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PubMed2005

Medical student abuse during clinical clerkships in Japan.

OBJECTIVE: To assess the prevalence of medical student abuse during clinical clerkships in Japan. DESIGN: A cross-sectional questionnaire survey. SETTING: Six medical schools in Japan. PARTICIPANTS: Final year (sixth-year) and fifth-year medical students in the period from September 2003 to January 2004. From a total of 559 students solicited, 304 (54.4%) returned the questionnaire, and 276 (49.4%: 178 male and 98 female) completed it. MEASUREMENTS: Prevalence of medical student abuse in 5 categories: verbal abuse, physical abuse, academic abuse, sexual harassment, and gender discrimination; differences in abusive experience between male and female students; types of alleged abusers; reporting abusive experiences to authorities; and emotional effects of abusive experiences. RESULTS: Medical student abuse was reported by 68.5% of the respondents. Verbal abuse was the most frequently experienced abuse (male students 52.8%, female students 63.3%). Sexual harassment was experienced significantly more often (P<.001) by female students (54.1%) than by male students (14.6%). Faculty members were most often reported as abusers (45.2% of cases). Abuse occurred most frequently during surgical rotations (42.0% of cases), followed by internal medicine (25.1%) and anesthesia rotations (21.8%). Very few abused students reported their abusive experiences to authorities (8.5%). The most frequent emotional response to abuse was anger (27.1% of cases). CONCLUSIONS: Although experience of abuse during clinical clerkships is common among medical students in Japan, the concept of "medical student abuse" is not yet familiar to Japanese. To improve the learning environment, medical educators need to take action to resolve this serious issue.

Cross-Sectional Studies↗
PubMed2006

Comparison of smoking, drinking, and marijuana use between students present or absent on the day of a school-based survey.

The aim of this population-based survey was to compare the prevalence of selected risk behaviors between students present or absent on the day of a school-based survey. The study population was a representative sample of all students of secondary schools in the Seychelles (Indian Ocean). Students absent on the day of the survey were traced and requested to complete the same self-administered questionnaire as did present students. Self-reported consumption of cigarettes, alcohol, and marijuana were measured. Of the sample of 1453 eligible students aged 11 to 17 years, 1321 "present students" completed the survey (90.9% participation), 11 refused to answer all questions, and 121 were not present at school. We could trace 105 of the 121 students not present at school on the survey day ("absent students"), and all of them completed the questionnaire over the next 4 weeks. The prevalence of risk behaviors was significantly higher in absent than present students for current smoking and drinking. Inclusion of data from the absent students resulted in a relative increase in the prevalence of the considered behaviors by 3% to 8% as compared to data based on present students only. In conclusion, the prevalence of risk behaviors was higher in absent than present students. Adjusting for data of absent students increased the prevalence estimates in the base population.

Absenteeism↗
PubMed2006

Expecting the best for students: teacher expectations and academic outcomes.

BACKGROUND: Research into teacher expectations has shown that these have an effect on student achievement. Some researchers have explored the impact of various student characteristics on teachers' expectations. One attribute of interest is ethnicity. AIMS: This study aimed to explore differences in teachers' expectations and judgments of student reading performance for Maori, Pacific Island, Asian and New Zealand European students. A further objective was to compare teacher expectations and judgments with actual student achievement. SAMPLE: The participants were 540 students of 21 primary teachers in Auckland schools. Of these students, 261 were New Zealand European, 88 were Maori, 97 were Pacific Island and 94 were Asian. METHODS: At the beginning of the year, the teachers completed a survey related to their expectations for their students' achievement in reading and, at the end of the year, they judged the reading levels their students had actually achieved. The survey data were compared with running record data. RESULTS: Teachers' expectations for students in reading were significantly higher than actual achievement for all ethnic groups other than Maori. Maori students' achievement was similar to that of the other groups at the beginning of the year but, by the end of the year, they had made the least gains of all groups. CONCLUSIONS: Sustaining expectation effects are one explanation for Maori students' limited progress. For Pacific Island, Asian and New Zealand European students, positive self-fulfilling prophecies may be operating. Future research could investigate the learning opportunities provided to these ethnic groups and the relationship of these to teachers' expectations.

