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PubMed2001

The emergency medicine subinternship--a standard experience for medical students?

OBJECTIVE: To determine whether emergency medicine (EM)-bound and non-EM-bound senior medical students on the EM subinternship have a uniform experience with respect to number and acuity of patients seen and procedures performed. METHODS: Prospective observational analysis of patient diagnosis and procedures recorded in logs by students at a public teaching hospital over 12 consecutive months. Logs were reviewed blindly and assigned an acuity level based on predetermined criteria. Preselected procedures were categorized as general or surgical and tallied. Identity, specialty choice, gender, and month of rotation for each student were identified. RESULTS: Seventy of 74 students completed logs. On average, 34 EM-bound students saw 59.82 patients (95% CI = 55.19 to 64.45) and performed 10.58 procedures (95% CI = 8.62 to 12.56); 36 non-EM-bound students saw 51.17 patients (95% CI = 47.41 to 54.90) and performed 8.33 procedures (95% CI = 6.81 to 9.84). Univariate analysis showed EM-bound students saw more patients than non-EM-bound students, performed more surgical procedures, and saw higher-acuity patients (p = 0.004; 0.009; 0.016). Multivariate analyses controlled for EM specialty, gender, and month. Significant effects for EM specialty were found (ordinary least squares) for number of patients, procedures, and surgical procedures (p = 0.013; 0.048; 0.011). Logistic regression explaining acuity level showed EM specialty and gender were significant (p = 0.010; 0.038). CONCLUSIONS: In an EM subinternship, experience was variable between EM-bound and non-EM-bound students. Male students saw lower-acuity patients. The EM-bound students saw more patients, higher-acuity patients, and performed more procedures than non-EM-bound cohorts. Emergency medicine educators responsible for medical education should be aware of these differences.

Emergency Medicine↗
PubMed1993

A panoramatomographic study of the teeth and jaws of Finnish university students.

A random sample of panoramic radiographs was taken of 1027 (386 male and 641 female) university students. All the students were born between 1965 and 1971. The following were examined: caries, apical radiolucencies, endodontically treated teeth, marginal and vertical bone loss, third molars, supernumerary, missing, and persisting teeth, bone structure, condyles, maxillary sinuses and soft tissue calcifications. In the inter- (of two examiners) and intra-examiner variation Kappa indices varied between 0.15 and 1.00, and agreement percentages from 52, to 100. Kappa index was poor (0.15) in evaluation of the bone structure. The mean DMFT index for the students was 8.4. A sound dentition was found in 6.6%, and 48.4% of the students were free of caries. The mean number of carious lesions was 1.1. There were 50 retained roots (49 from primary teeth). 76.6% of the students had one or more unerupted wisdom teeth and 22.7% had radiologic changes typical of pericoronitis in the region of the mandibular third molars. 16.2% of the students had at least one missing wisdom tooth. Bone structure was normal in 92.4% of the students, idiopathic osteosclerosis being the most common divergence (3.5%). Arthrotic changes in the condyles were found in 9% of the students. In eight cases there was erosion of the condyles, which was diagnosed as arthritis. Styloid ligament calcifications were found in 21.5% of the students. In the maxillary sinuses, male students exhibited changes 1.7 times more often than female students (26.3% in males and 15.1% in females).

Adult↗
PubMed2001

Toothbrushing competency among high-risk grade one students: an evaluation of two methods of dental health education.

OBJECTIVE: To evaluate the effectiveness of two methods of dental health education (DHE) for improving toothbrushing competency among grade one students at high risk for dental diseases. METHODS: Fifty elementary schools in the former city of North York, Ontario, Canada, were assigned to one of two groups. In one group, students received a classroom-based DHE lesson that was reinforced by two small group sessions (n = 243). In the other group, students received only a single classroom-based DHE lesson (n = 206). Trained examiners assessed 11 toothbrushing skills at pre- and postintervention. RESULTS: At the preintervention test, few significant differences were found between the groups and many students did not display competency in fundamental oral health skills, such as placing a toothbrush at the gum line. Following DHE interventions, students in both groups demonstrated improvements in most skills. A significantly higher proportion of students who received both classroom and small group sessions displayed gains in competency in three skills, compared to students receiving only a classroom lesson. These skills were brushing anterior lingual surfaces, brushing posterior lingual surfaces, and brushing all areas in a routine fashion. Students receiving only a classroom session did not display greater improvements in any skill areas compared to "classroom plus small group" students. Some students in both groups still lacked fundamental skills at the end of the DHE program. CONCLUSIONS: While one must exercise caution in interpreting the results due to several methodologic limitations, findings suggest that for high-risk grade one students, a classroom-based lesson combined with small group sessions is a more effective method of improving toothbrushing skills compared to a single classroom-based lesson.

