Student health advisory committees--an overview of a vehicle for student participation in student health programs.
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California↗
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Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.
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[Student station--a model for the future? Where students are allowed to be students].
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Clinical Competence↗
Proceedings of the joint symposium of the AADR Student Research Group and the AADS Section on Educational Research/Development and Curriculum: Mentoring Students in Research from Faculty, Administrator, and Student Perspectives. Introduction.
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Curriculum↗
Does a rural educational experience influence students' likelihood of rural practice? Impact of student background and gender.
CONTEXT: The family medicine clerkship at the University of Calgary is a 4-week mandatory rotation in the final year of a 3-year programme. Students are given the opportunity to experience rural practice by training at 1 of several rural practices. OBJECTIVE: To determine whether exposure to a rural educational experience changes students' likelihood of doing a rural locum or rural practice and whether student background and gender are related to these practice plans. METHOD: Clinical clerks from the Classes of 1996-2000, who trained at rural sites, responded to questionnaire items both before and after the rural educational experience. Responses to the questionnaire items and discipline of postgraduate training served as dependent variables. Student background and gender were independent variables. RESULTS: As a result of the rural educational experience all students were more likely to do a rural locum. Compared to their urban-raised peers, students from rural backgrounds reported a significantly greater likelihood of doing a rural locum and practising in a rural community, irrespective of gender or participating in a rural educational experience. There was no relationship between background and career choice. CONCLUSION: A rural educational experience at the undergraduate level increases the stated likelihood of students participating in rural locums and helps to solidify existing rural affiliations. Students with rural backgrounds have a more favourable attitude toward rural practice. This pre-post study provides further support for the preferential admission to medical school of students with rural backgrounds to help alleviate the rural physician shortage.
Alberta↗
Comparison of parent and student responses to asthma surveys: students grades 3-12 and their parents from a suburban private school setting.
Schools are being called upon to help address asthma, a common problem in school-aged children. School-based asthma programs need information about asthma diagnoses, asthma symptoms, and asthma's impact on school attendance. Parent or student surveys are the most common method of collecting these data. However, medical literature offers little guidance to help schools determine whether parents or students are the most appropriate and effective source of asthma-related information. This study compares student and parent responses to the same set of asthma-related questions. In general, parents and students have a high level of agreement in reporting the absence of an asthma diagnosis or asthma symptoms. When parents and students disagreed, students reported many more asthmalike symptoms, especially symptoms with exercise and symptoms at night, than did their parents. The disparity in student and parent symptom reporting did not vary by age of the student. Students appear to provide the most sensitive measure of asthma-related problems.
Adolescent↗
The burden of debt for Canadian dental students: part 3. Student indebtedness, sources of funding and the influence of socioeconomic status on debt.
In recent years, tuition fees at most universities across Canada have increased substantially, particularly in professional programs such as dentistry. Anecdotal evidence suggests that these increases have a significant adverse impact on the educational experience of dental students. In January 2004, students at Canada's 10 dental schools were invited to participate in a survey on costs, debt and other factors related to attending dental school in Canada. This third article in a series of 4 examines the effects of funding sources and socioeconomic status (SES) on dental students' debt. The survey provided key information about the costs of attending dental school and the levels of debt among dental students across Canada. Choice of school and year of study had a significant effect on the overall costs of attending dental school, and dental students' costs were largely financed by private loans or other forms of debt. Canadian dental students' average debt varied between 24,000 to 26,000 dollars per annum, depending on their year of study. Key determinants of borrowing included type of residence, SES, total costs, and number of dependents. Students who lived at home or with relatives borrowed significantly less than those who were renting. Parents' SES was related to students' access to forms of educational funding that result in no debt burden. SES also played a role in determining the likelihood of a student pursuing further professional education.
Analysis of Variance↗
Health concerns of high school students and teachers' beliefs about student health concerns.
