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Journal articles on the topic 'Studenti medicina'
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Forti Messina, Anna Lucia. "Studenti e laureati in medicina a Pavia nell'Ottocento preunitario." Mélanges de l'Ecole française de Rome. Moyen-Age, Temps modernes 97, no. 1 (1985): 489–530. http://dx.doi.org/10.3406/mefr.1985.2811.
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Ragazzoni, MD, Luca, Pier Luigi Ingrassia, MD, PhD, Gianluca Gugliotta, MD, Marco Tengattini, MD, Jeffrey Michael Franc, MD, FCFP.EM, and Francesco Della Corte, MD. "Italian medical students and disaster medicine: Awareness and formative needs." American Journal of Disaster Medicine 8, no. 2 (April 1, 2013): 127–36. http://dx.doi.org/10.5055/ajdm.2013.0119.
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Objective: Over the last century, the number of disasters has increased. Many governments and scientific institutions agree that disaster medicine education should be included in the standard medical curriculum. Italian medical students’ perceptions of mass casualty incidents and disasters and whether—and if so to what extent—such topics are part of their academic program were investigated.Design, setting, and participants: A Web-based survey was disseminated to all students registered with the national medical students’ association (Segretariato Italiano Studenti Medicina), a member of the International Federation of Medical Students’ Associations. The survey consisted of 14 questions divided into four sections.Results: Six hundred thirty-nine medical students completed the survey; 38.7 percent had never heard about disaster medicine; 90.9 percent had never attended elective academic courses on disaster medicine; 87.6 percent had never attended nonacademic courses on disaster medicine; 91.4 percent would welcome the introduction of a course on disaster medicine in their core curriculum; and 94.1 percent considered a knowledge of disaster medicine important for their future career.Conclusions: Most of the students surveyed had never attended courses on disaster medicine during their medical school program. However, respondents would like to increase their knowledge in this area and would welcome the introduction of specific courses into the standard medical curriculum.
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OLIVEIRA, Maria Verônica Araújo de Santa, and Rafaela Alves PACHECO. "Saber é sentir, sentir é saber: O ponto de partida do LABSensi." INTERRITÓRIOS 5, no. 9 (December 9, 2019): 155. http://dx.doi.org/10.33052/inter.v5i9.243607.
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RESUMO Este artigo tem por objetivo resgatar o processo histórico que levou à criação, estruturação e organização do Laboratório de Sensibilidades do Curso de Medicina da UFPE/CAA. Iremos apresentar os questionamentos e referenciais teóricos e metodológicos que nos inspiraram para sua concepção. Partimos da crítica do alijamento da sensibilidade nos processos educativos em decorrência da hegemonia da racionalidade instrumental. Dentre suas consequências, evidenciam-se a estruturação de práticas questionáveis eticamente e impactos na saúde dos estudantes e profissionais de saúde. Buscamos, então, a construção de um espaço pedagógico para a incorporação do sensível no ensino de medicina através de estratégia multifacetada. Orientamo-nos pelas DCNs de Medicina, Medicina Centrada na Pessoa, visão holística do ser humano e do processo de ensino aprendizagem a partir da complexidade. Utilizamos metodologias ativas, vivências corporais e artísticas na construção coletiva, crítica e criativa de conhecimentos sensíveis visando a autonomia dos estudantes no desenvolvimento de habilidades clínicas. Educação Médica. Educação Sensível. Corporeidade. Sensibilidade. Habilidades clínicas.Knowing is feeling, feeling is kwnowing: LABSENSI’s starting pointABSTRACTThis article aims to rescue the historical process that led to the creation, structuring and organization of UFPE / CAA’s Medical School Laboratório de Sensibilidade (Sensitivity Laboratory). We will present the theoretical and methodological questions and references that inspired its conception. The starting point is our critique of thesensitivity avoidance in educational processes due to hegemony of the instrumental rationality. Among its consequences, we can put in evidence ethically questionable structuring practices and health impacts on students and healthcare professionals. By teaching medicine through a multifaceted strategy, we seek the construction of a pedagogical space for incorporation of the sensitive. We are guided by the Medicine’s National Curriculum Guidelines, Person Centered Medicine, holistic view of the human being and complexity-based teaching learning process. We use active methodologies, body and artistic experiences in collective construction, critical and creative sensible knowledge aiming students’ autonomy in the clinical skills’ development.Medical education. Sensible education. Corporeity. Sensibility. Clinical skills.Conoscere è sentire, sentire è conoscere: il punto di partenza di LABSensiRIASSUNTOQuesto articolo vorrebe presentare il processo storico che ha portato alla creazione, alla strutturazione e all'organizzazione del Laboratorio di Sensibilità del corso di medicina de la Universitá Federal de Pernambuco, Caruaru, Brasile. Presenteremo le domande e i riferimenti teorici e metodologici che ci hanno ispirato per la sua concezione. Partiamo dalla critica dell'eliminazione della sensibilità nei processi educativi dovuta all'egemonia della razionalità strumentale. Tra le sue conseguenze c'è la strutturazione di