Child↗
PubMed2005

A multimedia CD-ROM tool to improve student understanding of bile salts and bilirubin metabolism: evaluation of its use in a medical hybrid PBL course.

Over the last 35 years our understanding of bile salts, bilirubin metabolism, and hepatobiliary transport has progressively increased. From 1965 to the end of 2002, 3,610 articles and review papers have been published on hepatobiliary and enterocyte transport of bile salts. However, there is a lack of information in the content of current textbooks about hepatobiliary physiology, bile salt transporters, bile formation, mechanisms underlying cholestasis, and drug-induced liver injury. The use of an integrated multimedia program on the liver covering these gaps in textbooks may be useful to student learning. This study aims to 1) assess student views on a multimedia CD-ROM ("The Liver") integrating basic and clinical sciences related to the liver, bile salts, and bilirubin metabolism, 2) assess the usefulness of problem-based learning (PBL) cases included in the multimedia CD-ROM, and 3) assess student learning before and after use of the multimedia CD-ROM. A total of 106 first-year medical students (27 with and 79 without a prior university degree) at the University of Melbourne participated in this study. Students were tested on the liver, bile salts, and bilirubin metabolism before and after using the multimedia CD-ROM. After completing the multimedia CD-ROM, each student filled out a 5-point Likert scale questionnaire evaluating the features of the program and its usefulness to their learning. Results show that the aims of the package were clear to participants, the contents were logically organized and clear, the key concepts were easy to identify, the contents were pitched to an appropriate level, and the package was interactive and encouraged participants to reflect on their learning. Students also agreed that the assessment tools used in the program and the feedback provided were meaningful and helpful to their learning. No differences were found when responses were compared on the basis of academic background, gender, citizenship, or first language of participants. Students agreed that the PBL cases in the CD-ROM kept them engaged, were useful to their learning, and matched with the overall philosophy of the program. Compared with graduate-entry students (those with a prior university degree), school leavers (those with no prior university degree) showed a more positive attitude toward the PBL cases included in the multimedia CD-ROM and agreed that cases kept them engaged (P = 0.033). Students who completed the test after using the multimedia CD-ROM scored higher compared with those who completed the test before using the multimedia CD-ROM (P < 0.001). In conclusion, using bile salts, bilirubin metabolism, and their hepatobiliary transport as an example, the incorporation of a multimedia CD-ROM into the first-year medical course has the potential to improve student understanding of the main concepts in a variety of body systems.

Bile Acids and Salts↗
PubMed2002

Students' colleges and achievement in an advanced course.

The aim of the present study was to determine whether a significant relationship exists between a student's college (Allied Health, Arts and Science, Education, and Graduate School) and achievement in an advanced-level course in human physiology (PGY 412G). The mean percentage of correct answers on four multiple-choice tests, collectively totaling 400 points, was used to assess each student's performance. A four (college)-by-three (academic year) analysis of variance was used for statistical comparisons among 660 students enrolled in PGY 412G from the fall semester of 1995 through the spring semester of 1998. Subsequent pairwise comparisons tests found that the College of Education students had a significantly lower mean percentage of correct answers (61%) compared with students in each of the other colleges (P < 0.001). No significant differences in percentage scores were found among students enrolled in Allied Health (78%), Arts and Science (78%), or the Graduate School (77%). Also, percentages of correct answers averaged across all students were significantly lower during the 1997-1998 academic year than those in either the 1996-1997 year (P < 0.001) or the 1995-1996 year (P < 0.05). Students' scores during these two earlier years did not differ significantly. Upward letter grade adjustments based on class distributions were made each semester, and more As and Bs and fewer Cs and Ds were given as course grades than expected from an absolute assessment scale. This grade inflation benefited low-scoring students from all colleges, particularly those students enrolled in the College of Education. To improve the understanding of human function of these low-scoring students may require special educational programs.

