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PubMed1993

Changes in students' attitudes toward HIV-infected patients as the students progress through medical school.

PURPOSE: To examine how medical students' attitudes and intentions toward the treatment of persons infected with human immunodeficiency virus (HIV) changed as the students progressed through medical school. METHOD: Similar 44-item self-administered questionnaires, to be completed anonymously, were given to 394 medical students at the University of Michigan Medical School in February 1989, when the students were in their first or second years, and to 378 of the same students in February 1991, when they were in their third or fourth years. Seven subscale variables were created, and their effects on students' willingness to treat HIV-infected patients were assessed. Bivariate statistics and logistic regression were used to relate the dependent and independent variables. RESULTS: In 1989, 201 (51%) of the students responded; in 1991, 208 (55%) responded. The students showed a high--but declining--degree of willingness to care for patients infected with HIV or at high risk of infection. Homophobic attitudes decreased, but so did the students' intentions to follow infection-control guidelines. The students who expressed a career interest in surgery specialties indicated less willingness to provide care for HIV-infected patients, presumably because these students felt that they would be at a higher risk of exposure. CONCLUSION: Overall, the students' responses indicated that over the two years of the study they became more restrictive in their attitudes toward HIV-positive patients, felt less personal obligation toward caring for these patients, and were less likely to use appropriate infection-control methods to ensure their own safety.

Attitude↗
PubMed1998

Comparing fourth-year medical students with faculty in the teaching of physical examination skills to first-year students.

PURPOSE: To see whether fourth-year medical students can teach the physical examination to first-year students as effectively as can faculty preceptors. METHOD: Ninety-three first-year students studying the physical examination were randomly assigned to one of ten fourth-year student preceptors or one of 15 faculty preceptors. Test results and course evaluations were compared by type of preceptor. Fourth-year student preceptors were surveyed regarding their experience. RESULTS: The mean test scores did not differ between the first-year students with fourth-year student preceptors and those with faculty preceptors. The first-year students rated the fourth-year student preceptors higher than they did the faculty preceptors. The fourth-year students rated their experience favorably. CONCLUSION: A select group of fourth-year medical students provides a successful alternative to faculty in the teaching of the physical examination to first-year students.

Attitude↗
PubMed1999

Why students drop out of the pipeline to health professions careers: a follow-up of gifted minority high school students.

PURPOSE: To track gifted underrepresented minority (URM) students who entered the pipeline to health professional school when they were in high school and to determine whether and why students left the pipeline to enter other professions. METHOD: A questionnaire was mailed to 162 students who had participated in the Student Educational Enrichment Program (SEEP) in health sciences at the Medical College of Georgia between 1984 and 1991; 123 (75%) responded. RESULTS: Students in the study population had higher graduation rates than the average state or national student. Fifty-nine (48%) of the students had entered health care careers; 98% had stated that intention when they were in high school. Although some of the students stated trouble with course work and GPA as reasons for their decisions to change career tracks, many students said that their interests in non-medical careers had been fostered by mentors or by opportunities to serve internships. CONCLUSION: Early intervention is important to retaining students in a pipeline that leads to a health care career. Summer programs are successful, but may not be enough to help students with difficult science courses in college, especially chemistry. However, another important conclusion is that much more needs to be done to help students find mentors with whom they can develop relationships and to give them opportunities to work in health care settings.

Career Choice↗
PubMed2005

Students' and assessors' attitudes towards students' self-assessment of their personal and professional behaviours.

INTRODUCTION: Previous research has demonstrated self-assessment inaccuracy in medical students. This study aims to examine students' and assessors' attitudes towards students' self-assessment of personal and professional behaviours. METHODS: Twenty-eight [corrected] participants (16 [corrected] Year 1 medical students and 12 personal and professional development assessors) participated in 4 semistructured focus group discussions in April and May 2003. All discussions were audio-taped and transcribed verbatim and the transcripts were theme analysed independently by 2 analysts. RESULTS: Assessors and students perceived accurate self-assessment to be difficult for students and feedback was deemed to be crucial in helping students develop accurate self-assessment of their personal and professional behaviours. Assessors thought that some students had unrealistically high expectations of their own performance and this was thought to be due to various factors, such as previous academic success and gender. Assessors felt that students with high expectations of their own performance exhibited difficult behaviours if they failed to achieve their expectations. Students suggested that the school and the assessors had too high a level of expectation of their personal and professional behaviours, leading them to underestimate students' performance. DISCUSSION: These difficulties surrounding self-assessment accuracy support the findings reported in previous literature and suggest that medical educators should encourage students to self-assess their own performance wherever possible. These results need to be triangulated with other sources of data such as expert panels or quantitative data.

