Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “STUDENTS”

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.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,261 records · Page 70Linked to original sources

Health care reform as perceived by first year medical students.

Our study objective was to evaluate the attitudes of first year medical students toward the health care system using a self administered questionnaire to all first year medical students at the medical schools in the University of California system. Of 631 students surveyed, 94% completed the instrument. Students were asked about their attitudes toward and familiarity with concepts in health services, access to care, and managed care. Our findings indicated that most students were unfamiliar with concepts related to health services. Students were concerned about access to care; sixty-six percent of students favor a national health insurance plan. A majority of students supported allowing patients access to the current health care system regardless of the cost or utility of a medical test or procedure. Thirty-nine percent felt that rationing health care in any form (transplants, access to the intensive care unit, etc.) is contrary to the way medicine should be practiced. 72% felt that practicing physicians had a major responsibility to help reduce health care costs. When asked about specific changes intended to control health costs, students identified reform of medical malpractice system (63%) and increased spending on preventive health (60%) as the two proposals most likely to be effective. Students generally held negative attitudes toward managed care organizations; only 10% would chose to receive their care in HMOs. We conclude that first year medical students generally have little understanding of the health care system. Despite this, they hold strong opinions about access to care, managed care organizations and strategies intended to reduce health care spending. It is up to medical educators to find creative methods of introducing these content areas into an already bulging curriculum.

Attitude of Health Personnel↗

Patient attitudes toward medical student participation in a general internal medicine clinic.

OBJECTIVE: To study patient attitudes toward medical students in a faculty academic general internal medicine practice. DESIGN: Survey. SETTING: An academic general internal medicine ambulatory practice site at a university hospital. PATIENTS: Random selection of 199 patients attending the practice; 194 patients completed the survey. MAIN RESULTS: Approximately half (55.8%) of the patients had no preference regarding medical student participation, a third preferred to see the attending physician alone, and 10% preferred to see the student with the physician. Seventy-six percent were not reluctant to disclose "personal" information with the medical student, whereas 24% felt uncomfortable. Almost half (46.5%) of the patients enjoyed their encounters with medical students, 43% were neutral, and 10.3% disliked their encounters. Half of the patients desired some time alone with the attending physician. Thirty-seven percent of the patients reported that they had benefited from their interactions with the medical students. Patients who were men and older appeared to be more receptive of medical students. There was also a trend for patients who had had previous visits involving medical students to be more accepting of their participation. CONCLUSIONS: The majority of the patients in the study were receptive to medical student participation in this ambulatory setting. Patients should be adequately prepared for medical student involvement and each patient should have an opportunity to spend time alone with the attending physician. A sizable minority (a third) of patients do not desire medical student participation.

Adult↗

Social phobia in Swedish university students: prevalence, subgroups and avoidant behavior.

BACKGROUND: Public speaking is a common situation that university students have to endure. This situation is feared or avoided by most individuals with social phobia, which has been associated with low levels of educational attainment. However, epidemiological data on social phobia in university students are scarce. The present study examined the prevalence of social phobia and its subgroups in a university student population. Demographic characteristics and avoidant behavior in educational settings were also examined. METHODS: The Social Phobia Screening Questionnaire (SPSQ)--a validated and DSM-IV compatible instrument, was distributed as a postal survey to 753 randomly selected university students in Sweden. Interpretable questionnaires were obtained from 523 students (69.5%). To investigate subgroups, students who met the SPSQ diagnostic criteria of social phobia were analyzed by hierarchical cluster analysis. RESULTS: The point prevalence of social phobia among the Swedish university students was 16.1%, comparable with 15.6% previously reported for the general population. Two clusters were distinguished consisting of students scoring either low (discrete subgroup) or high (generalized subgroup) on all cluster variables. The discrete subgroup was more common representing 83% of the cases. Social phobia was associated with use of dysfunctional avoidant strategies in educational situations and in anticipation of public speaking. The disorder was less common among students following a pedagogic university program. CONCLUSIONS: Social phobia was highly prevalent among Swedish university students, most cases pertaining to a mild or discrete form of the disorder. The commonness and severity of social phobia in students did not deviate significantly from the general population suggesting that socially anxious individuals do apply for higher education. However, since avoidance and low educational attainment are commonly reported features, future studies should investigate whether sufferers of social phobia underachieve or abolish their studies prematurely.

Adolescent↗

A comparative study of voice complaints and risk factors for voice complaints in female student teachers and practicing teachers early in their career.

