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PubMed1995

Assessment of dental student studying strategies.

This study evaluated the studying strategies of second-year and third-year dental students as related to end-quarter exam preparation. Focus groups were convened to elicit current student studying strategies that were incorporated into a three-question survey and administered to second- and third-year students. Strategic use of study resources was rank ordered in the first question; course characteristics influencing study prioritization were rank ordered in the second question; and a third question addressed strategic time management. Overall, both second- and third-year students ranked the studying resource "notepool" first, although students of high academic standing ranked "texts and syllabi" first. Regarding course characteristics, both classes gave high ranking to "instructor expectations," "performance on midterm," and "course structure." Second-year students rated "performance on midterm" as significantly more important to prioritization than did third-year students (p = 0.01, t-test). As to time management, a statistically significant number of second-year students (p < 0.01, chi-square) ranked "studying for exams mid-quarter" first while third-year students (p = 0.05) ranked "studying the week before finals" first. Second- and third-year students of high academic standing indicated that they began studying at the beginning of the quarter. The data suggest that studying strategies change as students progress in school and that students of high and low academic ranking differ in the strategies they employ.

Chi-Square Distribution↗
PubMed1995

Evaluating graduate and undergraduate nursing students' computer skills to determine the need to continue teaching computer literacy.

1. INTRODUCTION. This descriptive study examined undergraduate and graduate nursing students' perceptions of their computer literacy skills to determine whether faculty should continue teaching basic computing skills in nursing programs. As in Bryson's study [1] the computer literate nurse is one who understands the concepts of hardware, software, and operating systems; who is able ot use the computer to learn; and who is able ot use such applications as word-processing, spreadsheets, and databases. Zeimer [2] predicted that by 1994 students entering nursing schools would be prepared to use computers and that further teaching of computer skills would not be needed. Some faculty, however, have felt that students are not entering nursing programs prepared to use computers. 2. TOOLS. A Level of Computer Experience (LCE) tool was developed to measure the computer literacy skills of students entering the first of three Masters' level nursing informatics courses over a six-year period. The instrument's 25 items determined experience with: operating systems, hardware, learning tools, applications, and information systems (IS) life cycle (design, selection, implementation, evaluation and project management). The instrument was modified for undergraduate students; this eliminated the items relating to the IS life cycle since these items reflect advanced skills. The resulting instrument was composed of the first 16 items of the original Level of Computer Experience tool. For each item, a four pint Likert scale allowed respondents to choose from the words "none," "some," "moderate," and "extensive" to describe their level of experience. For scoring purposes each word was assigned a numerical value as follows: none = 1, some = 2, moderate = 3, and extensive =4. 3. DATA. The LCE was administered to 65 sophomore nursing students and 74 graduate nursing informatics students. Undergraduate scored 4 items (use of microcomputer, use of IBM type computer, keyboard skills and use of WordPerfect). This score was above the 2 or 'some' experience level. Mean scores for all other items ranged between 1 and 2. Graduate informatics students also had higher mean scores for the 4 items. No mean scores reached the 'moderate' level for either group. One-way analysis of variances showed significant differences between the undergraduate and graduate students on the item concerning use of statistical packages. 4. CONCLUSIONS. In this population, both graduate and undergraduate nursing students continue to possess low levels of computer literacy skills. Since many students come into nursing programs without the capability of using information technology in practice, schools need to continue providing a way for students to obtain computer literacy skills.

Baltimore↗
PubMedDate not supplied

Central regional profile of dental hygiene students.

PURPOSE: This study was designed to identify personal, familial, academic, and employment characteristics of dental hygiene students from the central region of the United States to develop a comprehensive student profile for research and recruitment purposes. METHODS: In fall 1990, 25 dental hygiene program directors in ten states in the central region of the United States and 475 students enrolled in these programs were mailed surveys to develop program and student profiles. Data were analyzed using measures of central tendency and frequency. RESULTS: Directors and students from 24 of 25 dental hygiene programs responded. Data are reported from these 24 directors and 422 of 464 (91%) of the students enrolled in the programs. Dental hygiene students in the central region of the United States are similar in personal, parental, and academic backgrounds to the general population of college students nationally. Unlike the general college population, the regional dental hygiene population tends to be singularly female. Students chose to major in dental hygiene for economic and personal reasons. The availability of employment opportunities, the flexibility to work full- or part-time, and the prospects of making a better income and becoming a professional influenced their decision. Students identified dentists, dental hygienists, and relatives as being influential in their becoming interested in the dental hygiene profession. Previous dental office employment experience also influenced many students in their career choice. CONCLUSION: The study findings provide information for dental hygiene educators and others interested in student characteristics and factors that influence the selection of dental hygiene as a career.

