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 1,405 records · Page 78Linked to original sources
PubMed2005

Prescription audit adjunct to rational pharmacotherapy education improves prescribing skills of medical students.

OBJECTIVE: To assess the impact of a rational pharmacotherapy (RP) teaching program during clinical pharmacology clerkship by analyzing the results of prescription audits (PAs) of the medical students. Collectively, we intended to observe the possible improvement of the students in their prescribing, problem solving and self-directed learning skills. DESIGN: At the beginning and end of the clerkship, the students were presented with cases of uncomplicated osteoarthritis to assess their prescribing skills; format and rationality were scored. SETTING: A medical school in Turkey that teaches RP to the fourth-year students in clinical pharmacology clerkship. PARTICIPANTS: There were 94 students of the 2002-2003 academic year in three groups and a single group of students belonging to the previous academic year tested. Of those students from the previous academic year, 26 were also analyzed a year later to demonstrate the long-term impact of the training. MAIN OUTCOME MEASURES: Prescribing skills of medical students and their opinions about PA. RESULTS: Direct assessment via PA demonstrated that the scores for post-clerkship prescriptions were far better than those for pre-clerkship prescriptions in terms of format and rationality. Long-term assessment showed that the scores declined within a year following clerkship, but they were still higher than those of their pre-clerkship scripts. Analysis of the questionnaires revealed that the students were satisfied with PA. The majority of the students stated they had learned the general principles of RP and gained better prescribing skills, and they intended to apply most of the principles learned to their future professional lives. The script format scores of a retrospectively created PA-exempted group were significantly lower than those of the students to whom an established PA education was given. CONCLUSION: PA sessions were shown to be an easy and a useful method of both evaluating and reinforcing prescribing skills gained though problem-based RP education.

Analgesics↗
PubMedDate not supplied

Intergenerational relations: pre-med students at senior centers.

Misconceptions about aging and a negative bias against caring for older adults entail unfortunate consequences for society. This study explored the potential of frequent personal contact in reducing misconceptions and improving personal attitude towards older adults. Thirty students, predominantly Asian, with English as their second language, attended senior centers three times per week for 11 months, on the average. They assisted in teaching health promotion classes for the prevention of falls, conducted health assessments by interview, and collected physiological data. At the senior centers, a sample of 70 older adult Americans participated in the health promotion classes and in this evaluation of intergenerational relations. Students completed anonymously two questionnaires; one was objective, testing misconceptions about aging; the other was subjective, rating their reactions to elders at senior centers. Older adults completed, also anonymously, a subjective questionnaire on their reactions to students at their centers. Results on students' misconceptions about aging were similar to those among students at Duke University who did not experience frequent personal contact with well elderly. According to the Facts on Aging Quiz, the overall attitude among students at senior centers was more biased in the negative direction than among Duke students, especially among students who had just joined the project. However, in the subjective questionnaires, students at senior centers expressed feeling at ease at the centers and they disagreed with statements of impatience and frustration. Older adults at the centers had a positive attitude toward the students and most thought that students were sympathetic.

Journal Article↗
PubMed1998

Variables affecting high school students' perceptions of school foodservice.

OBJECTIVE: To determine if student satisfaction with high school foodservice is directly related to participation in the foodservice. DESIGN: A valid and reliable survey was conducted in a variety of classes such as English, history, and health science in grades 9 through 12, representing students aged 13 through 19 years. Students were asked 38 questions concerning variety of food, food quality, foodservice staff, aesthetics of the serving and dining area, and demographics. SUBJECTS/SETTING: The study was conducted with 1,823 students from 9 schools representing 4 geographic regions. STATISTICAL ANALYSIS: Stepwise multiple regression was used to determine the independent variables (attributes desired by the students) that most highly correlated with the dependent variable (satisfaction with the school foodservice overall). RESULTS: Variables most highly correlated with overall satisfaction were variety of food offered, flavor of food, attractiveness of food on the serving line, staff smiling and greeting students, quality of food choices, choices that allow students to meet cultural and ethnic preferences, courteousness of the staff, and quality of ingredients. Variety of food offered was the best predictor of satisfaction. A statistically significant difference was found (P<.01) between groups that never ate school lunch and those that ate school lunch 3 to 5 times per week on dining ambiance, food quality, and staff. The results indicate that satisfaction with foodservice is associated with purchase behavior in school foodservice programs. APPLICATIONS: School foodservice and nutrition programs are critically important for providing nutrition to millions of our future leaders. Today it is not enough to prepare healthful, good-tasting food. High school students are sophisticated and are exposed at an early age to a variety of dining experiences including fast foods, ethnic cuisine, and fine dining. These factors have influenced the attributes students use to evaluate school foodservice. To maintain participation levels and financial stability, school foodservice professionals should evaluate student satisfaction with food quality, variety, and other variables that affect overall satisfaction and participation. These data may then be incorporated into continuous quality improvement and strategic planning. Marketing must be incorporated into the strategic plan to influence student participation.