pratiche eticamente discutibili e impatti sulla salute di studenti e professionisti della salute. Cerchiamo quindi la costruzione di uno spazio pedagogico per l'incorporazione del sensibile nell'insegnamento della medicina attraverso una strategia poliedrica. Siamo guidati dai DCN della medicina, dalla medicina centrata sulla persona, dalla visione olistica dell'essere umano e dal processo di insegnamento che apprende dalla complessità. Usiamo metodologie attive, esperienze corporee ed artistiche nella costruzione collettiva, critica e creativa di conoscenze sensibili che mirano all'autonomia degli studenti nello sviluppo delle abilità cliniche.Educazione Medica. Educazione Sensibile. Corporeità. Sensibilità. Abilità Cliniche.Saber es sentir, sentir es saber: el punto de partida de LABSensi RESUMENEste artículo tiene como objetivo rescatar el proceso histórico que condujo a la creación, estructuración y organización del Laboratorio de Sensibilidad de la Facultad de Medicina de la UFPE / CAA. Presentaremos las preguntas y referencias teóricas y metodológicas que nos inspiraron para su concepción. Partimos de la crítica a la eliminación de la sensibilidad en los procesos educativos debido a la hegemonía de la racionalidad instrumental. Entre sus consecuencias está la estructuración de prácticas e impactos éticamente cuestionables en la salud de los estudiantes y profesionales de la salud. Buscamos, entonces, la construcción de un espacio pedagógico para la incorporación de lo sensible en la enseñanza de la medicina a través de una estrategia multifacética. Nos guiamos por los DCN de medicina, la medicina centrada en la persona, la visión holística del ser humano y el proceso de enseñanza que aprende de la complejidad. Utilizamos metodologías activas, experiencias corporales y artísticas en la construcción colectiva, crítica y creativa de conocimiento sensible con el objetivo de la autonomía de los estudiantes en el desarrollo de habilidades clínicas. Educación médica Educación sensible. Corporeality. Sensibilidad Habilidades clínicas
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Ciliberti, Rosagemma, Chiara Bonzano, Paolo Petralia, Luca Lalli, Marta Licata, Franco Manti, and Alessandro Bonsignore. "Survey condotta tra gli studenti di Medicina e quelli di Scienze Sociali sulla donazione del corpo a fini di ricerca e didattica." Medicina e Morale 70, no. 4 (December 21, 2021): 387–408. http://dx.doi.org/10.4081/mem.2021.947.
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La legge italiana n. 10 febbraio 2020 “Norme in materia di disposizione del proprio corpo e dei tessuti post mortem a fini di studio, di formazione e di ricerca scientifica” mira a valorizzare la volontarietà della donazione del corpo (DC). In questo contesto assume rilievo il dibattito etico sul tema della donazione e sul suo significato profondo che pone in relazione la beneficialità con una visione relazionale dell’autonomia. Allo stesso tempo, non si possono trascurare le forti valenze simboliche che vengono attribuite al corpo. L’attuazione pratica della DC richiede, quindi, una strategia formativa ampia, capace di sviluppare l’assunzione di responsabilità rispetto al presente e alle generazioni future. In considerazione dell’importante ruolo che i medici, le professioni sanitarie e quelle sociali possono assumere nel promuovere tale pratica, è stata condotta un’indagine diretta a fare emergere le conoscenze e le convinzioni, presenti in tale ambito, tra gli studenti appartenenti alla Scuola Scienze Mediche e Farmaceutiche (SMF) e quelli frequentanti la Scuola di Scienze Sociali (SSS), nonché ad analizzare eventuali fattori che possono influenzare la DC. L’indagine ha evidenziato importanti carenze informative e formative su temi inerenti la cura, la donazione e il rispetto delle persone. Tali carenze risultano particolarmente significative per gli studenti appartenenti alla SMF che, quali futuri medici, potranno costituire un riferimento fondamentale per la diffusione della DC. Investire risorse economiche e intellettuali sulla competenza etica degli studenti può risultare un fattore di grande rilievo affinché la DC si configuri come una scelta responsabile, consapevole ed effettivamente praticata.
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Fava, Francesca, and Giovanna Failla. "Il Laboratorio Teatrale dell'Università Campus Bio-Medico di Roma: dieci anni tra scienza, medicina e teatro." WELFARE E ERGONOMIA, no. 2 (February 2022): 157–64. http://dx.doi.org/10.3280/we2021-002012.
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Il contributo evidenzia il ruolo didattico del Laboratorio Teatrale all'interno del piano formativo dell'Università Campus Bio-Medico di Roma attraverso la narrazione dei suoi primi dieci anni di vita (2011-2021). È analizzata la specificità didattica del Laboratorio Teatrale come formazione attiva, emotiva ed espressiva rivolta agli allievi, capace di promuovere la salute, il benessere e incentivare virtuosi processi di umanizzazione delle cure. Attraverso testimonianze di studenti, alumni e docenti che hanno partecipato ad alcune produzioni particolarmente significative, si evince come le pratiche teatrali abbiano saputo influenzare efficacemente la formazione umanistica degli allievi e come questa esperienza abbia creato coesione sociale e identità di gruppo, sulla vita universitaria e sulla comunità del Policlinico Universitario. In particolare, il laboratorio teatrale è stato in grado di: influenzare positivamente i determinanti sociali della salute, incoraggiare comportamenti di promozione della salute, sviluppare l'empatia e fornire una visione più ampia della salute e dell'assistenza clinica.