A cross-sectional questionnaire survey was performed to compare female student teachers (454 subjects; 1st to 4th year of training) and practicing teachers (82 female teachers; 1st to 4th year of teaching career) of primary education early in their career, with regard to risk factors perceived to be a negative influence on the voice, and the relative risk of the given risk factors for voice complaints. This enables the observation of whether there is a sudden increase or difference in the perceived risk factors after starting a professional teaching career. Additionally, the existence of a history of voice problems during training was questioned among the teachers. Teachers with voice complaints compared to teachers without voice complaints reported a history of voice complaints during their training (P =0.013). Teachers compared to student teachers reported more voice complaints at the moment and/or during the past year (P =0.002). The following data were obtained from student teachers and teachers reporting voice complaints. Only around a third of the subjects of both groups sought voice care (P =0.286-0.893). Risk factors were estimated in relation to voice complaints. Student teachers reported less frequently than teachers that stress (P =0.014), work pressure (P =0.003) and the composition of the class (P =0.013) have a negative influence on their voice. Student teachers reported less frequently than teachers that the number of people they communicate with (P <0.001) and the deterioration of their general physical condition (P =0.010) have a negative influence on their voice. Student teachers reported more frequently than teachers that environmental irritants (P <0.001) and humidity (P =0.020) of the classroom have a negative influence on their voice. Student teachers more than teachers were of the opinion that the attention paid to the voice during their training was sufficient (P <0.001). To test whether professional status (student teacher versus teacher) is an effect modifier for the risk factors, odds ratios (OR) were compared between the group of teachers and of student teachers (total group with and without voice complaints) to search for interactions between the risk factors and professional status. There is a significant difference in the pattern of risk factors for student teachers and teachers (P =0.010). There is an indication that vocal loading factors and environmental factors are more influential in student teachers and that there is a tendency for psycho-emotional factors to be more influential for teachers early in their career.

Adolescent↗

Who is the typical college student? Implications for personalized normative feedback interventions.

Personalized normative feedback approaches focus on correcting overestimated peer drinking norms in order to reduce problematic drinking among college students. Generally, personalized normative feedback utilizes the "typical college student" as a normative referent. Prior research has found these interventions to be less effective for women and has suggested the implementation of the typical student referent as one possible explanation. The current research explored how the typical college student is perceived when estimating peer drinking norms. Participants included 182 (98 women, 84 men) students who reported consuming 5/4 or more drinks for men/women on at least one occasion in the previous month. Participants completed a battery of questionnaires on computers located in small private rooms assessing their drinking behavior, perceptions of "typical student" drinking behavior, and demographics of the perceived "typical college student." Overall, the majority of students perceived the typical student to be male. More specifically, the vast majority of men and about half of women perceived the typical student as male when estimating drinking norms. These findings provide empirical corroboration for previous researchers' suggestions that both men and women tend to think of the typical college student as male when estimating peer drinking norms. Results are discussed in terms of implications for personalized normative feedback interventions.

Adult↗

Learning partnership--the experience of peer tutoring among nursing students: a qualitative study.

BACKGROUND: Peer tutoring involves students helping each other to learn. It places teaching and learning commitments and responsibilities on students. Considerable evidence supports the positive effects of peer tutoring, including cognitive gains, improved communication, self-confidence, and social support among students. Peer tutors are also said to better understand the learning problems of fellow peer learners than teachers do. OBJECTIVE: This study intended to facilitate the development of 'cooperative learning' among nursing students through a peer-tutoring scheme. STUDY METHOD: Undergraduate nursing students were invited to join a peer-tutoring scheme. Fourteen students studying year 3 were recruited to serve as peer tutors and 16 students from year 2 of the same program participated as tutees. Peer tutors attended a training workshop and received a guideline for peer-tutoring activities. They were to provide a total of '10 weekly tutoring sessions throughout the semester on a one-to-one basis for their tutees. Focus groups and individual interviews were conducted in the middle and at the end of the semester to evaluate the students' experiences in the tutoring process. RESULTS: Content analysis of the interview scripts identified that students had both positive and negative experiences from the peer tutoring, but that positive experiences predominated. Positive aspects included enhancement of learning skills/intellectual gains and personal growth. Negative experiences stemmed mainly from frustrations in dealing with mismatched learning styles between tutors and tutees, and the required time commitment. CONCLUSIONS: Both tutors and tutees benefited to some extent from this peer-tutoring process. Further studies in an education program for students in all years should be implemented to examine peer-tutoring effects. Implementation of peer tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.

