Knowledge Of Medical Students Research Articles

Assessment of knowledge, attitude, and practice of blood donation among paramedical students of a medical college in Chennai, Tamil Nadu

Abstract: BACKGROUND: Blood donation is an essential global need far outweighs the available supply, rendering it a scarce and valuable resource. Within India, blood transfusion services hold significant importance and constitute a crucial aspect of the national health-care framework. Voluntary Non-Remunerated Blood Donation (VNRBD) is deemed the safest among the various ways of donating blood. The student population of educational institutions across the country, particularly those who are young and physically fit, represents one of the most promising sources of blood donations. The aim of the study was to evaluate the knowledge, attitudes, and donation practices of medical college students and motivate them to embrace voluntary blood donation as a regular habit. MATERIAL AND METHODS: The Department of Allied Health Science at Dr MGR Educational and Research Institute in Chennai, Tamil Nadu, India, conducted a questionnaire survey from March 2023 to October 2023. Two thousand and two hundred forty students were invited to participate, with 2331 ultimately willing to partake. The gathered data underwent analysis using the SPSS Statistics software, version 20, with a significance level fixed at a P = 5%. RESULTS: The study included 2331 participants, comprising 840 males (36%) and 1491 females (64%). The age range of the participants was between 17 and 25 years, with a mean age of 18.9 ± 1.3 years. Out of 2331 participants, the majority (66.7%) showed sufficient knowledge with 9 or more correct answers, while the rest (33.2%) showed below-average knowledge. CONCLUSION: The Tamil Nadu Health Professions Colleges possess the potential to make a noteworthy impact on the promotion of blood donation. According to a recent survey, students express a keen interest in donating blood if a camp is organized on the campus. By organizing awareness campaigns and conducting informative sessions, the colleges can inspire and motivate more students to donate blood, thereby playing a vital role in saving lives.

Understanding Knowledge and Behaviors Related To the Covid-19 Epidemic in Medical Students in Morocco

Introduction: The coronavirus (COVID-19) pandemic is accompanied with increasing morbidity and mortality and has impacted the lives of people worldwide. Health care personnel including medical school students are at high risk of exposure and transmission of the coronavirus. Our aim is to study the knowledge and behavior of medical students in Morocco towards COVID-19 to have protection for themselves, their work colleagues. Methods: Cross-sectional and descriptive-analytical study in November 2021 among medical students, conducted by a self-administered questionnaire, stratified sampling on years of study was performed. Results: 300 students responded with a 75% response rate, with a mean age of 21.3 ± 1.4 years. The majority 189 (63%) were female, about 207(69 %) of the respondents had good knowledge (GK) and 174 (60%) had good behaviors (GB) using a point varying of 8 to 10 out of 10 and using a point varying of 40 to 60 out of 60 in each case. To combat the COVID-19 pandemic, 76.7% of the study participants improved their regular hand washing, and 94.7% of them used a face mask since the outbreak; There was a significant difference between hand washing with soap and water and COVID infection (p value = 0.002). The prevalence of anti-coronavirus vaccination was 87.7% (95 % CI 83.4, 90.9). Conclusion: Medical students showed a satisfactory level of knowledge and adherence to the recommendations for protection against COVID-19 and they must also be prepared with medical awareness, an appropriate attitude and good precautionary measures In the event of an emergency

Early Pre-clinical Exposure Enhances Medical Student Knowledge and Readiness in Caring for Patients with Disabilities

Early Pre-clinical Exposure Enhances Medical Student Knowledge and Readiness in Caring for Patients with Disabilities

Climate change education: exploring knowledge, attitudes, and practices of medical students in a Turkish medical school