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Cipolli, Carlo, and Marco Poli. "L'insegnamento delle discipline psicologiche nei corsi di laurea in Medicina e Chirurgia: il contributo di Marcello Cesa-Bianchi." RICERCHE DI PSICOLOGIA, no. 1 (May 2021): 103–20. http://dx.doi.org/10.3280/rip1-2021oa11604.
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Marcello Cesa-Bianchi (1926-2018) è stato professore ordinario di Psicologia generale per 40 anni nella Facoltà di Medicina e Chirurgia dell'Università Statale di Milano. Una parte rilevante della sua attività istituzionale è stata indirizzata alla valorizzazione delle funzioni didattiche delle discipline psicologiche nellaformazione degli studenti dei corsi di laurea in Medicina e Chirurgia. Questo obiettivo è stato perseguito fin dagli anni '70, in parallelo con a) l'evoluzione delle competenze richieste ai nuovi medici dal nuovo approccio centrato sul paziente in medicina, b) l'incremento di complessità delle attività cliniche all'interno degli ospedali generali, c) l'armonizzazione dei corsi di studio per la formazione dei medici come presupposto per la loro libera circolazione negli stati aderenti alla Comunità (poi Unione) Europea.L'avvio di questo processo di armonizzazione, all'inizio degli anni '80, fornì l'opportunità di coordinare le indicazioni derivate da esperienze didattiche innovative realizzate in alcune facoltà mediche (in particolare, nelle Università di Milano Statale, Bologna, Napoli Federico II) e di presentarle alle commissioni ministeriali impegnate prima nella revisione dell'ordinamento didattico del Corso di Laurea in Medicina e Chirurgia nel 1986 (la cosiddetta Nuova Tabella XVIII) e nel suo adeguamento nel 1996, e poi al definitivo ordinamento, nell'ambito della generale riorganizzazione degli studi universitari disposta dal Decreto Legislativo n. 509 del 1999.Per stimolare le innovazioni nella didattica delle discipline psicologiche e la presentazione di proposte ufficiali per le modifiche degli ordinamenti didattici prima del Corso di Laurea in Medicina e Chirurgia e poi di tutti i corsi di laurea e laurea specialistica dell'area sanitaria Cesa-Bianchi promosse numerosi convegnia partire dal 1986 e la costituzione del Collegio dei docenti e ricercatori di discipline psicologiche nelle Facoltà di Medicina e Chirurgia nel 1993. Attraverso questo organismo vennero elaborate e presentate ufficialmente le proposte che hanno portato ad inserire definitivamente la psicologia generale tra le discipline per la formazione di base del medico e dei laureati delle professioni sanitarie, e la psicologia clinica tra le discipline caratterizzanti per gli stessi corsi di studio. Un risultato altrettanto importante e duraturo è stato l'inserimento di specifiche competenze professionali (comunicative relazionali) da acquisire attraverso le discipline psicologiche.
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Giardina, Simona, Pietro Refolo, and Antonio G. Spagnolo. "Il sogno anatomico tra divieti e ostacoli." Medicina e Morale 70, no. 3 (November 8, 2021): 303–15. http://dx.doi.org/10.4081/mem.2021.943.
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Ampia letteratura internazionale è concorde nel ritenere che la dissezione anatomica sia insostituibile ai fini della formazione degli studenti di medicina e chirurgia. Tuttavia, così come accaduto in varie epoche della storia, persiste il problema della disponibilità di cadaveri. Recentemente anche l’Italia, colmando un vuoto normativo, si è dotata di una legge (Legge del 10 febbraio 2020, n. 10) materia di disposizione del proprio corpo e dei tessuti post mortem a fini di studio. L’obiettivo del presente contributo è quello di fornire brevi cenni storici sulla pratica della dissezione anatomica nel suo graduale sviluppo attorno ad un tema che è strettamente connesso, ossia il modo di concepire il corpo umano. Il fine ultimo è quello di sottolineare l’importanza che essa ha da sempre rivestito nella formazione medica presso le università italiane.
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Lanzo, Alessandra, Giuseppe Quintaliani, and Anna Colaci. "Medici e pazienti sul web." Giornale di Clinica Nefrologica e Dialisi 26, no. 2 (June 25, 2014): 192–95. http://dx.doi.org/10.33393/gcnd.2014.887.
