Survey Of Undergraduate Medical Students Research Articles

Self-Medication “Boon or Bane!!”: A Cross-Sectional Survey of Undergraduate Medical Students

Background: Self-medication can be a boon as well as curse to mankind whose proper application can reduce the unnecessary pressure on the health care system. The focus of this study was to assess the knowledge, attitude, and self-medication practices among undergraduate (UG) medical students, who are more likely to self-medicate themselves due to their limited knowledge and easy drug availability. Methods: The study involved distributing questionnaires among undergraduate medical students at Government Medical College, using a cross-sectional approach. The data was collected in June 2022, with 360 responses analyzed. The questionnaire, consisting of 17 close-ended questions, included demographics, prevalence, indications for self-medication, commonly self-medicated drugs, patterns of self-medication, and knowledge about safety and consequences. Results: 327 students willingly participated in the study of which 164 were females and 163 were males belonging to the age group of 18-25 years. The prevalence of self-medication was found to be 75.5%. Most common indication was cold, cough & sore throat (70.4%) followed by headache (66%). Antipyretics (71.2%) and analgesics (62.3%) were most commonly used class of drugs. 84.5% students are aware about adverse effects of drugs. 74% opine that self-medication is not a good practice. Conclusion: Due to rising incidence of self-medication amongst the undergraduate medical students there is an increased risk of adverse drug effects. Thus, it is crucial to undertake measures that emphasize education and awareness, aiming to discourage self-medication among them.

A survey of undergraduate medical students' gender awareness and bias: the Newfoundland and Labrador perspective.

Female physicians and patients experience gender bias in healthcare. The purpose of this research is to explore medical students' gender bias toward physicians and patients and whether their bias varies by gender. We surveyed medical students at Memorial University between November 2020 and April 2021. We recruited participants through Facebook, email, and e-posters. We collected demographic information, including gender and class year. We used the Nijmegen Gender Awareness in Medicine Scale to measure gender sensitivity, gender role ideology toward patients, and gender role ideology toward doctors. We analyzed the data using averages and t-tests. Mean gender sensitivity scores were 4/5 indicating high gender sensitivity. Gender role ideology toward doctors mean scores were 2/5 indicating that students did not hold strong stereotypical views toward doctors. Although male students scored higher than female students (p<.05), mean scores for gender role ideology toward patients were low for both male and female students ( <2), indicating low stereotyping toward patients. We found that students held largely non-biased ideologies surrounding gender in medicine and that female students were even less biased than male students for gender role ideology toward patients.

Factors influencing the selection of medicine as a course of study: a survey of undergraduate medical students at the University of Namibia

Factors influencing the selection of medicine as a course of study: a survey of undergraduate medical students at the University of Namibia

Perceived Stress and Emotional Exhaustion among Undergraduate Medical Students of Gujranwala Medical College, Pakistan

Objective: To determine a student's performance. A survey of undergraduate medical students was done to determine the factors linked to increased stress and emotional tiredness among medical students at Gujranwala Medical College (GMC) Pakistan. Material and Methods: Data was collected using a structured questionnaire collected from undergraduate medical students. Information related to stress, nervousness, being upset, daily life restlessness, being irritated, being focused, satisfaction with the lecturing, financial strains, family-related stress, living problems, and career, was collected from the respondents via proforma with permission. Results: 40.4% of students felt they had often faced stress during their last month with 37.1% facing unexpected events. Often students (34.4%) found restlessness during their last month with 39.1% of subjects feeling irritated by things happening around them. Some 35.8% of subjects had given thoughts to the future, 26.5% felt worthless and 33.1% forgot simple things or tasks. 39.1% felt they had difficulty focusing on the tasks given to them. Financial strain was always there in 3.3% and was rarely felt in 33.8% of subjects. Family-related problems were always there in 7.3% of subjects. 33.1% always felt dissatisfied with the quality of food in the mess. 29.8% of subjects felt they were unable to fulfill their parents’ expectations while 22.5% felt they face stress about their career. Conclusion: 40% of students are experiencing various forms of stress and emotional exhaustion. 33 percent of students always felt tension due to messed-up food, and 26.5 percent felt they always felt alone to deal with their problems.

