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Medical Students' Knowledge (medical + student_knowledge)
Selected AbstractsA longitudinal evaluation of medical student knowledge, skills and attitudes to alcohol and drugsADDICTION, Issue 6 2006Gavin Cape ABSTRACT Aim To examine the knowledge, skills and attitudes of medical students to alcohol and drugs as training progresses. Design A longitudinal, prospective, cohort-based design. Setting The four schools of medicine in New Zealand. Participants All second-year medical students (first year of pre-clinical medical health sciences) in New Zealand were administered a questionnaire which was repeated in the fourth (first year of significant clinical exposure) and then sixth years (final year). A response rate of 98% in the second year, 75% in the fourth year and 34% in the sixth year, with a total of 637 respondents (47.8% male) and an overall response rate of 68%. Questionnaire The questionnaire consisted of 43 questions assessing knowledge and skills,a mixture of true/false and scenario stem-based multiple-choice questions and 25 attitudinal questions scored on a Likert scale. Demographic questions included first language, ethnicity and personal consumption of alcohol and tobacco. Findings The competence (knowledge plus skills) correct scores increased from 23.4% at the second year to 53.6% at the fourth year to 71.8% at the sixth year, being better in those students who drank alcohol and whose first language was English (P < 0.002). As training progressed the student's perceptions of their role adequacy regarding the effectiveness of the management of illicit drug users diminished. For example, at second year 21% and at sixth year 51% of students felt least effective in helping patients to reduce illicit drug use. At the sixth year, 15% of sixthyear students regarded the self-prescription of psychoactive drugs as responsible practice. Conclusion Education on alcohol and drugs for students remains a crucial but underprovided part of the undergraduate medical curriculum. This research demonstrated that while positive teaching outcomes were apparent, further changes to medical student curricula need to be considered to address specific knowledge deficits and to increase the therapeutic commitment and professional safety of medical students to alcohol and drugs. [source] Can e-learning improve medical students' knowledge and competence in paediatric cardiopulmonary resuscitation?EMERGENCY MEDICINE AUSTRALASIA, Issue 4 2010A prospective before, after study Abstract Objective: To determine whether the use of an e-learning package was able to improve the knowledge and competence of medical students, in a simulated paediatric resuscitation. Methods: A prospective before and after study was performed with medical students at the Children's Hospital at Westmead, Australia. Participants undertook a simulated paediatric resuscitation before and after completing the e-learning. Primary outcome measures were the ability to perform successful basic life support and advanced life support according to published guidelines. Secondary outcome measures were the individual steps in performing the overall resuscitation, the change in pre- and post-e-learning multiple choice question scores and subjective feedback from participants. Results: A total of 28 students were enrolled in the study, with 26 being retested. There was an improvement of 57.7% from 30.8% to 88.5% (P < 0.001, 95% CI 34.9,80.5%) in basic life support competence and an improvement from 0% to 80.0% (P < 0.001, 95% CI 61.8,99.8%) in advanced life support competence. Significant improvements were seen in all secondary outcomes particularly time to rhythm recognition and time to first defibrillation (P < 0.001). Multiple choice question test scores showed a significant improvement of 27.8% or 6.4 marks (95% CI 5.3,7.5, P < 0.001). Conclusion: E-learning does improve both the knowledge and competence of medical students in paediatric cardiopulmonary resuscitation at least in the simulation environment. [source] Factors influencing treatment for depression among medical students: a nationwide sample in South KoreaMEDICAL EDUCATION, Issue 2 2009Myoung-Sun Roh Objectives, Depression is more frequently experienced and induces more severe consequences in medical students than in the general population. However, treatment rates for depression in medical students are still low. In this study, the authors investigated factors that affect treatment for depression and dispositions towards treating depression among South Korean medical students. Methods, A nationwide, cross-sectional survey was administered to medical students attending all 41 medical schools in South Korea (14 095 students). The questionnaire included the Beck Depression Inventory (BDI) and asked for data on socio-demographic variables, history of diagnosis or treatment for depression, knowledge of mental health problems and disposition to use mental health care. Results, A total of 7357 students (52.2%) from 36 schools responded to the survey. Of these, 689 (9.4%) were identified as being depressed via a BDI score higher than 16. Of the depressed respondents, only 61 (8.9%) had been diagnosed with depression and 67 (9.7%) had been treated for depression. Age was significantly associated with treatment behaviour for depression. Correct knowledge about the aetiology of depression and psychiatric medicine was significantly related to students' disposition to use psychiatric services and to receive psychopharmacotherapy as an option to resolve depression. Conclusions, Accurate knowledge of depression and appropriate medication seems to be relevant to students seeking appropriate treatment for depression. The development of education programmes designed to improve medical students' knowledge of mental health problems and treatments would facilitate treatment seeking in medical students. [source] Is problem-based learning causing a decline in medical students' knowledge?THE CLINICAL TEACHER, Issue 4 2006Abigail Dias First page of article [source] | ||||||||||