Adolescent↗
PubMed1996

Surgical clerkship performance of traditional and nontraditional students in a problem-based learning environment.

BACKGROUND: To determine whether nontraditional students perform better than traditional students during surgical clerkships as reflected on the surgical clerkship final examination. METHODS: Retrospective review of medical student records from the classes of 1986 through 1993. Students admitted soon after completing undergraduate training were identified as "traditional," and those having prior careers as "nontraditional." RESULTS: There were 150 traditional and 72 nontraditional students. The ratio of men to women and admission MCAT scores were not significantly different. Traditional students were significantly younger and had higher admission grade point averages (GPAs). Nontraditional students were more likely to be married and have children. Final examination scores of traditional and nontraditional students were not significantly different. MCAT scores and college GPAs were the best predictors of final examination performance. Married students performed significantly better than single students. CONCLUSIONS: There was no significant difference between nontraditional and traditional student performance on the surgical clerkship final examination.

Adult↗
PubMed1998

Student-patient communication during physiotherapy treatment.

Some communication skills adopted by 30 Australian and 27 Hong Kong final year physiotherapy students were observed by their clinical supervisor, while delivering treatment to an acute post-surgical patient in their country of origin. In each case, patient and student were racially similar and verbal communication was in their first language. The results showed that Australian students used more explanation, eye contact, verbal reinforcement, facial expression, variation of tone and response with interest, compared with Hong Kong students. Female students from both cultures used more verbal skills, such as information finding and response with interest, compared with male students; Australian female students responded with interest more frequently with female patients. When treating male patients, Hong Kong male students applied more non-therapeutic touch but less response with interest, compared with Australian male students. This study suggests that, regardless of the cultural setting, more physiotherapy student teaching resources should be channelled towards development of communication skills during undergraduate training, with particular emphasis given to verbal communication skills for male students.

Journal Article↗
PubMed2002

Maltreatment of primary school students by educational staff in Israel.

OBJECTIVES: This paper reports on the prevalence of emotional and physical maltreatment of students in primary schools by school staff in Israel. Victimization by staff was analyzed according to students' gender, age group (4th, 5th, and 6th grade), cultural group (Jewish-non-religious, Jewish-religious, and Arab schools), school characteristics (school size and class size), and by socio-economic status of the students' families. METHOD: Data were obtained from a nationally representative sample of 5472 students in Grades 4-6 in 71 schools across Israel. The students completed questionnaires during class, which included a scale for reporting physical and psychological maltreatment by staff. Data on the socio-economic status of the families of the students in each school were also obtained. RESULTS: Students reported generally high rates of maltreatment by staff members. Almost a third reported being emotionally maltreated by a staff member, and more than a fifth (22.2%) reported being a victim of at least one type of physical maltreatment. The most vulnerable groups for maltreatment were males, students in Arab schools, and students in schools with a high percentage of students from low-income and low-education families. CONCLUSIONS: These high rates of primary school students' victimization by staff are unacceptable. We recommend educational campaigns among teachers, as well as allocating more resources to support staff in low socio-economic neighborhoods.

Adolescent↗
PubMed2002

Effects of school-level norms on student substance use.