Adult↗

Mental health nursing students' relationships with the pharmaceutical industry.

INTRODUCTION: The medical profession's relationship with the pharmaceutical industry (PI) has come under increased scrutiny in recent years, however little is known on the subject in mental health nursing. AIMS: The study sought to investigate: (1) the frequency of contact between mental health nursing students and PI employees; (2) students' attitudes and beliefs about their relationship with the PI; (3) the range of 'gifts', promotional items and hospitality accepted or seen in clinical environments by students in a one year period; and (4) students' attitudes to 'gifts', promotional items and hospitality offered by the industry. METHOD: Employing a survey design, a 35-item questionnaire was distributed to 472 students at two universities in the UK. Data were analysed from 347 respondents by means of descriptive statistics and simple content analysis. RESULTS: The findings suggest that students have significant contact with the industry through one-to-one meetings with pharmaceutical representatives (PRs) and by attending events giving information on specific drugs or general mental health issues. Students also identified a number of benefits (e.g. receiving "up-to-date" information on new drugs) and problems (e.g. the potential influence exerted on practitioners to use their drugs) arising out of this contact. Most students (79.8%) had accepted some form of 'gift' from the industry but few (11.5%) believed it was unacceptable to do so. The presence of promotional items in the clinical environment was seen as advertising (84.4%) but few students (19.3%) believed clinical environment should be free of these items. Over half (57.1%) of the students believed that PRs did not always give unbiased information but thought that they and mental health nurses in general would be able to detect any bias. CONCLUSIONS: In parallel with medicine, the study has shown that the pharmaceutical industry has at least the potential to influence mental health nursing students. Within medicine this realisation has triggered a vigorous debate on how medical schools should respond to the promotional activities of the PI. We suggest this study goes some way to demonstrating there is a need for these issues to be debated in the education of mental health nurses.

Attitude of Health Personnel↗

Food items consumed by students attending schools in different socioeconomic areas in Cape Town, South Africa.

OBJECTIVE: We investigated the food consumption patterns of adolescent students at schools. Our findings are intended to reveal the overall nutritional quality of foods eaten by students at school, including foods brought to school and foods purchased at school. METHODS: A questionnaire was completed by 476 students, mostly from grades 7 and 10, from 14 schools in Cape Town, South Africa. The schools were representative of the various ethnic groups and socioeconomic strata of the population. The questionnaire requested information on eating habits at school, foods brought to school and food purchases, and breakfast consumption before school. We also tested whether students knew which foods are healthy and which are less healthy choices. RESULTS: The students were mostly 12 to 16 y of age (mean age 14.5 y). The large majority had breakfast before school (77.8%) and ate at school (79.7%). Food was brought to school by 41% to 56%, whereas 69.3% purchased food at school, mainly at the school store (tuck shop). Predefined "unhealthy" foods brought to school outnumbered "healthy" ones by 2 to 1. Among students who purchased food at school, 70.0% purchased no healthy items, whereas 73.2% purchased two or more unhealthy items. With six foods 84% of students correctly stated whether they were healthy or unhealthy; however, with cola drinks, samoosas (deep-fried pastry with spicy filling), and pies, only 47% to 61% knew that these were less healthy choices. Students' scores on this question were unrelated to whether they purchased healthy or unhealthy foods. Students who attended schools of high socioeconomic status were twice as likely to bring food to school (64.7% versus 31.0%, P<0.001), scored higher marks on the quiz of healthy versus unhealthy foods (P<0.01), but were no more likely to purchase healthy food. CONCLUSIONS: The large majority of food eaten by adolescent students in Cape Town is classified as being unhealthy choices. This applies to foods brought to school and food purchases. Consideration needs to be given to policy measures to improve this situation and to improve education of students and their parents.

Adolescent↗

The effects of teaching basic cardiopulmonary resuscitation--a comparison between first and sixth year medical students.