Adolescent↗
PubMed2005

Medical students who decompress during the M-1 year outperform those who fail and repeat it: a study of M-1 students at the University of Illinois College of Medicine at Urbana-Champaign 1988-2000.

BACKGROUND: All medical schools must counsel poor-performing students, address their problems and assist them in developing into competent physicians. The objective of this study was to determine whether students with academic deficiencies in their M-1 year graduate more often, spend less time to complete the curriculum, and need fewer attempts at passing USMLE Step 1 and Step 2 by entering the Decompressed Program prior to failure of the M-1 year than those students who fail the M-1 year and then repeat it. METHOD: The authors reviewed the performance of M-1 students in the Decompressed Program and compared their outcomes to M-1 students who failed and fully repeated the M-1 year. To compare the groups upon admission, t-Tests comparing the Cognitive Index of students and MCAT scores from both groups were performed. Performance of the two groups after matriculation was also analyzed. RESULTS: Decompressed students were 2.1 times more likely to graduate. Decompressed students were 2.5 times more likely to pass USMLE Step 1 on the first attempt than the repeat students. In addition, 46% of those in the decompressed group completed the program in five years compared to 18% of the repeat group. CONCLUSION: Medical students who decompress their M-1 year prior to M-1 year failure outperform those who fail their first year and then repeat it. These findings indicate the need for careful monitoring of M-1 student performance and early intervention and counseling of struggling students.

Control Groups↗
PubMed2004

The health of alternative education students compared to secondary school students: a New Zealand study.

AIM: To describe the health and wellbeing of alternative education (AE) students from the Northland and Auckland regions of New Zealand and compare these AE students with secondary school students of similar age from the same region. METHODS: All 36 AE schools in the region were surveyed in the year 2000. A total of 268 AE students completed a youth health questionnaire using laptop computers. Regional data from a 2001 national secondary school survey that used the same methodology was used for comparison with the AE student data. RESULTS: This study found that compared to secondary school students, AE students are more likely to come from disadvantaged backgrounds, with proportionally more AE students reporting socioeconomic difficulty and less parental connection. AE students were more likely to be vulnerable to behaviours that endanger their health, such as drug and alcohol use, risky sexual behaviours and risky motor vehicle use than secondary school students. AE students were also more likely to suffer from high levels of depressive symptoms indicative of significant psychopathology. CONCLUSIONS: Findings from this study support the need for specific policies and programs for alternative secondary school students to address urgent and serious threats to their health and wellbeing.

Adolescent↗
PubMed1994

[Medical students and psychiatry. A survey of students' opinion].

In the last years research on the didactics of Psychiatry and opinions of medical students on Psychiatry has gained great interest. The authors think that this research could be useful for the improvement of didactics, for better understanding the meanings of professional choice, the identity of psychiatrist and their relationship with colleagues in other medical field. The goal of this research work was a preliminary survey of Genoese University Medical Student's opinions about psychiatry didactics, and choice of specialization. A questionnaire was submitted to all the students who passed Clinical Psychiatry examination in the period from November 1987 to December 1988. The students were divided in two randomized groups: the first group of students (224) was submitted to the questionnaire immediately after Clinical Psychiatry examination; while to the second group of students (66) the questionnaire was mailed. The aim of the questions was to assess the student's opinions on psychiatry, psychoanalysis, psychotherapy, the career they wanted to take up, and the difficulties of studying psychiatry: 69% of the students of the first group and 42% of the students of the second group answered the questionnaire. Female students answered that they preferred psychiatric specialization more than their male colleagues did, but the difference has no statistical importance. In most cases, the students who answered that they have taken into account psychiatry as a choice of specialisation, are more interested in medical specialties (primary care, etc.) than in surgical specialties. Most of the medical students declare some emotional troubles (anxiety, sleeplessness, problem in social relations).(ABSTRACT TRUNCATED AT 250 WORDS)

Career Choice↗
PubMed2003

Does improved problem-based teaching influence students' knowledge at the end of their neurology elective? An observational study of 40 students.