This study examines the relationship between school norms of substance use disapproval (disapproval by the student body) and students' use of cigarettes, alcohol, and marijuana. Data came from nationally representative samples of 8th (N = 16,051), 10th (N = 13,251), and 12th (N = 8,797) grade students, attending 150, 140, and 142 schools, respectively. These students participated in the Monitoring the Future Project in 1999. Measures of school norms of disapproval of substance use were obtained by aggregating students' personal disapproval of daily cigarette use, heavy drinking, and marijuana use within each school. Analysis using logistic nonlinear hierarchical models indicated that in general, school-level disapproval lowered the probability of students' use of these substances, controlling for their own disapproval and for student and school demographic characteristics. The beneficial effect of school-level disapproval of cigarette and marijuana use on 8th-grade students' probability of daily cigarette use and marijuana use was significantly higher than it was for the 12th-grade students. The effect of school-level disapproval of heavy drinking on the probability of students' drinking was not significantly different across the three grades. Further, a school environment of disapproval was also found to create a protective environment for those students in the 8th and 10th grades who were themselves not disapproving of daily cigarette use. These results argue for prevention programs that include creation of an overarching environment of disapproval of substance use in schools.

Adolescent↗
PubMed2003

The effect of longterm vs shortterm tutors on the quality of the tutorial process and student performance.

Small-group, problem- based learning can require a significant amount of individual faculty time when groups last as long as 10 weeks. One solution is to use two short-term (3-5 weeks) tutors instead of a single long-term (6-10 weeks) tutor. This study was performed to evaluate whether having short-term instead of a long-term tutors affected student performance and/or the quality of the tutorial process. The grade point averages for first and second year medical students in the classes of 2001 and 2002 were stratified by how many long-term tutors students had (2, 3, 4, 5, or 6) over a period of 17 months. In addition, students completed anonymously a 24-item tutor evaluation questionnaire utilizing a 5 point Likert scale (outstanding, good, satisfactory, marginal or unsatisfactory) at the mid-point and at the end of each tutorial. The evaluations were stratified by whether the tutor was short-term or long-term (to the mid-point or end of the tutorial, respectively). Statistical analysis was performed using analysis of variance. Grade point averages did not correlate with the number of long-term tutors that students had. Long-term tutors were rated significantly higher than short-term tutors in 17 of the 24 categories evaluated by the questionnaire, including development of students' critical thinking, information skills and self-learning skills; encouraging students to express themselves freely and to take responsibility for their own learning; helping students to balance basic science and clinical applications; and overall assessment. Short-term vs long-term tutors do not affect objective student performance as measured by grade point average. However, long-term tutors are ranked significantly higher by students in numerous areas related to the perceived quality of the tutorial process. Short-term tutoring may be less of a demand on an individual faculty's time, but may lessen the students' perceived quality of the tutorial process.

Education, Medical↗
PubMed1998

A prospective randomized trial of an urban general practice attachment for medical students.

A randomized controlled trial was undertaken to evaluate the effectiveness of a new model for providing urban general practice attachments for final-year medical students at the Flinders University of South Australia. All the student groups in that year were randomized prospectively to either the standard student attachment, as run by the university, or to an attachment organized by a project team from a local network of general practitioners. Students in the intervention group had their personal learning goals assessed and matched with their general practice preceptors, and the students were set a task that developed their contact with other health resources in the community. Results from an evaluation questionnaire completed by the students at the end of their terms showed that the students in the intervention group rated their general practice preceptors more highly, had more contact with allied health and community organizations, felt that they had met their own learning goals to a greater extent, and enjoyed their term more. Student examination results showed that the students in the intervention group did not perform as well in one of the four areas of their end of term examination as did the students in the standard attachment. The additional cost of providing the intervention was estimated to be A$340 per student. We conclude that long-term decisions about adopting this new model of organizing general practice attachments on a wider scale will need to balance the apparent benefits against the increased resources required.

Education, Medical, Undergraduate↗
PubMed2001

The reliability of logbook data of medical students: an estimation of interobserver agreement, sensitivity and specificity.