Information about health concerns of adolescents can assist in assessment and treatment of their particular medical problems. Because teachers are important figures in the lives of young people, their beliefs about student health concerns are often solicited. A survey to assess adolescent health concerns and teachers' beliefs about student health concerns was conducted in two urban high schools on a sample of 831 students and 146 teachers. An assessment of 22 health concerns among the students revealed that a moderate level of concern existed on virtually every issue (the mean percentage "very concerned" was 55%), with black students and girls reporting more concern about many topics. In contrast, teachers significantly underestimated the level of concern of the students by an average of 13%, consistently having inaccurate beliefs about the types and level of student concerns. Students are concerned about health issues and are in need of health education and counseling in these areas. Teachers are not always aware of the level and types of student health concerns and may not be good sources of information about adolescent health.
Adolescent↗
The students for peace project: a comprehensive violence-prevention program for middle school students.
Students for Peace is a three-year project (October 1993- September 1996) designed to evaluate a comprehensive, school-based intervention that seeks to prevent violence among sixth-, seventh-, and eighth-grade students in a large urban school district in Texas. This study examines the hypothesis that students exposed to a two-year multiple-component intervention will reduce aggressive behavior compared to students who receive the district's "usual care" of violence prevention activities. Students for Peace is based largely on Social Learning. Theory (SLT), which addresses both the psychosocial dynamics underlying health behavior and the methods of promoting behavior change, while emphasizing cognitive processes and their effect on behavior. SLT explains human behavior in terms of a model in which three factors-behavior, social-environmental influences, and personal factors (such as personality, perceptions and expectations, and affect)-all interact. Theoretically, an individual's behavior is uniquely determined by a combination of these factors; thus, these factors become the elements for intervention strategies. The intervention program includes four main components: (1) modification of the school environment, (2) a violence-prevention curriculum, (3) peer leadership, and (4) parent education. Students for Peace is using a nested cross-sectional and cohort design in which school is the unit of design, allocation, and analysis. Eight schools, four intervention and four control, are participating. In May 1994, a questionnaire was administered to all students in school the day of the survey. A posttest evaluation was taken in the spring of 1995 and will be followed by a final posttest in spring 1996. A total of 8,865 students responded to the baseline survey. Nearly all variables indicated comparability between treatment and control conditions. As a population, Students for Peace participants are largely Hispanic (65%) or African American (19%). Violence-related variables indicated 30-day fighting prevalence, 23%; 12-month prevalence of injuries due to fighting, 14%; 30-day hand-gun carrying prevalence, 11%; 30-day prevalence of taunts and threats at school, 27%, and threats going to and from school, 26%. Overall, the data from Year 1 activities indicate a population in need of violence-prevention intervention. The challenge is to mold existing district resources into a theoretically sound program of interventions. If that program is found effective, the district will already have the necessary documentation, personnel, and skills for broader dissemination.
Adolescent↗
Preregistration nursing student attrition and strategies to improve student retention in university; an umbrella review.
BACKGROUND: Attrition among preregistration nursing students remains a persistent international challenge, contributing to nursing workforce shortages. Although extensive research has examined factors influencing student attrition and retention, the evidence is fragmented across review-level literature, limiting clarity regarding priority and evidence-informed retention strategies. AIM: To synthesize review-level evidence on factors associated with preregistration nursing student attrition and to identify strategies that support student retention in university-based nursing programs. METHODS: An umbrella review was conducted in accordance with the Joanna Briggs Institute methodology. Six electronic databases were systematically searched for peer-reviewed literature reviews published in English between January 2016 and October 2025. Eligible reviews focused on undergraduate preregistration nursing students in face-to-face university programs. Methodological quality was appraised using the JBI critical appraisal checklist. Findings were synthesised using narrative and thematic approaches. RESULTS: Seventeen literature reviews were included. Attrition was consistently described as multifactorial, influenced by academic preparedness, psychosocial wellbeing, socio-demographic factors, and institutional support. Retention strategies reported across reviews were predominantly relational, developmental, and sustained over time, including mentoring, tutoring, academic skills development, psychosocial support, and interventions that foster belonging. Faculty engagement and holistic approaches were repeatedly associated with improved student persistence. However, the evidence base was largely descriptive, with limited experimental evaluation of intervention effectiveness. CONCLUSION: Preregistration nursing student retention is best supported through multifaceted, sustained strategies that begin at admission and extend throughout the curriculum. While current evidence highlights consistent patterns of effective support, further rigorous research is required to evaluate retention interventions and extend evidence to flexible nursing education pathways.
