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PubMed2005

The prevalence of computer-related musculoskeletal complaints in female college students.

PURPOSE: The purpose of this study was to determine the prevalence of computer-related musculoskeletal complaints in female college students. This research also explored whether the number of hours per day spent using a computer, type of computer used (laptop vs. desktop), or academic major was related to the presence of musculoskeletal complaints. Additionally, "job strain", a measure of job stress which can affect the physical health of an individual, was measured to determine whether students feel stress from the job of "student" and if so, whether it contributed to these complaints. METHODS: Two surveys, The Boston University Computer and Health Survey and the Job Content Questionnaire [9], were distributed to 111 female college students to measure musculoskeletal complaints and job strain. Seventy-two surveys were returned. Chi-square and logistical regression were used to analyze the data. RESULTS: The results indicated that 80.6% of the participants reported computer-related musculoskeletal complaints in the two weeks prior to completing the survey, although none of the examined factors were associated with the complaints. It is notable, however, that 82% of the students reported spending 0-6 hours/day using a computer, with almost 28% reporting 4-6 hours/day of usage. Eleven percent of the participants reported using the computer more than 8 hours/day. Of those students who use a laptop computer for all computer use, 90.1% reported musculoskeletal complaints. The students reported that they did not experience job strain. Further studies should be performed using a survey specifically intended for college students. CONCLUSION: The majority of female college students in this study reported musculoskeletal discomfort during or after computer use. Although a statistical correlation could not be made, students using laptop computers reported a higher incidence of musculoskeletal symptoms than those using desktop computers. Additionally, female college students did not seem to experience job strain. Future research should continue on larger, more diverse samples of students to better understand the prevalence and contributors of musculoskeletal complaints, how college students experience job strain (stress), and whether these two factors are related.

Adult↗
PubMedDate not supplied

Effects of a laparoscopic course on student interest in surgical residency.

BACKGROUND: The number of surgical residency applicants has been declining. Early introduction of the discipline of surgery is thought to stimulate early interest in surgical residency. This study investigated the hypothesis that a laparoscopic skills course introduced in preclinical years would stimulate student interest in entering surgical residency. METHODS: Preclinical medical students participated in a laparoscopic skills training course. All students underwent an animate laboratory at the beginning and at the end of the course. Students were divided into 4 separate groups: virtual reality, box trainer, both trainers, and control group. Before and after the course, students were asked their residency interest. First- and second-year medical students participated in the course. RESULTS: Before the course, 56% of the students desired to go into general surgery or a surgical subspecialty. After the course, 49% of the students expressed interest in entering general surgery or a surgical subspecialty. A decrease occurred in students who desired to go into surgical subspecialty residency from 31% to 15% (P = NS), and an increase occurred in students who desired to go into general surgery residency from 25% to 34% (P = NS). No statistically significant difference was seen in the 4 individual training subgroup analyses. CONCLUSIONS: Participation in a laparoscopic skills course does not affect medical student interest in entering surgical residency. A trend was noted in students choosing general surgery over surgical subspecialty training after this course. Surgical educators need to investigate methods to encourage preclinical medical student interest in surgical residencies.

Adult↗
PubMed2005

Development of 'rural week' for medical students: impact and quality report.

INTRODUCTION: The Rural Undergraduate Support and Coordination program funds medical schools to provide all medical students some time in rural Australia throughout their course. The University of Adelaide has developed a rural week program for both first and second year students to fulfill part of this objective. METHODS: First year students' rural week is an introduction to a range of rural health issues, Indigenous culture and rural lifestyle issues. Second year students choose either a clinical rural week with a general practitioner or a week of Indigenous cultural learning with the Adnyamathanha people in the Flinders ranges, South Australia. Evaluation data were collected from students, practitioners and university staff during rural weeks in 2003 and 2004 using quantitative and qualitative methods. RESULTS: First year students increased their knowledge of and interest in rural medicine and enjoyed their (limited) clinical interaction with patients. Second year students appreciated the clinical experience and valued the welcome they received from doctors and practice staff. Those who chose Indigenous cultural programs appreciated the opportunity to interact with and learn from Indigenous people. General practitioners valued contributing to student knowledge and skills and the opportunity to promote rural practice. Volunteer community members were very enthusiastic about meeting the students and their generosity had a significant impact on the students' ideas about rural lifestyle. University academic and administrative staff found rural week very intensive work but experience and thorough preparation now ensures that few problems occur. CONCLUSION: Rural weeks are now an established part of the first year and second year curriculum at the University of Adelaide Medical School. The ability to provide small groups of students with an intense introduction to rural practice and/or Indigenous culture results in a positive change in opinion about this aspect of medical education. Students now have first-hand experience to positively influence their choice of rural education or Indigenous health options in the medical course. Problems do occur with students being away from the traditional classroom, and protocols have been put in place for behaviour of all parties. Despite the rural weeks program being very demanding on staff energy, financial resources, general practices and rural communities, we feel that this program is valuable and sustainable. Further experience will determine if rural weeks function effectively as a recruitment strategy for the long rural placements offered by the Rural Clinical School.