ABSTRACT Climate change presents a significant health challenge, emphasizing the need for resilient healthcare systems. This study aimed to explore medical students’ knowledge, attitudes, and practices regarding the climate-health link and their curriculum preferences. Conducted from March to June 2023 at the Medical School of Bahçeşehir University, Turkiye, the cross-sectional study utilized an online questionnaire covering demographic data and climate change-related inquiries. Participation was open to all medical students without class-based distinctions. The response rate was 53.6%, with 439 medical students included (average age: 21.8 years). The majority (74.5%) acknowledged human-induced climate change, with over 87% expressing concerns about its impact on health. Nearly 70% emphasized the importance of physicians understanding climate change’s health effects, while 45.8% perceived a lack of information in their medical education. Most students (70.0%) supported integrating climate change’s health effects into medical education, rating its importance at 7.1 on a scale of 0 to 10. Preferences included electives, team-based learning, case-based learning, problem-based learning, clinical practice in climate-sensitive diseases, and theoretical courses on climate change in basic medical sciences. This study underscores the growing awareness among medical students regarding climate change’s health impact and the need for climate-integrated medical education, emphasizing its importance in preparing future physicians for climate-related health challenges and resilient healthcare systems.

Learning Style Preferences Among Undergraduate Medical Students of Lahore, Pakistan and Factors Related to it

Objectives: The objectives of the study were to assess the learning styles of medical students using the VARK Questionnaire and to study factors related to their learning style preferences. Methods: A descriptive cross-sectional study, using the validated 16-point VARK Questionnaire Version 8.01, was conducted among medical students in Lahore, Pakistan, from May to October 2023. Through non-probability virtual snowball sampling, 360 students from various medical colleges responded to online Google forms distributed via emails and WhatsApp groups. Data were entered, cleaned, and analyzed using Statistical Package for the Social Sciences (SPSS) Version 26. The Chi-square test determined associations between variables, with a significance level set at p < 0.05. Results: The respondents had a mean age of 21.56±1.608. The study revealed that 68.9% preferred a unimodal learning style, with Visual (25%) being the most favored, followed by Read/Write (15.2%), Aural (14%), and Kinesthetic (13.5%).About 65% of respondents were unaware of their learning styles. No statistically significant relationships were found between learning style and gender, clinical year, schooling background, or institute type. However, significant relationships were found with age, academic performance, and preferred teaching methodology (p=0.05, p=0.04, and p=0.007, respectively). Conclusion: The present study highlighted the independence of learning styles from demographics. The identified relationship between learning styles, preferred teaching methodologies, and academic performance emphasizes the significance of this knowledge for medical educators and students in fostering lifelong learning. It's noteworthy that majority of students demonstrated unimodal sensory preferences, reinforcing the importance of tailored teaching strategies to maximize learning potential.  Keywords: Learning, style, VARK, Medical Education, Teaching Methods, Medical Students  

A junior doctor led near-peer acute ENT/head and neck surgery workshop for medical students

BackgroundNear-peer teaching (NPT) involves teaching by peers who are at a close, but not the same, level of training. This study investigated whether a novel surgical NPT workshop, designed and delivered by junior doctors using simulation models for acute otolaryngology conditions, improved the knowledge and confidence level of senior medical students. MethodsA one-day NPT workshop was held for medical students in their third year of a four-year postgraduate medical degree at the University of Notre Dame, Sydney, Australia. Four acute otolaryngology/head and neck surgery problems that might be encountered by junior doctors and require prompt management were chosen. These were post-operative neck swelling, epistaxis, and tracheostomy management (obstruction and bleeding). Six junior doctors facilitated didactic tutorials and practical skills training using models. Multiple choice question mini-tests and questionnaires were administered before and after the workshop to assess changes in students' knowledge and confidence in assessment, management, and practical skills. ResultsThe most common reason for participation was to acquire knowledge and practical skills (93.2 %). Mean correct MCQ mini-test knowledge scores increased significantly from 60 % pre-workshop to 83.9 % post-workshop (p < 0.05). Students reported significantly increased confidence in recognition and management of all four conditions. All students favoured including the course in their curriculum and would recommend the course to others. The tutors subjectively reported valuable teaching experience. ConclusionNPT is an effective method for teaching medical students how to assess and manage acute otolaryngology/ENT surgery conditions that may present as emergencies for junior medical officers on the ward.

LGBTI Healthcare in Medical Education.

Our aim is to reveal the interaction of cultural and religious influences with professional equipment by determining the level of knowledge, sexual attitudes, and homophobia of medical students about LGBTI+ individuals. The study included 324 students from our faculty of medicine. The Hudson and Ricketts Homophobia scale, the Attitudes Towards Lesbians and Gay Men scale, and the Hendrick Sexual Attitudes scale were used with the sociodemograpic data form. Data were collected and analyzed using descriptive and inferential statistical tests. The mean score of the students from the Hudson and Ricketts Homophobia scale was 58.50. The findings of our study support that medical students consider that the education they receive in this regard is inadequate. One of the goals of undergraduate medical education is the provision of health services to all segments of society; therefore, it is recommended to make improvements in the curriculum in this regard.