OBJECTIVE: Logbooks are widely used in medical schools as an evaluation tool to assess students' progress towards objectives. To estimate whether students fill in their logbooks reliably, we measured interobserver agreement by comparing doctors' data and students' data. METHOD: Completed logbooks were collected at two subdivisions of the department of Internal Medicine at the University Hospital of Groningen. The logbook contains 231 preprinted diseases. Doctors and students recorded the diseases they had encountered. Interobserver agreement, expressed by the Jaccard coefficient (J), was calculated for the complete set of diseases and for a subset of core diseases. To assess the kinds of errors which students made, sensitivity and specificity were determined. RESULTS: Logbook data of doctors and students are not fully consistent (mean J for the complete set of diseases was.23 and for the core diseases.36). The quality of the logbook data is high in the sense that students do not record many false identifications (mean specificity for the complete set of diseases and for the core diseases were.96 and.93, respectively); the quality is poor in the sense that students do not record all the diseases which could be seen at the department (mean sensitivity for the complete set of diseases is.36 and for the core diseases it is.51). CONCLUSION: This study shows inconsistencies in recording diseases in a logbook by students compared with doctors. In particular the diseases which are present at a department are under-reported by students. Supervision and feedback are important mechanisms to optimize the students' use of (1) all diseases which could be encountered and (2) the logbook.

Curriculum↗
PubMed2001

Influence of curriculum type on student performance in the United States Medical Licensing Examination Step 1 and Step 2 exams: problem-based learning vs. lecture-based curriculum.

INTRODUCTION: The results of the United States Medical Licensing Examination Step 1 and 2 examinations are reported for students enrolled in a problem-based and traditional lecture-based curricula over a seven-year period at a single institution. There were no statistically significant differences in mean scores on either examination over the seven year period as a whole. There were statistically significant main effects noted by cohort year and curricular track for both the Step 1 and 2 examinations. These results support the general, long-term effectiveness of problem-based learning with respect to basic and clinical science knowledge acquisition. CONTEXT: This paper reports the United States Medical Licensing Examination Step 1 and Step 2 results for students enrolled in a problem-based and traditional lecture-based learning curricula over the seven-year period (1992-98) in order to evaluate the adequacy of each curriculum in supporting students learning of the basic and clinical sciences. METHODS: Six hundred and eighty-nine students who took the United States Medical Licensing Examination Step 1 and 540 students who took Step 2 for the first time over the seven-year period were included in the analyses. T-test analyses were utilized to compare students' Step 1 and Step 2 performance by curriculum groups. RESULTS: United States Medical Licensing Examination Step 1 scores over the seven-year period were 214 for Traditional Curriculum students and 208 for Parallel Curriculum students (t-value = 1.32, P=0.21). Mean Step 2 scores over the seven-year period were 208 for Traditional Curriculum students and 206 for Parallel Curriculum students (t-value=1.08, P=0.30). Statistically significant main effects were noted by cohort year and curricular track for both the Step 1 and Step 2 examinations. CONCLUSION: The totality of experience in both groups, although differing by curricular type, may be similar enough that the comparable scores are what should be expected. These results should be reassuring to curricular planners and faculty that problem-based learning can provide students with the knowledge needed for the subsequent phases of their medical education.

Curriculum↗
PubMed2003

Improving medical student performance in adolescent anti-smoking health promotion.

BACKGROUND: We developed a 1-hour teaching seminar for medical students on anti-smoking health promotion for adolescents. We report the development of the programme and a performance-based evaluation. AIM: To develop a seminar for medical students with the objective of improving medical student inquiry into smoking and the delivery of advice accordingly for adolescent patients in routine consultations. METHOD: The seminar was developed using principles of adult learning and delivered to a cohort of medical students (intervention group). Participants were Year 5 medical students in their paediatrics term. A comparison group of 58 medical students who did not receive the seminar was studied in the semester prior to the intervention. The primary outcome measure was a change in anti-smoking health promotion practice within an objective structured clinical examination (OSCE), where taking a smoking history and making links between smoking status and health were indicated in a 15-year-old simulated patient (SP) with poorly controlled asthma. This was part of the summative assessment in the paediatrics term. RESULTS: In the OSCE, 21 of 58 (36%) students in the comparison group asked the asthmatic SP about smoking, compared with 41 of 56 (73%) students in the intervention group (P = 0.0001). In all, 15 (26%) of the comparison group students addressed the patient's smoking, compared with 33 of the 56 (59%) intervention group students (P = 0.0004). CONCLUSION: A carefully designed seminar addressing adolescent smoking can increase the frequency of smoking inquiry and advice by medical students.

