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PubMed2005

Student self-assessment in a paediatric objective structured clinical examination.

OBJECTIVE: The objective structured clinical examination (OSCE) has been recognized not only as a useful assessment tool but also as a valuable method of promoting student learning. Student self-assessment is also seen as a means of helping students recognize their strengths and weaknesses, understand the relevance of core learning objectives and to take more responsibility for each stage of their work The authors sought to evaluate the accuracy of medical student self-assessment of their performance in the paediatric clerkship OSCE and thus obtain preliminary data for use in programme strengthening. DESIGN AND METHODS: A self-administered questionnaire was completed by successive groups of students immediately after the OSCE at the end of each clerkship rotation. Students assessed their performance at each station, using a performance rating scale. Performance data were summarized using descriptive and non-parametric tests. Basic statistical analysis of the Likert items was conducted by calculatingfrequencies, means and standard deviations. Regression analysis was used to correlate self-reported rating and actual performance in each station. A p value of < 0.05 was considered significant. Eighty-one students (92%) completed the questionnaire. RESULTS: Fifty-eight (72%) of the students achieved greater than minimum competence in their overall scores. Significant positive correlation (p < 0.05) between student self-rating and actual score was noted- among the following stations: technical skills, cardiovascular examination, assessment of dysmorphism, dermatology, communication and photographic interpretation stations. Students overestimated their performance in the gastrointestinal examination, radiological and arterial blood gas interpretation. Students underestimated their performance in the following: respiratory system, examination of the head, developmental and nutritional assessment. CONCLUSIONS: The findings highlight the perceived strengths and weaknesses in clinical competence and self-assessment skills and provide direction for programme training needs.

Clinical Clerkship↗
PubMed2004

Nursing students' perceptions of hospital learning environments--an Australian perspective.

Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective skills. Various studies have suggested that not all practice settings are able to provide nursing students with a positive learning environment. In order to maximize nursing students' clinical learning outcomes, there is a need to examine the clinical learning environment. The purpose of this study was to assess pre-registration nursing students' perceptions of hospital learning environments during clinical field placement. Quantitative and qualitative methodology was used. One hundred and eight students provided quantitative data through completion of the survey instrument, the Clinical Learning Environment Inventory (Actual and Preferred forms). Each form is a 5-point Likert-type questionnaire, made up of 35 items consisted of 5 scales with 7 items per scale. Qualitative data, obtained through semi-structured interview of 21 students from the same cohort, were used to explain and support the quantitative findings. There were significant differences between students' actual and preferred perceptions of the clinical learning environments. Generally students preferred a more positive and favourable clinical environment than they perceived as being actually present. Since participants consisted of nursing students from just one university nursing school in South Australia, the findings may not be representative of all nursing students in general with respect to their clinical placement. However, the value of this study lies in the resulting implication for nursing education and future research. A better understanding of what constitutes quality clinical education from the students' perspective would be valuable in providing better educational experiences.

Clinical Competence↗
PubMed2005

A comparative study of oral health attitudes and behaviour using the Hiroshima University - Dental Behavioural Inventory (HU-DBI) between dental students in Britain and China.

The aim of this study was to compare oral health attitudes and behaviour between British and Chinese dental students. A cross-national survey using the Hiroshima University - Dental Behavioural Inventory (HU-DBI) was completed at the University of Leeds in Britain and West China University of Medical Sciences in China. In Britain and China, 192 of 266 and 180 of 303 dental students answered English and Chinese versions of the HU-DBI questionnaire, respectively. Data were statistically analyzed by logistic regression and the following results were obtained: 1) Self-reported gingival bleeding was more prevalent in Chinese students than in British students, although the number of students who had professional oral hygiene instruction was higher in China than in Britain; 2) 29% of Chinese students believed wearing dentures in old age was inevitable, whereas 7% of British students believed so; 3) Chinese students were substantially more concerned about the appearance of their teeth, gums and halitosis; and 4) 54% of Chinese students seek dental care only when symptoms arise, as compared to 13% of British students. In conclusion, bilateral comparison of countries using HU-DBI revealed interesting differences in oral health attitudes and behaviour, while the logistic regression model made it possible to differentiate British from Chinese students with a probability of nearly 95%.