Medical Student's Knowledge and Perspective Regarding Organ Donation In Punjab.

Objectives: This study aimed to evaluate the knowledge, attitudes, and practices of organ donation among undergraduate medical students and explore potential variations based on demographic characteristics. Methodology: A Cross-Sectional Study was conducted from June to September 2023; participants were recruited from Punjab medical, dental, and paramedic colleges. Data was gathered using a structured questionnaire, which was pre-tested prior to the study. The online data collected was analyzed using SPSS version 28. Qualitative variables were reported in frequencies and percentages, and the Chi-square test assessed associations among study variables and sociodemographic traits. Results: The study enrolled 152 students, predominantly from the MBBS program (80%). Inconsistencies were observed in knowledge, attitude, and practice domains. Approximately 55.6% of students were aware of organ donation, while only 45.5% exhibited a positive attitude, particularly in donating under exceptional circumstances. The group below 18 years demonstrated a high percentage (45.5%) of willingness to become organ donors. Notably, a significant portion of participants expressed comfort and positive feelings about posthumous organ donation. Conclusion: The data revealed various perspectives and challenges associated with organ donation. Some participants mentioned issues like religious constraints, family opposition, and concerns about physical appearance or mortality. Moreover, a variety of "Other" barriers were identified, indicating a wide range of reservations. Nevertheless, the majority clearly grasped the selfless intent behind organ donation, with the main drive being to preserve and prolong human life. The results highlight the necessity for continuous efforts to enhance awareness, educate the public, and address reservations in order to encourage organ donation and ultimately save lives.   Keywords: Organ donor, Organ recipient, Undergraduate Medical Students. Item characteristic curve.  

Management of Dental Trauma of Senior-Year Medical Students Attending Medical School in Tokat

Aim: Since trauma often requires immediate intervention, the initial care of patients is typically provided by emergency room physicians. Emergency departments prioritize the treatment of conditions that threaten the patient's overall health, which can lead to overlooking the treatment of traumatic dental injuries. Early intervention in dental and surrounding tissue injuries is crucial for prognosis. Therefore, it is important to assess the knowledge and awareness of dental trauma among medical doctors, who are often the first responders in trauma cases. The aim of this study is to evaluate the knowledge and approaches of senior-year medical students regarding dental traumas in Tokat city, Türkiye. Materials and Methods: For this cross-sectional study, a validated questionnaire consisting of 10 questions previously used in similar studies was used. Students completed the questionnaire online using the Google® Forms program. The data obtained in this study were analyzed using the SPSS v23 (Chicago, IL, USA) software package program. Frequency and percentage values were obtained. Results: While 7.1% of the students stated that they would reimplant the avulsed tooth, 71.4% stated that they would refer the patient to the dentist. While 42.8% of the students preferred sterile saline solution for handling the avulsed tooth, 20.2% preferred wet gauze. While 85.7% of the students found the level of knowledge about oral and dental injuries insufficient, 71.4% stated that they would like to participate in an educational program on this subject. Conclusions: It has been observed that senior medical school students have insufficient knowledge about intervening in injuries to teeth and surrounding tissues. Curriculum regulation and training programs are required to improve students' knowledge and awareness about injuries to teeth and surrounding tissues. Students should also be informed that they can access the free IADT ToothSOS Mobile App on the International Association for Dental Trauma (IADT) website (http://www.iadt-dental-trauma.org), which can guide them on emergency response to dental trauma when they encounter dental trauma.