Achievement↗
PubMed2004

Calculation of doses of drugs in solution: are medical students confused by different means of expressing drug concentrations?

INTRODUCTION: Our hypothesis was that clinical medical students find the different means of expressing the concentration of drugs in solution confusing. We are concerned that lack of formal teaching on this topic may make students liable to make drug dosing errors after they have qualified. Administering the wrong volume of a drug may have serious consequences for patient safety. STUDY DESIGN AND PARTICIPANT GROUP: Web-based electronic multiple-choice examination of clinical medical students. METHODS: We asked clinical medical students at our university three multiple-choice questions concerning the concentration of lidocaine (lignocaine) and epinephrine (adrenaline) in solution and the maximal recommended dose of lidocaine. The incorrect options were wrong by factors of between 4 and 1000. RESULTS: One hundred and sixty-eight clinical students out of 350 contacted responded to an invitation to participate (response rate 48%). Twenty-seven percent answered every question incorrectly and 10% answered all three correctly. The mean score for all students was only 1.24 out of 3 (standard error 0.96). However, final-year students performed significantly better (p = 0.016), implying that some knowledge had been acquired informally. Their higher mean score resulted from correctly identifying the amount of epinephrine (p = 0.005) and lidocaine (p = 0.018) more frequently. Only 27% knew the maximal recommended dose of lidocaine, with no difference between years (p = 0.724). CONCLUSIONS: A substantial majority of medical students are unable to calculate the mass of a drug in solution correctly. There is evidence that some students are picking up this skill during the course, because final-year students performed significantly better than first-year students. Modern medical student pharmacology teaching is highly sophisticated, encompassing genomics, molecular and cell biology. The ability to calculate drug doses safely appears to have been overlooked. Students should be familiar with these concepts, so as to avoid dose errors and associated morbidity, mortality and cost when they begin prescribing. To simplify calculations, drug packaging should express the concentration of drugs in solution solely as mass per unit volume, e.g. milligrams per millilitre.

Clinical Competence↗
PubMed1993

Alcohol-use patterns in young university students in Finland.

OBJECTIVE: To obtain descriptive data on the alcohol-use patterns and the factors affecting them among Finnish first-year university students. DESIGN: Cross sectional survey with a self-administered questionnaire. SETTING: Finnish first-year university students. PARTICIPANTS: 3,836 students during the academic year 1989/90. The participation rate was 73.7% for female and 53.6% for male students. MAIN OUTCOME MEASURE: Frequency of drinking alcohol, heavy drinking, and drinking for intoxication, average alcohol consumption. RESULTS: The mean alcohol consumption for female students was 2.6 kg and for male students 6.5 kg of pure alcohol per year. 6.5% of the female students and 5.1 of the male students were abstainers. The heaviest drinking 10% consumed 42% of all consumed alcohol. 4.9% of the female students reported a consumption of at least 10 kg of pure alcohol per year and 11.7% of male students reported a consumption of at least 15 kg. The median for the frequency of drinking was every second week for the females and once a week for the males. Furthermore, drinking for intoxication was more frequent among the male than the female students. CONCLUSION: Male students have a higher alcohol consumption, drink more frequently, and are more often intoxicated than female students.

Adult↗
PubMed1992

Report of an innovative research program for baccalaureate nursing students.

