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PubMed2004

Students assigned to community practices for their pediatric clerkship perform as well or better on written examinations as students assigned to academic medical centers.

BACKGROUND: Medical schools are increasingly using community practice sites (CPS) for clerkship training. PURPOSES: We compared the test performance of all students assigned to CPS with all students trained at an academic medical center (AMC) for their pediatric clerkship for the past 5 years. METHODS: Baseline comparability of both groups was established by the group mean scores on 1st and 2nd year medical school grade point average (GPA) and the United States Medical Licensing Examination (USMLE) Step 1 and Step 2. Performance outcome was compared by group mean scores on a written clerkship exam and the National Board of Medical Examiners Pediatric Subject Examination. RESULTS: There was no statistical difference between the two groups with regard to GPA or USMLE scores. Standardized test performance results: [table: see text] CONCLUSION: The CPS-trained students performed as well or better on standardized written tests compared with AMC-trained students. Community pediatric practices can provide a quality clerkship experience for junior medical students.

Academic Medical Centers↗
PubMed2006

Using families as faculty in teaching medical students family-centered care: what are students learning?

BACKGROUND: Teaching family-centered health care is an important facet of medical education. Families are increasingly being used as faculty to teach first-person family-centered care. PURPOSE: To elucidate what medical students are learning from their family visits. METHODS: Fifty-eight pediatric clerkship students at the University of Vermont College of Medicine completed a home visit with a family with a child with chronic disabilities. After the home visit, students were asked to complete a reflection paper. The content of these papers was analyzed for repeated themes. Two themes emerged: discussions of family issues (e.g., normalcy, challenges, community support) and physician issues (e.g., listening, parent support, knowledge of disease.) RESULTS: Sixty-six percent of the students noted that family challenges, such as divorce or job hardships, were talked about by the families. The 2nd and 3rd most noted reflection themes were the strengths within family relationships and the normalcy of the family. Physician issues most often discussed included how physicians did or did not collaborate, listen, support, or communicate clearly with families. CONCLUSIONS: Students are learning valuable lessons while talking with and learning from families. Families as faculty are educators for the conveyance of family-centered medical care.

Clinical Clerkship↗
PubMed1987

Hepatitis B infection in a day school for mentally retarded students: transmission from students to staff.

We carried out a seroepidemiologic study to evaluate the transmission of hepatitis B virus (HBV) from students to staff in a day school for mentally retarded students. Of 505 students tested, 37 (7.3 per cent) had HBsAg; 74 per cent of HBsAg-positive sera tested were HBeAg-positive. Of 162 staff members tested, 21 (13.0 per cent) were HBV marker positive and two (1.2 per cent) had HBsAg; specialized educators and teachers showed the highest HBV marker prevalence (22.2 per cent and 21.3 per cent, respectively). The prevalence of HBV markers among staff was independently associated with classroom contact with a HBsAg-positive student, duration of employment at the school, and previous work with mentally retarded individuals. The incidence of HBV infection among teaching staff with regular classroom contact, estimated by logistic regression analysis, was 2.6 per cent per year. This observation indicates that teaching staff in schools for mentally retarded students with direct classroom contact may carry an occupational risk of HBV infection.

Adolescent↗
PubMed1999

Responses of low-IQ students on the learning awareness questionnaire compared to students matched on mental and chronological age.

Learning awareness, including semantic content, response strategy, processing strategy, summarization, and memory in the classroom, were examined in students with mental retardation. From urban schools in Japan special high school students with average IQ of 60 (n = 40) and students with normal intellectual capacity matched on mental (n = 40) and chronological age (n = 40) were administered a 16-item Learning Awareness Questionnaire. Students of low IQ on the Tanaka-Binet test obtained lower scores on semantic content and memory strategies than chronological or mental age-matched controls, but not on response and processing. Scores indicated that students of low IQ may be equally aware of learning processes related to response and processing strategies.