Curriculum↗
PubMedDate not supplied

Perceptions of academic strategies and competence in students with learning disabilities.

Research findings regarding general self-concept, academic self-concept, and self-awareness in students with learning disabilities have varied, and results are still inconclusive regarding the consistency between students' and teachers' judgments of academic performance. The current study focuses on students' and teachers perceptions of the students' strategy use and performance in nine different academic and organizational domains. Six hundred sixty-three students and their 57 teachers were involved in the study. Findings indicated that the students with learning disabilities considered themselves appropriately strategic and competent in the five domains of reading, writing, spelling, math, and organization. These students also rated their academic performance and organization as average to above-average in seven of nine domains, with the exception of checking and planning their work. Nevertheless, the self-ratings of the students with learning disabilities were still significantly lower than the self-ratings of average achievers in virtually all domains. The second major set of findings revealed a sharp discrepancy between the self-assessments of the students with learning disabilities and their teachers' judgments. Teachers rated the students with learning disabilities as weak in their strategy use and below-average in their performance in all nine academic and organizational domains. Finally, gender differences were not evident in eight of the nine domains. These results have added to the increasing body of literature indicating that students with learning disabilities frequently perceive themselves as capable and effective and often rate themselves as academically stronger than their teachers judge them to be.

Adolescent↗
PubMed2000

Empowering students on medication for asthma to be active participants in their care: an exploratory study.

This article is part of a larger study of young students with asthma. It focuses on the observations of school nurses and comments from parents and students pertinent to school nursing practice. The study shed light on the educational needs of 9- to 11-year-old students with asthma and identified some areas where the school nurse could easily enhance the health management of these students. Responses from students and parents about asthma provided insight into the daily challenges faced by students with asthma. Students with asthma may or may not fully understand the seriousness of their chronic condition or how to recognize and treat symptoms. The purpose of this pilot study was to identify strategies school nurses might use to determine the knowledge level of students and to determine the effects of asthma education programs. School nurses who participated in the study were provided with a comprehensive package containing current asthma information and an education program to update knowledge and skills. These school nurses also received Open Airways for Schools, an American Lung Association education program for students in grades three to five. The study was a two-group exploratory, quasi-experimental design. Questionnaires were prepared for students, school nurses, and parents to collect information on knowledge and perceptions about asthma. Students who participated in the educational program were reported by their school nurses to have increased knowledge and management skills related to their disease.

Anti-Asthmatic Agents↗
PubMed1997

A longitudinal investigation of medical student attitudes toward the medically indigent.

BACKGROUND: Studies have shown that medical student attitudes decline as students progress through school. Controversy persists about the meaning and generalizability of these findings because studies have not been longitudinal and many were conducted prior to an influx of female students. Much of medical education occurs in academic medical center environments where disproportionate numbers of indigent (uninsured and underinsured) patients seek care. This study examined whether students' attitudes toward providing care to indigent clientele changed over time. PURPOSE: To track longitudinal changes in attitudes toward providing care for the medically indigent of 1 cohort of medical students and to determine if gender differences existed and persisted over time. METHODS: Students entering a Southwest medical school in 1989 participated in this study. Attitudes were compared using the Medical Students' Attitudes Toward the Underserved questionnaire, a self-report, attitudinal scale. RESULTS: Student attitudes declined during the 1st year of school, remained fairly stable during Years 2 and 3, and declined further during Year 4. Analyses comparing 1st- and 4th-year students showed a decline in attitudes for men and women for each scale except Basic Services. Although both women's and men's attitudes declined, women's attitudes remained more favorable across the 4 years. CONCLUSIONS: A clearer understanding of how female medical students sustain socially responsible attitudes throughout medical school may help educators develop support mechanisms for men and women that would promote an ethic of social responsibility and encourage students to work with indigent clientele.

Journal Article↗
PubMed2000

Injuries sustained by students in shop class.

