Advanced Semesters Research Articles

Description of the concern for dental aesthetics in dental students from UNIANDES, Ecuador

Oral diseases have a significant impact on aesthetics and well-being, particularly affecting adolescents. This developmental phase is marked by noticeable physical and psychological changes, where self-image and social perception become crucial and can adversely influence self-esteem. The study conducted in May 2023 at UNIANDES University, Ecuador, aimed to describe the oral health of dental students, analyzing how dental aesthetics affects perfectionism and self-worth. Classified as descriptive, observational, prospective, and cross-sectional, detailed questionnaires were administered to first-, fifth, and sixth-semester students, providing in-depth insight into the interaction of these factors in a university setting. The study found that concern for dental aesthetics increases with academic progression. Students in advanced semesters show a growing concern for the appearance of their teeth and are more willing to seek cosmetic dental treatments. This attitude is accompanied by a more frequent comparison with the teeth of others and an awareness of the social impact of their dental aesthetics. Such findings highlight a direct correlation between the level of study and dental self-perception, emphasizing the need to include psychosocial support in dental training. It is concluded that progress in the dentistry career entails a greater self-criticism of dental aesthetics, highlighting the importance of educational strategies to manage expectations and promote mental health

Baseball bat, resign, or accept? Handling career impacting feedback

Research methodology This case was developed from a primary source and is based on interviews and personal evaluations. Case overview/synopsis Maria was at a scheduled lunch with her direct manager, John, who inquired about the privacy leak regarding employee data she had found a few months earlier. Upon discovering the issue, Maria took on the task of ensuring the privacy leak was dealt with and resolved. John knew it was a challenging interdepartmental task because other managers did not immediately recognize the seriousness and full impact of the issue on employee privacy. Plus, the belief was that the project to combine two software programs improving CRM functionality, causing the employee data leak, needed immediate release. During the lunch, Maria stated that the privacy problem was fully eliminated and that, in the end, it did impact a lot more than only a few employees. John actively encouraged Maria in the conversation to seek feedback from Richard, the managing director directly involved and responsible for the project, which Maria had already done. When the feedback arrived, Maria felt extremely hurt by the comments and began to question the validity of the company’s values. Now, she must decide what her options are. This case study is about dealing with feedback, career development and how to receive and provide feedback. It presents a situation that allows for a variety of ways to address negative feedback and shows that different reactions can have broader consequences for career development. At the same time, the case illustrates how feedback is given in international teams and companies, and how intercultural or gender-relevant circumstances may have to be considered. Complexity academic level This case study was written for use in BA and MA classes to promote discussion regarding feedback. Relevant courses in business and administration or an international business study program could be organizational behavior, communication training, conflict management, an intercultural competencies course or in line with career management sequences. Early program BA students, BA students in advanced semesters as well as MA students with work experience are all markets for the case. It has been class-tested with BA international business students. While advanced BA and graduate students are able to and expected to enrich discussions by contributing personal stories, early program BA students benefit from learning how to create feedback and how to read feedback – including from other students, instructors and managers, to use during their first internships.

Perceived Achievement of Social Entrepreneurship Competency: The Influence of Age, Discipline, and Gender among Women in Higher Education

The complexity of today’s world demands a shift in education from knowledge acquisition to competency development for students to effectively address profession-related challenges. In particular, there is a need for social entrepreneurs who can act as catalysts for change in complex environments. Understanding the elements that shape students’ perception of themselves as social entrepreneurs allows us to grasp their capacity as catalysts for transformative action. The main purpose of this research is to showcase the findings of a diagnostic investigation carried out on a group of Mexican university students, assessing their perceived proficiency in social entrepreneurship and its sub-competencies. The study examined whether age or discipline influenced the perception of entrepreneurship in 328 students. The results revealed that age and study discipline played a crucial role in shaping students’ perception of their competency achievement. Younger students tended to perceive their abilities better, while advanced semester students were more cautious in assessing their entrepreneurial competencies. The trend also extended to sub-competencies, with younger students tending to perceive their social skills positively, while older students focused more on practical knowledge such as the economic and administrative aspects of entrepreneurship. Students in business also tended to view their skills more positively compared to students in other disciplines. The findings highlight the need to promote women’s social entrepreneurship and emphasize the importance of considering these relevant elements that are crucial to the concrete reality of potential female entrepreneurs. The study has significant implications for policymakers, educators, and researchers interested in promoting social entrepreneurship among women, particularly in the Latin American context.

