30 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
lowest priorities are acquiring appropriate attitude and
values (8),teaching in clinical settings (11), team
teaching (12), and facilitating and managing learning
(12).
For the medicine faculty, the highest priorities are
evaluating courses and conducting research (91),
planning curriculum (79), and assessing learners (73),
while the least priorities are teaching in clinical settings
(32), acquiring decision-making skills (39), and teaching
in small large groups (39).
Activities and Services to be Extended by the
Research Development Office
With research being part of the competencies of
faculty members, the questionnaire asked the
respondents to suggest activities and services which
should be extended by the RDO. Top priorities were
training in research and publication (79.5%), Writing
articles and abstracts for journals (78.5%) and
critiquing research articles/peer review (73.1) (Table
8). Although the ranking are the same between
undergraduate faculty and medicine faculty, more than
90% of the undergraduate faculty members wanted
training in research and publication (97.1%) and writing
articles and abstracts for journals (94.1%), whereas
only about 70% of the medicine faculty suggested these
two activities.
The FEU-NRMF HPEU is actively conducting
seminars and workshops for faculty development.
However, the attendance in these activities leaves
much to be desired. The questionnaire elicited
problems that have been encountered by faculty

Table 4. Respondents' rating of perceived importance, self-rated performance, priority scores and
ranking with respect to thirteen faculty competencies (All Programs)

Competencies All Programs

Perceived Self-Rated Priority (deficit) Priority
Importance Performance scores Ranking
1* 2* 3* 4*
Teaching in large/small groups 187 162 53 10
Team teaching 171 160 54 9
Teaching in clinical settings 187 167 43 13
Facilitating and managing learning 195 160 55 8
Planning curriculum 179 99 115 2
Developing learning resources
(Lab manual/book) 155 115 97 3
Assessing learners 184 123 89 4
Evaluating courses and conducting
research 151 82 129 1
Understanding of educational
principles 175 142 72 6
Acquiring appropriate attitudes
and values 188 166 49 12
Acquiring decision-making skills 182 163 52 11
Developing managerial and
communication skills 174 140 75 5
Achieving personal development 178 152 63 7

1* represents respondents' rating of 'perceived importance' irrespective of their 'self-rated

performance', with higher number indicating perceived importance
2* represents respondents' rating of 'self-rated performance' irrespective of their 'perceived
importance', with higher number indicating self-rated performance
3* represents priority scores derived from a combination of ratings or perceived importance (high/
average), and self-rated performance (poor/average); higher scores represent higher priority
4* shows ranking of the scores from 1 (highest) to 13 (lowest) derived from 3*

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 31
 Table 5. Respondents' rating of perceived importance, self-rated performance, priority scores and
ranking with respect to thirteen faculty competencies (Undergraduate Programs)

Competencies Undergraduate Programs

Perceived Self-Rated Priority (deficit) Priority
Importance Performance scores Ranking
1* 2* 3* 4*
Teaching in large/small groups 54 48 14 7
Team teaching 51 50 12 10.5
Teaching in clinical settings 55 51 11 12
Facilitating and managing learning 59 50 12 10.5
Planning curriculum 48 26 36 3
Developing learning resources
(Lab manual/book) 48 25 37 2
Assessing learners 56 45 16 5
Evaluating courses and conducting
research 44 23 38 1
Understanding of educational principles 57 47 14 8
Acquiring appropriate attitudes and values 55 54 8 13
Acquiring decision-making skills 55 49 13 9
Developing managerial and
communication skills 54 43 19 4
Achieving personal development 55 47 15 6
1* represents respondents' rating of 'perceived importance' irrespective of their 'self-rated
performance', with higher number indicating perceived importance
2* represents respondents' rating of 'self-rated performance' irrespective of their 'perceived
importance', with higher number indicating self-rated performance
3* represents priority scores derived from a combination of ratings or perceived importance (high/
average), and self-rated performance (poor/average); higher scores represent higher priority
4* shows ranking of the scores from 1 (highest) to 13 (lowest) derived from 3*