OBJECTIVE: Injuries in the school environment are a serious public health problem. Injuries occurring within the school shop class are a part of this problem that has received little to no attention. The purpose of our study was to describe the epidemiology of shop class injuries in Utah public schools for the years 1992-1996. METHODS: Utah statewide grades 7 through 12 school injury data for 1992-1996 were used. The data were generated from a standardized Student Injury Report form completed by school personnel immediately after the occurrence of an injury on school premises that: 1) caused loss of at least one half of a day of school; and/or 2) warranted medical attention and treatment. Shop injuries were defined as injuries that occurred in industrial art classes, vocational educational classes, or automotive classes. To determine the medical outcome and hospital charges associated with shop class injuries, we linked the Student Injury Report database to Utah statewide emergency department (ED) records (available for 1996 only), and to Utah statewide hospital inpatient discharge records (1992-1996). RESULTS: During 1992-1996, 14 133 students in grades 7 through 12 were injured at school, of which 1008 (7.1%) were injured during a shop class. The majority (88. 4%) of shop injuries involved equipment use. Equipment was misused in 37.9% and malfunctioned in 3.5% of the incidents. The leading injuries reported for shop equipment were lacerations (70.9%), burns (6.0%), and abrasions (4.6%), whereas the leading for nonequipment injuries were lacerations (45.4%), fractures (9.2%), and pain/tenderness (6.7%). In 1996, 167 students were injured in a shop class and 45 (26.9%) visited an ED as a result of the shop injury. Equipment was a factor in 88.9% of the shop injuries admitted to the ED. Table saws (15.0%), other saws (15.0%), and band saws (12.5%) were involved in nearly one half of the equipment injuries. Equipment was misused in 44.7% and malfunctioned in 10.5% of the incidents resulting in an ED visit. The majority (64.4%) of students sustained an open wound injury. The total ED charges were $16 571. For 1992-1996, 1008 students were injured in a shop class, 7 (.7%) required inpatient hospital care. Six of the students were injured using a table saw and 1 sustained injuries attributable to automotive cleaning fluid. Equipment was used improperly in 4 of the table saw injuries. Six of the students sustained hand injuries, with 3 suffering a traumatic amputation of a finger or thumb. The total inpatient charges were $26 747. CONCLUSION: School shop injuries have a great impact on students, their families, and schools because of the loss of productivity for the student and the financial impact. Many of the injuries are preventable. These findings stress the need for school administrators, teachers, and students to develop and improve safety policies and practices in school shop classes. In addition, the findings may provide useful information to pediatricians and enable them to better inform patients of risks in school shop classes.

Adolescent↗
PubMed2002

Use of critical interactive thinking exercises in teaching reproductive physiology to undergraduate students.

In higher education, increasing emphasis is being placed on the use of new technologies in the classroom. However, the emphasis needs to be placed on methods that truly enhance understanding and knowledge retention. Class discussions help students understand and retain information previously presented in lecture format. Furthermore, if students are challenged to critically evaluate, communicate, and defend their ideas, knowledge retention and understanding will increase even more. Critical interactive thinking exercises (CITE) were employed at two different universities to enhance student knowledge retention and promote the development of critical thinking. Applicability of CITE to undergraduate learning was assessed over a 3-yr period in the undergraduate reproductive physiology courses at Michigan State University and the University of Missouri-Columbia. For each exercise, students were challenged to prepare a one-page, double-spaced composition addressing an incompletely understood phenomenon or problem-solving situation related to the reproductive system. In preparing their compositions, students were encouraged to use information previously presented in lecture plus outside information to develop their ideas. Students were required to formulate and defend a hypothesis or approach to the problem presented. At the subsequent class period, students were divided into groups of three to four, in which they interactively discussed their ideas. Each group member was challenged to defend his or her hypothesis and explanation and to persuade other group members to adopt their ideas. Each group then arrived at a consensual opinion that was presented during a discussion by the entire class. The class then debated the merits of each group's hypothesis or explanation and the supporting arguments presented. At first, the students were apprehensive about the CITE, particularly about communicating and defending ideas with their classmates. However, course evaluations showed that 131 out of 137 students considered the CITE a positive experience that enhanced learning. Additionally, 131 out of 137 students reported that the CITE enhanced their critical thinking skills. We feel that the use of CITE in teaching reproductive theory to undergraduate students fosters critical thinking skills, communication skills, and knowledge retention. The general concept can be readily applied to courses in other subject areas in the animal sciences.

Animal Husbandry↗
PubMed2002

An interactive, student-centered approach to teaching large-group sessions in veterinary clinical pathology.