Attitude of Health Personnel↗
PubMed2006

Medical students' clinical skills do not match their teachers' expectations: survey at Zagreb University School of Medicine, Croatia.

AIM: To evaluate self-assessed level of clinical skills of graduating medical students at Zagreb University School of Medicine and compare them with clinical skill levels expected by their teachers and those defined by a criterion standard. METHOD: The study included all medical students (n=252) graduating from the Zagreb University School of Medicine in the 2004-2005 academic year and faculty members (n=129) involved in teaching clinical skills. The participants completed anonymous questionnaire listing 99 clinical skills divided into nine groups. Students were asked to assess their clinical skills on a 0-5 scale, and faculty members were asked to assess the minimum necessary level of clinical skills expected from graduating medical students, using the same 0-5 scale. We compared the assessment scores of faculty members with students' self-assessment scores. Participants were grouped according to their descriptive characteristics for further comparison. RESULTS: The response rate was 91% for students and 70% for faculty members. Students' self-assessment scores in all nine groups of clinical skills ranged from 2.2-/+0.8 to 3.8-/+0.5 and were lower than those defined by the criterion standard (3.0-4.0) and those expected by teachers (from 3.1-/+1.0 to 4.4-/+0.5) (P<0.001 for all). Students who had additional clinical skills training had higher scores in all groups of skills, ranging from 2.6-/+0.9 to 4.0-/+0.5 (P<0.001 for all). Male students had higher scores than female students in emergency (P<0.001), neurology (P=0.017), ear, nose, and throat (P=0.002), urology (P=0.003), and surgery skills (P=0.002). Teachers' expectations did not vary according to their sex, academic position, or specialty. CONCLUSION: Students' self-assessed level of clinical skills was lower than that expected by their teachers. Education during clinical rotations is not focused on acquiring clinical skills, and additional clinical skills' training has a positive influence on students' self-assessed level of clinical skills. There was no consensus among teachers on the required level of students' clinical skills.

Adult↗
PubMed2002

Impact of life style on the nutritional status of medical students at Ain Shams University.

This cross sectional study was carried out to assess the nutritional status of medical students and to determine its relation to their life style. The study involved 317 students at, Am Shams University. Anthropometric measurements such as weight, height, mid-arm circumference, triceps skin fold thickness and body mass index were measured. The students completed a self-administered questionnaire including data about some life style factors and food-frequency consumption. The study revealed that 41.3% of the students were of normal weight while 9.5% of the sample were underweight, 36.9% were overweight and 12.5% were obese. The mean mid upper arm circumference (MUAC) and mid arm muscle circumference (MAMC) of males was significant higher than that of females, while the mean triceps skin fold (TSF) of females was significant higher than that of males. The food frequency questionnaire analysis showed that most of students consume all food groups items faire. There was no statistical significant difference between the body mass index (BMI) of students and different types of food consumption. About two thirds of the students used to practice exercise, 26.9% of the students practiced exercise for less than 2 hours per week, while 33.9% of them for more than 2 hours. There was no statistical significant difference between the BMI of students and different types of exercise. However, there was significant higher percentage of males play sports and practice running (44.7% and 19.4% respectively) compared to (11.7% and 8.1%) of females. Sixty four percent of the students usually have regular meals. About 87.2% of obese compared to 64.9% of normal weight students eat snacks between meals, the difference was statistically significant. Obese individuals eat more during watching television and during feeling of stress compared to non-obese and the difference was statistically significant. The duration of practicing exercise, sports and playing computer was significantly higher in males than females. However, the duration of watching television was significantly higher in females than males. Logistic regression analysis results showed that family history of obesity and some life style factors as duration of computer use, eating more during stress time and snacking between meals were important risk factors for obesity. We concluded that about half of medical students were overweight and obese. The most important life style factors responsible for obesity were longer time spent using computer, eating more during time of stress and snacking between meals. Also, genetic factors played an important role in development of obesity. It is recommended to develop nutritional education and physical activities programs to face the problem of increasing the rate of overweight and obesity among university students.