Adult↗
PubMed1996

[A study of the abuse of alcoholic beverage among college students by using the Adolescent Alcohol Involvement Scale (AAIS)].

I carried out the Adolescent Alcohol Involvement Scale (AAIS), which was developed for screening of alcohol abuse in youth. The subjects are 288 college students (74 boys, 213 girls and unknown 1). In AAIS, the score of 42 or above is defined as indicating alcohol misuse interfering with psychological functioning, social relation, or family living. In this study, students who marked 42 or above are 6 boys (8.1%) and 1 girls (0.5%). The scores of AAIS of boys have a tendency to distribute to a higher side than those of girls and the average scores of AAIS are 30.7 in boys and 26.8 in girls respectively (significant difference, p < 0.01). The average score of AAIS of good health condition students (27.1) was lower than those of bad health condition students (30.9) and normal condition students (28.7) respectively. The average score of AAIS of one's own house students (26.4) was lower than that of lodging house students (29.5). The average score of AAIS of the students belonging to club activity (28.3) was higher than that of the students not belonging to club activity (25.8). The average score of the students belonging to athletic club (29.0) was higher than those of the students belonging to cultural club (26.8) and the students not belonging to club activity (25.8) respectively. The orderliness of AAIS in selection limbs was generally reasonable but the nessity of replace of the selection limbs in the questionnaire seemed to be requested in some cases. The latter facts and the items in which the rates of no answer were high, requested the future investigations.

Adolescent↗
PubMed1998

[Knowledge, attitude and reservations of medical students about organ transplantation: results of a survey during the first year of study].

AIM: Establish a list of first year medical students' attitudes, doubts, and knowledge in the fields of organ transplantation and donation. METHOD: Anonymized questionnaire handed out to students during class lectures. RESULTS: 183 questionnaires were distributed and 117 returned (participation: 64%). The average age of the students was 21.6 +/- 2.7 years (range 18 to 38 years); the sample included 71 women (60.7%) and 48 men (39.3%). Only 2 students (2%) were not interested in the subject of organ donation. The students knew very little of the legal aspects of organ donation and 1/4 of them thought there was even a Federal law regarding organ transplantation. When asked if they knew whether a law existed in the Canton of Berne, 44% replied yes, but only 24 (20%) knew that this is contradictory. There was no gender difference in the answers to these question. From 57 students (48%) 246 individual comments on doubts and concerns were analyzed. In this respect, the students mainly questioned whether the donor was truly dead when donation took place (n = 48), if illegal transplantation could be eliminated (n = 44) and if transplantation was truly necessary (n = 43). Some also mentioned religious/ethical doubts (n = 42). In regard to organ donation by a living individual, 27 students were concerned about the health of this donor. 20 students had doubts regarding the pressure possibly applied by family members and friends and as many voiced doubts in regard to premature diagnosis of brain death of potential donors. Only 2 students were concerned about the post-mortem presentation. 45 students (48%) indicated discomfort with the donation of certain organs. They ranked the kidney as the first organ to donate, followed by the pancreas, heart, cornea, intestine, lung and liver. CONCLUSION: The interest in organ donation and transplantation is already strong in fist year medical students in the pre-clinical stage. However, differences from lay public are not readably detectable at this stage of medical training. Adequate information could influence future physicians in their mediatory role.

Adolescent↗
PubMed1995

Health risk factors and health promoting behavior of medical, dental and nursing students.

The assumption of this study is: the preventive care beliefs and practices of health science students stand-out among the general public. To test this assumption, a survey of beliefs, behaviors and disease prevention practices of medical, dental, undergraduate and graduate nursing students in three health science schools was carried out in New Jersey. All students in these three schools were included in the study. A questionnaire which consisted of information on socio-demographic, life style patterns, health risk factors, and preventive cares was used. Results showed that 99% of the students knew their blood pressure, 10% were cigarette smokers and 3% were heavy drinkers. Approximately 68% of the students exercised regularly and 78% of them used seat belts. About 81 and 79% of the female students had regular clinical breast examinations (CBE) and pelvic examinations, respectively. It is worth noting that 10% of medical and dental students had driven an automobile under the influence of alcohol. About 77% of all students did not know their cholesterol levels, and 14% of dental students reported no concern about fat consumption. Only 38% of the female students reported monthly breast self examination (BSE). Over 27% of undergraduate nursing and 14% of all students never had a Papanicolaou (Pap) test. The main reasons for never having a Pap test, CBE, and pelvic examinations were: they did not think it was necessary and they believed that they were not at risk. The major reason for not performing BSE was forgetfulness.(ABSTRACT TRUNCATED AT 250 WORDS)

Adult↗
PubMed2006

Knowledge and attitudes of medical, nursing, dentistry and health technician students towards organ donation: a pilot study.