The purpose of this study was to check if medical students of one of the Universities of Medical Sciences in Poland are prepared to do basic cardiopulmonary resuscitation. The research was undertaken on groups of 50 first year students and 50 sixth year students at the time when they take an exam. To have wider insight into students' ability to perform basic cardiopulmonary resuscitation, quantitative and qualitative methods were used. Students' knowledge of resuscitation was checked by a written test including open questions, their skills of doing resuscitation were checked on manikins. Students also completed a questionnaire. The results showed that first year medical students have a better knowledge of basic cardiopulmonary resuscitation compared with sixth year students. The skills of advanced cardiopulmonary resuscitation are better in sixth year students compared with first year students. The study showed that skills of ventilation and chest compressions need more practice. The students' own estimation of the ability to perform cardiopulmonary resuscitation both in the first and sixth years is very high, but it does not correlate with their knowledge and skills. Our conclusions indicate the need to improve the programme of teaching cardiopulmonary resuscitation with a refresher course in theory and skills at least once a year.

Cardiopulmonary Resuscitation↗

Medical students' attitudes regarding the use of life-sustaining treatments for themselves and for elderly persons.

This study investigated students' wishes regarding the use of life-sustaining treatments (LST) in different health conditions compared with their evaluations of the wishes of elderly people, and with reports of a group of elderly people about themselves. Data were collected from two consecutive classes of first year medical students (n = 101), and a random sample of Israeli elderly aged 70+ (n = 987) who responded to fixed-choice questions regarding their will to live and wishes for three kinds of LST in a number of hypothetical illness conditions. The students were also asked to assess elderly's wishes. Students ranked the will to live of elderly persons significantly lower than their own. The elderly ranked their will to live significantly lower than did the students, but higher than the students assumed about them, indicating that although the will to live is weaker among older people, it is stronger than young persons believe. With regard to the use of LST, students believe that old people want less LST than themselves, but the elderly want even less LST than assumed by the students. The best predictors of students' wishes for themselves were fear of dying and religiosity. Fear of dying, the students' self-esteem and religiosity were the best predictors of their evaluations of the elderly's wishes. The results indicate that both the elderly and the students have a relatively strong will to live, but this desire is dependent on quality of life. The implications of this study for medical education are discussed.

Adolescent↗

The unique educational value of emergency medicine student interest groups.

Student interest groups offer many additional educational opportunities for medical students. The discipline of Emergency Medicine is uniquely positioned to provide medical students with additional resources that may enhance student involvement in clinical and community projects. Because of Emergency Medicine's strong intrinsic ties with both clinical medicine and the surrounding community, students can use Emergency Medicine student interest groups to implement programs designed to help them gain clinical exposure, fuel research ideas, serve the local community, and most importantly, better themselves as medical students. Such opportunities can be advantageous to medical students entering any medical specialty. Thus, Emergency Medicine student interest groups are a unique and valuable educational resource for all medical students, providing many opportunities for students to enhance their medical education.

Clinical Clerkship↗

Medical student knowledge of morphine for the management of cancer pain.

Inadequate training of physicians contributes to the undertreatment of cancer pain. To address these concerns, the University of Kentucky has introduced a 4-week course for final-year medical students that teaches the principles of clinical pharmacology and pain management. The purposes of this study are to assess the knowledge deficits of final-year medical students about the use of morphine for cancer pain and to assess the efficacy of a short course on cancer pain management. Eighty-six final-year medical students completed a 22-item questionnaire assessing their knowledge and attitudes toward the use of morphine for cancer pain. Students indicated their agreement with each statement on a four-point scale (one, strongly disagree; four, strongly agree). All students then completed a compulsory short course on pain management. The course content included a 1-hr lecture on chronic nonmalignant pain, a 1-hr lecture on acute pain management, and a 1-hr lecture on cancer pain management. In addition, students completed small-group, problem-based learning modules on several aspects of pain management. After the course, all students completed the same 22-item survey. The alpha reliability score of the pretest instrument was 0.55, and the posttest reliability was 0.86. Upon course completion, students agreed most strongly (mean +/- SEM) that morphine should be given on a regular schedule for cancer pain (3.41 +/- 0.08), that cancer pain management frequently requires co-analgesics (3.36 +/- 0.06), and that patients with good pain relief function better than those with continuing pain (3.39 +/- 0.08). A comparison of pretest and posttest means on specific items suggested that the greatest amount of learning took place in the following content areas: morphine is a good oral analgesic; increases in cancer pain should be treated by increasing the morphine dose; respiratory depression is not a concern for cancer pain patients; and morphine can be used over a wide range of doses. The regular use of morphine was recognized as the treatment drug of choice for cancer pain. The students showed improved knowledge scores on ten of the 22 items on the posttest survey. A significant increase in learning occurred on six knowledge and attitude items. On only one item (nausea as a side effect of morphine) did the knowledge scores decrease on the posttest. A significant minority (40%) of senior medical students had deficits in knowledge about the use of morphine for cancer pain. The risk of addiction, respiratory depression, and tolerance were misunderstood by a significant minority (25%) of students.