Adolescent↗
PubMed1983

Cynicism among medical students.

The thesis that medical students become more cynical than students of other professions seems justified in light of psychological studies and reports from medical students. This article explores whether this might be due, in part, to disappointment about how important ideals are followed. Psychological tests themselves offer an opportunity to examine this, because the medical profession espouses the goals of gaining proper consent from all subjects, including students, and of giving appropriate attention to excellence of research design and method. When studies used to evaluate medical students' attitudes are viewed from this perspective, however, weaknesses on both scores seem apparent. Students seem well aware of some of these flaws. Although such testing is a small part of medical education, it confirms students' views that there is cause for disillusionment about how certain goals are realized. It also suggests a way to cure some students' cynicism. Students should be taught consistently, both by example as well as by precept of their profession's sincere commitment to professed goals. In practical terms this means, for example, that studies using students as subjects should have a proper review by the institutional review board, with adequate attention given to excellence of design, confidentiality, and methods of gaining informed and unpressured consent. Such studies could then serve as paradigms to students. Other goals of the profession should also be applied to students, and applied for students.

Attitude of Health Personnel↗
PubMed1995

[The ideal physician: medical students' image of the profession].

OBJECTIVE: To investigate the view medical students have of the medical profession. DESIGN: Cross sectional study of year cohorts, Utrecht. METHOD: The attitudes of 445 medical students towards the 'ideal physician' were studied. It is often assumed that medical students' attitudes change to a less care-oriented direction as they proceed in their education. It is also assumed that female students' attitudes are more care-oriented than male students' attitudes. Traits of the ideal physician were described in a scale of 18 care-versus cure oriented items. Validity and reliability of the measuring instrument were sufficient. The scores of pre-clinical and clinical, male and female students were obtained. RESULTS: Contrary to expectation, ideals of clinical students. In were more care-oriented than ideals of beginning students. In general, students' ideals were neutral to slightly care-oriented. As was expected, female students' ideals were more care-oriented than male students' ideals. CONCLUSION: Medical students did not lose their slightly care-oriented ideals as they progressed. Female students held more care-oriented attitudes than their male colleagues.

Adult↗
PubMed1993

Comparing different types of performance feedback and computer-based instruction in teaching medical students how to diagnose acute abdominal pain.

PURPOSE: To examine the relative efficacies of three types of performance feedback used with computer-based instruction (CBI) in making diagnoses. METHOD: In 1990, 75 final-year medical students at The University of Queensland were pretested for domain knowledge and diagnostic skill in the area of acute abdominal pain. The students were also asked to indicate their confidence in each of their diagnoses. Following these pretests, the students were randomly divided into five groups of 15 students each. One group received traditional CBI, using a "question-and-explanation" format, to learn domain knowledge. The other four groups received one of two types of CBI to learn diagnostic accuracy, and these four groups received one of three types of performance feedback (which differed considerably in the amounts of information imparted). Then the students took posttests. One-way analysis of variance, Student's t-test, and the Tukey test were used to compare the performances of the different groups of students. RESULTS: Although the students in the traditional CBI group significantly improved their performance on multiple-choice questions (by 58%) compared with the other groups of students (6-10% improvement), these students did not improve their diagnostic performance. In contrast, the CBI groups that used simulated-patient cases and structured-performance feedback did improve their diagnostic accuracy (by as much as 16%, compared with a 1% decline for the traditional CBI group). Contrary to expectation, the different types of feedback were equally effective. Except for the students in the traditional CBI group, the students' confidence increased from pretest to posttest regardless of their performances. CONCLUSION: CBI that uses simulated-patient cases and structured-performance feedback seems to be efficient and effective compared with traditional CBI methods. However, care should be taken to ensure that students do not become overconfident of their abilities.