AIM: This pilot study assesses the knowledge and attitudes of medicine, nursing, dentistry and health technical students toward organ donation. BACKGROUND: Medicine, nursing, dentistry and health technical students' knowledge of and attitudes towards organ donation may be a factor in organ procurement rates. There is a lack of information about how Turkish medicine, nursing, dentistry and health technical students perceive organ donation, and what they know about it. METHOD: Students completed a self-administered questionnaire after a lecture. The questionnaire included a test that was used to assess knowledge of and attitudes about organ donation. RESULTS: Of the students, 56.8% were men, 91.4% were 18-24-year old and 89.4% from east region of Turkey. Of students, 65.5% were willing, 9% were not willing, 25.5% were hesitant about organ donation and 6% of willing students reported carrying a signed card. The most common reason for unwillingness to organ donation was worries about illegal behaviours (2.4%). There was a statistical relationship between willingness of students for organ donation and gender but were not any statistical relationship between willingness of students for organ donation and age, school, region and recognizing relatives whose need organ transplantation. Majority of the students listed transplantable organs truly but 63.1% were had no idea about organ donation process. CONCLUSION: Students' had a lack of information about organ donation. The results of this study support a greater emphasis on providing information regarding transplantation in medicine, nursing, dentistry and health technical schools to improve the knowledge of future heath care professionals about transplantation and organ donation issues. RELEVANCE TO CLINICAL PRACTICE: These findings highlight a need to review these schools' curricula and emphasize the importance of organ transplantation. This strategy may be part of the solution to the chronic shortage of donor organs for transplantation.

Adolescent↗
PubMed1995

Adaptedness and coping in dysphagic students.

Using a definition based on Bowlby and Pörn, an effort is made to interpret adaptedness and coping in 87 dysphagic students (corresponding to a prevalence of dysphagia in 9% of the boys and 12% of the girls) found in a screening study utilizing a questionnaire. Coping patterns and methods of adaptation were explored in a telephone interview with dysphagic students. Those who stated that their dysphagia influenced their daily living were classified as subjectively maladapted (S-maladapted; n = 9). Compared with the S-adapted students, the S-maladapted students reported more defects in ability to eat, more inappropriate beliefs about the causes and management of dysphagia, and greater desires regarding eating than S-adapted students (p < 0.05). The environmental conditions more often impaired the eating ability in S-maladapted students (p < 0.05). Anxiety at mealtime was reported more frequently than in S-adapted students (p < 0.05). Every second S-maladapted student had reduced self-esteem because of dysphagia (p < 0.05). The S-maladapted students had talked about their dysphagia with parents and/or friends and visited a school physician because of dysphagia more often than S-adapted students (p < 0.05). Two of 9 students felt confirmed by the physician and experienced help. There was concordance between the students' own beliefs regarding the causes of dysphagia and corresponding coping strategy.

Adaptation, Physiological↗
PubMed1998

Fighting and weapon-carrying among seventh-grade students in Massachusetts and Louisiana.

PURPOSE: The purpose of this study was to compare attitudes toward violence and weapon-carrying among seventh-grade students in three dissimilar U.S. communities. A second focus was to determine students' understanding of their parents' violence-related guidance and behavior. METHODS: Five hundred sixty-seven seventh-grade students (48% male, 46% white, 35% African-American, 13% Latino) completed a self-administered questionnaire in May or October 1991. RESULTS: Thirty-four percent of the students had fought at least once, and 7% more than four times during the previous month. Also, within that period, 5% had skipped school owing to fear of violence. Students whose parents used nonviolent disciplinary techniques fought less frequently than those whose parents relied on hitting and more violent disciplinary methods (p < 0.001). Fighting was significantly more common among students who believe their parents want them to fight if insulted (p = 0.001). Students who reported that they try to stay out of fights usually succeeded (p = 0.001). Those students who more frequently participated in and observed fighting were more likely to carry a weapon (p = 0.001). CONCLUSIONS: Fighting is a frequent occurrence in the lives of seventh-grade students. Students' understanding of their parents' attitudes and behavior correlate strongly with violent behavior. While many students feel that weapons confer safety, those students who actually carry weapons are much more likely to fight.