Adolescent↗
PubMed2002

Teaching procedural skills to medical students: one institution's experience with an emergency procedures course.

STUDY OBJECTIVE: We examine the effect of a preclinical emergency procedures course on students' clinical procedural skills and medical knowledge. METHODS: This is a retrospective review of evaluation forms for a cohort of 86 students graduating from medical school at an academic center. A cross section of students (n=57) taking a clinical emergency medicine rotation over a 4-year period was also studied. Numeric scores (1 to 9 on a Likert scale) in procedural skills and medical knowledge categories were extracted from evaluations for internal medicine, surgery, obstetrics and gynecology, and emergency medicine rotations. Scores of students who had taken an elective course, Essential Procedures in Emergency Medicine (EPEM), were compared with scores of students who did not take this course. US Medical Licensing Examination Step I scores for both groups were also compared. RESULTS: Students who took EPEM scored significantly higher in the procedural skills category during the emergency medicine rotation (P =.04) and during both months of the internal medicine rotation (P =.02; P =.02). Students scored on average higher in the surgery and obstetrics and gynecology rotations, but these differences were not statistically significant. Students who took EPEM scored significantly higher in the medical knowledge category for emergency medicine (P =.01; P =.002), both months of internal medicine (P =.03; P =.006), and 1 of 2 months of surgery (P =.01) rotations. Students in obstetrics and gynecology rotations scored higher, although not significantly. US Medical Licensing Examination Step I scores were not different between students taking or not taking EPEM. CONCLUSION: Students taking EPEM achieved higher procedural skill and medical knowledge scores in clinical rotations. Emergency medicine is a specialty well suited to study procedures teaching and performance.

California↗
PubMed2001

Antenatal provision of additional information about the role of students in the labour suite and their subsequent involvement in care: a randomised controlled trial.

To determine whether the antenatal provision of additional information to pregnant women about the roles of medical and midwifery students in the labour suite increases their actual and theoretical involvement in care during labour, 624 pregnant women booked for delivery at Ninewells Hospital and Medical School, Dundee were randomised at 34 weeks gestation to receive either a specifically produced information leaflet through the post on the roles of medical and midwifery students in the labour suite, or no additional information. Post delivery and following discharge, women were asked to complete a questionnaire about people who were involved in their care during labour. There were no significant differences in a women's willingness (actual or theoretical) to have medical or midwifery students involved in their care between women who received additional information and those who did not. Of those women who had a student present during labour, midwifery students were significantly more involved in all care activities than medical students (p<0.01 for all activities), with the exception of vaginal examination. Women who did not have a student present because one was not available, but who indicated that they would have allowed a student to participate in their care if one had been available, were significantly more likely to allow a midwifery student to perform vaginal examinations, assist with delivery and attend the baby than medical students (p<0.01 for all activities). They would allow equal participation in other activities. For both groups of students, these women appeared to be willing for significantly more active involvement in care than is happening in practice.

Journal Article↗
PubMed2001

An analysis of music therapy student practicum behaviors and their relationship to clinical effectiveness: an exploratory investigation.

The purpose of the present study was to investigate specific clinical behaviors exhibited by music therapy students in their 1st through 4th semesters of practicum. A secondary purpose of the study was to determine if a relationship exists between therapy students' behaviors and their assessed clinical success. Participants were instructed to submit 20-minutes of videotape from one practicum session, chosen at random from the current practicum semester. Two trained observers then viewed the videotapes and simultaneously recorded the occurrence and duration of practicum student behaviors using SCRIBE, a data collection computer program. The SCRIBE program was configured to include 5 broad categories of therapist behaviors: musical behaviors (singing, playing, listening), physical behaviors (such as hand-over-hand assistance, cueing, or clapping), verbal behaviors (therapy-related verbal interactions or other), a combination of two of the above, and other nonspecified behaviors. The percentage of time practicum students exhibited behaviors within in each category was calculated for all session segments. These same videotapes were also evaluated by 2 professional board certified music therapists who were unfamiliar with the practicum students. Students were assigned an overall rating for clinical effectiveness. Evaluators were also asked to provide comments related to their ratings. A descriptive analysis of clinical behaviors indicate that students spend nearly 40% of their practicum time engaged in musical behaviors and over 50% of their time engaged in verbal behaviors. No significant differences were found in the behaviors exhibited by students in the various practicum levels; however, behavioral differences were found for individual student therapists. Additionally, no relationship was found between students' behaviors and their clinical effectiveness. An analysis of comments by the evaluators indicates that the quantity of musical behaviors does not affect clinical effectiveness as much as the quality of the musical behaviors. Evaluator comments also indicate that students identified as personable or as having rapport with their clients were also more effective in the practicum setting.