Evaluation of an early career clinical academic training programme using the CIPP model

ObjectivesThis study describes the successful implementation and outputs of a combined clinical academic training programme for doctors in their first postgraduate year in Ireland, the Academic Internship Track (AIT).DesignThe AIT...

New Zealand medical students\u2019 views of euthanasia/assisted dying across different year levels

BackgroundPrevious studies report a majority of the general public support euthanasia/assisted dying (EAD), while a majority of doctors are opposed. In considering policy decisions about EAD, some may discount the views of doctors because they take them to be based on personal values or tradition, rather than reasons that the general public might share. One way to explore this notion is to examine whether medical students’ views change during their medical education.The objective of this study was to learn how New Zealand medical students view EAD and whether students at different year levels have different views.MethodsAn on-line survey of undergraduate medical students was conducted asking whether they supported a law change to allow EAD. Quantitative data was analysed using unadjusted and multiple logistic regression. Thematic analysis was conducted with the qualitative data.ResultsA total of 326 students replied to the survey. The overall response rate was 28%. 65% of 2nd year students were supportive of EAD, compared to 39% in 5th year. The odds of 5th year students supporting a law change compared to 2nd year was 0.30 (95% CI: 0.15–0.60).The predominant themes found in the qualitative results indicate that medical students support or oppose EAD for reasons similar to those found in the wider debate, and that their views are influenced by a range of factors. However, several at all year levels cited an aspect of medical school as having influenced their views. This was mentioned by participants who were supportive of, opposed to, or unsure about EAD, but it was the type of influence most often mentioned by those who were opposed.ConclusionsThe quantitative findings show students at the end of 5th year were less likely to support EAD than students at the end of 2nd year. We suggest that this difference is most likely due to their time in medical education. This suggests that the lower support found among doctors is in part related to medical education and medical work rather than age, personality, or social context. The qualitative findings indicate that this is not related to a particular educational experience at Otago Medical School but a range.

Perspectives of medical students and teaching faculty on teaching medicine in their native language.

One of the basic policy questions to be decided at the inception of medical education institutes is the language of instruction. This study explored the perspectives of medical faculty and students at a college in Saudi Arabia on the language of instruction in medical education. A cross-sectional survey of undergraduate medical students and full-time faculty members at a medical college in Riyadh, Saudi Arabia, was conducted in 2016. Each participant completed a self-administered, validated 28-item questionnaire. The total number of students and faculty who responded were 468 (76%) and 37 (93%) respectively. Most students and faculty members agreed that studying in English enables a better access to medical information (n=457, 91%) and more job opportunities (n=419, 83%). Less than 15% of the students preferred to be taught in Arabic in most of the curriculum aspects except for communication skills (n=131, 28%) and the Objective Structured Clinical Examination (OSCE) (n=119, 26%). Most medical students and faculty members preferred English as the language of instruction for medical education and did not believe that teaching medicine in Arabic should be sought as a future goal.

Assessing medical student knowledge and attitudes about shared decision making across the curriculum: protocol for an international online survey and stakeholder analysis

IntroductionShared decision making (SDM) is a goal of modern medicine; however, it is not currently embedded in routine care. Barriers include clinicians’ attitudes, lack of knowledge and training and time...

Oral Cancer Knowledge, Attitudes and Practices: A Survey of Undergraduate Medical Students in Himachal Pradesh, India.