BACKGROUND: Elective programs for medical students in the last year of their university training are poorly evaluated. The goal of this study was to determine the gain in theoretical and practical skills in a group of students during their elective in neurology. Students were trained by either conventional teaching methods or applying improved problem-based teaching. METHOD: A test of 78 multiple choice questions regarding both, theoretical and practical aspects of clinical neurology, was presented to 21 students (9 female, 12 male). This group of students (group A) was trained according to the conventional teaching method. A subsequent group of students (intervention group B; n = 19; 9 female; 10 male) was educated using a modified teaching method that consisted of more problem-based learning, gathering experience with neurosonological and neurophysiological principles and in intense bedside teaching. The test was performed at the beginning and end of their elective period. The percentage increase in the tests was taken as the primary endpoint. In addition, all students were asked about their degree of satisfaction with the elective in general. RESULTS: Students of both groups did not differ with regard to age, gender, number of semesters, score of last examination and score of the test at the beginning of the elective. However, students who participated in the problem-based teaching group (group B) performed significantly better in the test at the end of the elective (increase 16.3% +/- 15.5) than those who were trained according to the conventional teaching program (percentage increase 6.3% +/- 9.4; p = 0.017). Students of both groups were highly satisfied with the elective in general. CONCLUSION: More problem-based teaching including practical exercises and intense bed-side teaching significantly improved students' performance. Thus, adaptation of teaching covering these aspects should be encouraged and might improve the neurological knowledge and skills of the students.

Adult↗
PubMed2005

The relationship between student smoking in the school environment and smoking onset in elementary school students.

This study examined how perceptions of student smoking in the school environment and the actual smoking rate among senior students at a school are related to smoking onset. Multilevel logistic regression analysis was used to examine correlates of ever smoking in a sample of 4,286 grade 6 and 7 students from 57 elementary schools in Ontario, Canada. Students are at increased risk for smoking if they (a) often see students smoking near their school, (b) report that students at their school smoke where they are not allowed, and (c) attend a school with a relatively high senior student smoking rate. Each 1% increase in the smoking rate among grade 8 students increased the odds that a student in grades 6 or 7 was an ever smoker versus never smoker (odds ratio, 1.05; 95% confidence interval, 1.02-1.08). A low-risk student (no family or friends who smoke) was over twice as likely to try smoking if he/she attended a high-risk school. Prevention programs should target both at-risk schools and at-risk students, and strongly enforced policies preventing students from smoking on or near school property should be implemented.

Adolescent↗
PubMed2001

Professional socialization of baccalaureate nursing students: can students in distance nursing programs become socialized?

Distance education programs may have difficulty socializing nursing students due to limited face-to-face student-faculty interaction. Socialized attitudes toward the nursing profession were assessed using two measures with three groups--senior BSN students enrolled at campus-based programs, senior BSN students enrolled in distance programs, and non-nursing students. The purpose of this analysis was to determine whether nursing students enrolled in distance programs had professional socialization outcomes comparable to nursing students enrolled in campus-based programs, and to examine the psychometric properties of two popular measures of professional socialization. Results indicated that students in the distance programs had higher scores than the campus-based nursing students, who, in turn, had higher scores than non-nursing students. A statistical interaction of RN status by program type indicated that health care experience was a critical factor in the socialization process. Of the two socialization measures examined, one had acceptable psychometric properties. These data suggest that health care and preceptorship experiences are important determinants of professional socialization and that students who opt for distance nursing programs graduate with socialization outcomes that are at least comparable to those of students who attend traditional programs.

Analysis of Variance↗
PubMed2005

Perceived autonomy and relatedness as moderating the impact of teacher-student mentoring relationships on student academic adjustment.

This study examined the impact of a 10-hour teacher-student mentoring relationship on the academic adjustment of at-risk college students. A quasi-experimental design involving a comparison group (NM: students with No Mentor), a High Relatedness/Autonomy group (HR/HA: students who perceived high levels of relatedness and autonomy during the mentoring process) and a Low Relatedness/Autonomy group (LR/LA: students who perceived low levels of relatedness and autonomy during the mentoring process) was used for that purpose. Academic adjustment and performance were assessed before (Time 1) and five months after involvement in mentoring (Time 3) for all students. Perceived relatedness and autonomy were assessed after the last mentoring meeting (Time 2) for students involved in mentoring relationships only. Results indicated better social adjustment and institutional attachment in college for the HR students than for the LR and NM students, even after controlling for initial adjustment, performance and social network dispositions. In addition, the LR and LA students presented lower academic and emotional adjustment in college and lower academic performance than NM, HR, and HA students. The potential positive and negative impacts of mentoring relationships are discussed in light of autonomy and relatedness processes. Editors' Strategic Implications: Especially valuable is the articulation of why mentoring might be expected to affect social and academic adjustment outcomes via its effects on the development of autonomy and relatedness. Application of attachment theory and measurement to the study of mentoring is a strategy that shows promise.