Table 6. Respondents' rating of perceived importance, self-rated performance, priority scores and
ranking with respect to thirteen faculty competencies (Medicine Program)

Competencies Medicine Programs

Perceived Self-Rated Priority (deficit) Priority
Importance Performance scores Ranking
1* 2* 3* 4*
Teaching in large/small groups 133 114 39 11.5
Team teaching 120 110 42 9
Teaching in clinical settings 132 116 32 13
Facilitating and managing learning 136 110 43 8
Planning curriculum 130 73 79 2
Developing learning resources
(Lab manual/book) 106 90 60 4
Assessing learners 129 78 73 3
Evaluating courses and
conducting research 107 59 91 1
Understanding of educational principles 118 95 58 5
Acquiring appropriate attitudes and values 133 112 41 10
Acquiring decision-making skills 127 114 39 11.5
Developing managerial and
communication skills 120 97 56 6
Achieving personal development 123 105 48 7
1* represents respondents' rating of 'perceived importance' irrespective of their 'self-rated
performance', with higher number indicating perceived importance
2* represents respondents' rating of 'self-rated performance' irrespective of their 'perceived
importance', with higher number indicating self-rated performance
3* represents priority scores derived from a combination of ratings or perceived importance (high/
average), and self-rated performance (poor/average); higher scores represent higher priority
4* shows ranking of the scores from 1 (highest) to 13 (lowest) derived from 3*

32 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
members preventing them from attending the activities.
The number one problem rated by the respondents is
the schedule/time of the activity (64.1%) (Table 9). It
is followed by the workload of the faculty (55.8%).
The least among the list is the venue (33.9%).
Comments and Suggestions for Strengthening
Faculty Development
Most of the comments and suggestion to
strengthen faculty development came from the faculty

Table 7. Activities and Services that should be extended by Health Profession Unit (HPEU) in the future

Rank Activities and Services Ungrad MD ALL

(N=68) (N=151) (N=219)
1 Using technology to enhance learning 66 (97.1) 112 (74.2) 178 (81.3)
2 Orientation workshops for the newly
recruited faculty 63 (92.6) 114 (75.5) 177 (80.8)
3 Sponsoring interested faculty for pursuing
higher degrees 61 (89.7) 112 (74.2) 173 (79.0)
4 Microteaching session for enhancing teaching skills 60 (88.2) 111 (73.5) 171 (78.1)
5 Developing OBE syllabus and instructional design 61 (89.7) 107 (70.9) 168 (76.7)
6 Developing leadership skills 55 (80.9) 111 (73.5) 166 (75.8)
7 Seminar on Academic Honesty and Plagiarism 52 (76.5) 109 (72.2) 161 (73.5)
8 Basic Instructional course for all teachers 49 (72.1) 110 (72.8) 159 (72.6)
9 Developing on-line teaching materials or course 50 (73.5) 108 (71.5) 158 (72.1)
10 Specialized courses (e.g. on assessment) 49 (72.1) 105 (69.5) 154 (70.3)
11 PowerPoint teaching 47 (69.1) 107 (70.9) 154 (70.3)

Table 8. Activities and Services that should be extended by the Research Development
Office in the future

Rank Activities and Services Ungrad MD All Total

(N=68) (N=151) (N=219)
1 Training in research and publication 66 (97.1) 108 (71.5) 174 (79.5)
2 Writing articles and abstracts for journals 64 (94.1) 108 (71.5) 172 (78.5)
3 Critiquing research articles / peer review 58 (85.3) 102 (67.5) 160 (73.1)
4 Presenting work at conferences 58 (85.3) 100 (66.2) 158 (72.1)
5 Writing an ethics proposal 55 (80.9) 100 (66.2) 155 (70.8)
6 Grant writing 49 (72.1) 99 (65.6) 148 (67.6)

Table 9. Problems that may be encountered resulting in inability to attend seminars, workshops
and other CPD activities