Adolescent↗
PubMed1998

Influence of Third-Year Clerkships on Medical Student Specialty Preferences.

Purpose - The purpose of this study was to investigate influences on third-year medical students' specialty preferences.Method - A survey questionnaire was mailed to third-year medical students at two medical schools. The questionnaire asked students to rate the degree to which various aspects of the third-year curriculum and perceived specialty characteristics influenced their specialty preferences.Results - A total of 214 (70%) of eligible students responded, of whom 46% were female and 57% preferred primary care (PC) specialties. The most frequently cited influential clerkship was internal medicine. Most clerkships (72%) had a positive influence on students' preferences. PC clerkships had more positive influences than non-primary care (NPC) clerkships, especially among PC-oriented students. The most influential aspects of clerkships were faculty and residents, especially in PC clerkships. For both PC- and NPS-oriented students, the diagnostic and patient-related characteristics of their preferred specialties were highly influential. PC-oriented students were more likely to be attracted to prevention and biopsychosocial aspects of specialties, and NPC-oriented students to the opportunity to do procedures and intervene in illnesses. Student gender appeared to have little influence on response patterns, except as a proxy for specialty preference, which, for women, was more likely to be a primary care specialty.Conclusion - These findings suggest that the third-year clerkships, especially at non-university sites, play an important role in specialty choice, and that factors attracting students to PC differ significantly from those attracting students to NPC.

Journal Article↗
PubMed1999

Use of student-centred, computer-mediated communication to enhance the medical school curriculum.

OBJECTIVES: While it is clear that computers will play an important role in the study and practice of medicine their introduction into the curriculum remains controversial. Computer purchase has been made compulsory for incoming students. DESIGN: Members of the incoming class were allowed to purchase any computer and modem capable of using the communication program chosen by the school. No formal computer training was given. Students were encouraged to call for assistance or bring in their computers for configuration. The primary object of the system was for communication between the students and between students and faculty. SETTING: The School of Medicine of the University of New Mexico. SUBJECTS: First-year medical students. RESULTS: The vast majority of students set up their computers and connected to the system with little assistance. At the end of the first week of studies all the students were connected. Most of the students used the system on a daily basis. The greatest interest was in discussions concerning examinations with 93% of students reading these postings. The least-used aspect of the system was the exchange of learning issues from small group case discussions. Students also downloaded the curricular material provided but were discriminating in accessing this content. CONCLUSIONS: The student use of the computer as a communication tool has been a success. Students used the system in a variety of ways and by so doing also learned the basics of computer use and maintenance. The area of faculty training is often ignored but is considered crucial to the success of such a project.

Computer Communication Networks↗
PubMed1999

The impact of student-generated learning issues on individual study time and academic achievement.

OBJECTIVES: The aim of this study was twofold. The first question concerns the way students make use of the learning issues they generate (as strict guidelines or as global guidelines) and whether this changes across years of training. The second question concerned the relationship between the way students make use of learning issues and the time spent on individual study and achievement on two tests of knowledge. DESIGN: A questionnaire was developed, containing seven items that measured to what extent students study strictly according to the student-generated learning issues and six items that measured to what extent students study beyond the student-generated learning issues. The questionnaire also contained one question in which students had to estimate the mean time spent on individual study. Achievement was measured by two forms of tests of knowledge, a block test assessing course content and a progress test assessing long-term functional knowledge. SETTING: Medical School of Maastricht University, the Netherlands. SUBJECTS: Medical students (response=69%) from the problem-based curriculum at the Maastricht University. RESULTS: During their first year students study strictly according to the content of the learning issues, whereas in later years students studied more according to their own learning needs and interests. In addition, students who tended to study beyond the generated learning issues spent more time on individual study and achieved better on both tests. CONCLUSIONS: Students in a problem-based curriculum seem to become better self-directed learners during the years of training.

Education, Medical, Undergraduate↗
PubMed2006

Addressing gaps in abortion education: a sexual health elective created by medical students.