Attitude of Health Personnel↗
PubMed2000

Transfer student and gender issues within the Department of Animal Science at Texas A&M University.

Graduates with a B.S. or graduate degree from the Department of Animal Science (1986 to 1996) of Texas A&M University were surveyed by mail to gather opinions on the curriculum and satisfaction with their degrees. The survey contained five Likert questions (1 = excellent, 4 = poor) regarding satisfaction with major, educational results, personal growth, professional development, and skills important for employment. Multiple-choice questions (n = 9) addressed education, background, job status, and gender. Surveys (n = 2,192) were sent to students, and 470 responded. The undergraduate respondents (n = 396) comprised 71.2% (n = 282) nontransfer students and 28.8% (n = 114) transfer students. Transfer students reported a mean grade point ratio (GPR) of 3.05 +/- 0.43 at Texas A&M University in comparison to a nontransfer student mean GPR of 3.03 +/- 0.45 for hours completed at Texas A&M University (P = 0.83). The results for time from graduation to full-time employment for transfer students were similar to those of nontransfer students (P = 0.95). Differences in current annual salary between transfer students and nontransfer students were apparent (P < 0.0001). Transfer students and nontransfer students reported similarly that courses within the department were valuable (P = 0.95) and not redundant (P = 0.08). The two groups similarly rated contributions to critical thinking (P = 0.59) and speaking (P = 0.38). Undergraduate respondents (n = 392) were 48.9% (n = 192) male and 51.1% (n = 200) female. Males and females reported a mean GPR of 3.02 +/- 0.46 and 3.07 +/- 0.43, respectively (P = 0.35). Differences in job search time (P < 0.0001), starting salary (P = 0.0004), and current salary (P < 0.0001) were apparent between genders; females were paid less and searched longer before finding their first job. Males and females responded similarly that courses were valuable (P = 0.16) and were taught effectively (P = 0.37) and that teaching assistants made positive contributions (P = 0.43). Females felt a lesser contribution to critical thinking ability, leadership ability, and technical expertise. Results suggest the continuance of current educational practices, but changes to specific issues should be initiated.

Adult↗
PubMed1994

Mixed use of psychiatric drugs and alcohol by Finnish university students participating in a health screening.

OBJECTIVE: To obtain descriptive data on the mixed use of psychiatric drugs and alcohol. The difference and associations of health and mental risk factors between mixed users and others were also studied. DESIGN: A self-administered questionnaire as part of a general health screening. SETTING: First-year university students enrolled in the Finnish Student Health Service in Helsinki. Foreign students and those aged 30 years or over were excluded. SUBJECTS: 3,836 students were invited. The participation rate was 73.2% for the female and 53.2% for the male students. RESULTS: The mixed use of psychiatric drugs and alcohol with the aim of getting high, at least once, was reported by 3.6% of the female and 3.1% of the male students. However, only 1.0% had tried this mixed use more than once. Mixed users were more often smokers, heavy drinkers, or users of cannabis or heavy drugs. Male students tended to be mixed users because of anxiety, low self-esteem, and fears. Depression, stress, and sensation seeking were associated with mixed use in female students. CONCLUSIONS: Mixed use of psychiatric drugs and alcohol by young Finnish university students is still rare. There is a strong accumulation of other addictive behaviours among mixed users. Extra-personal reasons for mixed use were more prevalent among female students, and intra-personal reasons among male students.

Adult↗
PubMed1980

A survey of the abuse of medicines and illicit drugs by Finnish students.

The purpose of the investigation was to determine the extent of the abuse of medicines (sedatives, hypnotics, and analgesics) and illicit drugs (cannabis, LSD, and amphetamine) among Finnish students. The information was collected from a sample representing a population of approximately 6,400 Finnish students. The population was divided into three groups: university students, nursing students, and drama students. Abuse of medicines and illicit drugs was highest throughout among drama students. Illicit drugs were less widely abused among Finnish university students than among students in the United States. As in the United States, cannabis is the illicit drug most commonly taken by Finnish students. Five percent of Finnish university students had taken illicit drugs. Among Finnish drama students, the rate was 38%.