Problems Ungrad MD ALL

(N=68) (N=151) (N=219)
Schedule/Time of the CPD Activity 61 (89.7) 100 (66.2) 161 (64.1)
Workload 37 (54.4) 103 (68.2) 140 (55.8)
Relevance of the topics to one's discipline 39 (57.4) 77 (51.0) 116 (46.2)
Administrative support 28 (41.2) 74 (49.0) 102 (40.6)
Awareness of the Activity 33 (48.5) 60 (39.7) 93 (37.1)
Venue 26 (38.2) 59 (39.1) 85 (33.9)

Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017 33
of medicine. The comments and suggestions fell into
three categories: initiatives to be undertaken by the
Institute of Medicine, those to be undertaken by the
HPEU, and those to be extended by the Research
Development Office (Table 10).
DISCUSSION
According to Wilkerson and Irby (1998) 3 ,
"Academic vitality is dependent upon faculty members'
interest and expertise; faculty development has a
critical role to play in promoting academic excellence
and innovation, and it is a tool for improving the
educational vitality of institutions through attention to
the competencies needed by individual teachers and
to the institutional policies required to promote
academic excellence."
Every educational institution is mandated to
develop or enhance the capability of its faculty
members in imparting knowledge, skills and attitude
that must be acquired by the students. Needs
assessment must be conducted to determine the
essential competencies that may be lacking in the
faculty. Faculty development units in educational
institutions are tasked to conduct activities that will
improve faculty competencies. As has been the

Table 10. Comments and suggestions given by the respondents to strengthen faculty development.

Category Comments/Suggestions

Institutional initiatives
• More faculty members should be able to attend the two day seminar/ training.
• Do not overwork faculty by assigning them to committees and giving them
responsibilities with little to no compensation.
• Department heads should have a clear and frequent communication with faculty
members for uniformity of objectives and teaching. There are isolated faculty in
departments who do not follow rules and insist in their own rule. This is more
pronounced in giving of tests and how students are evaluated.
• A meeting must be conducted with faculty where very few students passed in
their courses. Discuss ways how it can be resolved. Everyone in the department
should be involved.
• The faculty should be involved in curriculum planning.
• Decrease teacher: student ratio to improve interaction and assessment.
• There should be a core teacher for each subject.

HPEU initiatives
• There are disciplines (subjects/courses) where more psychomotor training
principles are needed to be learned. Examples: radiology tech, respiratory tech,
physical therapy. New faculty members may be combined in a teacher-training
program with additional emphasis and reevaluation of skills learned. Of course,
cognitive learning is a must.
• Schedule faculty development during semester break or summer so as not to
affect teaching; Also, to maximize number of faculty members who attend to the
seminars.
• There should be congruence with regard to what the instructor need to teach
and what the learners/students need to learn.
• In house training seminars are more accessible than out of town seminars.
• Higher frequency of actiities - 1 to 2 times a monthly
• I suggest for a seminar concerning education of heart and how to incorporate in
our academic subjects.
• Please be considerate to faculty members who are taking post graduate courses
in attending faculty development activities.
• Faculty members should have a formal training on how to make examination
properly.
• After an overview seminar, an in depth seminar should follow
• There should be a way to monitor the implementation of what we learned.

RDO initiatives • Criteria for promotion of faculty researchers should be applied equally without
favor. Criteria for inclusion in authorship of scientific works must be made
specific and clear/not just because one is head of the department or chair of the
research committee!
• Ethics committee and related issues should be independently handled from
scientific research concerns.
• Animal ethics in research.