In summary, an innovative low-cost way to teach undergraduate students about research and to socialize students into attending research conferences has been developed. It is not perfect yet, but with time, critical students, and responsive research-productive faculty, each program should improve. It is not surprising that sophomore students do not achieve the objectives at the same level as older students. As students move closer to the "real" world of nursing practice and develop increasing sophistication about nursing in general and research in particular, they are, hopefully, more knowledgeable consumers of nursing research. What is particularly satisfying to the planners of those Research Days is that through the experience of attending Undergraduate Research Day at various points in their educational progress, students are socialized into discussing research. Additionally, they seemed to develop some degree of comfort with this aspect of their future nursing role. The RN and former student panel participants normalized research involvement for the student attendees. Panel member stories about their mistakes and successes made students realize that nursing investigations need not be the sole property of those with doctoral degrees. A serendipitous outcome of these programs was an increased awareness by students of the specific research project in which their teachers were engaged. Students informally reported a feeling of pride and reflected accomplishment. The importance of timing in offering such programs should not have been a surprise at this urban commuter university. Unwittingly, in scheduling the Friday afternoon program the planners ignored the initial consideration that the program not impose financial hardship on students.(ABSTRACT TRUNCATED AT 250 WORDS)

Congresses as Topic↗
PubMed1997

Identification, accommodation, and success of students with learning disabilities in nursing education programs.

Few studies have addressed the issue of nursing students with learning disabilities, although students with both identified and undiagnosed learning disabilities are pursuing nursing education. Legal mandates concerning these students impact nursing programs and faculty. To reduce the risk of discrimination litigation, nursing education programs need to establish educational strategies to promote these students' success. The purpose of this research was to discover the extent to which Bachelor of Science in Nursing and Associate Degree of Nursing programs in one southeastern state admit, identify, and graduate nursing students with learning disabilities, and to identify accommodations provided by these programs to promote success among this student population. Of the 54 programs surveyed, 45 responded. Almost 50% indicated that their program had admitted nursing students with learning disabilities and one-third reported graduating students with learning disabilities. Enrolled students with undiagnosed learning disabilities were identified during their course of studies by both faculty members and by students themselves. The most frequently reported accommodations for students were counselors, tutors, tape-recorded lectures, and computer access. As the number of students with learning disabilities seeking post-secondary education increases, nursing programs and nurse educators will be involved with greater numbers of students needing educational accommodations.

Education, Nursing, Baccalaureate↗
PubMed1999

Medical students' attitudes toward physician-assisted suicide.

CONTEXT: In November 1994, Oregon became the first US state to legalize physician-assisted suicide (PAS) as an option for end-of-life care. OBJECTIVE: This study compares the attitudes and experiences of medical students in Oregon regarding PAS to those of fourth-year medical students in the United States outside Oregon. DESIGN: A survey of all students at the Oregon Health Sciences University and fourth-year medical students at 3 non-Oregonian US medical schools. PARTICIPANTS: Oregon medical students returned 227 questionnaires (58%), and 113 were returned from control schools (33%). RESULTS: A similar percentage of both study groups favored the legalization of PAS (64% vs 66%; P = .74). If the practice were legal, 55% of the total surveyed reported they "might be willing to write a lethal prescription," (50% Oregon students vs 60% control; P = .13 and 44% fourth-year Oregon students vs 60% control; P = .04). Among fourth-year students, 20% reported a request by a patient to the student or a preceptor for a lethal prescription in the past year (26% vs 16%; P = .09). CONCLUSIONS: This study demonstrates support for and willingness by many medical students to participate in PAS. Some medical students reported observation of PAS during their training experience. Fourth-year Oregon students reported significantly less willingness than other students to provide a patient with a lethal prescription, perhaps indicating hesitancy to include PAS in clinical practice.

Attitude↗
PubMed2000

Student satisfaction with a Website designed for three nursing courses.