Female↗
PubMed2005

Veterinary students and non-academic stressors.

Students in veterinary schools can experience stress in balancing the different demands on them-academic, interpersonal, intrapersonal, and professional or work related-as well as managing potential conflict between animal and human interests. Practicing veterinarians report many similar stressors and reactions. Stressful stimuli produce stress reactions that can be inimical to physical and psychological well-being, and students' performance in veterinary programs can be adversely affected if they do not have coping resources. While there has been some research into stress among university students in general, and among medical students in particular, there is little on the experience of veterinary students. This article describes a study by the School of Psychology, commissioned by the Department of Veterinary Clinical Sciences, at Murdoch University in Western Australia. It was designed to investigate the levels and causes of stress among, and the frequency and type of coping strategies used by, fourth- and fifth-year students. Results indicate that the students in this cohort faced frequent stressors and felt at least moderately stressed but did not routinely and systematically use a range of coping strategies. Academic stressors and perceived responsibilities attached to moving into practical or professional areas figured strongly and were associated with higher levels of stress in the students, in particular physical sequelae. Though the numbers were small, it is of concern that some students were using measures that were potentially harmful. Some recommendations are made here about measures that veterinary programs may be able to incorporate to address stress in their students. Information is included on current strategies within the curriculum to manage potential stressful situations as part of students' professional development.

Animals↗
PubMed2005

Coping with stress: a survey of Murdoch University veterinary students.

Students in veterinary schools can experience stress in balancing the different demands on them-academic, interpersonal, intrapersonal, and professional or work related-as well as managing potential conflict between animal and human interests. Practicing veterinarians report many similar stressors and reactions. Stressful stimuli produce stress reactions that can be inimical to physical and psychological well-being, and students' performance in veterinary programs can be adversely affected if they do not have coping resources. While there has been some research into stress among university students in general, and among medical students in particular, there is little on the experience of veterinary students. This article describes a study by the School of Psychology, commissioned by the Department of Veterinary Clinical Sciences, at Murdoch University in Western Australia. It was designed to investigate the levels and causes of stress among, and the frequency and type of coping strategies used by, fourth- and fifth-year students. Results indicate that the students in this cohort faced frequent stressors and felt at least moderately stressed but did not routinely and systematically use a range of coping strategies. Academic stressors and perceived responsibilities attached to moving into practical or professional areas figured strongly and were associated with higher levels of stress in the students, in particular physical sequelae. Though the numbers were small, it is of concern that some students were using measures that were potentially harmful. Some recommendations are made here about measures that veterinary programs may be able to incorporate to address stress in their students. Information is included on current strategies within the curriculum to manage potential stressful situations as part of students' professional development.

Adaptation, Psychological↗
PubMed2005

Stress in veterinary science students: a study at the University of Queensland.

This paper reports on the results of a survey of selected University of Queensland (UQ) veterinary students aimed at elucidating factors causing stress during the five undergraduate years of the program. Students from each of the five years were asked to form six- or seven-member focus groups. Each focus group was then interviewed and their opinions sought on causes of ongoing stress and the ranking of those causes into predetermined categories. They were also asked to give their opinions on counseling services available within the university and what, if any, services they would like to see in place to help students with stress-related problems. Students in the first, third, and fourth years of the program rated academic issues as the most likely causes of ongoing stress, while students in the second and fifth years of the program ranked lifestyle and financial issues as more likely to cause ongoing stress. In most cases, students coped well with these causes of stress and tended not to use counseling services available to all UQ students. When faced with stressful issues, students looked to their classmates or family members for help and not to university counseling services. Students were also happy to approach staff members in the Veterinary School when faced with a problem. The authors nevertheless conclude that mechanisms set in place at the undergraduate level to help veterinary students cope with stress should particularly benefit those students when they become new graduates and are faced with the stresses of veterinary practice.