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Il web 2.0 e i nuovi media stanno progressivamente facendo la loro comparsa in campo medico. Da più parti i feed RSS, i podcast, i blog, i wiki, i social network, le on-line community e i social media, grazie alla loro semplicità d'uso e alla rapidità con la quale si stanno diffondendo, vengono indicati come strumenti innovativi per la formazione di medici, operatori sanitari, infermieri e studenti di medicina e per il loro continuo aggiornamento. L'articolo illustra le applicazioni dei principali strumenti del web 2.0 e dei social media in nefrologia e come tali strumenti stiano trasformando il modo di aggiornarsi in rete dei medici, in particolare nefrologi, e dei sanitari tutti, oltre a sottolineare come la comunicazione stia diventando sempre più un sistema di management integrato. (Clinical_Management)
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Ingrassia, Pier Luigi, Luca Ragazzoni, Marco Tengattini, Luca Carenzo, and Francesco Della Corte. "Nationwide Program of Education for Undergraduates in the Field of Disaster Medicine: Development of a Core Curriculum Centered on Blended Learning and Simulation Tools." Prehospital and Disaster Medicine 29, no. 5 (August 22, 2014): 508–15. http://dx.doi.org/10.1017/s1049023x14000831.
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AbstractIn recent years, effective models of disaster medicine curricula for medical schools have been established. However, only a small percentage of medical schools worldwide have considered at least basic disaster medicine teaching in their study program. In Italy, disaster medicine has not yet been included in the medical school curriculum. Perceiving the lack of a specific course on disaster medicine, the Segretariato Italiano Studenti in Medicina (SISM) contacted the Centro di Ricerca Interdipartimentale in Medicina di Emergenza e dei Disastri ed Informatica applicata alla didattica e alla pratica Medica (CRIMEDIM) with a proposal for a nationwide program in this field. Seven modules (introduction to disaster medicine, prehospital disaster management, definition of triage, characteristics of hospital disaster plans, treatment of the health consequences of different disasters, psychosocial care, and presentation of past disasters) were developed using an e-learning platform and a 12-hour classroom session which involved problem-based learning (PBL) activities, table-top exercises, and a computerized simulation (Table 1). The modules were designed as a framework for a disaster medicine curriculum for undergraduates and covered the three main disciplines (clinical and psychosocial, public health, and emergency and risk management) of the core of “Disaster Health” according to the World Association for Disaster and Emergency Medicine (WADEM) international guidelines for disaster medicine education. From January 2011 through May 2013, 21 editions of the course were delivered to 21 different medical schools, and 524 students attended the course. The blended approach and the use of simulation tools were appreciated by all participants and successfully increased participants’ knowledge of disaster medicine and basic competencies in performing mass-casualty triage. This manuscript reports on the designing process and the initial outcomes with respect to learners' achievements and satisfaction of a 1-month educational course on the fundamentals of disaster medicine. This experience might represent a valid and innovative solution for a disaster medicine curriculum for medical students that is easily delivered by medical schools.Table 1List of Modules and TopicsModuleTopics1. Introduction to disaster medicine and public health during emergencies- Modern taxonomy of disaster and common disaster medicine definitions- Differences between disaster and emergency medicine- Principles of public health during disasters- Different phases of disaster management2. Prehospital disaster management- Mass-casualty disposition, treatment area, and transport issues- Disaster plans and command-and-control chain structure- Functional response roles3. Specific disaster medicine and triage procedures in the- Mass-casualty triage definitions and principlesmanagement of disasters- Different methodologies and protocols- Patient assessment, triage levels and tags4. Hospital disaster preparedness and response- Hospital disaster laws- Hospital preparedness plans for in-hospital and out-hospital disasters with an all-hazard approach- Medical management for a massive influx of casualties5. Health consequences of different disasters- Characteristics of different types of disasters- Health impact of natural and man-made disasters- Disaster-related injury after exposure to a different disasters with an all-hazard approach6. Psychosocial care- Techniques to deal with psychic reactions caused by exposure to disaster scenarios- Treatment approaches to acute and delayed critical incident stress reactions7. Presentation of past disasters and public health emergencies, andCase study:review of assistance experiences- Haiti earthquake- Cholera outbreaks in Haiti- National and international disaster response mechanismIngrassiaPL, RagazzoniL, TengattiniM, CarenzoL, Della CorteF. Nationwide program of education for undergraduates in the field of disaster medicine: development of a core curriculum centered on blended learning and simulation tools. Prehosp Disaster Med. 2014;29(5):1-8.
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Giardina, Simona, Pietro Refolo, and Antonio G. Spagnolo. "Il rito della lettura nella formazione del futuro medico: alcune riflessioni a partire dalla bedside library di Sir William Osler." Medicina e Morale 70, no. 2 (July 26, 2021): 195–203. http://dx.doi.org/10.4081/mem.2021.937.
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Facendo proprie le riflessioni della scrittrice iraniana Azar Nafisi (“La Repubblica dell’immaginazione”, 2015), secondo la quale la conoscenza immaginativa pragmatica e ispirandosi al grande medico William Osler (1849- 1919), bibliofilo appassionato, che stil una lista di testi classici che ogni futuro medico avrebbe dovuto leggere – la c.d. bedside library –, gli Autori sottolineano l’importanza dei libri classici per la crescita personale dei medici e per la loro competenza clinica. Anche Italo Calvino affermava che ci sono cose che solo la letteratura pu dare con i suoi mezzi specifici (Lezioni americane, 1988). La grande letteratura un ponte che consente il dialogo a prescindere dai reciproci mondi di appartenenza (universalit ); luogo dell’immedesimazione (empatia); porta alla luce gli archetipi del comportamento umano (risonanza etica). Su questi presupposti si basa l’idea di stimolare la lettura dei classici sin dal primo anno della formazione degli studenti di medicina nell’ambito delle Medical Humanities.