Adolescent↗
PubMed1976

Attitudes toward women dental students among male dental students and male dental faculty members.

The results of this study support the following conclusions: 1. Male dental faculty and male dental students have similar perceptions of women enrolled in dental school. 2. Male dental faculty and male dental students rate women dental students high on the evaluative and activity scales of the semantic differential but relatively low in potency measures. 3. Male dental faculty and male dental students perceive women dental students as different from both the sex role of women and the professional role of dentist.

Attitude↗
PubMed2000

Nonmedical drug use among adolescent students: highlights from the 1999 Ontario Student Drug Use Survey.

BACKGROUND: During the 1990s, rates of nonmedical drug use among adolescents escalated. We assessed data from 5 cycles of the Ontario Student Drug Use Survey for overall trends in the proportion of students reporting illegal drug use between 1991 and 1999. METHODS: The survey is a repeated, cross-sectional, 2-stage cluster-design survey of students enrolled in grades 7, 9, 11 and 13. Outcome measures were prevalence of use of 17 drugs, including alcohol and tobacco, over the 12 months preceding the survey. RESULTS: The rates of drug use increased between 1993 and 1999. The 95% confidence intervals (CIs) for the differences in proportions between 1997 and 1999 indicated significant increases in the overall use of 6 drugs: alcohol (95% CIdiff 6.1, 1.9-10.3), cannabis (95% CIdiff 46.3, 0.2-8.4), glue (95% CIdiff 2.3, 1.3-3.3), other solvents (95% CIdiff 5.0, 3.1-6.3), barbiturates (95% CIdiff 1.9, 0.4-3.4) and hallucinogens such as mescaline and psilocybin (95% CIdiff 3.5, 0.8-6.9). Fewer grade 7 students in 1999 than in earlier cohorts reported using alcohol or cigarettes by age 9. INTERPRETATION: The public health implications of the findings are mixed. On the positive side, there is no evidence of increases in early onset of drug use. On the negative side, the overall proportion of students reporting illegal drug use has continued to rise.

Adolescent↗
PubMed2005

Understanding factors influencing foreign-born students' success in nursing school: a case study of East Indian nursing students and recommendations.

The retention and graduation of foreign-born nursing students is essential to meet the needs of our growing racial and ethnic minority population in the United States with their health care needs. Little research has explored factors contributing to the high attrition rate of racial and ethnic minority nursing students. The author describes a case study of East Indian nursing students and examines factors influencing foreign-born students' success in nursing school. Culturally competent teaching strategies for all foreign-born nursing students are presented.

Career Choice↗
PubMed2005

Use and perceived effectiveness of student support services in a first-year dental student population.

The purpose of this study was to determine the severity of problems common to the first year of dental school and to assess the use and perceived effectiveness of formal and informal peer and professional support programs in addressing those problems. First-year students at one California dental school were surveyed on the severity of problems encountered, support services used, and perceived effectiveness of services. Results indicated that the problems perceived as most serious by students in this sample were of an emotional nature relating to academic performance. Findings showed that students relied heavily on themselves and on informal advice from peers to handle problems and that they perceived these resources to be very effective. Findings also showed that low-ranking students used both formal and informal resources to resolve problems and that females used resources outside of the school more than males did. Results of the study offer some evidence to support providing both formal and informal peer and faculty support programs for first-year dental students. Results also provide insight into the use of peers and "self" to resolve problems common to the first year of dental education.

Adult↗
PubMed2005

[Perceptions and behavior toward dentistry in students and non-students in Dakar (Senegal)].

The authors try to appreciate the perception by student and non student population of dental care throughout fear of dentist, pain and dentist-patient relationship, also the patient preventive attitude. Results show more fear of the dentist by students and expressed pain. Dental cares are expensive according both students and non students but seem to be comfortable. Dentist-patient relationship is more appreciated at the Odontologic Institute which form future dentists and 80 per cent of patients consult for prophylactics care against 29 at the medico-social centre of the university. Dental care accessibility in developing country is a real problem and rate of dental diseases cannot be taken down without support of information and communication waves.