Abdominal Pain↗
PubMed1995

Dental student debt.

The aim of this investigation is to provide information about the financial status of dental students enrolled on the Bachelor of Dental Surgery degree course at the University of Birmingham. All undergraduate dental students enrolled during the academic year 1993-94 were asked to participate in the study. The pre-tested questionnaire, which was given to all students, covered personal details, expenditure levels, income, loans, overdrafts, use of government schemes ('top-up loans'), and so on. The questionnaire was completed by 115 dental students (response rate 47%). The results showed that dental students' debts increased each year throughout the course. A top-up loan (range 700 Pounds-850 Pounds) had been taken out by 36% of students. The financial status of 9% of students was severe enough to warrant their eligibility for awards from access funds. Credit cards were possessed by 52% of the surveyed students, and although only half of these owed money, 22% owed between 500 Pounds and 2000 Pounds. Personal overdrafts were held by 56% of respondents. A total of 17% of students engaged in weekly part-time employment. The average debt for final year students was 1200 Pounds. Dental students' estimates of the level of debt they were likely to incur was greater than the actual debt presently experienced by final year students. In conclusion, this preliminary study showed that most dental students incur debt during their undergraduate course and that this debt increases during the course.

Education, Dental↗
PubMed1997

The effect of medical education on students' patient-satisfaction ratings.

PURPOSE: To determine whether medical students' interpersonal and communication skills, as measured by satisfaction ratings given by standardized patients (SPs), improves or deteriorates with additional training and experience. METHOD: A longitudinal study was made of a single cohort of 133 medical students scheduled to graduate in 1994 from the University of Illinois College of Medicine at Chicago. Clinical performance examinations employing clinical encounters with SPs were given at the end of the students' second year at the end of the first quarter of their fourth year. The second-year examination consisted of four student-SP encounters for each student; the fourth-year examination consisted of 16 such encounters. For each examination, SP perceptions of interpersonal and communication skills were measured using six items from the American Board of Internal Medicine Patient Satisfaction Questionnaire; the items employed five ordinal-scale descriptors (from 1 = poor to 5 = excellent). The unit of analysis was the student-SP encounter. For each year, ratings on each item were averaged across encounters to produce a mean rating for each item; in addition, ratings across all the encounters and items were averaged to produce a mean total patient satisfaction rating. The percentage of fail or poor ratings given for each item was calculated, as was the average of these percentages across the items. All rating calculations were done between years and between genders. Two-tailed, paired t-tests and F-ratios were used for comparisons between years and between genders, respectively. Finally, ratings for a comparison group of first-, second-, and third-year internal medicine residents were gathered under similar testing conditions. RESULTS: Mean total patient satisfaction with the students' clinical performances improved from the first examination (3.51, SD, .84) to the second (3.60, SD, .86). The percentage of student encounters receiving fair or poor ratings decreased from 14.5% in the second year to 12% in the fourth year; resident encounters received a fair or poor rating 7.8% of the time. The female students received fewer fair or poor ratings than did the male students both in their second year (11.7% vs 16%) and in their fourth year (9.3% vs 12.8%). Of the six patient-satisfaction items, both the students and the residents consistently were ranked lowest in encouraging patients to ask questions and answering patient questions. CONCLUSION: Contrary to the stated beliefs of some physician-educators that students' skills deteriorate during the course of training, these medical students' interpersonal and communication skills improved with additional training and experience.

Communication↗
PubMedDate not supplied

International student enrollment in US dental hygiene schools.