Medical school curricula frequently contain gaps in the areas of abortion and sexual health. A group of first- and second-year medical students at the authors' institution organized a collaborative, multidisciplinary elective course to address such omissions in the preclinical curriculum. This paper describes the process of creating and implementing the elective. Medical students identified curricular gaps in the areas of abortion, sexual assault, lesbian/gay/bisexual/transgender health, and HIV counseling. Clinical faculty and community-based professionals were invited to address these topics in a weekly lecture series organized by students. The course also included a half-day experience shadowing at a local abortion clinic. Collaboration with several student groups helped broaden student interest in and increase financial support for the elective. Some 37% of all first- and second-year students enrolled in the elective and received institutional credit for the course. Written and verbal evaluations confirmed student satisfaction with the lectures and the clinical experience. Dynamic and well-prepared speakers who presented interesting medical content received the highest ratings from students. Student leaders identified several challenges in implementing the elective. Ultimately the elective proved to be a successful collaboration among students, faculty, and healthcare providers, and resulted in permanent changes in the standard medical school curriculum. Challenges for student-initiated electives include difficulty in finding administrative support, securing funding and ensuring sustainability. This paper aims to make this process accessible and applicable to other students and faculty interested in addressing curricular gaps at their respective medical schools.

Abortion, Induced↗
PubMed2002

The parental influence of betel-chewing behavior among junior high school students in Taiwan.

A cross-sectional study with stratification sampling was conducted to explore the parental influence of betel-chewing behavior among junior high school students in Taichung County in 1998. The sample consisted of 2244 students in three different districts in Taichung County: the mountain line area, the seashore area; and the satellite cities area (near Taichung City). A self-reported questionnaire was filled out anonymously by the sampled students. Fifty percent of the students' fathers and 2.5% of the students' mothers are betel chewers. A higher prevalence of betel chewing is found among students whose parents are betel chewers. Also the lower the father's educational level, the higher the prevalence of betel chewing among the students. Compared with students whose fathers have more than 12 years of education, the odds ratio is 2.35 for the prevalence of betel chewing among students with fathers whose educational levels are no more than 9 years. However, parents' vocations are not related to the prevalence of betel chewing among junior high school students. Finally, students whose parents are separated or divorced have a higher prevalence of betel chewing. An effective health education program for the high-risk group students and an evaluation procedure for the effectiveness of the program is necessary to prevent the increase of betel chewing among Taiwan's youth.

Adolescent↗
PubMed2004

The use, misuse and diversion of prescription stimulants among middle and high school students.

This present study investigated the prevalence and the factors associated with the use, misuse, and diversion of prescribed stimulant medication for attention-deficit hyperactivity disorder (ADHD) in a sample of middle and high school students. As part of a school-based, self-administered web survey in May 2002, students from a Midwestern public school district in the United States in grades six through eleven (n = 1536) reported on three aspects of prescription stimulants; they reported on their use, misuse, and diversion (e.g. trading, selling, offering) of stimulant medication for ADHD. The total student sample was 57% White, 40% African American, and 3% other racial and ethnic groups. Gender and school level were approximately equally distributed in the student sample, and 81% of students had plans to attend college. The illicit use of stimulant medication was reported by 4.5% of the overall sample. Of the students who reported prescription stimulant use, 23.3% reported being approached to sell, give, or trade their prescription drugs. After adjusting for socio-demographic factors, the odds for illicit use of stimulant medication was lower among African American students and higher among those students with no plans for attending college. When compared with students who did not use stimulants or who did not misuse stimulant medications also reported significantly higher rates of alcohol and other drug use. High schools students had the highest rates of alcohol and other drug use. High schools students had the highest odds for being approached to divert their stimulant medications. Our findings suggest that community-based approaches are needed to reduce the illicit use and diversion of stimulant medications within middle and high school student populations.

Adolescent↗
PubMed1998

Does clinical experience affect medical students' knowledge, attitudes, and compliance with universal precautions?