Adult↗
PubMed1984

Sealants: training and educational needs for dental students and dental auxiliary students.

A program of instruction in pit and fissure sealants has been described that includes didactic, preclinical, and clinical components (Table 4). The entire program requires the equivalent of three curriculum days. However, reinforcement of the principles of the technic should continue during the students' entire clinical training period. There are 203 accredited dental hygiene programs and 285 accredited dental assistant programs in the United States. Enrollment in these programs during the 1982-83 academic year was 10,051 hygiene students and 7,977 assisting students. Since 29 states currently allow dental hygienists to apply sealants and 11 states allow dental assistants, there is a compelling reason for sealants to be included in the curriculum of dental auxiliary programs. Unfortunately, other than Dr. Terkla's brief survey, there is no reliable information on the number of auxiliary programs that teach sealants, nor are there curriculum guidelines on sealant instruction for these programs. Nevertheless, the same training outlined in this article for dental students applies equally for dental hygiene and assisting students. A controversial question is whether clinical training in sealant application should be part of the curriculum of dental auxiliary programs in states that only allow dentists to apply them. This is not a question that can be resolved in this article, but must be considered at the individual schools involved. In these situations, a careful balance must be achieved between the academic freedom to teach current practices in dentistry and the dental practice acts of the state. The first commercially available pit and fissure sealant was marketed in 1970.(ABSTRACT TRUNCATED AT 250 WORDS)

Curriculum↗
PubMed1980

[Prevalence of hypertension and borderline hypertension in students. Comparison with a non-student group].

A blood pressure detection program was conducted at the University of Zurich in June 1978. Three consecutive blood pressure measurements using random-zero mercury sphygmomanometers (n = 4) were performed in 1364 students and 440 other subjects by 8 different investigators. Height and body weight were also measured and used to calculate the body mass index (Quetelet index). Personal history, physical activity, smoking and dietary habits were analyzed with the aid of a questionnaire. In comparison to initially measured values, there was a statistically significant decrease in systolic and diastolic pressure readings as the trial proceeded (p less than 0.001). Based on the mean value of all three measurements, hypertension was observed in only 1.7% of the male and 0.9% of the female students. In the other subjects covered by the trial the comparable values were 7.9% in males and 4.5% in females. The true prevalence of hypertension (addition of those persons with normotensive blood pressure values and simultaneous antihypertensive therapy) was 1.9% in male and 1.1% in female students, whereas 12.0% of the male and 8.5% of the female non-students suffered from hypertension. The prevalence of border-line hypertension (mean value of all three tests) was 7.4% in male and 3.0% in female students. Corresponding values for the other subjects tested were 18.7% (males) and 11.6% (females).

Adult↗
PubMed1994

On being a mentor to nurse practitioner students: the preceptor-student relationship.

This article explores the identity of NPs as clinical practice preceptors and mentors for NP students, including the inherent conflict created for preceptors by these overlapping role expectations. Also examined is the nurse practitioner-student relationship with phases of the relationship between student and preceptor/mentor presented. Issues related to student and preceptor role development and personal characteristics of both impacting on the relationship are identified. Implications for client health outcomes, educational programs, students, preceptors and nursing researchers are discussed.

Humans↗
PubMed1994

[Attitude of medical students to treatment with psychotropic drugs. 1: Comparison between medical students and the general population].

The attitudes of medical students towards psychotropic drugs are compared with those of the general public. Students strike a more positive balance between the costs and benefits of this treatment method. Whereas there are no marked differences as concerns desirable effects both groups differ considerably in the assessment of the limitations and risk of undesirable side-effects with students being less sceptical in this respect. Also with regard to other attitudinal domains student's judgement is more favourable. However, this does not mean that there is not a remarkably large group which articulates reservations against the use of psychotropic drugs. Whereas the majority of the lay public considers psychotherapy in general as superior to psychopharmacotherapy most students tend to differentiate between the various forms of psychiatric disorder.