Humans↗
Complementary/alternative medicine: comparing the view of medical students with students in other health care professions.
OBJECTIVE: We compared the opinions, knowledge, and attitudes of final-year medical, physiotherapy, occupational therapy, nursing, and pharmacy students about complementary/alternative medicine (CAM). METHODS: A cross-sectional study questionnaire (n = 442) was administered on site at the University of Western Ontario and the University of Toronto to fourth-year health professions students. Outcome measures were self-reported knowledge, attitude, and perceived usefulness of CAM therapies, the perceived importance of scientific inquiry for the acceptance of CAM, and educational exposure to the topic. RESULTS: Educational exposure to CAM was correlated with the perceived usefulness of CAM. Medical students reported the least amount of education about CAM and viewed CAM therapies as less useful than did their health professions student peers. Medical students and pharmacy students were more likely than the other health professions students to view traditional scientific forms of evidence as necessary before accepting CAM therapies. CONCLUSIONS: Perceptions differed among the different health professions student groups about the usefulness of CAM therapies and the kind of evidence needed before they should be incorporated into standard care. This may have important implications for multidisciplinary care.
Adult↗
Conceptual systems of undergraduate nursing students as compared with university students at large and practicing nurses.
Phase I of a longitudinal study compared characteristics of abstractness-concreteness of junior-level baccalaureate nursing students at the University of Colorado with characteristics of practicing nurses and other college students. Three measurement instruments were used: Harvey's Conceptual Systems Test, the Role Survey, and the Self-Esteem Questionnaire. Nursing students were found to be more abstract than practicing nurses; no difference was found on abstractness-concreteness between nursing and the other students. More nursing students than practicing nurses or other students were found to have a need for structure and order. And, nursing students showed higher overall expanded role orientation than practicing nurses. Phases II and III of the study will examine nursing students' changes in abstractness-concreteness during the second and third years of study.
Adult↗
Ability of the objective structured clinical examination to differentiate surgical residents, medical students, and physician assistant students.
BACKGROUND: The Objective Structured Clinical Examination (OSCE) has been used extensively to evaluate the clinical abilities of medical students and residents. The purpose of this study was to investigate whether the standard OSCE would differentiate performance of subjects with different levels and/or types of training. METHODS: We conducted a blinded OSCE, during which we simultaneously evaluated surgical residents from all 5 years of the general surgery training program, third-year medical students, and second-year physician assistant students. All examinees went through the same clinical evaluation stations, which consisted of history-taking, physical examination, technical skills, trauma management, and X-ray interpretation. The students and residents were rated at each station by a trained standardized patient evaluator or a faculty evaluator using a checklist for performance evaluation. All subjects wore surgical scrubs without name tags or identification of program or year of training. RESULTS: Overall mean performance scores (P = 0.09, NS) were for surgical residents 71.2% (+/-9.7); for medical students 66.9% (+/-5.7); for physician assistant students 64.7% (+/-5.8). This shows a significant trend toward higher scores with more training. Surgical residents scored higher on technical stations, history-taking, and X-ray interpretation. Medical students scored higher in performance of physical examination. Physician assistant students scored quite close to the other two groups. CONCLUSIONS: The differences among group performance appeared to reflect the level of experience of the learners. Some components of the OSCE appear to better differentiate levels of training.
Clinical Competence↗
Towards more empathic medical students: a medical student hospitalization experience.