Analgesics, Opioid↗

Medical students who choose a radiology elective: career decisions, motivations, and intentions.

RATIONALE AND OBJECTIVES: A national survey of American medical students was conducted to determine the effects of taking a radiology elective. The survey also probed attitudes of students not planning a career in radiology relative to the interpretation of medical images independently of radiologists. METHODS: The names of all students taking an elective in radiology in 1993-1994 were solicited from all American medical schools. Eighty-one of 124 radiology elective programs responded, and 3872 questionnaires were returned to the 81 medical schools for delivery to the students. Approximately 25% of the questionnaires were returned, and data were derived from these. RESULTS: Rarely did the radiology elective influence a change (2.1%) from another specialty or primary care to radiology. Eighty-nine percent of the students sampled indicated that the elective had no effect on their decision. Of students who were undecided about their careers, 13.2% indicated that the elective changed their career choice, but 63.2% said the elective had no effect. The data revealed that there are multiple, often overlapping, reasons for a medical student not planning a career in radiology to choose a radiology elective. Most of the students (93.5%) expected to interpret radiographs or other medical images themselves and then correlate their impression with a radiologic report. However, 30% of the students planned to interpret some radiographs independently of radiologists, and another 15% expected to interpret medical images other then plain radiographs without a radiologic consultation. CONCLUSION: Our data suggest that attitudes regarding interpretation of radiographs or other medical images without involvement of a radiologist are ingrained in medical students and correspond to attitudes among practicing clinicians. There is an expectation among medical students that taking a 4-week elective is useful or even necessary to independently interpret radiographs in future clinical practice. The effect of these attitudes on the cost and quality of future medical care should engender considerable concern. A basic conceptual change in the structure and content of the radiology elective is suggested.

Career Choice↗

Information and communication technology among undergraduate dental students in Finland.

Use of information and communication technology (ICT) is rapidly increasing in medical and dental education. The aim of the present study was to determine the knowledge, skills and opinions of dental undergraduate students regarding ICT and to analyze possible shifts in the acquisition of these resources. For these purposes a survey of all undergraduate dental students at the University of Oulu, Finland, was conducted during the spring term 2000. All the students in the 5 years of study (n = 140) were asked to answer a questionnaire presented during a lecture or demonstration. An overall response rate of 95% was achieved. The frequencies and percentage distributions of the items were analyzed separately for each year (1-5). All the students in the faculty are provided with personal e-mail addresses at the beginning of their studies and special emphasis has been laid on the utilization of their ICT knowledge and skills. An overwhelming majority of the students, more than 95%, judged themselves to have good or satisfactory skills in word processing, but only a slight majority considered that they could manage some advanced operating system functions. Use of ICT services was high, as about 60% of the students used e-mail and one-third WWW services daily. Literature retrieval was widely employed, so that almost 80% of the students had used literature databases (including Ovid Medline and collections of electronic full-text articles), which were introduced and provided by the Medical Library when the students were in their second year. More than 50% had received educational material in electronic form often or sometimes, and almost 80% had communicated by e-mail with a faculty teacher. A clear trend (P < 0.05) was found for the younger students to use ICT services in general and for educational purposes more often than the older ones. In conclusion, e-mail and WWW have been widely adopted for both private and educational purposes by dental students in Finland and are employed together with WWW-based medical and dental publication databases. The younger students have more interest in ICT and better skills, which presents a challenge for dental education in the future.

Computer Literacy↗

Medical students' perceptions of sexual health issues prior to a curriculum enhancement.

The objectives were to compare first, second and third year medical students on self-perceived sexual health knowledge, comfort in addressing sexual health problems, and attitudes towards the importance of addressing sexual health issues with patients as part of a sexual health medical curriculum enhancement project. A paper-and-pencil questionnaire survey was designed and administered to first and second year medical students at the start of the fall semester, resulting in high participation rates for both years (98% and 86%, respectively). Third year students were surveyed through an on-line version of the questionnaire yielding a lower response rate (52%). Multivariate statistical analyses were used to compare knowledge, comfort and attitudes by year in medical school. Results were as follows: As might be expected, sexual health knowledge and comfort in addressing sexual health problems increased linearly from first to third year (P<0.01) for all questions. Unexpectedly, second year students had significantly higher scores on questions assessing attitudes towards the importance of addressing sexual health issues than either first or third year students (P<0.001). Female medical students reported that addressing sexual health issues with patients was significantly more important than did male medical students; however, male students reported higher levels of self-reported knowledge and comforting related to sexual health issues than did female students in a number of areas. In conclusion, knowledge gained from this survey was used to finalize the design of an enhanced, integrated curriculum on sexual health for medical students. Further investigation of gender differences related to training medical students in this area is suggested.