INTRODUCTION: The purpose of this study was to describe and evaluate an interactive, student-centered approach to teaching large-group sessions in Veterinary Clinical Pathology. The strategy was designed to operate in the place of expository lectures and to encourage a deep approach to learning though discussion and problem solving. METHODOLOGY: The teaching strategy ran over two hours and required students to answer a series of questions on the topic to be discussed before attending the session. In the first part of the session, limited information and laboratory data related to a series of cases were presented to the students for discussion and analysis. These cases were selected on the basis of their usefulness for discussion in relation to the answers to the previously set questions and to reinforce an approach to the analysis of laboratory data. After a break, students were given a series of multiple-choice questions, related to the topic previously discussed, to answer. Students were given the opportunity to discuss the reasons for their answers. Finally, the students were given information and laboratory data from an unknown case and asked to analyze them, through a mechanism previously practiced in small-group tutorials, in order to reach conclusions and to consider the need for further investigation and implications for case management. A consensus diagnosis and plan for the case was reached after reflective observation and discussion. The teaching strategy was evaluated, utilizing teacher reflection and a student questionnaire, on the basis of its success in encouraging active and simulated experiential learning. CONCLUSION: The evaluation of one session indicated that students strongly valued the strategy in relation to actively engaging them in discussion, providing feedback on how they were learning, and enhancing their understanding of how theoretical knowledge can be applied to actual clinical cases. These pedagogical principles appeared to give students greater confidence in analyzing laboratory data through a mechanism of diagnostic reasoning. More sessions of this kind, tied to specific content or skills areas, will allow better evaluation of the perceived student outcomes, which can then be correlated with actual student outcomes through formal assessment.

Education, Veterinary↗
PubMed2001

Using student-collected practice data as a teaching tool.

Research is an intimidating prospect for many students. This brief and fairly simple foray into data collection and analysis did not convince all students to embrace research. It did, however, entice many to consider how to incorporate data collection into their own beginning practices. Students who had stated their aversion to research found themselves arguing for the necessity of data collection to provide evidence for practice changes. There were also students who found the experience yet another busywork paper trail invented by the faculty. They resented the time and effort required for completion of another form during their busy clinical experiences. Other students remained adamantly opposed to considering any changes in what they saw as "appropriate" practice despite evidence to the contrary. An ongoing goal of education is to facilitate lifelong learning and investigation into clinical questions. The faculty plan to survey the graduates to ascertain what data collection efforts, if any, they are currently using. The educational program described in this project closed in December 1998 because of funding restrictions. One of the faculty in this project (Carr) and current colleagues are continuing to use the NMCDS to encourage students to examine and analyze their own practices. An additional use of the data set is for student-initiated research projects that focus on specific clinical questions. One faculty member was part of an effort to institute a similar project in a master's-based nurse-midwifery education program. That database has currently provided data for two master's degree projects. The uses of the NMCDS are not limited to graduate students or advanced practice clinicians. The tool is being used in an undergraduate maternity nursing clinical course to assist students in seeing differences in practice and the possible reasons for those differences. The Division of Research of the ACNM has sponsored the development of similar data collection tools for both ambulatory prenatal and well-woman care. The wellwoman tool is currently in the pilot stage (1999), and will be refined and further tested this year. The use of these data collection tools by advanced practice nurses would provide a wealth of data for both policy setting and clinical research. Educational programs frequently combine coursework for various advanced practice nursing pathways, and nurse-midwifery and nurse practitioner students would benefit from jointly focusing on practice patterns and participating in the analysis of student-collected data. The standardized tools for intrapartum, well-woman care, and antepartum care will be available to all of the 50 ACNM education programs as well as to practicing clinicians.

California↗
PubMedDate not supplied

Interactive videodisc instruction with undergraduate nursing students using cooperative learning strategies.