Adolescent↗
PubMed2005

Reorganizing small animal gross anatomy: improving the faculty and student experience and incorporating non-technical competency development.

The organization of the small animal gross anatomy course at Washington State University's College of Veterinary Medicine was modified in several ways over a two-year period. These modifications were motivated in part by the need to accommodate a larger number of students, but also by our desire to make more efficient use of faculty and student time as well as physical resources and to give our students opportunities to develop non-technical competencies such as communication and teamwork skills. The four major changes were (1) increasing dissection group size, (2) assigning specimens to dissection groups on a rotating basis, (3) reducing the amount of dissection time relative to time spent studying prepared specimens, and (4) introducing ''transition reviews,'' a limited form of peer teaching meant to emphasize peer interaction and communication skills rather than conveyance of specific and detailed subject matter. This article describes the details of these changes and evaluates their effectiveness based on faculty assessments, results from surveys of participating students, and comparison of examination performance and formal end-of-course student evaluations before and after reorganization of the course. Increasing the dissection group size and reducing per-student dissection time did not adversely affect student performance and were viewed at least neutrally or favorably by most students. Notably, the rotation of specimens and the transition reviews elicited strongly favorable responses from a large majority of students and had several beneficial effects of which students may not have been aware but which were apparent to participating faculty. Overall, the changes were well received by both faculty and students and were, in our view, of sufficient value that this course organization plan would be used regardless of class size.

Anatomy↗
PubMed1996

[University education in geriatrics: medical students' understandings of gerontology and geriatric medicine].

With the rapid aging of Japan's population, medical professionals who specialize in geriatric medicine are in unprecedented demand. To meet that demand and to improve the curriculum for teaching geriatric medicine and gerontology in Japan, we surveyed medical students' understandings of these specialties. Students at 14 schools with classes in geriatric medicine and gerontology were surveyed. A questionnaire was sent to sixth-year medical students after their classes had ended. Questionnaires were collected from 849 students (60.1%) at ten medical schools (74.1%). One quarter (24.5%) of the students were satisfied with the contents of the classes in geriatric medicine and gerontology taught in their school, whereas 39.4% were not. These specialties encompass many fields of clinical and basic medicine, and many students found the lectures difficult to understand (41.4%). Inter-school comparisons of the results showed that students' strengths and weaknesses in the various areas of geriatric medicine reflected differences in the contents of the classes among the schools. Only 35.4% of students had ever visited hospitals or other health-related facilities for the elderly. Many students (58.8%) had never lived with elderly people. Most students (63.9%) wanted visits to health-care facilities for the elderly to be included in their regular curriculum. Medical students are conscious of the medical implications of the ageing of Japan's population; 13.2% had volunteered to work with the elderly.

Attitude of Health Personnel↗
PubMed1998

Are you prepared to S.A.V.E. your nursing student from suicide?

According to the most recently available data presented in the Statistical Abstract of the United States 1994 (United States Bureau of the Census, 1994), 17,100 young Americans (15 to 44 years old) died in 1991 due to suicide. At no other time during the life span were suicide rates so high. Suicide among college and university students is estimated by some to be 50% higher than for other Americans of comparable age (Westefeld & Pattilo, 1987). Not only is suicide considered by many authors to be the number one health problem on the nation's campuses (Mathiasen, 1988), but the suicide rate for this population has tripled over the past 25 years (Hardin & Weast, 1989). Professional nursing students could perhaps be at an even higher risk for suicide than other college students. Manicini, Lavecchia, and Clegg point out that "[n]ursing students are more doubtful than other college students about their academic performance. They encounter stress in adjusting to a rigorous program of theory and practice. The reality is often far different from a prospective student's image of it" (cited in Lampkin, Cannon, & Fairchild, 1985, p. 148). Because of the longevity of contact hours spent with nursing students in both lecture and clinical milieus, nursing faculty are in a uniquely favorable position to identify and assess those students who appear to be at risk for suicide. In addition, as most nurse educators provide supportive relationships, rich with caring and trust for their students, distressed students are usually open to talking to a faculty member. If a suicidal risk is found during the assessment interview, the faculty member should then provide an immediate referral for further psychiatric evaluation and intervention. To assist faculty in the quick recall of the essential components of this helping process the acronym S.A.V.E. is used: 1. S: Suicidal behaviors. 2. A: Assessment interview. 3. V: Value student. 4. E: Evaluation-Referral.