Oral cancer is the sixth most common cancer among Indian males and the third most common cancer among Indian females. Early detection of oral cancers makes them more amenable to treatment and allows the greatest chance of cure. Lack of awareness among the health care providers is the most significant factor in delaying diagnosis and treatment of oral cancer. So the aim of the study was to assess the knowledge, attitude and practices of oral cancer among undergraduate medical students in Indira Gandhi Medical College, Shimla, India. A cross-sectional questionnaire study was conducted among 186 undergraduate medical students between the third to fifth years in Indira Gandhi Medical College, Shimla. The questionnaire consisted of 15 questions, five each on knowledge, attitudes and practices. The data were analysed by Statistical Package for the Social Sciences version 16. Test used were t-test, Chi-square and ANOVA. The response rate of the study was 96.5%. The mean knowledge percent of the sample was good. Mean knowledge percent was higher in females than males. Higher percentage of students in 5(th) year (internship) had excellent knowledge. The knowledge and practices about risk factors was not satisfactory. One hundred and twenty four (66.6%) of the subjects disagreed/strongly disagreed that their knowledge regarding the prevention and detection of oral cancer is current adequate. One hundred and seventy six and (94.6%) agreed/strongly agreed that there is need for additional training/information regarding oral cancer. It can be concluded that though the mean knowledge of the population was good but the knowledge and practices about risk factors had to be reinforced among these students so that they can help the patients in tobacco and alcohol cessation and contribute in prevention of oral cancers.

Making a Case for Abortion Curriculum Reform: A Knowledge-Assessment Survey of Undergraduate Medical Students

ObjectiveRecent evidence suggests that medical schools offer insufficient training to equip students with the knowledge and skills necessary to counsel patients about abortion and to become abortion providers. We conducted a knowledge-assessment survey of medical students before (second-year students) and after (fourth-year students) teaching related to abortion to evaluate the effectiveness of the undergraduate abortion curriculum. MethodsUndergraduate medical students answered a knowledge-assessment survey about abortion epidemiology, practice guidelines, abortion methods and procedures, and student readiness to provide abortions. ResultsOne hundred and twenty six of 266 second-year students (47%) and 67 of 170 fourth-year students (39%) completed the survey. Fourth-year medical students scored higher on average than second-year students (P<0.001), producing mean scores of 45% and 25%, respectively. Abortion epidemiology was the weakest area of performance for all students. Most medical students would either provide an abortion (37% of fourth-year students, 38% of second-year students) or refer to a provider (36% of fourth-year students and 34% of second-year students). There was no significant relationship between overall scores and student readiness to provide abortions. ConclusionMedical students in both second and fourth year demonstrated a limited understanding of abortion. Most future physicians participating in this study indicated they would be willing to provide abortions. Curriculum reform to improve abortion training in undergraduate medical programs is essential to provide students with necessary learning opportunities and to ensure safe and effective reproductive health care for women.

Survey of undergraduate medical students on their understanding and attitude towards the discipline of radiotherapy

The discipline of radiotherapy (RT) in India is considered a low priority subject. Postgraduate (PG) students rarely choose RT as a career option. The possible reasons could be: 1) limited availability of PG course training centers, 2) limited job prospects, etc. We decided to conduct a survey of undergraduate (UG) medical students to find out their awareness, understanding, and attitude toward the subject of RT. A simple 12-point questionnaire was designed to assess the level of awareness, understanding, and attitude. It was handed over personally or sent by e-mail or post to UG students of various medical colleges in India. The data provided by respondents was analyzed. During the period from January to June 2008, 400 questionnaires were distributed. A total of 155 respondents sent their responses. Twenty-eight of them (18%) opined that RT is not a part of the bachelor of medicine and bachelor of surgery (MBBS) curriculum at their institute. About 84% replied that not more than 10 theory lectures/practical classes are assigned to RT during the entire UG period. About one-third of the respondents stated that there are no separate clinical postings for RT. According to 54% of the respondents, RT is still a low priority subject in the PG setting and the majority (70%) thought that inadequate exposure at the UG level and lack of awareness about the current prospects of RT are the main reasons for this. The results of our survey indicate that the RT is still a low priority subject in India, mainly due to the poor exposure to the discipline and low awareness of the subject of RT during the UG program. The Medical Council of India (MCI) needs to ensure that adequate importance is given to RT in the MBBS curriculum so as to enhance awareness regarding the subject and increase exposure to this specialty.