OBJECTIVE: We designed a curricular exercise intended to expose healthy medical students, near the end of their basic science training, to the experience of hospitalization. We attempted to assess how a standardized hospitalization, for medical students just about to start their clinical rotations, was experienced by student participants. DESIGN: A qualitative observational design was used, both to explore the perceptions of the hospitalized students and to generate hypotheses for further exploration. SETTING: University and affiliated hospitals. PARTICIPANTS: Second-year medical students, towards the end of their basic science training. OUTCOME MEASURES: Qualitative assessment of hospitalization experience. RESULTS: Among key themes expressed by student participants were the following: they felt a profound loss of privacy; they found the nursing staff to be caring, attentive and professional, and repeatedly commented about how much time the nurses took to talk and listen to them and to take a complete history; in contrast they were particularly upset about the distance and coldness they felt from the medical staff; they expect this experience to affect their own future practice as physicians. When asked how this might change their attitudes in the future, students' comments generally reflected a primary concern with improving the human aspects of the patient experience. CONCLUSIONS: Student participants in a standardized inpatient hospitalization generally experienced strong feelings about issues of privacy, and about interactions with medical and nursing staff, which they expect to have an important impact on their own professional development.
Curriculum↗
Failing finals is often a surprise for the student but not the teacher: identifying difficulties and supporting students with academic difficulties.
Weak students often continue with little guidance and feedback, and often have ongoing difficulties. Early support may stop students experiencing a cycle of failure. Key to supporting struggling students is to identify reasons for poor performance. We explored the reasons for poor performance in a cohort of fifth year students who failed their final clinical examinations. Qualitative methods (interviews and a focus group) identified several themes. Many of the students had experienced personal problems or issues. They regarded themselves as competent students although they had significantly greater problems with earlier exams than the year mean, and significantly lower scores in formative assessments during the year leading up to these exams than their peers. Factors relating to the exam itself were seen as relevant to failure. More specific support and feedback throughout the MBcHB was seen as desirable. They tended to take little personal responsibility for their performance and were reluctant to seek help. We conclude that while the onus is on Faculty to identify and support failing students, the results indicate that students would benefit from support in developing self-reflection skills in such a way to support life-long learning.
Cohort Studies↗
Methods for increasing active medical student participation in their own learning: experience with a single 30-hour course for 111 preclinical students.
The traditional method of instruction for preclinical medical students is lecture, where the role of the student is passive. The practice of clinical medicine is a problem-solving endeavor. It requires the accumulation of information from diverse sources, its analysis, synthesis, and application, as well as the ability to work together with other health professionals to communicate critical information to patients. We have, therefore, adopted these activities in the teaching of a neoplastic diseases course. Every student is assigned to a four-member student team which has to organize and present to the entire class a succinct 10- to 15-minute minilecture on an assigned topic, along with a one-page typewritten synopsis. A second assignment for every student is to prepare a five-minute presentation on a specific question for discussion by a small group. Clinical correlation sessions involving analysis of patient problems provide a third teaching method. The course examination is short essay; half of the questions are given in advance. On postcourse evaluations, students have ranked the clinical correlation sessions as most effective, and the discussion groups as least effective. The entire-class presentations were information dense and accurate, but often unclear as to major points and too long, eliciting harsh criticism from colleagues. Students expressed unfounded concern that such presentations missed critical material, and some students felt overly stressed by this assignment, while others felt deprived of being taught by "experts." The lack of uniform answers by discussion group leaders was listed as the major problem with the small group method. The essay examination received high ratings.
Education, Medical, Undergraduate↗
Analysis of stress levels among medical students, residents, and graduate students at four Canadian schools of medicine.