Adolescent↗
PubMed2005

Inviting teaching behaviors of clinical faculty and nursing students' anxiety.

This study explored baccalaureate nursing students' perceptions of inviting teaching behaviors of clinical nursing faculty and students' state anxiety while interacting with faculty during clinical experiences. A total of 229 junior and senior generic baccalaureate nursing students comprised the sample. Participants completed three questionnaires: a demographic data questionnaire, the Clinical Teaching Survey, and a Self-Evaluation Questionnaire, designed to measure state anxiety. Results indicated there were moderate negative correlations between students' perceptions of the personally and professionally inviting teaching behaviors of clinical faculty and students' self-reports of state anxiety. A stepwise multiple regression analysis revealed that perceptions of personally inviting teaching behaviors explained 41% of the variance in students' state anxiety. Junior students rated faculty higher on personally and professionally inviting teaching behaviors than did senior students. However, both groups of students scored similarly on self-reports of state anxiety while interacting with clinical faculty. Findings indicate that clinical faculty should be intentionally aware of how their teaching behaviors are perceived by students and influence student anxiety during clinical experiences.

Adult↗
PubMed2005

Study on nursing college students' subjectivity in their attitude toward jobs.

PURPOSE: The purpose of the study was to categorize nursing students' subjectivity in their attitude toward their jobs, and thereby understand the differences among these attitude types. METHODS: The study used a Q-method to measure nursing students' attitude toward jobs identity types. In-depth and objective interviews and literature review formed Q sample. The P sample consisted of 25 nursing students. RESULTS: The results of the study show that nursing students can be categorized into three types, depending on their attitudes toward their jobs. The first type, "interest-oriented" students, strongly disagree to the following: giving priority to job over marriage, standing unfair treatment in the workplace, the importance of promotion opportunity, irresponsibility, and uncertainty. The "reward-oriented" students, on the other hand, strongly disagree to the following: indifference to career prospects, employment-related relocation of residence, irresponsibility, standing difficulties, and compromises with others. The third type of nursing students is the possession-oriented students, who strongly disapprove of irresponsibility, refusal to compromise with reality, standing unfair job allocation or promotion and career uncertainty. CONCLUSIONS: The study on nursing college students' attitude toward their jobs is meaningful in the following aspects: First, the study clarifies nursing college students' attitudes toward their job by categorizing it. Second, the study confirms the changing attitudes of nursing students toward jobs with the change of times and calls for proper educational programs to foster healthy career attitudes. Third, proper decision-making as regards jobs and job allocation for nurses, or their career attitudes, is beneficial to individuals, the medical industry, and society.

Attitude↗
PubMed2004

[Psychological features and cognitive styles of students entering medicine and other careers at the Pontificia Universidad Católica de Chile].

BACKGROUND: The similarity between the psychological features of medical school freshmen of different cohorts suggests that Medicine attracts students with specific psychological types. However, it is also possible that medical students are similar to the students admitted to any other career with high admission requirements. AIM: To determine if medical school freshmen are different from those of Engineering, Architecture, Psychology and Journalism. SUBJECTS AND METHODS: The Spanish version of the Myers Briggs Psychological Type Indicator (MBTI) was applied to two cohorts of Medical School freshmen (90 students of the 2000 cohort and 91 students of the 2001 cohort) and to a sample of 669 freshmen from the careers of Engineering, Psychology, Architecture and Journalism. RESULTS: Students entering Medical School are similar to the students admitted to Engineering and different from those that entered Architecture, Psychology and Journalism in the Pontificia Universidad Católica de Chile in 2000 and 2001. Medicine attracts a larger proportion of concrete and practical students that have an objective and systematic approach to study and to life in general. Unlike Medicine, Psychology and Architecture attract more students that have a cognitive style characterized by an intuitive perception, and that face life with an open and flexible attitude. CONCLUSIONS: This study reveals that the psychological features of undergradutate students are associated to their career choice. These psychological variables, therefore, may be relevant to the students' vocational preferences and possibly to their future specialty choice.