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Zannini, Lucia, Maria Benedetta Gambacorti-Passerini, and Pier Maria Battezzati. "La formazione alle soft skills nel Corso di laurea in Medicina: uno studio qualitativo sulle scritture riflessive di un campione di studenti." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (December 2016): 9–25. http://dx.doi.org/10.3280/erp2016-002002.
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Ausécache, Mireille. "Gilles De Corbeil Ou Le Médecin Pédagogue Au Tournant Des Xiie Et Xiiie Siècles." Early Science and Medicine 3, no. 3 (1998): 187–214. http://dx.doi.org/10.1163/157338298x00149.
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AbstractGilles de Corbeil (12th century) figures as the initiator of the scientific teaching of medicine in Paris at a time when medicina became physica. He studied medicine at the famous school of Salerno, and his teaching was based upon Salernitan theories and practice. He showed himself very concerned with teaching methods and attached great importance to memorizing. This explains why he composed medical poetry so as to provide a mnemonic aid for his students. As a teacher, he took care of his students' reading, offering them advise. He insisted on the importance of a personal relationship between teacher and student, evoking his own relationship with his Salernitan masters, but repeatedly criticized the students of his time.
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Maticorena-Quevedo, Jesús, Alexander Anduaga-Beramendi, and Renato Beas. "Burnout syndrome among medical students in Mexico: considerations about its measurement with the Maslach Burnout Inventory." Medwave 16, no. 04 (May 17, 2016): e6446-e6446. http://dx.doi.org/10.5867/medwave.2016.04.6446.
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Allende-Rayme, Fiorella Rosemary, Jeremi Harold Acuña-Vila, Juan Carlos Ezequiel Roque, and Lucy E. Correa-López. "Lifestyle Medicine and Sleep Quality in Medical Students." Revista de la Facultad de Medicina Humana 21, no. 2 (March 15, 2021): 465–67. http://dx.doi.org/10.25176/rfmh.v21i2.3716.
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Ashiq, Kanwal, Mayyda Asif Bajwa, Rabia Khokhar, Farah Abid, Samreen Tanveer, Mehwish Qayyum, Sana Ashiq, and Sana Jameel. "A Cross-Sectional Analysis of Knowledge, Beliefs and Practices Regarding Traditional Medicine Use among Pharmacy Students of Different Private and Government Universities of Lahore, Pakistan." Bangladesh Journal of Medical Science 21, no. 2 (February 25, 2022): 323–34. http://dx.doi.org/10.3329/bjms.v21i2.58065.
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Background: Students’ understanding regarding traditional medicine is a part of pharmacy curriculum. In Pakistan, be it students or healthcare professionals, little is known about the general importance of traditional medicine. Objectives: The aim of this study is to assess the students, enrolled in Doctor of Pharmacy Program, regarding their beliefs, knowledge and practices for use of medicinal plants. Methodology: The questionnaires were distributed among the Doctor of Pharmacy (Pharm-D) students. The data was analyzed using SPSS software (IBM, version. 22) and different statistical tests were applied, including descriptive analysis, t-test and Pearson chi squared test. Results: Total 254 responses were obtained in the study. While the outcome indicates that the majority of the participants (n=237: 93.3%) acknowledge the usefulness of traditional medicine. 151 (59.4%) participants believed that the traditional medicine is safe but 103 (40.6%) concerned about the side effects of herbal remedies. 187 (73.6%) reported the use of some type of medicinal plants in their life. Easy availability of traditional medicine was reported by 186 (73.2%) participants and 176 (69.3%) claimed the medicinal plants as inexpensive alternatives. The physician was kept informed about the concomitant administration of herbal with allopathic medicine in only 43 (16.9%). Stomach pain (14.17%) was most common sickness for which participants utilized traditional treatment, followed by cough (12.6%) and flu (10.63%). Mint (10.24%) was found to be the most commonly used medicinal plant, followed by aloe (9.84%) and ginger (7.48%). Conclusion: Detailed studies are still required to evaluate not only the students but also health care professionals about their understanding, prescribing practice and dealing with patients already using medicinal plants. This will help in improved management of the disorders and may lead further advancement in the field of natural product research and cutting off ill effects of allopathic treatment. Bangladesh Journal of Medical Science Vol. 21 No. 02 April’22 Page : 323-334
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Febriani, Alamanda, Stevany Zayned Waelauruw, Natalia Ayu Triatmojo, Aulia Reynickha R. S. Sinaga, and Aini Yesia Puspita. "PENGENALAN TANAMAN OBAT KEPADA ANAK-ANAK DENGAN MEDIA BUKU POP-UP." ABDIMAS ALTRUIS: Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (October 2, 2019): 9–13. http://dx.doi.org/10.24071/aa.v2i1.2123.