An evaluation of a simulation-based training programme to support final-year medical students in their preparation for foundation-year prescribing practice

Abstract Introduction Prescribing is a high-risk and error prone activity with doctors reporting a lack of preparedness for prescribing practice,[1] with potential for simulation-based training (SBT) to enhance prescribing skill development.[2] To support preparation for prescribing practice, a team-based SBT programme was developed for final-year medical students. Aim To determine the impact of the SBT on prescribing knowledge and student perceptions of SBT in supporting their prescribing practice. Methods An SBT event was designed to include three complex multi-morbid scenarios reflecting foundation practice. The scenarios were co-produced by a multidisciplinary team, with sessions facilitated by clinical pharmacists. Sessions focused on practical prescribing and authentic decision-making with a convenience sample of final-year medical students. Students worked in small groups to manage conditions including heart failure, atrial fibrillation, diabetic keto-acidosis and chronic obstructive pulmonary disease, all followed by a facilitated debrief. Effectiveness of the SBT on understanding of the treatment of the topics was measured anonymously using ten multiple choice questions (MCQs). A 28-item survey was self-administered to students pre and post session, including demographic questions and prescribing confidence agreement statements using a 5-point Likert-scale (strongly disagreed to strongly agreed), with further open-ended questions used to evaluate views of the SBT, and the perceived impact on prescribing confidence. Data were entered into a database and analysed using SPSS v29. Mann-Whitney U-tests were used to determine differences in unpaired agreement scores with independent t-tests used to explore change in unpaired MCQ test-scores. Results Thirty-seven students attended the SBT with 34 students completing post session surveys. Pre session, mean test scores were 4.5±2.0, and post session, mean test scores were 7.7±1.5, an improvement of 3.2 (CI 2.4 to 4.1) t(69)= 7.5, p&amp;lt;0.0001 (d=1.8 large effect). Self-rated prescribing confidence scores significantly increased post-teaching for ability to identify drug interactions (pre-median: 3 [neutral], post-median: 4 [agreed], p=0.019), monitoring of medications (pre-median: 3, post-median: 4, p&amp;lt;0.001) and ordering of appropriate investigations (pre-median: 3, post-median: 4, p&amp;lt;0.001), with significant differences in mean rank reported for all other self-rated confidence scores, except for completion of drug histories, and accessing of information resources. The majority of participants strongly agreed/agreed that the training was valuable (99.1%), interactive (94.1%), practical and relevant (97.1%), contextualised prescribing (94.1 %), and helped preparation for practice (94.1%). Students also strongly agreed/agreed that they were more confident with their prescribing (82.3%), and that pharmacists were appropriate subject teachers (97.1%). Open-ended responses suggested that students found the session challenging and tiring, but realistic, focusing on common prescribing scenarios they would likely encounter. The debrief and personalised feedback was valued, whilst students reported that more SBT was needed throughout their training for other topics including fluids and insulin prescribing. Conclusion Deficits were identified for self-rated prescribing confidence and knowledge-based competence on final-year medical students. A contextualised prescribing SBT programme is acceptable and valued by final-year medical students to prepare them for practice. Whilst it can improve medical student prescribing knowledge and confidence, impact on prescribing competence is unknown and further work is required to explore this educational modality on prescribing quality.

Evaluation of Knowledge, Protection, and Participation of Medical Students in Facing Recurrent Waves of the COVID-19 Pandemic.

Evaluation of Knowledge, Protection, and Participation of Medical Students in Facing Recurrent Waves of the COVID-19 Pandemic.

The level of knowledge of medical and dental students regarding prophylaxis for infective endocarditis.

Infective endocarditis is a rarely seen disease, but has a high mortality rate. Therefore, it is extremely important that the guidelines are followed correctly. The main aim of this study was to evaluate and compare the level of knowledge and attitude of infective endocarditis of fourth- and fifth-year dentistry students in clinical residency and fifth- and sixth-year medical students. A 42-item questionnaire evaluating the type and dosage of antibiotics administered as infective endocarditis prophylaxis in medical conditions and dentistry procedures was delivered online to the study participants. The data obtained were examined using descriptive statistics and analyzed with the chi-square test. The questionnaire was completed by a total of 332 participants. The statistical analyses showed a good level of knowledge in 55% of the dentistry faculty students and in 43.5% of the medical faculty students. When considering that dental and medical faculty students are not expected to receive additional training on antimicrobial management after graduation, the findings of this study have raised significant attitude for the improvement of our education system in this field.