Achievement↗
PubMed2000

An assessment of oral self-care level among Japanese dental hygiene students and general nursing students using the Hiroshima University--Dental Behavioural Inventory (HU-DBI): surveys in 1990/1999.

PURPOSE: The purpose of this study was to determine the differences in oral self-care levels between Japanese dental hygiene students and general nursing students in 1999, and compare them with a similar study in 1990. METHODS: The examination was mainly based upon responses to a questionnaire titled "Hiroshima University--Dental Behavioural Inventory (HU-DBI)". Higher scores of the HU-DBI indicate better oral health attitudes/behaviour. RESULTS: The mean HU-DBI score of the 2nd-year dental hygiene students was significantly greater than that of the 2nd-year nursing students (9.56 and 6.65, respectively; p<0.001), and much higher than those of the 1st-year students at each course (dental hygiene course; 6.30, nursing course; 5.88). Except for the 2nd-year dental hygiene class, there were no significant differences in the HU-DBI score between the 1990 and 1999 subgroups of each class. About 1/3 of the 2nd-year nursing students reported a belief that they may eventually require false teeth, while 6% of the 2nd-year dental hygiene students held this belief. More than 60% of this study sample stated that they put off going to the dentist until they had toothache. The 2nd-year dental hygiene students were more likely to have this attitude than their 1990 peers. Flossing was not popular among the nursing students in either 1990 or 1999. CONCLUSION: Although the difference in the HU-DBI score across time was not major, the variation in HU-DBI and the favourable attitudes/behaviour toward oral health appeared to reflect the differences in schooling between student hygienists and student nurses.

Adolescent↗
PubMed2002

More Canadian students drink but American students drink more: comparing college alcohol use in two countries.

AIMS: To compare alcohol use among US and Canadian college students. DESIGN: Results of the 1999 College Alcohol Study and the 1998 Canadian Campus Survey are compared. SETTING: One hundred and nineteen nationally representative US 4-year colleges and universities in 40 states and 16 nationally representative Canadian 4-year universities. PARTICIPANTS: Randomly selected students under 25 years (12 344 US and 6729 Canadian). MEASUREMENTS: Self-reports of alcohol use and heavy alcohol use. FINDINGS: The prevalence of life-time and past year alcohol use is significantly higher among Canadian students than US students (92% versus 86%, 87% versus 81%). The prevalence of heavy alcohol use (typically consuming five or more drinks in a row for males/four or more for females) among past-year and past-week drinkers is significantly higher among US students than Canadian students (41% versus 35%, 54% versus 42%). In both countries older [corrected] students and students living at home with their parents are less likely to be heavy drinkers; students who report first drunkenness before the age of 16 are more likely to be heavy drinkers in college. CONCLUSION: Programs aimed at students' heavy alcohol use should target freshman at entry or earlier. Since students living with their parents are less likely to be heavy drinkers, parents may play a potentially important role in prevention efforts. The patterns of drinking in both countries may be influenced by the legal minimum drinking age. However, the relationship is complex and must be viewed in the context of other variables such as chronological age.

Adolescent↗
PubMed2002

Images of teacher, students, and the classroom held by preservice and in-service educators of students who are deaf or hard of hearing.

A sample of 163 preservice and in-service teachers of deaf and hard-of-hearing students was surveyed on perceptions of the roles of teacher, students, and the classroom. The participants' perceptions were examined utilizing the Survey of Practical Knowledge (SPK) designed and developed by the researcher for the study. The SPK asked the participants to respond to different "images" of teachers, students, and classrooms. Through factor analysis, the following images were generated: the teacher as artisan, the teacher as custodian, the student as subordinate, the student as peer, the classroom as arena, and the classroom as refuge. Beginning education students, graduating education students, novice teachers, and experienced teachers were assessed on their endorsement of those images. Beginning education students tended to view students more as peers than members of the other three groups. In-service teachers were more consistent and flexible in their images than preservice teachers were. Deaf and hard-of-hearing teachers viewed students more as subordinates than did hearing teachers. The dominant view among the study participants conceptualized the teacher as artisan, the students as subordinates, and the classroom as a refuge.

Journal Article↗
PubMed1999

[Teaching hygiene and public health with student facilitators an attempt to enhance student participation].