PURPOSE: To assess stress in medical students, residents, and graduate science students at four Canadian schools of medicine. METHOD: Four schools with different curricula in three different parts of Canada participated in the study: the University of Calgary Faculty of Medicine, the University of Alberta Faculty of Medicine, the Dalhousie University Faculty of Medicine, and the McMaster University Faculty of Health Sciences. All the medical students, residents, and graduate science students at each school were surveyed in 1994-95. The three instruments used were the University of Calgary Stress Questionnaire, the Social Readjustment Rating Scale (SRRS), and the Symptom Checklist-90. Demographic data were compared across all four schools. Analysis of variance was calculated for all test-item scores, utilizing a four (school) by three (program) by two (gender) design, which were all between subject factors. Significant main effects were followed up by using planned comparisons (Newman-Keuls, with a probability level of p < .05). Significant interaction effects were followed up by using an analysis of simple effects. RESULTS: A total of 1,681 questionnaires were returned as follows: 621 of 1,304 (48%) from the medical students, 645 of 1,495 (43%) from the residents, and 415 of 829 (50%) from the graduate science students. There were significant differences between the three groups in the natures and degrees of stress, with the graduate students reporting higher levels of stress. There were significant gender differences as well, with the women reporting higher levels of stress. Overall, stress levels were found to be mild, based on the University of Calgary Stress Questionnaire and the SRRS. CONCLUSION: This study suggests that medical students and residents experience stress at levels that appear acceptable, but ongoing monitoring and the provision of appropriate support systems will continue to be important.
Adaptation, Psychological↗
Procedural and interpretive skills of medical students: experiences and attitudes of third-year students.
BACKGROUND: Recent data do not exist on medical students' performance of and attitudes toward procedural and interpretive skills deemed important by medical educators. METHOD: A total of 171 medical students at seven medical schools were surveyed regarding frequency of performance, self-confidence, and perceived importance of 21 procedural and interpretive skills. RESULTS: Of the 122 responding students (71% response rate), a majority had never performed lumbar puncture, thoracentesis, paracentesis, or blood culture, and students reported lowest self-confidence in these skills. At least one-quarter of students had never performed phlebotomy, peripheral intravenous catheter insertion, or arterial blood sampling. Students perceived all 21 skills as important to learn and perform during medical school. CONCLUSION: Through the third year of medical school, a majority of students had never performed important procedures, and a substantial minority had not performed basic procedures. Students had low self-confidence in skills they rarely performed, but perceived all skills surveyed as important.
Adult↗
The relationship between personality and attainment in 16-19-year-old students in a sixth form college. I: Construction of the Student Self-Perception Scale.
BACKGROUND: Of the research that has been undertaken into the relationship between personality and attainment, relatively little exists relating to the 16-19 age range. In a substantive study examining the relationship between academic self-concept, attainment and personality in sixth form students, a first requirement was to design a self-perception instrument. AIMS: The psychometric element of the study aimed to construct a Student Self-Perception Scale (SSPS) that would be effective for students in the FE (further education) context. SAMPLES: The samples comprised a pilot sample of 152 students (aged 16-17 years from two sixth from colleges) and a main sample of 364 students (mean age, 16yrs 10mths, range 16:0 to 18:6 years, from one sixth form college). The main sample included similar numbers of male and female students (46% male, 54% female) and ethnic minority students comprised 14% of this sample. METHOD: An initial item pool of 88 four-point Likert type statements was compiled from comparable existing scales and from responses to a Student Induction Questionnaire. Item analysis was based on oblique factor analysis of the pilot sample responses, followed by cross-validation on the main sample to refine the scale structures. Construct validity was established from the substantive study, especially the Nowicki & Strickland (1973) locus of control results. RESULTS: Exploration of the four- and five-factor structures led to a final specification based on 52 items from five oblique factors. The constituent scales were Passivity (12 items, alpha = .81). Mastery (15 items, alpha = .79), Work Related Inadequacy (11 items, alpha = .72), Extraversion (4 items, alpha = .70) and Social Dependence (10 items, alpha = .66), all statistics compiled from the cross-validation sample. Correlations with Locus of Control ranged from 0.52 for Mastery to -.34 for Work Related Inadequacy. Distribution statistics for Locus of Control matched a comparable American sample. CONCLUSIONS: The five-scale structure exhibits good cross-validation characteristics and supports revealing analyses of relationships within the substantive study. Its 52-item format is suitable for research or exploratory use within its intended FE context.
Achievement↗