Implementation and evaluation of an interprofessional prescription writing workshop with a simulated electronic prescribing activity for preclerkship medical students

BackgroundPrescription writing skills are essential for physician practice. This study describes the development and implementation of a curricular intervention focused on improving the knowledge and confidence of preclerkship medical students’ prescription writing practices utilizing an interprofessional education model, with a focus on electronic prescribing.MethodsMedicine and Pharmacy Faculty from a large, urban university collaborated to develop the content of the workshop and a simulation platform was used for the e-prescribing activity. Second-year medical students attended a mandatory in-person workshop facilitated by fourth-year pharmacy students. A pre and post knowledge test and confidence survey were used to assess students’ knowledge, confidence, and satisfaction. Outcomes from the knowledge test were evaluated with paired-samples proportions tests, and confidence survey data was evaluated with paired t-tests and Wilcoxon signed-rank tests in a pre-post study design.ResultsStudents demonstrated a significant increase in prescription writing knowledge and confidence after completing the workshop. On the pre-test, 7% of students (21/284) completed the electronic prescribing assessment correctly and 51% of students (149/295) completed it correctly on the post-test. All items on the confidence survey showed a significant increase in pre- versus post-survey comparisons (p < 0.001).ConclusionsThis interprofessional prescription writing workshop facilitated by pharmacy students shows promise for improving the knowledge and confidence of prescription writing and electronic prescribing practices in preclerkship medical students.

Assessment of oral manifestations of systemic health related knowledge of medical students pursuing internship programme at a tertiary health care centre

AimClinicians across the entire medical profession are responsible for detection, prevention and imparting importance of oral health to the patients. However, many studies conducted so far show lack of knowledge of medical students regarding dental conditions. The present observational study was undertaken to evaluate the knowledge of oral manifestations of systemic diseases amongst medical students undergoing Internship program at a tertiary centre. Materials & methodA self-structured Questionnaire comprising of 20 questions was used as a survey tool to assess the understanding of 100 medical students undergoing internship program. They were explained about the purpose of the study. The questionnaire consisted of an objective part Yes/No (7 questions) and subjective part designed on likert scale(13 questions). There were questions on their view on current curriculum for dentistry in medical undergraduate training and possible enhancement in teaching modalities. The subjective part had five options to choose from, Strongly agree, Agree, Neutral, Disagree And Strongly Disagree. Statistical analysisThe responses of objective questions was recorded and percentage calculated for both options. The total score was obtained for each participant based on their reponses to the subjective questions based on the Likert scale. Student t-test was applied to calculate means between male and female students. ResultsFor all objective questions, percentage was calculated for affirmative and negative responses. The responses were calculated on scale5-1 for the subjective questions. Reverse scoring was done for questions 10,11,12 i. e scale 1–5. The maximum achievable score in this category was 65 which was further divided into three category as Excellent score range 55–65, Good score range 45–54, Unsatisfactory score range 35–44. The number of students in excellent category were 11, Good 66, unsatisfactory 23. The average score obtained was 48.175. The mean scores for males was 48.0161 and for females it was 48.142. The scores were slightly better for females but the difference was statistically insignificant as (p-value = 0.455056). ConclusionThe present study showed good level of Knowledge on oral manifestations of systemic diseases among medical students as compared to other studies which forms an integral part of medical curriculum. The students responses on enhancing dental curriculum and teaching aids for improved education tools can help the faculty provide a better teaching learning experience.

Perception, Knowledge, Indications, and Future Prospects of Point-of-Care Ultrasound Among Medical Students in Saudi Arabia.