Adolescent↗
PubMed1965

THE PREMEDICAL STUDENT: HIS PROGRESS. A STUDY OF A COHORT OF PREMEDICAL STUDENTS AT THE UNIVERSITY OF BRITISH COLUMBIA.

Since September 1961, a prospective study of premedical and science students has been conducted at the University of British Columbia. On completion of their sophomore year, after a year of changes from one group to another or withdrawal from either group, only 82 students existed in the diminished Premedical cohort while 137 students existed in the augmented Science cohort. These two groups have now become similar demographically, and their academic potential, as indicated by achievement and ability tests, has also become similar in terms of their mean test scores. In academic performance the present Premedical cohort has displayed some superiority over the Science cohort in high school, freshman and sophomore years. The sophomore premedical mean grade was 66.0% compared with 63.7% for the Science cohort. The hypothesis is developed that these findings reflect a difference in motivation, and therefore that perception of ultimate career goals will motivate and affect academic performance of students in their undergraduate years.

Achievement↗
PubMedDate not supplied

Teaching students to self-regulate their behavior: the differential effects of student-vs. teacher-delivered reinforcement.

The effects of selected student-directed learning strategies on the classroom behavior of six students with varying disabilities in general education were examined using a multiple baseline design across groups. Target behaviors included academic, study, and social skills. Results indicated increases in student target performance for all participants, however, differential effects were observed across groups and reinforcement conditions (student-vs. teacher-delivered). Additionally, anecdotal reports obtained from the cooperating teacher and students supported the study's findings. The implications of these findings are discussed.

Adolescent↗
PubMed1992

Evaluation of medical students' hospital training: interest of students' essays.

To evaluate the impact of teaching during hospital training in an adult cancer ward, 107 consecutive students were asked to freely select the chart of a patient representative of their course and to write comments on it, at the end of their course. Students selected charts of young patients rather than older ones (P less than 0.0001). Most of the patients had a poor prognosis (69%). Students frequently emphasized psychosocial aspects of cancer and patient's information (patient-student relationship: 50%; diagnosis acceptance: 36%; information: 19%), but rarely considered post-treatment sequelae of cured patients (4%), palliative care (9%), and truth (10%). The selection of a large majority of poor prognosis patients led us to invite them to attend consultations to meet patients who are cured or in fair condition. Other topics must be emphasized (palliative care, truth, and post-treatment morbidity). Finally, such an evaluation provides good information on the course of the students and is easily performed and analysed.

Education, Medical↗
PubMed1999

Participation of deaf and hard-of-hearing students in classes with hearing students.

This project identified key issues concerning participation of deaf and hard-of-hearing (D/HH) students in regular (mainstream) classes. In one study, qualitative data were collected from 40 participants in focus groups consisting of interpreters, teachers of the deaf, and notetakers. In a second study, repeated field observations were made of four elementary-level D/HH students who were participating in small-group learning activities with hearing classmates. Focus group comments indicated that regular classroom teachers, interpreters, teachers of the deaf, hearing classmates, and D/HH students contribute to active participation by the D/HH student. Focus groups identified specific barriers that interfered with participation of each of these groups of individuals, and they also identified specific strategies to facilitate participation. Qualitative analyses of field observation data yielded results consistent with the comments collected from the focus groups participants. The observations identified accommodations that regular classroom teachers, teachers of the deaf, and interpreters can make to promote integration of the D/HH student. A summary synthesis of the data presents 16 specific strategies for overcoming barriers to participation.

Journal Article↗
PubMedDate not supplied

RN students teach generic students.

Faculty must develop teaching strategies that accommodate both generic and RN students. The author describes how she successfully integrated generic nursing students and RN students into the same physical assessment course. The teaching strategy described in this article resulted in satisfaction for the RN students, the generic students, and the instructor.

Education, Continuing↗