OBJECTIVE: To investigate differences in second-, third-, and fourth-year medical students' knowledge of bloodborne pathogen exposure risks, as well as their attitudes toward, and intentions to comply with, Universal Precautions (UP). DESIGN: Cross-sectional survey. PARTICIPANTS AND SETTING: Surveys about students' knowledge, attitudes, and intentions to comply with UP were completed by 111 second-year (preclinical), 80 third-year, and 60 fourth-year medical students at Washington University School of Medicine in the spring of 1996. RESULTS: Preclinical students knew more than clinical students about the efficacy of hepatitis B vaccine, use of antiretroviral therapy after occupational exposure to human immunodeficiency virus, and nonvaccinated healthcare workers' risk of infection from needlestick injuries (P<.001). Students' perceived risk of occupational exposure to bloodborne pathogens and attitudes toward hepatitis B vaccine did not differ, but preclinical students agreed more strongly that they should double glove for all invasive procedures with sharps (P<.001). Clinical students agreed more strongly with reporting only high-risk needlestick injuries (P=.057) and with rationalizations against using UP (P=.008). Preclinical students more frequently reported contemplating or preparing to comply with double gloving, wearing protective eyewear, reporting all exposures, and safely disposing of sharps, whereas students with clinical experience were more likely to report compliance. Clinical students also were more likely to report having "no plans" to practice the first three of these precautions (P<.001). CONCLUSIONS: Differences in knowledge, attitudes, and intentions to comply with UP between students with and without clinical experience may have important implications for the timing and content of interventions designed to improve compliance with UP.

Adult↗
PubMed1993

Influence of a medicine clerkship conference series on students' acquisition of knowledge.

PURPOSE: To determine whether an intensive conference series during a third-year medicine clerkship would produce a significant improvement in students' standard scores on the National Board of Medical Examiners (NBME) medicine subject examination when taken at the end of the clerkship and on the medicine section of the NBME Part II examination when taken during the fourth year. METHOD: A conference series of approximately 50 hours covering core topics of internal medicine was begun at the Oregon Health Sciences University School of Medicine in 1984-85. The series was repeated every 12 weeks, for each rotation of the third-year medicine clerkship. Standard scores on the NBME medicine subject examination taken at the end of the medicine clerkship and the medicine section of the NBME II taken in the fourth year were compared between the 173 students who participated in the conference series in 1984-85 and 1985-86 and the 466 students who took the clerkship from 1980-81 through 1983-84, before the conference series was implemented. The students' NBME II scores in surgery and pediatrics, the other disciplines that had 12-week clerkships but that did not implement curricular changes in 1984-85 and 1985-86, were also compared, as were the students' scores on the NBME I, which the students took prior to the medicine clerkship. RESULTS: The NBME I scores were not different between the two groups of students. The students who took the conference series had standard scores on the NBME medicine subject examination that were on average 49 points higher than the scores of those students who did not take the conference series. This difference was closely maintained on the medicine section of the NBME II, on which the group that took the series had a mean score that was 44 points higher. No improvement was seen in scores on the surgery and pediatrics sections of the NBME II: DISCUSSION: This retrospective review of students' performances on NBME medicine examinations taken at the end of the third-year medicine clerkship and as a component of the NBME II documents a substantial improvement in performance for students who took an intensive conference series as a part of the medicine clerkship curriculum. Further, the students' improved performance level carried over into the fourth year.

Clinical Clerkship↗
PubMed1994

Learning, experience, and self-assessment of competence of third-year medical students in performing bedside procedures.

BACKGROUND: Third-year medical students are expected to perform common bedside procedures as part of their daily ward activities, but there are few programs to teach these skills or document students' abilities to perform them. PURPOSE: In addition to describing the clinical procedures course at the Medical College of Georgia School of Medicine, the purpose of this paper is to report how often students perform common bedside procedures during the third year of medical school, whether the number of times a procedure has been performed is indicative of self-perceived level of competence, and how useful the students find the procedures course for learning how to perform common procedures. METHOD: In June 1991, the 163 entering third-year students participated in a two-day course in which they were taught universal precautions and provided specific step-by-step instructions for performing 16 clinical procedures. One year later, after the students had completed their third-year clerkships, they were asked to report the numbers of times they had performed the procedures during their clerkships, to provide self-assessments of their competency, and to indicate how helpful the course had been for learning clinical procedures. The association between the number of times the students reported performing a procedure and how competent they felt to perform the procedure was assessed using Kendall's tau coefficient. RESULTS: A total of 100 students returned completed questionnaires. Most of the students reported performing venipuncture, obtaining blood cultures, and scrubbing surgically more than five times, but they reported performing other procedures less frequently. For most procedures, self-assessment of competency correlated with frequency of performance. The procedures course was well received by students and instructors, based on both written evaluations and informal verbal feedback. CONCLUSION: Surprisingly, the students' self-reports indicated that many students performed procedures on patients infrequently. As expected, for most procedures there was a significant association between frequency of performance and self-assessed competency.

Academic Medical Centers↗