Introduction Point-of-care ultrasound (POCUS) has become integral across medical specialties globally, addressing clinical queries, guiding procedures, and bridging the gap between physical examination and advanced imaging. Early ultrasound training for medical students enhances clinical decision-making and reduces diagnostic errors. Aims To evaluate the knowledge and attitude of senior medical students towards POCUS and to assess knowledge gaps and difficulties encountered by senior medical students to assist in the development of future curricula. Methodology This is an observational, cross-sectional approach to evaluate knowledge, attitude, and practice ofPOCUSamong senior medical students in the Kingdom of Saudi Arabia. The study was conducted from January to September 2023. An electronic questionnaire was distributed through online platforms utilizing medical school databases across various regions. The survey encompassed sociodemographics, training methods, diagnostic indications, and participants' self-reported proficiency and attitudes toward POCUS. The data was chiefly collected using the Likert scale. Descriptive statisticswere used to describe the quantitative and categorical variables. Bivariate and multivariate analyses were used to examine correlations. Results A total of 359 senior medical students completed the survey. Most responders were females (57.9%) with the predominating age group being ≤ 24 years (83.6%). The students predominantly were from the Central region of Saudi Arabia (75.5%). Ultrasound training varied among responders; 31.5% received formal courses (median duration: two hours) and 23.4% informal courses (median duration: four hours). Around 17.3% practiced POCUS self-teaching (median duration: four hours). A total of 3.6% had formal POCUS accreditation. A gargantuan 82.2% never used POCUS in their attached hospital for a variety of reasons.Multivariable logistic binary regression analysis showed a positive correlationbetween students' self-teaching of POCUS and their perceived difficulty performing an ultrasound examination for patients in daily practice. Discussion A comparable study was done at King Saud binAbdulazizUniversity for Health Sciences (KSAU-HS) in 2022 surveying 229 senior medical students byRajendramet al. In their study, 21.4% completed formal courses and 12.7% took informal courses. While many students in our study were not exposed to POCUS (82.2%), KSAU-HS reported a higher percentage reaching 94.8%. A study by Russel et al. demonstrated more than half of 154 surveyed medical schools in the United States have implemented POCUS into their students' curriculum. Conclusion POCUS stands as a valuable skill that can enhance the educational journey of undergraduate medical students. Considering that a significant number of participants haven't yet taken formal medical school courses suggests a lack of awareness about its significance in the medical field. Offering additional courses with practical components could enhance the proficiency, confidence, and outlook of medical students toward POCUS.

Systems approach in planetary health education for medical students: a mixed methods study

BackgroundIntroducing students to the "planetary health lenses" perspective is crucial. Comprehensive strategies for teaching this perspective are lacking, especially in the domains of "interconnection within nature (IWN)" and "systems thinking/complexity." There is also a scarcity of studies assessing medical students' opinions on planetary health and evaluating teaching strategies.ObjectiveTo understand Brazilian medical students' perceptions and knowledge of planetary health (PH) and evaluate the application of the educational material "Patient and Clinic through the Lens of Planetary Health," which addresses "IWN" and "complexity" through the sociological lens of Actor-Network Theory, in an integrative course at a medical school in Brazil.MethodsA mixed-methods, quasi-experimental design involving two medical student classes during 2022/2023. Participants completed a questionnaire on sociodemographic data; pre- and post-intervention closed-ended questions about perceptions related to PH, and an open-ended questionnaire on experience and learning. Each student group presented a portfolio under the planetary health lenses regarding a real patient, developing a network diagram that described the social network involving both human and non-human actors with which this person is interconnected. The cohorts participated in "IWN" activities: a contemplative trail or reflection on belonging to the planet.ResultsNinety-six students and 9 professors participated. The majority of students (66.7%) reported significant or extremely significant learning from the sessions. There was an increase in perception of the need for physicians to incorporate PH into their clinical practice (p = 0.002; r = 0.46) and an intensification of the sense of interconnection with the environment (p = 0.003; r = 0.46). There was a gain in knowledge about how many diseases were related to PH (p < 0.02 for all 13 listed diseases). The majority (83%) found the sessions relevant or highly relevant and commented on their impact, both professionally and personally.ConclusionsTeaching PH in a medical school allowed students to learn from the patient's perspective, considering psychosocial and environmental determinants, about the intrinsic interdependence between population's health and PH. This strategy made a significant contribution by proposing pioneering didactics and offering valuable insights into the challenges and nuances of teaching PH.