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Indonesia is rich in various medicinal plants. There are approximately 20,000 species of herbal plants, 1000 species have been documented, and 300 species have been used in traditional medicine. The use of medicinal plants began to decline, especially among urban people. The use of traditional medicine has decreased especially among urban people. The traditional medicine is being replaced by synthetic medicine that is popular in the market because it is known for its effectiveness to heal diseases and clinically clarified. Otherwise, generic synthetic drugs are less expensive compared with traditional medicine. The team decided to do a service program in SD Negeri Turi 1 Yogyakarta class 1, involving a total of 24 students. To discover knowledge improvement about medicinal plants, we conducted a pre- and post-test. It can be concluded that the service program improved the medicinal plant knowledge of the first grade students of SD Negeri Turi 1. The improvements can be seen in the increase of the pre-test and post-test scores for each herbal plant.
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Da Silva, José Edson Caetano, Roberta Ferreira Pontes, João Carlos Tavares Da Costa, Juliana Feitoza De Sobral, Erika Cristina Napolitano Giuliano, Gabriela Itagiba Aguiar Vieira, and Vânia Regina Bressan. "Mentoria para o estudante de medicina / Mentoring for the medicine student." Brazilian Journal of Development 7, no. 4 (April 26, 2021): 42117–37. http://dx.doi.org/10.34117/bjdv7n4-599.
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Stefanović, Dona, Dunja Stankić, Stefan Stoisavljević, and Olivera Vuković. "Hypochondriac fears and beliefs of medical students." Psihijatrija danas 52, no. 1-2 (2020): 35–45. http://dx.doi.org/10.5937/psihdan2001035s.
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Hypochondria is a mental disorder characterized by a preoccupation with fears that a person may be ill or suffering from a serious illness, based on a misinterpretation of problems that cannot be eliminated by appropriate medical reassurance. A special type of hypochondriasis known as Medical Student Syndrome (MSS) refers to student's fears and beliefs that they are ill or may become ill with the illnesses they are learning while studying in pre-clinical and clinical subjects. A cross-sectional study was conducted during the winter semester of the 2019/2020 school year, with a sample of 90 students of the first, third, and sixth year of the Faculty of Medicine, sampled on a random basis. Subjects completed the Illness Attitude Scale (IAS). The aim of study was to investigate whether there is a difference in the incidence of hypochondrial tendencies and beliefs in the students of the Faculty of Medicine in relation to the year of study. The mean values on certain subscales were statistically significantly higher in students of third compared to students of first and sixth year of medicine. Students who have not renewed a year were found to have significantly higher average scores on the Disease Concerns and Pain Concerns subscale, as well as Disease phobia compared to those who renewed the year, while Hypochondrial beliefs were statistically significantly higher in subjects who renewed the year compared to students who had not renewed the year. The presented results support the hypothesis that health anxiety and all its components among the medical students at the preclinical level is most pronounced in the third year of study, and that it shows declining trend in the later stages of study.
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Savić, Suzana, Gordana Tešanović, Larisa Gavran, and Saša Stanivuković. "Dietary patterns and onset of obesity among medical students in Banja Luka." Биомедицинска истраживања 11, no. 2 (2020): 102–9. http://dx.doi.org/10.5937/bii2002102s.
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Introduction. The World Health Organization (WHO) revealed that in 2016 more than 1.9 billion adults, 18 years and older, were overweight. Over 650 million of them were obese. Diet quality in university students is determined by factors such as family, food availability and meals in student canteens. The purpose of this study was to investigate frequency of obesity and its relation to dietary habits, gender and age/year of study among medical students at the Faculty of Medicine of the University of Banja Luka. Methods. This is a prospective and descriptive study conducted among 1-6 year student population at the Faculty of Medicine of the University of Banja Luka. The study includes a validated survey instrument Youth Risk Behavior Survey Questionnaires. The study was approved by the Ethics Committee of the Faculty of Medicine and carried out as an anonymous survey during the winter term of the academic year 2017/2018. Results. Out of the total 601 students, the research sample included 543 students: 327 female (60.2%) and 216 (39.8%) male students. The majority of them (62.1%) fell within healthy weight range, and 2.4% were class 1 obesity. Most of female students (75.7%) had healthy weight while their male counterparts (73.2%) were overweight. To sum up, 57.5% of them consumed breakfast every day: female students significantly more (60.6%) than male students (51.9%). Third-year students (59.4%) had breakfast most frequently compared to the fifth-year students (55.0%) who ate it the least. Conclusion. The study found a high prevalence of overweight among male respondents compared to their female counterparts, who had predominantly healthy weight.
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Parra-Valencia, Esteban, and Andrea Urra-Canales. "Research and medical students in Chile." Medwave 16, no. 08 (September 14, 2016): e6542-e6542. http://dx.doi.org/10.5867/medwave.2016.08.6542.
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Wolferz, Richard, Simran Arjani, Andrew Bolze, and Elizabeth Pegg Frates. "Students Teaching Students: Bringing Lifestyle Medicine Education to Middle and High Schools Through Student-Led Community Outreach Programs." American Journal of Lifestyle Medicine 13, no. 4 (March 24, 2019): 371–73. http://dx.doi.org/10.1177/1559827619836970.