The website described was not designed to replace classroom teaching, but to serve as an additional tool for students attending a traditional course. Based on my experience and the data obtained from the evaluation questionnaire, the following points can be made: students are enthusiastic about the Internet and will access a web page that accompanies a particular course or courses a website can allow for objectives, not normally engendered by traditional methods, to be achieved. These may include, for instance, fostering a sense of community, providing new means of communication between professor and student and serving as a portal to the vast resources of the Internet. A single-theme website can effectively address the learning needs of students at different levels, in this case both undergraduate and graduate students A well-designed website can increase the visibility of the educational institution that sponsors it It is not easy to measure a website's effectiveness in helping students achieve traditional course objectives or its impact on student learning. The questionnaire results confirm students' satisfaction with the website and their belief that it was an important and useful learning tool. This is significant and positive. Future research is needed to measure the degree to which a website can increase learning in a particular area. The site required about 150 hours to construct and about 6-8 hours per week to maintain. This is a considerable amount of faculty time. Although I cannot speak for others, I firmly believe that this is a worthwhile investment. The website is clearly appreciated by students, and it seems logical to conclude that it is fulfilling some learning needs that may not be met by other methods. In addition, it provides the educator with a new vehicle for communication. It is exhilarating to create with new formats and to use expertise in a given area to reach students, foster community, and establish a presence beyond the classroom. Creating and maintaining a web page is labor intensive, but it is, in my opinion, worth the effort. I strongly urge nurse educators to explore the possibilities of developing websites to accompany individual courses and to consider even more interactive web pages that include online discussion groups and provide space for posting student work. An active website needs frequent maintenance and updates. I recommend that academic administrators recognize web authoring as a valid and legitimate activity and provide nursing faculty with necessary support. This might include workshops on web authoring or Internet use, released time or credited time for initial website design, and credit allocation for site maintenance. The Internet is the most extensive collection of information available. As webmaster and pathophysiology expert, I am guiding my students; as a teacher, I am both assuming and recognizing a new role. As a teacher, I need to assume the responsibility for guiding students to worthwhile resources in the subject area. The website is a portal to the world, but a portal that I oversee.

Computer-Assisted Instruction↗
PubMed2001

[Effect of professional training on dental health attitudes of Israeli dental students].

Few studies have been published regarding the importance of oral hygiene education for dental students and little is known about the influence of dental education in dental schools on students' attitudes to the subject. The objective of the present research was to examine the changes that occur in the attitudes of Israeli dental students toward their dental health during the course of their professional training. The research was based on a questionnaire developed at The Hiroshima University, Japan (The Hiroshima University Dental Behavioral Inventory, HU-DBI), and provides a quantitative estimate of the students' attitudes to their dental health. Similar studies have been carried out in several countries (Japan, Australia, Indonesia and Finland). This study was performed on students from the two dental schools in Israel, The Maurice and Gabriela Goldschleger School of Dental Medicine, Tel Aviv University and The Faculty of Dental Medicine at Hebrew University, Jerusalem. Students from all six academic years (1st-6th) were requested to complete the questionnaire within two months, from the beginning of the academic year that started in October 1999. While no significant differences could be detected in the students' attitudes with regard to the dental school of their origin, female students (from both schools) showed a significantly better attitude than their male colleagues throughout the years. Results showed a significant improvement in the students' attitudes through the years of their professional training, especially between the 1st year and the clinical years (5th and 6th) of their studies. This can be related to the teaching curricula in the dental schools in Israel that emphasizes clinical issues in the two last years of study. When comparing the results of this study to similar ones that were conducted in other parts of the world, certain differences become apparent. In spite of the gradual improvement in the Israeli students' attitudes during the course of their studies, their initial attitudes (1st year) as well as their final attitudes (6th year), were the lowest compared to their colleagues from other countries (Japanese, Australian and Finnish students). Apparently, the improvement in the Israeli students' attitudes is not satisfying and a higher level of improvement should be expected. The attitudes of the Israeli students should be further improved by means of comprehensive programs that emphasize the importance of personal oral hygiene and dental health. Hopefully this will enable future improvement in the dental health of their patients, as well as improvement in the community dental health in Israel, in general.

Adult↗
PubMed2002

Ethics in medicine: students' opinions on disclosure of true diagnosis.