Analysis of Variance↗
PubMed2006

[Student patient relationship from the patient's point of view].

BACKGROUND: Patients are becoming increasingly active in their relationship with medical professionals. Their relationship with medical students needing to learn clinical skills, may be specially problematic if patients are not willing to accept their involvement in the medical team. AIM: To examine patient's perceptions of their relation with medical students and their agreement to let students be part of the treating team. MATERIAL AND METHODS: Qualitative study using taped semi-structured interviews addressed to inpatients from one public and one private hospital in Chile. RESULTS: Both groups of patients acknowledged that students dedicated more time to them, but they expressed their preference to limit student's participation to clinical history taking and physical examination. They also expected them to be observers rather than actors. Patients from the private hospital emphasized that only one student per instructor should participate in their care. Patients from the public hospital were more compliant about student's participation. The right to refuse students' involvement in their care was clearly known by all patients from the private system and by most patients from the public hospital. CONCLUSIONS: Patients in Chilean public and private hospitals were in general positive regarding student's participation in their care. Students' clinical practice ought to strictly respect patients's rights, and patients should be considered volunteers who generously agree to cooperate with the education of medical students.

Adult↗
PubMed2001

Student nurses' needs for developing basic study skills.

One of the key responsibilities of the nurse educator is to develop student nurses' abilities regarding self-directed study. Self-directed study requires inter alia, the ability to find information, synthesis and consequent application and integration of the information in practice. The development of the abovementioned skills does not only imply a multidimensional approach to the student in totality, but also requires the meticulous involvement of the student in her/his own learning. The latter also assumes that students possess certain essential skills relevant to learning and studying. From the literature it is evident that secondary schooling in general, does not prepare students adequately for tertiary education. This research intended to find answers to the questions whether student nurses require guidance regarding the development of specifically identified study skills, the guidance provided and whether the guidance provided was sufficient. A descriptive survey was done in order to address the above questions. The research instruments (questionnaires) were completed (during 1997) by nurse educators and student nurses in the Western Cape. On completion of the analysis and interpretation of the data, the researcher concluded that student nurses expressed a need for more guidance regarding the development of basic study skills ant that existing student support programs did not address all these needs adequately. Furthermore, it was concluded that the language medium of the prescribed study material had a profound effect on the learning and study processes of student nurses. Based on the conclusion, various recommendations were made concerning different facets of the teaching/learning event., in order to enhance students' learning and studying skills. Mastery of these skills can be regarded as being important prerequisites for effective, responsible, independent professional practice.

Adult↗
PubMed2006

A comparison of pharmacy students' confidence and test performance.

OBJECTIVES: The objectives of this study were to estimate student retention of knowledge regarding the management of patients with hypertension and dyslipidemia, measure student clinical confidence, and identify the relationship between clinical confidence and actual performance on a knowledge assessment test. METHODS: This was a sequential cross-sectional study to evaluate knowledge retention and clinical confidence of second-year pharmacy students. To measure student clinical confidence, a 12-item clinical confidence questionnaire was administered. To measure student retention of knowledge, a 21-question knowledge assessment test was administered. At least 1 test question was related to each question asked in the clinical confidence questionnaire. RESULTS: One hundred eight students completed the study. The percentage of students correctly answering test questions decreased from a baseline of 70.4% +/- 5.8% to 60.9% +/- 5.8% four months later (p = 0.02) in spite of the students rating their clinical confidence from moderate to high in all areas. The proportion of students answering questions correctly was similar across the different levels of confidence. CONCLUSION: Overall, retention of knowledge appears to decline over a 4-month period of time. Furthermore, while students perceived moderate to high confidence, student knowledge did not match perceived confidence.

Clinical Competence↗