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Lifestyle medicine has the power to reverse the growing burden of chronic disease that now plagues our health care system. The World Health Organization, the Centers for Disease Control and Prevention, and the American College of Lifestyle Medicine have all independently recognized the need for community-centered lifestyle medicine education as a means of empowering individuals to take charge of their own health. Students in undergraduate, medical, and allied health schools may serve as mediators for these conversations. With guidance from faculty lifestyle medicine mentors, these students can operate as peer educators in primary and secondary schools to supplement current health teaching with the core tenants of lifestyle medicine: nutrition, exercise, sleep, mental and social well-being, and substance avoidance as strategies to prevent and treat chronic disease. We present models of two such student-led programs working with middle and high school students in Massachusetts and New Jersey. Both programs have found success by engaging middle and high school students in interactive workshops and by responding to their individual interests and community needs. We share our currently available resources and, moving forward, hope to publish a tested curriculum that students around the country can implement in their communities to promote lifestyle medicine.
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Morínigo, David, Derlis Fleitas, Maida Morel Pirelli, and Genaro Velazquez. "Neurophobia in internal medicine postgraduate students." Revista Virtual de la Sociedad Paraguaya de Medicina Interna 4, no. 2 (September 14, 2017): 42–48. http://dx.doi.org/10.18004/rvspmi/2312-3893/2017.04(02)42-048.
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Parra-Valencia, Esteban, Diego Ortega-Mondaca, Belén Cornejo-Arriagada, and Andrea Urra-Canales. "Harassment and discrimination in medical students." Medwave 16, no. 10 (November 25, 2016): e6684-e6684. http://dx.doi.org/10.5867/medwave.2016.10.6684.
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González Ortíz, Lucy, and Diana Daza de Ramos. "Repitencia en estudiantes de Medicina Caracterización y causas." Zona Próxima, no. 13 (May 18, 2022): 12–28. http://dx.doi.org/10.14482/zp.13.660.02.
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Con el objetivo de caracterizar el perfil del estudiante repitente de I a V semestre de Medicina de la Fundación Universitaria San Martín, sede Puerto Colombia, y determinar las causas de esta condición, se realizó un estudio exploratorio de caso múltiple en el período comprendido entre febrero de 2007 y febrero de 2008. Integraron la muestra 35 estudiantes y 7 docentes; la información se obtuvo de fuentes primarias y secundarias y se emplearon técnicas de análisis de contenido (categorías, triangulación) y distribución de frecuencias. Los resultados muestran que el estudiante repitente ingresa en edad adolescente, en su mayoría provienen del departamento del Atlántico, con puntajes ICFES en nivel medio, promedios académicos bajos y han reprobado en más de una vez. Estudiantes y docentes identifican las causas académicas de reprobabilidad, en especial la falta de estudio, como las más importantes, seguidas por las afectivas. Los estudiantes poco reconocen sus dificultades en la lectura y la escritura, el ausentismo y la personalidad poco activa; ante la reprobabilidad, reaccionan muy emotivamente pero no evidencian su empeño en superarla; no acuden a las actividades de apoyo ofrecidas por la Universidad y sus padres no les hacen mayores exigencias respecto a rendir académicamente. El 37.1% de los estudiantes incluidos en éste estudio, un año después no se matricularon.
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Petek Šter, Marija. "Final year medical students’ understanding of family medicine." Acta Medica Academica 43, no. 1 (May 15, 2014): 40–49. http://dx.doi.org/10.5644/ama2006-124.99.
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Rivera-Encinas, María Teresa, and Jeff Huarcaya-Victoria. "Escala de actitud religiosa en estudiantes de Medicina Humana." Horizonte Médico (Lima) 19, no. 4 (December 30, 2019): 31–40. http://dx.doi.org/10.24265/horizmed.2019.v19n4.05.
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Pejin, Irina, Sara Oroz, Đorđe Milojković, Nikola Milić, Nataša Milić, and Nina Rajović. "Flipped classroom: The novel learning environment for medical students." Medicinski podmladak 73, no. 4 (2022): 66–72. http://dx.doi.org/10.5937/mp73-39285.
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Introduction: The ongoing pandemic caused by Coronavirus has strongly initiated digital developments and closed in-person classes in higher education. In order to achieve remote high-quality online delivery, the learning method "flipped classroom" has been introduced to both students and teachers. The flipped classroom represents a type of blended learning aiming to increase students' engagement by preparing materials for learning at home and having faceto-face problem-solving during class time. Aim: To assess attitudes and perceptions of medical undergraduate students toward flipped classroom method of learning. Material and methods: This was a cross-sectional study conducted among undergraduate students attending Faculty of Medicine University of Belgrade during January 2022, using online questionnaire. The questionnaire used in this study consisted of 34 questions and was divided among six main sections: demographics, overall attitudes, communication, independence in learning, preparedness and motivation, and creative thinking and collaborative work. Results: A total of 60 medical students were included in the study. Two thirds of the students were female (75,0%), with the mean age of 23,48 ± 1,53 years. Most of the respondents were fifthand sixth-year students. The results of this study revealed that significant differences in perceptions of the students toward flipped classroom method of learning between gender and age group were found. Female and younger students had more positive attitudes toward flipped classroom than male and older students. Conclusion: Flipped classroom method of learning suits the demands of medical students at a university level, advancing their problem-solving skills and higher-order thinking. Bearing in mind that younger students had positive perceptions and attitudes toward flipped classroom method of learning, curriculum designers and educators should adjust the lessons and teaching methods strategies to students' preferences in order to help them to gain their full academic potential.