Attitude of Health Personnel↗

Staff nurses' perceptions of supernumerary status compared with rostered service for Diploma in Nursing students.

BACKGROUND/RATIONALE: In the Republic of Ireland, the amount of clinical teaching expected of staff nurses has increased substantially in the wake of the transfer of nursing education to universities, and the advent of supernumerary status for students. A modicum of previous research noted that staff nurses are unclear about their role in relation to facilitating the clinical learning of supernumerary students. AIMS OF THE PAPER: To explore staff nurses' perceptions of their role in the facilitation of learning for university-educated diploma students in the clinical area and their attitudes towards these students. DESIGN/METHODS: Sixteen staff nurses were interviewed in depth using semi-structured interviews. Data were analysed qualitatively, using content analysis, with the help of the software package NUD*IST. FINDINGS: Among the central themes to emerge, upon which this article is focused, was participants' perceptions of supernumerary status compared with rostered service for diploma students. Data suggested that the rostered status of students was generally favoured by staff nurses over and above supernumerary status because, unlike supernumerary students, rostered students did not disrupt the existing social structure within the clinical setting. Both structuration theory and role theory are drawn upon to explain the reproduction of the prevailing social structure, where the concentration is on getting through nursing work with little emphasis on the supervised learning of supernumerary students. STUDY LIMITATIONS: This study is constrained by eliciting only the views of staff nurses. Further studies are required of student nurses' experiences of rostered service and supernumerary status. CONCLUSIONS: Because staff nurses are part of the system within which they work, they need to modify their role to include active student teaching as a legitimate component of that role.

Attitude of Health Personnel↗

Incidence of temporomandibular disorders (TMDs) in senior dental students in Taiwan.

Two-hundred and fifty-four (159 male, 95 female) senior dental students (mean age: 22.34 +/- 1.2 years) were asked to answer 14 questions. Scoring instructions accompanying this questionnaire indicated that the number of 'yes' responses was directly related to the probability of temporomandibular disorders (TMD). This survey of students was used to determine the prevalence of TMD. In addition, item analysis was performed to determine if there were any differences between male and female responses. The results of the study were as follows. The most prominent symptom suggesting TMD was the presence of clicking sound(s), both in females and males. The second most prominent symptom in female students was an awareness of stress, whereas teeth sensitivity was second in male students. Female students 18.95% and male students 29.56% did not answer 'yes' to these questions, and significantly (P < 0.05) higher in males than in females. The frequency of more than four 'yes' answers was 15.79% in the female group and 5.66% in the male group, and significantly (P < 0.001) lower in males than in females. The type of symptoms and the frequency of TMDs were higher in female students than in male students and jaw click was the most common finding both in male and female dental students. The difference in reported problems between male and female students centred on a dentition factor in males and a psychological factor in female students.

Adult↗

Expectations and opinions of pregnant women about medical students being involved in care at the time of delivery.

Information was collected from pregnant women about their knowledge of and previous experience with medical students; their opinions towards medical students being involved at the time of delivery and the socioeconomic and religious influences on these. The format of the study was a self-administered questionnaire survey. The setting was a teaching hospital in the UK. In total, 118 pregnant women aged between 15 and 46 years, with a gestational age of 18-42 weeks were surveyed. Factors which significantly influenced acceptance of medical students were found to be previous number of children (P = < 0.001) and religious beliefs of the pregnant women (P = 0.002). Only 51.4% of antenatal women knew that a "medical student" is a doctor in training and most assumed that the role of the student at the time of delivery required very few clinical skills. Only 13.6% knew that medical students could deliver a baby under supervision. Of the 118 subjects, 95.4% thought that student participation at the time of delivery was a worthwhile learning experience; however, only 74.6% were actually willing for a student to be involved. In conclusion, pregnant women appear to have made their decisions about medical student participation by balancing personal needs with a sense of responsibility to help in the education of others. The results suggest the patients need more information about medical students, including an explanation of the term 'medical student' and an outline of the role they play during the intrapartum period.

Adult↗