High-fidelity simulation versus case-based discussion for training undergraduate medical students in pediatric emergencies: a quasi-experimental study

ObjectiveTo evaluate the effect of high-fidelity simulation of pediatric emergencies compared to case-based discussion on the development of self-confidence, theoretical knowledge, clinical reasoning, communication, attitude, and leadership in undergraduate medical students. Methods33 medical students were allocated to two teaching methods: high-fidelity simulation (HFS, n = 18) or case-based discussion (CBD, n = 15). Self-confidence and knowledge tests were applied before and after the interventions and the effect of HFS on both outcomes was estimated with mixed-effect models. An Objective Structured Clinical Examination activity was conducted after the interventions, while two independent raters used specific simulation checklists to assess clinical reasoning, communication, attitude, and leadership. The effect of HFS on these outcomes was estimated with linear and logistic regressions. The effect size was estimated with the Hedge's g. ResultsBoth groups had an increase in self-confidence (HFS 59.1 × 93.6, p < 0.001; CDB 50.5 × 88.2, p < 0.001) and knowledge scores over time (HFS 45.1 × 63.2, p = 0.001; CDB 43.5 × 56.7, p-value < 0.01), but no difference was observed between groups (group*time effect in the mixed effect models adjusted for the student ranking) for both tests (p = 0.6565 and p = 0.3331, respectively). The simulation checklist scores of the HFS group were higher than those of the CBD group, with large effect sizes in all domains (Hedges g 1.15 to 2.20). ConclusionHFS performed better than CBD in developing clinical reasoning, communication, attitude, and leadership in undergraduate medical students in pediatric emergency care, but no significant difference was observed in self-confidence and theoretical knowledge.

IJCM_298A: Assessment of Knowledge, Attitude and Practice about Hepatitis B among Medical Students

Background: Hepatitis B is a major public health problem. India is in the intermediate HBV endemicity zone (HBsAg prevalence among the general population ranges from 2% to 8%) with 50 million cases which makes it the second largest global pool of chronic HBV infection. Health workers, especially physicians and medical students are always in direct contact with patients and are vulnerable to acquire Hepatitis B infection. Present study aims to evaluate Knowledge, Attitude and Practice (KAP) towards Hepatitis B infection and vaccination among medical students. Objective: To evaluate the knowledge, attitude, and practice (KAP) of medical students regarding Hepatitis B infection and vaccination. Methodology: This was a cross sectional study conducted in Government Medical College. Junior resident and medical undergraduates were involved to assess their Knowledge, Attitude and Practice (KAP) about Hepatitis B infection and vaccination using a self-administered questionnaire. Results: Out of 317 participants 44.4% were males and 55.6% were females. 97.2% medical students have heard about the Hep B infection. 97.8% respondents indicated that they were aware of availability of a vaccine for hepatitis B. 54.6% (173) of total participants had received the Hepatitis B vaccination, of which only 142(82.08%) had received 3 doses of Hepatitis B vaccination. Conclusion: More than 50% of the surveyed participants have been vaccinated indicates a positive trend in immunization. Further efforts are needed to ensure complete vaccination especially in high-risk medical professionals.

Awareness about basic life support among undergraduate medical students before and after clinical exposure in a tertiary care hospital attached to a medical school in South India

Background: Knowledge of basic life support (BLS) is one of the life-saving measures that every medical undergraduate student must possess. Aims and Objectives: This study focused on knowing the level of knowledge in fresh medical undergraduate entrants (knowledge A [KA]) and 3rdyear students with clinical exposure but no BLS training (knowledge B [KB]). We also assessed the knowledge in 1st-year students (retention A [RA]) soon after foundation course and compared it with retained knowledge after 6 months (retention B [RB]). Materials and Methods: This non-randomized multigroup cross-sectional study was done on medical undergraduate students in a tertiary care hospital attached to a medical school in South India. A validated questionnaire with 25 questions assessing knowledge of BLS was formulated and administered to 508 medical students. Results: After analyzing data in SPSS V24, the mean scores in KA and KB were 11.03±4.33 and 13.95±5.43, respectively, with a P&lt;0.001 which was significant. Although both the scores were &gt;50%, clinical exposure had some effect on mean scores in medical undergraduates. Mean scores in RA and RB were 23.16±5.09 and 16.17±6.97, respectively, with P&lt;0.001 which was significant, implying less retention of knowledge in RB 6 months after BLS training. Conclusion: A foundation course introduced into the medical curriculum is essential and refresher courses should be conducted frequently to retain the knowledge of BLS as daily academic commitments can prevent retention of BLS knowledge.

Oral Cancer Knowledge in Medical and Pharmacy Students: Are we on the right track?

Oral Cancer Knowledge in Medical and Pharmacy Students: Are we on the right track?