This study was conducted to explore the use of interactive videodisc instruction (IVDI) with cooperative learning strategies. Baccalaureate students in their junior year were assigned to one of three types of groups based on prenursing grade point average: homogeneous average achievement, homogeneous high achievement, and heterogeneous mixed achievement students. Groups of three to five students viewed a lesson related to auscultation of heart sounds using IVDI and were videotaped throughout the lesson. There were no significant differences among the groups in their interaction frequencies, cooperativeness, or achievement on the group posttest completed immediately after viewing the lesson. Homogeneous high achievement students scored significantly higher than the other two groups on the individual posttests given 2 weeks after viewing the lesson. However, all three groups had very low scores. Several themes emerged related to management of the lesson. A majority of the students without previous IVDI experience had difficulty accessing and proceeding through the lesson: fill-in-the-blank questions posed by the lesson often were frustrating to the students, students in groups had difficulty reading the touch screen monitor, a large number of students attempted to locate the cardiac valves on themselves or other group members, and male students tended to distance themselves from each other. In this study, students needed more orientation to the computer equipment and to cooperative learning strategies. When using IVDI with inexperienced students, faculty should be certain that technical assistance is available throughout the lesson.

Achievement↗
PubMed1999

Students' evaluations of teaching and learning experiences at community- and residency-based practices.

BACKGROUND: Research has identified students' preferences for clinical sites and the clinical teaching behaviors of preceptors valued by students. This study investigated medical students' perceptions of preceptor teaching behaviors and student performance information at community- and residency-based sites. METHODS: The sample was 594 third-year medical students who completed a 4-week rotation in family medicine at community- and residency-based sites. Students completed two evaluation instruments that addressed clinical experiences and perceptions of effective teaching by clinical preceptors. RESULTS: For the majority of items, no statistically significant differences were found between students' rating of preceptors at private practices and residency sites. Generally, the students rated both types of preceptors as favorable. Student clinical performance was rated higher at community sites. CONCLUSIONS: Overall, preceptor teaching behaviors at community practices and residency programs were rated favorably by students. Differences were noted between site types in their clinical evaluation of students.

Clinical Clerkship↗
PubMed2002

Experience with the objective structured examination as a tool for students' assessment in the Department of Community Medicine and Primary Health Care in a university [corrected] in Western Saudi Arabia.

OBJECTIVE: The objectives of this study were to 1. assess the knowledge and attitude of the 5th year female medical students towards the objective structured examination in general and in Community Medicine in particular prior to the exam, 2. Detect any change in students' knowledge and attitude after passing the exam, 3. Identify the students' evaluation for future objective structured examination in Community Medicine and Primary Health Care and 4. Compare the students' performance in the objective structured examination in Community Medicine and Primary Health Care to the results of multiple choice questions evaluation in the department. METHODS: There were 2 data sets, the first was collected by self-administered pre and post-objective structured examination questionnaires from all female medical students in the 5th year during the academic year 1996-1997 and the 2nd was copied from the students' results for objective structured examination and multiple choice questions in the department of Community Medicine and Primary Health Care during same academic year. RESULTS: All the 34 5th year female medical students were enrolled in the study. Most of them reported that they did not receive enough information prior to the objective structured examination and most of their knowledge came from side chats with friends or staff members which was confirmed by their weak knowledge and negative attitude towards the objective structured examination prior to the exam. After setting the objective structured examination, students' knowledge and attitude towards objective structured examination markedly improved and the majority displayed its advantage as an assessment tool and were convinced of its suitability for medical practice in general and community medicine in particular. Most students believed that objective structured examination in Community Medicine and Primary Health Care met their expectations and recommended it for the coming years. Also, students stated the negative and positive aspects that should be considered for future assessments. Moreover, the multiple choice questions were nearly similar and there was a significant correlation between both scores. CONCLUSION: The 5th year female medical students did not receive enough information and training on the objective structured examination which influenced their attitude prior to the exam. However, most of them showed a positive attitude after the experience and their marks in the objective structured examination were comparable to their marks in the multiple choice questions. The objective structured examination is a popular method of assessment in medical practice worldwide. The decision to discontinue its use after only one year did not allow space of time for evaluation of its appropriateness as an assessment tool. More research is recommended to study the main causes that lead to disregarding this type of medical assessment in the College of Medicine at King Abdulaziz University.

Community Medicine↗
PubMed2003

The Trauma Evaluation and Management (TEAM) teaching module: its role for senior medical students in Canada.