Moral Competence in Medical Students - Comparison Between First Semester and Practical Year Students

In addition to teaching theoretical and clinical-practical skills, the development of individual moral competence should be another core concern in medical school. However, research suggests that moral competence in students of human medicine stagnates or even declines during the course of medical school. Therefore, the present cross-sectional study investigated the moral competence of medical students at the beginning of their studies and during their practical year, as well as the effects of testosterone as a neurohormone on moral judgment. By means of a cross-sectional study, the moral judgment ability of 24 first-year and 16 practical year students of Hannover Medical School was recorded and evaluated with the Moral Competence Test (MCT) according to Lind. The testosterone serum level of the study participants was statistically related to the MCT results. No significant differences between first-year (mean±standard deviation (SD): 13.16±8.21) and practical year students (mean±SD: 11.24±8.07) with regard to moral competence as per the MCT were identified (p=0.36). Higher serum testosterone levels did not show a statistically significant correlation with moral competence (r=-0.09, p=0.58). Our results do not show a clear trend whether moral competence is lower in medical students in advanced semesters compared to the beginning of medical school and whether moral competence is influenced by the neurohormone testosterone. Nevertheless, it seems reasonable to implement moral competence training for medical students early, continuously, and as individually designed as possible during medical school (and to evaluate it in further studies) in order to preventively counteract stagnation or regression of moral judgment.

Niveles de inteligencia emocional en estudiantes de la carrera de psicología de una universidad pública peruana

Objetives: This study investigated the levels of emotional intelligence in undergraduate psychology students, both males and females of a public university in Lambayeque as well as the levels of emotional intelligence according to sex, age and academic semester. Methodology: It is a descriptive study, which type of sampling was non probabilistic, snow ball type sampling for which participated 112 undergraduate students. The instrument used was the Baron Ice Emotional Intelligence Inventory of 133 items, 5-point Likert-scale. The findings show that 27.7% of the students report an average level of emotional intelligence and 10.7/% report a high level. Results: Regarding the levels according to sex, men presented a higher level of emotional intelligence (43%) in comparison to women (22%). Nevertheless, both sexes present an average level (30% and 26.8% respectively). With respect to age, results suggest that older students present an average level of emotional intelligence, according to 50% of the participants, for ages 27 and 31. Likewise, 32.40% of advanced semester students report an average level of emotional intelligence. Conclusions: Finally, it is concluded that the curricular training of psychology students must implement activities toward the development of emotional intelligence for future professional performance, considering the socio-cultural variables.

Effect of a medical curriculum about the knowledge about immunization against tuberculosis in Jalisco, Mexico

IntroductionTuberculosis is a principal mortality causes in world, and vaccination with BCG is a key for your prevention. ObjectiveTo evaluate the effect of studies plan from Medicine Bachelor's Degree of Universidad Guadalajara LAMAR about the knowledge about immunization against tuberculosis. Material and methodsQuasi-experimental study type pre-experimental of comparison with a static group. Emplacement: Vallarta's Campus. Temporality: January-May 2018. Universe: 267 students. Sample: Non-randomized, n=230 students, 94 from 1st semester (G1, intervention moment “A”), 106 from 4th semester (G2, intervention moment “B”) and 30 from 7th semester (G3, intervention moment “C”) from Medicine Bachelor's Degree, more 37 students from 1st semester from Bachelor's Degree not related with health sciences (G0, control). Sampling: Propositive. Selection criteria: Any age and gender and answer the instrument. Variables: Age, gender and knowledge about management of immunization against tuberculosis. Instrument: Written test collegiate. Analysis: Comparison by mean of statistics non-parametric (p = 0,05). ResultsLevels “high” and “very high” of knowledges: G0 0%, G1 0%, G2 32% and G3 37% (?2, p <0,05). Levels “poor” and “none” of knowledges: G0 100%, G1 89%, G2 58% y G3 63% (?2 p <0,05). The knowledge level was higher to be expose to studies plan and increase your exposition time (?2 p <0,05 in all cases). ConclusionThe studies plan showed develops high knowledges about management of immunization against tuberculosis. There is a significant gap in this knowledge that does not vary substantially in advanced semesters.