AIM: To determine students opinions about diagnosis disclosure to the patient and other interested parties. METHODS: During 2000/2001 academic year, an anonymous survey was conducted among the first-year (200 questionnaires) and sixth-year medical students (200 questionnaires) at the Zagreb University School of Medicine. Students were asked what they would say about the diagnosis to the patient, patients family, friend, employer, colleague from work, health insurance agent, another physician, or medical student, if the diagnosis was inoperable lung carcinoma in a 20- and 66-year-old patient vs bacterial pneumonia in patients of the same age. The possibilities were to tell the truth, lie, or refuse to disclose the diagnosis. RESULTS: The response rate was 55%. Students would disclose the true diagnosis to the patient, patients family, friend, and employer in case of benign disease more often than in case of malignant disease (p<0.001). Patient's age did not affect students' opinions. Most students would rather refuse to say anything than lie if they would not want to say the truth. Students would more often tell the truth to the patient and patient's family then to a health insurance agent, another physician, or medical student, less often to patient's friend and employer, and rarely to the patient's colleague from work. First-year students would generally tell the truth more often than sixth-year students (p<0.001). There were almost no differences in the opinions between male and female students. CONCLUSION: The strongest influence on students choice on whether or not to disclose the diagnosis had the severity of disease, person they would disclose the information to, and the academic year they attended, implicating that such important ethical issues should be discussed during the studies.

Croatia↗
PubMed2003

Oral hygiene practices, smoking habit, and self-perceived oral malodor among dental students.

The aims of this study were to determine the prevalence of oral hygiene practices and halitosis among undergraduate students from King Saud University, College of Dentistry. A self-administered questionnaire was distributed among all 481 students; 263 male and 218 female students. A questionnaire was developed to assess the self-reported perception of oral breath, awareness of bad breath, timing of bad breath, treatment received for bad breath, oral hygiene practices, caries and bleeding gums, dryness of the mouth, smoking and tea drinking habits, and tongue coating. The response rate was 77%. Forty four percent of male and 32% of female students reported the self-perception of breath odor. Self-treatment was sought by 12% male and 22% female. Six percent of males and 4% of females experienced bad breath interference at their work. Seventy-eight percent of male and 62% of female students experienced bad breath after waking up. Brushing was prevalent among 81% of male and 99% of female students. Both miswak (chewing sticks) and tooth brushing were used by 53% male and 83% female students. Fifty seven percent of male students and 44% of female students reported caries. Bleeding gingiva was experienced by 26% of males and 14% of females. Dry mouth was common among 14% of males and 17% of females, while smoking was prevalent among 13% of males and 2% of females. Tea drinking was common among 44% of males and 37% of females, while tongue coating was equally common among both males and females (21% and 20%), respectively. The results indicate female students had better oral hygiene practices, significantly less self-reported oral bad breath, and smoked less compared to male students. There was no difference in tongue coating among male and female students. Further research is needed to examine oral malodor clinically and objectively by the standard procedures available. Students should be motivated to be a health symbol and keeping their mouths free from oral malodor.

Adult↗
PubMed2004

Sex differences in first-year students at Canadian medical schools.

OBJECTIVES: To compare male and female medical students by age, level of education before admission to medical school, race/ethnicity, parental education level, socioeconomic status, and attitudes toward public health care. METHODS: In 2001, we conducted an Internet-based survey of all students enrolled in the 16 medical schools across Canada. Based on the high response rate, first-year medical students at Canadian medical schools outside of Quebec were included in this analysis. The interactions between sex and age, years of premedical education, race/ethnicity, parental occupation, education and household income, impact of finances on choice of medical school, future specialty and practice location, attitudes toward private funding in the Canadian health care system were examined using descriptive statistics and chi2 tests. RESULTS: There were no significant differences between male and female medical students in age, level of education before admission, and race/ethnicity. Female students' fathers (p=.046) and mothers (p=.061) were more likely to hold positions of higher occupational status than were those of male students. There was no significant difference between the parental household incomes of male and female students. Male students were more likely than female students to state that financial considerations would affect their choice of specialty (p=.002) and practice location (p=.002). Male students were more likely to express a positive attitude toward private funding in the health care system, both with respect to increasing the amount of private funding (p=.007) and the addition of private paying patients (p=.002). CONCLUSION: Although women have almost reached equity with men in undergraduate medical education, female students are more likely than male students to have highly educated parents, suggesting that some barriers to access may still exist. The differences in attitudes of female and male medical students to finances and the public health care system become increasingly important as more women practice medicine. These sex differences need to be investigated further, as they could have implications for health policy.