INTRODUCTION: The objective of this study was to report on the role of the Trauma Evaluation and Management (TEAM) module devised by the American College of Surgeons in the trauma education of senior medical students. METHODS: Twenty-nine medical students who completed their surgical clerkship at the University of Toronto were randomly divided into 2 groups: a control and a TEAM group. All students completed a 20-item multiple-choice questionnaire (MCQ) pre-test. The TEAM group(15 students) took a post-test after completing the TEAM program and the control group (14 students) took the same "post-test" without completing the TEAM program. Students in the control groupdid complete the TEAM program after taking the post-test, allowing all 29 students to complete a post-module evaluation questionnaire. Paired t-tests were used for within group comparisons and unpaired t-tests for between group comparisons. The results of the evaluation questionnaire were analyzed according to the percentage of response in each of 5 categories of 1 - strongly disagree to 5 = strongly agree, as well as according to the median, range and 95% confidence intervals. RESULTS: The students had similar mean (+/- standard deviation) scores on the MCQ pre-test (TEAM 46.3 [5.5], control 47.5 [9.9]), but the TEAM group showed a significant (p < 0. 05) improvement in their scores after they completed the TEAM program (TEAM 80.7 [11.5], control 44.6 [6.3]). Eight of the 15 students in the TEAM group reached the Advanced Trauma Life Support (ATLS) pass mark of 80%, whereas none in the control group achieved this mark. With respect to the evaluation questionnaire, a score of 4 or greater was assigned by 100% of the students when asked if the objectives were met, 100% when asked if trauma knowledge was improved, 62% when asked whether clinical trauma skills were improved, 100% for overall satisfaction and 100% in recommending that the module be made mandatory in the undergraduate curriculum. CONCLUSIONS: This study demonstrates the teaching effectiveness of the TEAM module. It also was very well accepted by the senior medical students who unanimously indicated that this module should be mandatory in the undergraduate medical curriculum.

Adult↗
PubMed2003

Students perception of the various teaching methods used in the primary health care course in the Abha, College of Medicine.

OBJECTIVE: To describe students perception of the various teaching methods used in the Primary Health Care (PHC) course concerning the scientific material presented, information processing as well as motivation and importance attached by the students to each method. METHODS: A self-administered anonymous questionnaire was filled by the students of the sixth year (n=51) at the end of the course. This was structured into 3 main parts: a general part addressing the objectives of the course, the suitability of the course contents, the references and the importance of the course for the future career. The second part dealt with the suitability of the used teaching methods and the last part was for students scoring to items related to scientific material, information processing and motivation for each method. The study took place in the scholar year 2001-2002. RESULTS: A high percentage of students (93.3%) agreed with the importance of the course, the objectives were fully fulfilled for 72.1% of students while two thirds of students (66.7%) felt that there is a need to add or remove topics from the course. The practical sessions were suitable methods for 76.7% of students and clinical sessions for 73.3% of students. Seminars had the lowest scores for understanding the scientific material presented (mean score 5.8) as well as the lowest score for enhancing critical thinking (mean score 4.0). Lectures and problem solving exercises received fairly good attendance priority (mean scores 8.3 and 8.7). CONCLUSION: The teaching methods for the PHC course need to be reviewed in the light of the present study. Students perceptions are to be studied regularly in order to tailor courses that meet the needs of the students and reach an acceptable standards.

Academic Medical Centers↗
PubMed2000

[Epidemiology of dental caries and periodontal diseases in middle school students in Suzhou City].

OBJECTIVE: To assess the prevalence of dental caries and periodontal diseases in middle school students at the ages of 11 to 13 and 15 to 17. METHODS: Dental caries and periodontal diseases were assessed strictly by "national survey table of dental caries and periodontal diseases for school students". RESULTS: The study group consisted of 20 581 students. The percentage of dental caries, DMFT and DMFS in students 11 to 13 years of age were 23.6%,0.40 and 0.54, respectively. The corresponding results were 29.76%, 0.64 and 0.87 for students 15 to 17 years of age, respectively. The percentage of gingivitis and dental calculus in students 11 to 13 years were 75.33% and 35.86%, respectively. The corresponding values in students 15 to 17 years of age were 73.1% and 44.91%, respectively. Female students have significantly few gingivitis and dental calculus than male students in both groups. CONCLUSION: Compared with the students at the same ages in other cities, students in Suzhou city have low percentage of dental caries and periodontal diseases.

English Abstract↗