Effect of a medical curriculum about the knowledge about immunization against tuberculosis in Jalisco, Mexico

IntroductionTuberculosis is a principal mortality causes in world, and vaccination with BCG is a key for your prevention. ObjectiveTo evaluate the effect of studies plan from Medicine Bachelor's Degree of Universidad Guadalajara LAMAR about the knowledge about immunization against tuberculosis. Material and methodsQuasi-experimental study type pre-experimental of comparison with a static group. Emplacement: Vallarta's Campus. Temporality: January-May 2018. Universe: 267 students. Sample: Non-randomized, n=230 students, 94 from 1st semester (G1, intervention moment “A”), 106 from 4th semester (G2, intervention moment “B”) and 30 from 7th semester (G3, intervention moment “C”) from Medicine Bachelor's Degree, more 37 students from 1st semester from Bachelor's Degree not related with health sciences (G0, control). Sampling: Propositive. Selection criteria: Any age and gender and answer the instrument. Variables: Age, gender and knowledge about management of immunization against tuberculosis. Instrument: Written test collegiate. Analysis: Comparison by mean of statistics non-parametric (p ≤ 0,05). ResultsLevels “high” and “very high” of knowledges: G0 0%, G1 0%, G2 32% and G3 37% (χ2, p <0,05). Levels “poor” and “none” of knowledges: G0 100%, G1 89%, G2 58% y G3 63% (χ2 p <0,05). The knowledge level was higher to be expose to studies plan and increase your exposition time (χ2 p <0,05 in all cases). ConclusionThe studies plan showed develops high knowledges about management of immunization against tuberculosis. There is a significant gap in this knowledge that does not vary substantially in advanced semesters.

Association between emotional intelligence and empathy among medical students: a single center cross-sectional study, Brazil, 2019

Abstract: Introduction: Emotional intelligence (EI) and empathy are two essential skills for person-centered Medicine. Objectives: To evaluate the association between EI and empathy and to assess whether sociodemographic factors and year at the medical school influence the level of EI and empathy. Methods: Cross-sectional study carried out in medical students from a private educational institution in the city of São João del-Rei, Minas Gerais, Brazil. EI levels were assessed using the Schutte Self-report Emotional Intelligence Test and empathy levels were assessed using the Jefferson Scale of Empathy (student version). All volunteers signed the Informed Consent Form before inclusion in the study. The statistical analysis used mean values, standard deviation, frequency distribution, Student’s t test, Pearson’s correlation, and linear regression. A significance level of 0.05 was considered. Results: From August 5 to 30, 2019, 193 volunteers, corresponding to 85.8% of the total population, agreed to participate in the study. The total EI (129.8 ± 13.3) and empathy (121.2 ± 11.6) observed scores were high. EI scores were influenced only by age (padjusted = 0.018). Students attending more advanced semesters had higher total empathy scores (padjusted = 0.013). Students whose parents did not have a higher education degree also had a higher total empathy score (padjusted = 0.031). A moderate positive correlation was observed between the total EI and empathy scores ( ρ =0.304, p&lt;0.001) and between the total empathy score and the EI domain Managing Others’ Emotions ( ρ =0.300, p&lt;0.001). A weak positive correlation was also observed between the total EI score and most of the empathy domains. Conclusion: A positive correlation between emotional intelligence and empathy was observed. The age influenced EI and the year of medical school and parental schooling influenced empathy.

Association between emotional intelligence and empathy among medical students: a single center cross-sectional study, Brazil, 2019

Abstract: Introduction: Emotional intelligence (EI) and empathy are two essential skills for person-centered Medicine. Objectives: To evaluate the association between EI and empathy and to assess whether sociodemographic factors and year at the medical school influence the level of EI and empathy. Methods: Cross-sectional study carried out in medical students from a private educational institution in the city of São João del-Rei, Minas Gerais, Brazil. EI levels were assessed using the Schutte Self-report Emotional Intelligence Test and empathy levels were assessed using the Jefferson Scale of Empathy (student version). All volunteers signed the Informed Consent Form before inclusion in the study. The statistical analysis used mean values, standard deviation, frequency distribution, Student’s t test, Pearson’s correlation, and linear regression. A significance level of 0.05 was considered. Results: From August 5 to 30, 2019, 193 volunteers, corresponding to 85.8% of the total population, agreed to participate in the study. The total EI (129.8 ± 13.3) and empathy (121.2 ± 11.6) observed scores were high. EI scores were influenced only by age (padjusted = 0.018). Students attending more advanced semesters had higher total empathy scores (padjusted = 0.013). Students whose parents did not have a higher education degree also had a higher total empathy score (padjusted = 0.031). A moderate positive correlation was observed between the total EI and empathy scores ( ρ =0.304, p&lt;0.001) and between the total empathy score and the EI domain Managing Others’ Emotions ( ρ =0.300, p&lt;0.001). A weak positive correlation was also observed between the total EI score and most of the empathy domains. Conclusion: A positive correlation between emotional intelligence and empathy was observed. The age influenced EI and the year of medical school and parental schooling influenced empathy.