PURPOSE: The purpose of this study was to determine the international student enrollment in US dental hygiene programs, identify methods used to recruit and retain international students, and describe accommodations used for them. METHOD: A 27-item, closed-ended questionnaire was mailed to all dental hygiene program directors (n = 216) in the US. Data were analyzed using descriptive statistics. RESULTS: Responses were received from 154 dental hygiene program directors for a response rate of 71%. Of the 154 returned questionnaires, 70 (45%) dental hygiene program directors indicated that international students were enrolled in their programs, totalling 4% of the total student population, with female students outnumbering males. The highest international student population came from Canada (42%) followed by Asia (32%), Europe (10%), Central America (9%), South America (3%), and Africa and the Caribbean (2%). Six percent of dental hygiene programs actively recruited international students, 3% had an articulation agreement with institutions outside the US, and 96% did not offer special orientation for incoming international students. CONCLUSION: Research showed a need for professional oral health services in other countries. US dental hygiene programs do not actively recruit nor retain international students. The benefits of US dental hygiene programs actively recruiting and retaining international students would be: 1) international students would be equipped to provide comprehensive, preventive oral health services upon returning to their native country 2) international students would foster a better understanding of cultural diversity, which could transfer to social and professional settings among students in US dental hygiene programs.

Dental Hygienists↗
PubMed1998

[An attempt to assess the effectiveness of a program for planned dental care during the developmental period in light of clinical examination and questioning of dentistry students from the Pomeranian Medical Academy].

The aim of the study was to assess the effectiveness of planned dental care in educational institutions. The investigation was carried out among 339 3rd, 4th and 5th year students of the Pomeranian Medical University in Szczecin, aged 22-26, who attended nurseries and schools in the years 1969-1989 in different communities (large towns, medium-sized towns, small towns, villages). The first part of the study consisted of questionary answers concerning dental care in general in nurseries, primary and high schools. On the basis of these answers two groups were distinguished: a group of students who had been subjected to planned dental care (positive surveys) and a group of students who had not been subjected to planned care (negative surveys) (Tab. 1). At the second stage the clinical examination of the surveyed students was carried out and the obtained data were registered on 1986 WHO record cards. The examination was performed among students who were subjected to dental care in primary and high school together with those students who were not subjected to this care. All examinations were done at a dental surgery with the use of a mirror, probe and a calibrated WHO-621 probe. Results of the surveys showed that systematically performed examinations of the oral cavity and systematic dental treatment were carried out for over 60% of surveyed students in primary schools and about 40% of surveyed students in high schools. In primary schools the organization of health education was more effective, its activity was confirmed by about 80% of respondents, while in high schools by only 40%. In response to question concerning topical fluoride preventive measures 40% of positive answers were obtained from the surveyed students concerning primary schools and 10% concerning high schools. Survey questions in the part referring to nurseries were often answered "I don't remember" therefore it is impossible to interpret the results. Fluoride tablets were taken by about 40% of surveyed students. Over 65% of respondents with diagnosed malocclusion were treated orthodontically. Among students with dental calculus over a half had it removed earlier. Much better results of clinical examinations were obtained in the group subjected to planned dental care at developmental age. In this group the average DMFT number was 11.31, the average number of teeth with untreated caries (D) was 0.82, average number of removed teeth because of caries (M) was 0.55, whereas in the negative group (not subjected to dental care) the average DMFT number was 14.61, average D number was 1.41, average M number was 2.54. The average number of filled teeth (F) showed no significant difference in both groups and was about 10 (Tab. 2). Malocclusion was diagnosed in about 30% of surveyed students in the group subjected to treatment and in over 45% of surveyed students not subjected to dental care in school (Tab. 2). In the group of positive surveys the proportion of respondents with healthy periodontium was over 11% whereas in the group of negative surveys it was about three times lower (Tab. 4). The results of the study show that planned program of dental care is most effectively carried out in primary schools. The results have confirmed that systematic dental care at development age has a positive effect on the stomatognathic system at mature age.

Adult↗
PubMed2004

Austrian medical students' attitudes towards male and female homosexuality: a comparative survey.