34 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
practice in FEU-NRMF, the Health Profession
Education Unit (previously called Committee on
Continuing Professional Development) plans the
activities for faculty development based on what they
perceive to be needed by the faculty. Needs
assessment has not been done to investigate what is
lacking in the competencies of the faculty.
In this study, active participation of the faculty
members of the FEU-NRMF was elicited to identify
faculty development needs and priorities. The author
modified and used the instrument developed by Adkoli,
et al. (2010)2 to determine priority areas based on the
gap between the skills that the faculty perceive as
most important for their roles and how they rate their
own performance in these skills.
The needs identified and prioritized by the
respondents reflect their background experience. The
respondents in this study are mostly senior faculty
members who have more than 10 years of experience.
They have the notion that their skills as faculty
members are satisfactory. However, they need support
in planning the curriculum, evaluating and conducting
research and developing learning resources such as
laboratory manuals especially in view of the challenges
they face in handling new technologies like e-learning
and sustaining leadership towards the end of their
career. Assessing learners is also of high priority,
which suggests that many of the faculty have to be
trained yet in using various assessment tools. This is
particularly evident among those who have been
teaching for less than 5 years. Teaching in clinical
settings, acquiring appropriate attitude and values,
team teaching, and acquiring decision-making skills
were given low priority. This can also be explained
by the training given to the faculty through a series of
workshops regularly conducted by the HPEU.Team
teaching has been the practice and in fact the
institution's strength.
In planning for future activities of the HPEU, the
gaps or needs identified between perceived
importance and self-rated performance should be
considered including the suggestions for strengthening
faculty development. With the advances in technology,
the faculty would want to be informed and equipped
with recent development to enhance learning.
Activities should be strategized in the way that newly
recruited faculty members become oriented. The
faculty would be happy if their pursuit for higher
degrees is supported by the administration, including
time and financial support. The undergraduate faculty
members are also very much interested in enhancing
Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017
their teaching skills through microteaching sessions.
In the advent of outcomes-based education (OBE)
curriculum being mandated by the Commission on
Higher Education, the faculty needs enhancement of
their knowledge on how to develop OBE syllabus and
instructional design (now called learning plan). There
are still 72% of the respondents who want to undergo
basic instructional course for all teachers.
Research is one of the important competencies
required of a faculty member. There is dearth in
research activities among undergraduate faculty
members. The top priority need concerning this area
is training in research and publication, including writing
articles and abstracts for journals. They also need to
be trained in critiquing research articles and in
presenting work at conferences. Though grant writing
is at the bottom of priorities, it is very important in
view of the limited research funds available at FEU-
NRMF.
The HPEU and the administration must also
address the problems that have been encountered by
faculty members which prevent them from attending
faculty development activities. On top of this is the
schedule of the activities, the faculty workload and
the relevance of the topics to their respective
disciplines.
The success of faculty development initiatives
rests not only on the efforts of the HPEU but also on
institutional initiatives such as infrastructure and
facilities, financial considerations that will allow more
faculty members to attend seminars or training held
outside the institution. A problem was also raised where
very few students pass certain courses. It is suggested
that this problem must be resolved in a meeting with
the faculty concerned.
There are disciplines or courses where more
psychomotor training principles are needed to be
learned. Some seminars in this regard have been
conducted but usually only a few are able to attend
for various reasons enumerated in Table 9.
CONCLUSION
The needs assessment conducted is deemed to
be more realistic with the direct participation of more
than 90% of the faculty of the FEU-NRMF Institute
of Medicine. Gaps between what is perceived to be
important and the actual competency of the
respondents, and the competencies that need to be
given priority by the HPEU were identified. This
35
study may guide the HPEU in planning faculty
development activities that would cater to real needs
of the faculty.
ACKNOWLEDGEMENT
The author would like to thank Ms. Mary Denneth
Fuentes who helped in organizing the data gathered
from the questionnaire.
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E, Harden RM, Laidlaw JM, Leighton-Beck L, McKinlay P,
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as a clinical educator. Med Educ 2001; 35: 555-64.
2. Adkoli BV, Al-Umran KU, Al-Sheikh MH and Deepak KK.
Innovative method of need assessment for faculty
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36 Far Eastern University - Dr. Nicanor Reyes Medical Foundation Medical Journal, Vol. 23, No. 1 - January - June 2017