Attitudes and perceptions of teachers and medical students regarding suicide

Abstract: Introduction: The World Health Organization (WHO) estimates that there are around one million deaths by suicide a year worldwide, more than the total sum of deaths caused by wars and homicides, which results in one death every 40 seconds. Despite the existence of several scientific publications on suicide prevention, there have been studies showing that health professionals are not trained to adequately care for individuals at risk of suicide. Objective: This study aimed to understand the attitudes and perceptions of medical school students and teachers regarding suicide. Methods: This is a cross-sectional, descriptive study, with a quantitative and qualitative approach, approved by the Research Ethics Committee, which assessed a sample of 180 students attending the 8th and 11th semesters and 57 teachers from different semesters of the evaluated medical courses. The data were obtained by applying the Suicide Behavior Attitude Questionnaire (SBAQ), in addition to a sociodemographic questionnaire. The data were submitted to descriptive and analytical statistics. Results: Regarding professional capacity, the scores were low for both students (median 5.5) and teachers (median 5.25). Students who had seen someone exhibiting suicidal behavior (p = 0.002) and those attending the more advanced semesters (p = 0.04) felt more confident when treating patients at risk of suicide. There was a significant difference regarding the Right to Suicide factor among students who said they were religious (p = 0.001), as also among the teachers who attended religious services with a higher frequency (p = 0.02). Conclusions: We conclude that students and teachers have had little experience with suicide in the assessed medical courses, which contributes to low level of training and the feeling of insecurity, indicating the need to give more importance to the subject in the undergraduate medical school, aiming to allow the acquisition of knowledge and skills for a competent and preventive medical practice regarding suicide.

Attitudes and perceptions of teachers and medical students regarding suicide

Abstract: Introduction: The World Health Organization (WHO) estimates that there are around one million deaths by suicide a year worldwide, more than the total sum of deaths caused by wars and homicides, which results in one death every 40 seconds. Despite the existence of several scientific publications on suicide prevention, there have been studies showing that health professionals are not trained to adequately care for individuals at risk of suicide. Objective: This study aimed to understand the attitudes and perceptions of medical school students and teachers regarding suicide. Methods: This is a cross-sectional, descriptive study, with a quantitative and qualitative approach, approved by the Research Ethics Committee, which assessed a sample of 180 students attending the 8th and 11th semesters and 57 teachers from different semesters of the evaluated medical courses. The data were obtained by applying the Suicide Behavior Attitude Questionnaire (SBAQ), in addition to a sociodemographic questionnaire. The data were submitted to descriptive and analytical statistics. Results: Regarding professional capacity, the scores were low for both students (median 5.5) and teachers (median 5.25). Students who had seen someone exhibiting suicidal behavior (p = 0.002) and those attending the more advanced semesters (p = 0.04) felt more confident when treating patients at risk of suicide. There was a significant difference regarding the Right to Suicide factor among students who said they were religious (p = 0.001), as also among the teachers who attended religious services with a higher frequency (p = 0.02). Conclusions: We conclude that students and teachers have had little experience with suicide in the assessed medical courses, which contributes to low level of training and the feeling of insecurity, indicating the need to give more importance to the subject in the undergraduate medical school, aiming to allow the acquisition of knowledge and skills for a competent and preventive medical practice regarding suicide.

An analytical study on theme choices in the academic essays of Libyan EFL undergraduate students

Theme is the element which a speaker or writer chooses as a point of departure for a clause. Theme is of different types; each of which has a certain function in the overall discourse. Choosing the appropriate theme is important to deliver the intended message of the discourse. Many EFL students encounter problems in their theme choice which might decrease the quality of their written products. The current study investigated the frequency of the different types of themes to find out the most dominantly used theme types. For data collection, 15 academic essays written by advanced semesters' students were utilized to fulfill the purpose of the study. In analyzing the written texts, the Halladian Analysis System was followed to categorize the type of themes used in the students' writings. According to the study findings, the Topical Unmarked theme was highly dominant in the students' writing. The Textual themes occupied the second place in the frequency of use. Not surprisingly, the Interpersonal theme was very rare in the students' essays. The results of the study were interpreted and contextualized within the existing body of literature. Finally, the implications and limitations of the study were discussed.