Adult↗
PubMed2004

Ethical decision-making by students in physical and occupational therapy.

The professions of physical therapy (PT) and occupational therapy (OT) progressively have expanded their scope of responsibility, and practitioners often are placed in positions in which ethical decisions must be made. Few studies have reported the level of moral development and the effects of education on ethical decision making in PT or OT students. This research study was designed to determine the impact of the educational programs at the University of New Mexico (UNM) in PT and OT on the moral reasoning of the students as measured by the Defining Issues Test (DIT). The longitudinal design of this study followed two consecutive classes in each program (N = 94; 58 PT students and 36 OT students) from entry until graduation approximately 2 years later. The subjects completed a demographic survey and the DIT on the first day of class and again during their final semester (OT) or at graduation (PT). A factorial analysis of covariance was used to examine the effects of a professional degree program (PT and OT) and time (ENTRY and EXIT), after adjusting for the effects of age. The mean P score for this sample was between 45 and 46, which is within range for college and professional students. There was a significant relationship between age and the P score of the DIT. There were no significant differences between PT and OT students or between the entering and the exiting scores for either group of students. Based on the results of this study, these educational programs do not seem to be facilitating moral development in these students. The baseline level of moral development and the skills that PT and OT students use when making ethical decisions need to be established. Additional research is recommended with a larger sample size, including students in other locations. To optimize clinical practice, students must be taught how to make ethical as well as clinical judgments. Therapists must be capable of functioning in the changing health care environment, now and in the future. If the disciplines of PT and OT expect to graduate students who meet this challenge, the educational programs must take the responsibility for evaluating students and implementing curricula that facilitate ethical decision making.

Adult↗
PubMed2004

Upper body musculoskeletal symptoms in Sardinian dental students.

PURPOSE: The purpose of this study was to determine how early in a dental career musculoskeletal problems develop, by comparing the prevalence of such symptoms in a dental student population in Sardinia (Italy), a control sample of psychology students from the same university and a sample of dental students in Lebanon. METHODS: One hundred and fourteen dental students from the University of Cagliari (Cagliari, Sardinia, Italy) were surveyed by questionnaire about the presence of several upper body symptoms. Their responses were compared with those of 2 different populations: 114 psychology students from the same university, matched for age and sex, and 178 dental students from the University of Saint Joseph (Beirut, Lebanon). The psychology students were chosen for comparison because of the general dissimilarity of their daily activity to that of dentists. RESULTS: The Italian and Lebanese dental students did not differ with regard to presence of symptoms. The Italian dental students differed from the psychology students in just one respect, with the dental students reporting more lower back pain. Headache was the most prevalent symptom in all 3 groups and was more prevalent among women; however, this difference between the sexes did not reach statistical significance for the psychology students. CONCLUSIONS: The appearance of musculoskeletal symptoms among dental students, even after a relatively short clinical training period, suggests that ergonomics should be covered in the educational system to reduce risks to dental practitioners.

Adolescent↗
PubMed2004

The University of Connecticut Biomedical Engineering Mentoring Program for high school students.