BACKGROUND: The attitudes of health-care professionals and medical students towards male and female homosexuality are of practical relevance and have increasingly become a topic of scientific research. Comparative investigations between medical students and other student groups have not yet been conducted. OBJECTIVES: To assess the attitudes of Austrian medical students towards homosexuality and to compare these with the attitudes of students of politics and veterinary medicine. METHODS: Students of medicine (122), politics (145), and veterinary medicine (153) completed a questionnaire consisting of validated instruments assessing anti-homosexual attitudes, items assessing knowledge on homosexual issues, and basic demographic information. RESULTS: Participants' attitudes were predominantly positive. For all instruments, two-way analyses of covariance revealed significant influences of participants' sex and study major: students of medicine and veterinary medicine held more negative attitudes than students of politics, and males were more prejudiced than females. Overall, attitudes towards male and female homosexuality were balanced, but male students of politics and veterinary medicine were more prejudiced towards male than female homosexuality. A significant influence of participants' sex (favoring females) was observed in knowledge of homosexual issues. CONCLUSIONS: Although neutrality and empathy are considered vital in the doctor-patient relationship, medical students revealed more negative attitudes than students of politics did, the latter's attitudes being similar to those of students of veterinary medicine. These findings suggest that educational and correcting interventions are required in medical training.

Adolescent↗
PubMed1998

International comparison of medical students' perceptions of HIV infection and AIDS.

This analysis compared medical students' perceptions of human immunodeficiency virus (HIV) infection and acquired immunodeficiency syndrome (AIDS) in two cities in two countries with different cultural and educational backgrounds. A total of 292 first- and second-year medical students (45% sample) were surveyed from New Jersey Medical School and from Benin Medical School, Nigeria. Compared with the Benin students, the Newark medical students were significantly more knowledgeable and had more positive attitudes and behaviors regarding HIV infection and AIDS. Misperceptions regarding certain modes of transmission of HIV were significantly higher among the Benin students than the Newark students. Compared with the Benin students, the Newark students had more frequent sexual intercourse and used condoms more frequently, but the Benin students had more sex partners. Perception of personal risk and concern of contracting AIDS was significantly higher among the Newark students than the Benin students. These results indicate it is important that medical educators in medical schools convey accurate information to improve medical students' perception regarding HIV infection and AIDS.

Acquired Immunodeficiency Syndrome↗
PubMed2001

Documenting and comparing medical students' clinical experiences.

CONTEXT: The decentralization of clinical teaching networks over the past decade calls for a systematic way to record the case-mix of patients, the severity of diseases, and the diagnostic procedures that medical students encounter in clinical clerkships. OBJECTIVE: To demonstrate a system that documents medical students' clinical experiences across clerkships. DESIGN AND SETTINGS: Evaluation of a method for recording student-patient clinical encounters using a pocket-sized computer-read patient encounter card at a US university hospital and its 16 teaching affiliates during academic years 1997-1998 through 1999-2000. PARTICIPANTS: A total of 647 third-year medical students who completed patient encounter cards in 3 clerkships: family medicine, pediatrics, and internal medicine. MAIN OUTCOME MEASURES: Number of patient encounters, principal and secondary diagnoses, severity of diseases, and diagnostic procedures as recorded on patient encounter cards; concordance of patient encounter card data with medical records. RESULTS: Students completed 86 011 patient encounter cards: 48 367 cards by 582 students in family medicine, 22 604 cards by 469 students in pediatrics, and 15 040 cards by 531 students in internal medicine. Significant differences were found in students' case-mix of patients, the level of disease severity, and the number of diagnostic procedures performed across the 3 clerkships. Stability of the findings within each clerkship across 3 academic years and the 77% concordance of students' reports of principal diagnosis with faculty's confirmation of diagnosis support the reliability and validity of the findings. CONCLUSIONS: An instrument that facilitates students' documentation of clinical experiences can provide data on important differences among students' clerkship experiences. Data from this instrument can be used to assess the nature of students' clinical education.

Diagnosis-Related Groups↗
PubMed2001

A comparison of gambling by Minnesota public school students in 1992, 1995, and 1998.