Assessment of Assertiveness and Self Esteem among Nursing Students in Selected Nursing Colleges: A Systematic Review

Background: Assertive behaviour promotes a feeling of personal power and self-confidence. These twocomponents are commonly lacking in individual/students. Becoming more assertive empowers individualsby empowering self-esteem, without diminishing the esteem of others. Purpose: To systematically reviewthe articles to assess assertiveness among nursing students in selected Nursing colleges. Method: The searchof significant articles including assertiveness and its correlates among nursing students was carried out inPubMed/Medline, Google Scholar and other databases. It includes both Qualitative and Quantitative studieswere evaluated according to predefined quality criteria. Medline and PubMed were searched to identifypeer-reviewed English-language studies published between 1985 and March 2018 reporting Assertivenessamong nursing students. Total 250 studies were selected for review, out of which only 30 Studies were foundappropriate to be included in the study. Results: Analysis was done 90 papers were retrieved by the search.Among them, 30 were evaluated to be of higher quality. These Studies included sample of nursing studentsand excluded Non Nursing Students. Conclusion: Based on the review it was concluded that the level ofassertiveness among nursing students studying in advanced Semesters was increased slightly as compared tothose displayed by first-semester. It was also concluded that concluded that there was significant correlationfound between the assertiveness and academic achievement and with self- esteem.

Historical (cultural) view of the heart and cardiovascular system

Wer waren die Entdecker des Herz-Kreislauf- und des Kapillarsystems? Fragt man die Studenten eines höheren Semesters nach historischen Bewandtnissen, die den Weg der Medizin in die Gegenwart entscheidend beeinflusst haben, so gibt es in der Regel keine oder eine falsche Antwort. Wer wissenschaftliches Denken und Handeln erfahren will, kommt nicht umhin, sich auch mit der historischen und kulturellen Entwicklung der Medizin auseinanderzusetzen. Die Naturwissenschaften und die Medizin liefern jedoch wie kaum eine andere Wissenschaft den Beweis, dass im Sinne der Patienten beständig nach neuen Wegen und Erkenntnissen gesucht werden muss. Dieser Artikel soll einen Beitrag dazu leisten, daran zu erinnern, wie es zur Entdeckung des Herz-Kreislauf-Systems und der kulturhistorischen Bedeutung des Herzens gekommen ist. Nicht zuletzt soll er jedoch auch einen Eindruck vermitteln, unter welch großem Einsatz – mitunter des eigenen Lebens – und auf welch steinigem Wege der Erkenntnisgewinn zustande gekommen ist.

Factors Related to the Differential Development of Inter-Professional Collaboration Abilities in Medicine and Nursing Students.

IntroductionFor physicians and nurses, teamwork involves a set of communication and social skills, and specific training in interdisciplinary work in order to be able to work together cooperatively, sharing responsibilities, solving problems, and making decisions to carry out actions centered on patients’ care. Recent studies demonstrate that in the absence of targeted interdisciplinary educational programs, the development of teamwork abilities is sensitive to the influence of the dominant work environment. The purpose of this study was to characterize the role that environmental and individual factors play in the development of teamwork in environments with a dominant hierarchical work model.MethodsQuestionnaires were distributed to 1,880 undergraduate students (980 medicine students and 900 nursing students) from three universities of Cusco city (Peru). The Jefferson Scale of Attitudes toward Physician–Nurse Collaboration was used as the main variable. The Jefferson Scales of Empathy and Lifelong Learning, the Social and Emotional Loneliness Scale for Adults, the Scale of Life Satisfaction, sex, discipline, age, and academic semester were used as explanatory variables. After calculating internal reliability and normality of the main measures, descriptive, comparative, and correlation analyses were performed to determine variables influencing the teamwork score.ResultsA total of 1,518 (81%) surveys were returned fully completed. Adequate reliability was confirmed in all instruments. In the sample, nursing students showed greater inter-professional collaborative abilities than medicine students (p < 0.001). This attitudinal gap was higher in advanced semesters. A three-way ANOVA indicated differences in teamwork were associated with discipline (p < 0.001), sex (p < 0.01), and university (p < 0.001). However, main effects were associated only with discipline (ηp2 = 0.14). Teamwork showed an inverse correlation with loneliness (ρ = −0.28; p < 0.001) and a positive correlation with empathy (ρ = + 0.49; p < 0.001) and lifelong learning (ρ = + 0.48; p < 0.001). Teamwork positively correlated with life satisfaction only in the medicine student group (ρ = + 0.15; p < 0.001).ConclusionThese findings bring new evidence to support the main effect that social environments, in the absence of targeted interdisciplinary educational programs, play in the development of teamwork.