Is there a place for e-learning in clinical skills? A survey of undergraduate medical students’ experiences and attitudes

Background: e-learning is established in many medical schools. However the effectiveness of e-learning has been difficult to quantify and there have been concerns that such educational activities may be driven more by novelty, than pedagogical evidence. Where some domains may lend themselves well to e-learning, clinical skills has been considered a challenging area for online learning.Aims: The aims of this study are to assess undergraduate medical students? perceived level of IT ability and accessibility, and attitudes towards e-learning in basic clinical skills education, compared to other teaching methods.Methods: A self-administered questionnaire was developed to capture undergraduate medical students: (i) demographic details (ii) perceived level of IT ability and accessibility (iii) experiences and attitudes towards e-learning and clinical skills training. Responses were linked to student?s performance in a clinical skills OSCE.Results: The majority of students reported good access to computers and the internet, both on and off campus and appear confident using IT. Overall students felt that e-learning had a positive impact on their learning of clinical skills and was comparable to other traditional forms of clinical skills teaching. Students who displayed deep learning traits when using e-learning, performed better in clinical skills OSCEs.Conclusion: Undergraduate medical students value the use of e-learning in clinical skills education, however they vary in their utilization of such learning environments. Students rate e-learning just as highly as other traditional methods of clinical skills teaching and acknowledge its integration in a blended approach. Developers of clinical skills curricula need to ensure e-learning environments utilize media that encourage deeper approaches to learning.

Knowledge and practices of medical students to prevent tuberculosis transmission in Rio de Janeiro, Brazil

To describe knowledge, practices, and associated factors of medical students to prevent transmission of tuberculosis (TB) in five medical schools. Cross-sectional survey of undergraduate medical students in preclinical and in early and late clinical years. Information was obtained on sociodemographic profile, previous lectures on TB, knowledge about TB transmission, exposure to patients with active pulmonary TB, and use of respiratory protective masks. Among 1 094 respondents, 575 (52.6%) correctly answered that coughing, speaking, and sneezing can transmit TB. Early [adjusted odds ratio = 4.0 (3.0, 5.5)] and late [adjusted odds ratio = 4.2 (3.1, 5.8)] clinical years were associated with correct answers, but having had previous lectures on TB was not. Among those who had previous lectures on TB, the rate of correct answers increased from 42.1% to 61.6%. Among 332 medical students who reported exposure to TB patients, 194 (58.4%) had not used protective masks. More years of clinical experience was associated with the use of masks [adjusted odds ratio = 2.9 (1.4, 6.1)], while knowledge was inversely associated with the use of masks [adjusted odds ratio = 0.4 (0.2, 0.6)]. Many medical students are not aware of the main routes of TB infection, and lectures on TB are not sufficient to change knowledge and practices. Regardless of knowledge about TB transmission, students engage in risky behaviors: more than two-thirds do not use a protective mask when examining an active TB case. We suggest innovative, effective active learning experiences to change this scenario.

Perspectives on management education: an exploratory study of UK and Portuguese medical students

Healthcare management is becoming extremely important and large health organizations face increasing demands for leadership and system change. The role of doctors is pivotal but their relationship with management issues and practice has been a matter of long-lasting debate. The aim of this research was to establish opinions of medical students and other medical educational stakeholders on the value and structure of a management and leadership course in medical school. A survey of undergraduate medical students from two medical schools (n = 268) was carried out, and quantitative and qualitative data were analysed and compared with opinions collected from interviews with hospital managers and clinical professors. Portuguese medical students attributed higher relevance to leadership/management education than their UK counterparts. For both groups, such a course would be best: (1) situated in the clinical years, (2) optional and (3) one term/semester long. Main topics desired were ‘Managing people/team management’; ‘National Health Service’; ‘Doctors & Leadership’, ‘Costs/prices and resource management’. In conclusion, leadership/management education is perceived as relevant but its inclusion in the medical curriculum as well as its content needs careful consideration. Education in informatics and knowledge management would also provide a positive contribution to professional development but is scarcely appreciated at present.