The purpose of this study was to compare rates of gambling among Minnesota public school students between 1992, 1995, and 1998. The three samples included 75,806 students in the 9th and 12th grades in 1992; 73,897 9th and 12th grade students in 1995; and 78,564 9th and 12th grade students in 1998. Students were administered the Minnesota Student Survey, a 121-item, anonymous, self-administered, paper-and-pencil questionnaire that inquires about multiple behavioral domains, including gambling behaviors. The same questionnaire, with minor revisions to the gambling items, was administered in 1992, 1995, and 1998 to students in their classrooms by the Minnesota Department of Education. The results showed two opposite trends. On the one hand, fewer students gambled in 1998 than in 1995 and 1992. On the other hand, there was a small, but growing number of 12th grade students who gambled frequently. In terms of trends over time for specific games, the lottery showed a significant decline in the number of 9th grade students who played at all. There was also a significant increase in the number of 12th grade students who played the lottery weekly or more often. The findings that frequent lottery gambling has increased among 12th grade students and that underage gambling continues among these students, are both cause for concern. This is the first generation of youth to be exposed to widespread accessability to legalized gambling venues and gambling advertising. Legalized gambling may be a new "rite of passage" for some of today's youth. It will be important to continue to monitor youth gambling and to provide information and resources to assist youth in making healthy decisions about their gambling behavior.

Adolescent↗
PubMed2001

The implications of contact with the mentor for preregistration nursing and midwifery students.

AIM OF THE PAPER: To examine the extent to which preregistration nursing and midwifery students have contact with their named mentor, and the implications of this. BACKGROUND/RATIONALE: Mentorship has an important part to play in enabling preregistration nursing and midwifery students to gain the maximum benefit from clinical placements. Previous research has indicated that the benefits of mentorship to learners are related to the number of occasions on which the student and mentor work together. DESIGN/METHODS: A research project commissioned by the Sheffield and North Trent College of Nursing and Midwifery (now the University of Sheffield School of Nursing and Midwifery) provided an opportunity to examine the extent to which their named mentors were available to Project 2000 students, and the implications of this. Students and their named mentors were asked to keep an activity diary for 1 week. The main objective was to collect activity data to inform an analysis of the costs and benefits of clinical placements to service providers. This cost-benefit study has been published elsewhere. However, the data also cast light on the extent to which mentors were available to students, and the implications of this, and it is these findings which are presented here. RESULTS/FINDINGS: Students frequently worked shifts without their named mentors even though unrostered students often worked weekends, evening and night shifts in order to maximize time spent with their mentors. In the mentor's absence, other members of staff covered for some of their activities (in particular, direct and indirect supervision of students). However, students whose named mentors were absent spent significantly less time than other students working with a qualified member of staff as a partner in giving care. CONCLUSIONS: It is suggested that the extent to which named mentors are unavailable to Project 2000 students may be detrimental to the education and professional development of those students.

Education, Nursing↗
PubMed2004

The testing of clinical skills in dietetic students prior to entering clinical placement.

BACKGROUND: One of the most important requirements for contemporary education of a health care professional is to develop a framework for theory and practise which results in attainment of professional competencies suitably robust for a lifetime of practise (Howe, 2002). In the context of those educating preregistration dietitians, this offers the challenge of presenting the student with innovative curricula designed to deliver the appropriate level of knowledge and understanding together with emphasis on skill and attitude development. The purpose of this study was to allow preregistration students the opportunity to practise key clinical skills prior to clinical placement and test skills acquisition using the model of an objective structured clinical examination (OSCE). METHODS: The learning experience of the student was altered to accommodate a more conceptually-driven, problem-centred, case-based approach. The curriculum was adjusted to incorporate a short clinical skills programme where emphasis was deliberately placed on skill acquisition. At the conclusion of this clinical skills programme, and prior to the students entering clinical placement, skill performance by students was tested using the OSCE. The method of testing was also evaluated by students. RESULTS: The OSCE was delivered to 37 preclinical students. Four of the test candidates (11%) failed in at least one of the skill areas: these students performed similarly during clinical placement. Twenty-one (57%) students returned the post-OSCE questionnaire. Twenty (95%) students reported a positive experience; 20 (95%) students reported initial anxiety that diminished as the test progressed. CONCLUSION: The Project Team was confident with the novel approach taken in re-designing the curriculum: to include a dedicated clinical skills programme, together with addition of the testing of clinical skills using the OSCE model. These curriculum changes were deemed to be highly appropriate additions to the student experience in determination of skill performance of students prior to clinical placement.

Clinical Competence↗