In order to enhance student participation in lectures of hygiene and public health, we introduced a student facilitator (SF) system into the lectures of the fourth grade medical students. All students were assigned to one of the 28 classes as SF, thus each class had 4 to 5 SFs. A few weeks before the lecture, each teacher gave SFs various instructions to prepare for the class depending on the theme and teaching strategies. Some classes consisted of dialogues between the teacher and SFs in other classes gave presentations related to the theme of the lecture. For example, SFs in a class of epidemiology performed a small epidemiological survey using their fellow students as study subjects, thus allowing students to learn epidemiological design and calculation of odds ratios. In a class of care management, SFs played roles of caregiver, family member, social worker, physician, etc., showing how actual care management is conducted. The evaluation survey for the SF system showed that in general, students rated the SF system positively, especially at the time they served as SFs. Most of the students showed more interest in the subjects and felt more confident about what they learned as compared to ordinary classes. This finding is important because, previously, the largest problem with the lectures of hygiene and public health used to be the poor interest of students in the subject itself. On the other hand, students sometimes complained about the poor quality of the presentation by SFs. Also, a few students sometimes felt that for obtaining the large volume of knowledge required by the national board examination for medical practice, the SF system was inefficient. In summary, the SF system has some advantage in evoking interests in learning hygiene and public health with sufficient systematic preparation. However, it may not be an efficient way to simply obtain large amounts of knowledge. To improve the SF system, well designed teaching strategies in addition to a carefully prepared textbook are essential.

Education, Medical, Undergraduate↗
PubMed2002

Assessing and helping challenging students: Part One, Why do some students have difficulty learning?

When students struggle with routine assignments and fall behind classmates, a busy teacher may pigeonhole them as slow, give up on them, or become frustrated from failed efforts to bring them up to speed. Well-intentioned efforts to help struggling students by providing repetitions of the same experiences may fail because the specific cause of the sub-par performance was not identified. Six potential causes of inadequate student performance can serve as a diagnostic framework to help teachers pinpoint why a student is struggling academically: 1) cognitive factors, including poorly integrated, compartmentalized information, poor metacognition that hinders the student's ability to monitor and self-correct performance, bona fide learning disabilities that require professional assessment and treatment, and sensory-perceptual difficulties that may hinder performance in certain health care disciplines; 2) ineffective study habits, which are more common among professional students than faculty realize; 3) an inadequate educational experience (unclear objectives, poorly organized instruction, absence of coaching and timely feedback) or a punitive environment in which students avoid approaching instructors for assistance; 4) distraction due to nonacademic issues such as social relationships, health of a spouse, or employment; 5) dysfunctional levels of defensiveness that hinder student-teacher communication; and 6) underlying medical conditions that may affect student attentiveness, motivation, energy, and emotional balance. The objective of this article is to help faculty recognize potential underlying causes of a student's learning problems. Strategies for helping the academically struggling student are also introduced for several of these etiologies.

Attention↗
PubMed1985

Interactions between severely mentally retarded students and other students in integrated and segregated public school settings.

Severely mentally retarded target students (n = 245) from 14 school districts in 9 states were observed in integrated and segregated social groups in 1981 and 1982. The rate of social bids directed by these students to other students and by other students to them was significantly higher in integrated social groups than in segregated social groups. In addition, a higher rate of positive bids was directed by nonretarded students to severely retarded students in comparison to bids from other handicapped students in integrated groups. Nonretarded students responded to social bids from severely retarded students more frequently than did other retarded students. The implications of the results of integration for severely retarded students are discussed in terms of increased social interaction opportunities and the generalized usage of social skills.

Adolescent↗
PubMed2007

Behaviour of medical students in seeking mental and physical health care: exploration and comparison with psychology students.

CONTEXT: Doctors are often reluctant to seek health care through the usual channels and tend to self-diagnose and prescribe. Medical students learn attitudes and values from clinician role models and may also adopt behaviour patterns that lead them to seek help for physical and mental health problems from informal sources. OBJECTIVES: This study aimed to explore the behaviour of students in seeking health care for physical and mental health problems, comparing medical with psychology students, and to understand what barriers to conventional routes of seeking health care may affect this. METHODS: We administered a questionnaire asking for demographic details and responses to 2 vignettes in which a student from the respondent's discipline was experiencing firstly symptoms of a mental health problem and secondly symptoms of a physical health problem. Data were analysed with spss and univariate anovas to examine differences between respondents. RESULTS: A total of 172 students at the psychology and medical schools at James Cook University in Australia participated. We identified a number of barriers affecting student behaviour in seeking help, which included worries about knowing the doctor they could consult at the university health centre or having future dealings with him or her, and cost of treatment. There were differences between the 2 groups of students. DISCUSSION: There are several barriers for both psychology and medical students to accessing appropriate professional mental health care. Medical students also experience barriers to attaining appropriate physical health care when needed. Psychology and medical students were more likely to seek advice informally from friends and/or family with regard to mental health care.

Adult↗