LA GESTIÓN DE INFORMACIÓN, ESTRATEGIA CLAVE EN LA ENSEÑANZA DE LA INVESTIGACIÓN

Based on the teaching experience, the authors identify some difficulties that students have to design research proposals related to information management in the Areas of Economic and Administrative Sciences, as well as Social Sciences and Humanities of the Universidad Autónoma de Nayarit (UAN). Attention is given to the development of skills for obtaining adequate information, but emphasizing its use within training of research. With this, we emphasize that the tools offered by the courses contents related to information management are not being incorporated into the practical activities of the students in the subsequent semesters. On the other hand, placing them in the first semester, means that students do not need to use the skills learned until more advanced semesters, this ends up becoming a didactic obstacle.

Students and Teachers’ Causal Attributions to Course Failure and Repetition in an ELT Undergraduate Program

This article is the product of a diagnostic research study conducted by two professors from the APRENAP research group at Universidad Surcolombiana from Neiva, Huila, Colombia. The study aimed at looking into the causes for the English courses repetition phenomenon which was evident among many students especially in the advanced semesters at the ELT undergraduate program in the university. The main purpose of this qualitative study that followed the Grounded Theory principles was to determine to which factors the academic community of the program- professors and students- attributed the constant failure and repetition of advanced English courses by some students. Findings gathered from the analysis of a questionnaire and a semi-structured interview evidenced that variables such as a lack of autonomous learning habits, economic, labor and family responsibilities, and few hours of class, among others, affect negatively students’ foreign language learning.

FATORES DE ADOECIMENTO DOS ESTUDANTES DA ÁREA DA SAÚDE: UMA REVISÃO SISTEMÁTICA

Health area students are susceptible to stress and consequently to illness due to overload of academic activities, high emotional demands and the continuous practice of care. The objective of this study was to systematically review the literature in order to know the most frequently cited factors, triggers of stress, Burnout Syndrome (BS) and Common Mental Disorders (CMD) in undergraduate students from health area courses. There were 18 articles reviewed after the inclusion criteria was applied. From the analysis of the results, it was identified the presence of risk factors which contribute for students illness (consider leaving the course, poor performance, lack of emotional support, having no children), and lack of protective factors (recreation activities, advanced semester), which soften the impact of stressors agents. It was concluded that in order to prevent illness situations it is important to adopt the use of confrontation strategies early in the course.

Implementation and sex-specific analysis of students' attitudes toward a longitudinal, gender-specific medical curriculum - a pilot study.

Gender medicine has gained importance over the past 20 years. Nevertheless, the scientific findings concerning gender- and sex-specific patient care have not been sufficiently integrated into the education of physicians. It was therefore our aim, against initial resistance in our school, to integrate clinically relevant aspects of gender medicine into the existing medical curriculum. This paper describes the implementation process of a lecture-based interdisciplinary, longitudinal, basic gender curriculum and evaluates students' attitudes in relation to sex and semester level. The curriculum encompasses 15 lecture sessions scheduled in years 1 through 5 of the medical curriculum at Ulm University, Germany. Prospectively gathered evaluation data of two cross-sectional analyses of this basic curriculum in the first and fifth semesters are analyzed by sex. More than 80% of the students have registered for this new curriculum. Evaluation data show a predominantly positive (75.5%) student response; however, only about half of those surveyed indicated that they had learned new material or judged the content on gender to be relevant to their practice of medicine. Students at a more advanced semester level (88.2% vs. 55.2%) and male participants more than female participants (36.7% vs. 62.4%) showed lower acceptance. It was possible to integrate gender issues into the existing medical student curriculum. Despite the overall positive rating, our evaluation data identified the aspects of rejection and resistance in some students, particularly male and more advanced students. Further studies on the development of student attitudes toward gender issues are needed.

The Relationships Between the Dark Triad, the Moral Judgment Level, and the Students’ Disciplinary Choice

Abstract. The purpose of the present study was to examine the relationships between the personality traits of the Dark Triad, the moral judgment level, and the students’ disciplinary choice. It was hypothesized that students who major in higher business and management education show higher levels of the Dark Triad and lower levels of moral judgment competence (self-selection hypothesis). According to the indoctrination hypothesis it was assumed that the differences between business and management students and other students would be higher in advanced semesters. The findings suggest that business and management students show higher levels of the Dark Triad but not of moral judgment competence. However, there was no evidence found for a higher difference in advanced students.