For the past four years, the Biomedical Engineering Program at the University of Connecticut has offered a summer mentoring program for high school students interested in biomedical engineering. To offer this program, we have partnered with the UConn Mentor Connection Program, the School of Engineering 2000 Program and the College of Liberal Arts and Sciences Summer Laboratory Apprentice Program. We typically have approximately 20-25 high school students learning about biomedical engineering each summer. The mentoring aspect of the program exists at many different levels, with the graduate students mentoring the undergraduate students, and these students mentoring the high school students. The program starts with a three-hour lecture on biomedical engineering to properly orient the students. An in-depth paper on an area in biomedical engineering is a required component, as well as a PowerPoint presentation on their research. All of the students build a device to record an EKG on a computer using LabView, including signal processing to remove noise. The students learn some rudimentary concepts on electrocardiography and the physiology and anatomy of the heart. The students also learn basic electronics and breadboarding circuits, PSpice, the building of a printed circuit board, PIC microcontroller, the operation of Multimeters (including the oscilloscope), soldering, assembly of the EKG device and writing LabView code to run their device on a PC. The students keep their EKG device, LabView program and a fully illustrated booklet on EKG to bring home with them, and hopefully bring back to their high school to share their experiences with other students and teachers. The students also work on several other projects during this summer experience as well as visit Hartford Hospital to learn about Clinical Engineering.

Biomedical Engineering↗
PubMed2005

A comparison of Canadian medical students from rural and non-rural backgrounds.

CONTEXT: Very little is known about medical students from rural areas currently enrolled in Canadian medical schools. PURPOSE: We aimed to compare rural and non-rural students in terms of demographics, socioeconomic status, financial status and career choices. METHODS: As part of a larger Internet survey of all students at Canadian medical schools outside Quebec, conducted in January and February 2001, we conducted post-hoc analyses to compare students from rural and non-rural areas. Canada Post's classification system was used to determine rural status. To compare differences between rural and non-rural students, we used logistical regression models for categorical variables and factorial analysis of variance for continuous variables. RESULTS: We received responses from 2994 (68.5%) of 4368 medical students. Eleven percent of Canadian medical students come from rural backgrounds. Rural students tend to be older and originate from families of lower socioeconomic status. Students from rural areas report higher levels of debt, increased rates of paid part-time and summer employment, and greater stress from their finances. Nevertheless, rural students are not more likely to state that financial considerations will affect their choice of specialty or practice location. CONCLUSIONS: Canadian medical students who come from rural backgrounds are different from their non-rural counterparts. Students from rural areas face numerous financial barriers in obtaining a medical education and report greater levels of financial stress. Medical schools should examine and address barriers to admission of rural students and they should consider directing more financial resources toward this financially vulnerable group.

Canada↗
PubMed2005

Depressive symptomatology among university students in Denizli, Turkey: prevalence and sociodemographic correlates.

AIM: To determine overall and subgroup prevalence of depressive symptomatology among university students in Denizli, Turkey during the 1999-2000 academic year, and to investigate whether sociodemographic factors were associated with depressive symptoms in university students. METHODS: A stratified probability sample of 504 Turkish university students (296 male, 208 female) was used in a cross-sectional study. Data were obtained by self-administered questionnaire, including questions on sociodemographic characteristics and problem areas. The revised Beck Depression Inventory (BDI) was used to determine depressive symptoms of the participants. BDI scores 17 or higher were categorized as depressive for logistic regression analysis. Student t-test and linear regression were used for continuous data analysis. RESULTS: Out of all participants, 26.2% had a BDI score 17 or higher. The prevalence of depressive symptoms increased to 32.1% among older students, 34.7% among students with low socioeconomic status, 31.2% among seniors, and 62.9% among students with poor school performance. The odds ratio of depressive symptoms was 1.84 (95% confidence interval [CI], 1.03-3.28) in students with low socioeconomic status and 7.34 (95% CI, 3.36-16.1) in students with poor school performance in the multivariate logistic model. The participants identified several problem areas: lack of social activities and shortage of facilities on the campus (69.0%), poor quality of the educational system (54.8%), economic problems (49.3%), disappointment with the university (43.2%), and friendship problems (25.9%). CONCLUSIONS: Considering the high frequency of depressive symptoms among Turkish university students, a student counseling service offering mental health assistance is necessary. This service should especially find the way to reach out to poor students and students with poor school performance.

Adult↗