Adult↗
PubMed1995

The effect of pass/fail grading and weekly quizzes on first-year students' performances and satisfaction.

BACKGROUND: In 1992-93 the University of Michigan Medical School revised its first-year curriculum. An evaluation system using honors, high-pass, pass, and fail grading and only two examinations (a midterm and a final) was replaced with a system using pass/fail grading and weekly quizzes in addition to the two examinations. The objective was to increase students' satisfaction while maintaining a high level of achievement. METHOD: Students' performance scores and survey data from the final year of the former system (1991-92, 222 students) and the first year of the new system (1992-93, 195 students) were used to investigate whether overall performance decreased and whether the students liked the new approach to grading. Statistical methods used were one-sample t-tests, Student's t-test, and Fisher's Z-test. RESULTS: Under the new system, the average scores for courses remained well above passing, and no evidence was found that the students achieved at lower levels than had their predecessors with the former, more traditional grading system. Also, higher cumulative pre-final scores (i.e., scores on the weekly quizzes as well as the midterm) did not predict lower, "just passing" achievement on final examinations. The students' responses to the surveys included comments that pass/fail grading eased anxiety and reduced competition while encouraging the students' co-operation. CONCLUSION: Despite concerns that implementing pass/fail grading for all first-year courses would result in lower overall performance and decreased motivation among students, during the first year of implementation these fears proved to be unfounded as the students continued to perform well and reported greater satisfaction with the new system.

Attitude↗
PubMed1980

Simulated patients and the assessment of medical students' interpersonal skills.

While the use of simulated patients for the assessement of medical students' skills is increasing there is little data on whether students perform differently vs real patients. The present study examined this issue using second-year medical students' ability to empathize with simulated and genuine patients. Forty second-year students each conducted two interviews which were audio-recorded and later rated by raters who had achieved a high degree of reliability using the 9-point accurate empathy scale (Truax, 1967). Ten students saw a genuine patient for each interview while ten students saw simulators on both occasions. Of the remaining twenty students, ten saw genuine patients at the first interview and simulated patients at the second session. This order was reversed for the remaining ten students. No significant differences were found in the levels of empathy between students' interaction with genuine or simulated patients. As the students were also unable to discriminate between the two groups of patients it was concluded that simulators represent a viable procedure given the skill to be assessed in the present research and the experience of the students.

Communication↗
PubMed2006

The effectiveness and reliability of peer-marking in first-year medical students.

BACKGROUND: Peer-marking has been suggested as a method to enhance self-directed learning and reflection, although whether this improves performance is unclear. This study evaluated the impact of peer-marking on examination performance and investigated its reliability and acceptability to students. METHODS: First-year medical students were randomised to peer-marking using a model answer or no intervention (control arm). Student scores were compared with tutor-marked scores. Two months later, students completed a summative assessment and performance was compared between students randomised to peer-marking and the control arm. A focus group was held with students in the intervention arm to capture their experiences and attitudes. RESULTS: A total of 289 of 568 students consented to participate and 147 were randomised to peer-marking (142 controls). Students randomised to peer-marking achieved marginally higher examination marks (1.5% difference, 95% CI -0.8% to 3.9%, P = 0.19) than controls (adjusting for year and in-course assessment), although this may have been due to chance. Students were harsher markers than the tutors. Focus group analysis suggested that students valued peer-marking, although concerns about passing judgement on a colleague's work were expressed. CONCLUSIONS: Peer-marking did not have a substantial effect on examination performance, although a modest effect cannot be excluded. Students gained insight into examination technique but may not have gained deeper knowledge. Given its potential positive educational value, further work is required to understand how peer-marking can be used more effectively to enhance the learning experience.

Education, Medical, Undergraduate↗