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Phillips, Julie, Jacob Prunuske, Laurie Fitzpatrick, and Brian Mavis. "Initial Development and Validation of a Family Medicine Attitudes Questionnaire." Family Medicine 50, no. 1 (January 8, 2018): 47–51. http://dx.doi.org/10.22454/fammed.2018.293942.
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Background and Objectives: Although many curricular and policy interventions are designed to influence students’ attitudes toward family medicine, assessment of these interventions is limited by lack of a comprehensive, validated measure of students’ attitudes. We sought to develop and validate a questionnaire that effectively assesses medical student attitudes toward family medicine. Methods: A 31-item questionnaire was assessed for internal, external, and content validity. The questionnaire was offered to fourth-year students at two Midwestern medical schools. Internal validity was assessed using data reduction and iterative factor analyses. External validity was assessed by correlating scores with intention to match in family medicine. Content validity was assessed by directly observing students as they completed the questionnaire and qualitatively evaluating student comments. Results: Of 858 students invited, 426 (49.7%) provided usable questionnaire data. After removal of questions with lower interitem correlations and simplification of subscales, the modified questionnaire achieved acceptable subscale internal consistency and a Cronbach alpha of 0.798. The overall instrument summative score correlated with family medicine career choice (P<0.001). Most subscales and individual items also correlated with family medicine choice. Ten students were directly observed, using an iterative process, and modifications were made based on student understanding. Conclusions: Development of a validated questionnaire assessing medical student attitudes toward family medicine is feasible. With further refinement, the Family Medicine Attitudes Questionnaire may be useful in evaluating the impact of curricular interventions on students’ perceptions of family medicine, contributing to an evidence-based approach to recruitment of students to the specialty.
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Phillips, Julie P., Jacob Prunuske, Laurie Fitzpatrick, and Brian Mavis. "The Family Medicine Attitudes Questionnaire: A Valid Instrument to Assess Student Attitudes Toward Family Medicine." Family Medicine 51, no. 6 (June 6, 2019): 493–501. http://dx.doi.org/10.22454/fammed.2019.957692.
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Background and Objectives: Medical student attitudes toward family medicine influence student likelihood of choosing family medicine and the US primary care physician workforce. We sought to refine and assess the validity of the Family Medicine Attitudes Questionnaire, an instrument that assesses student attitudes toward family medicine in US medical students. Methods: A 24-item questionnaire, including items assessing students’ attitudes toward family medicine’s importance, family physician shortage, family medicine research, family systems, family physicians’ expertise, and lifestyle, was offered to fourth-year students at 16 US medical schools. We evaluated the questionnaire’s content validity, construct validity, and criterion validity. Content validity was assessed using a qualitative approach to direct observation, construct validity by data reduction and iterative factor analyses, and criterion validity by correlating items with intention to match into family medicine. Results: The questionnaire was completed by 1,188 (44.9%) of 2,644 students invited to complete it; 10 items were removed in the validation process. The final 14-item instrument had a Cronbach α of 0.767. Total score correlated with family medicine specialty choice (P<.001). A questionnaire score of 56 or higher is 78.1% sensitive and 65.3% specific for identifying students who intend to match into family medicine. In regression analysis, questionnaire score was an independent predictor of choosing family medicine (odds ratio 1.289, confidence interval 1.223-1.347). Conclusions: The Family Medicine Attitudes Questionnaire is a valid instrument for assessing US medical student attitudes toward family medicine. This tool will help educators assess the impact of curricular and policy interventions designed to promote family medicine specialty choice.
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Gazibara, Tatjana, Jelena Cakić, Milica Cakić, Redžeb Zejnelagić, Aleksandra Popović, and Anita Grgurević. "Exploring e-health literacy among students of sports vs. medical students." Medicinska istrazivanja 55, no. 3 (2022): 21–28. http://dx.doi.org/10.5937/medi55-39595.
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Introduction/Aim: Data about electronic health (eHealth) literacy and potential differences in eHealth literacy between university students are lacking. The aim of this study was to evaluate eHealth literacy in students of sports and medicine and to assess the factors associated with better eHealth literacy. Material and Methods: This cross-sectional study was carried out from April to October 2017 among final year students of the Faculty of Sports and Physical Education and the Faculty of Medicine, University of Belgrade, Serbia. A total of 89 sports students and 301 medical students were included. The eHealth Literacy Scale (eHEALS) was used to evaluate eHealth literacy. Results: Compared with sports students, medical students had higher median eHEALS score (27 vs. 30, respectively, p=0.008). Medical students were twice as confident as sports students in their efforts to locate helpful online health resources and use online health information. A significant hierarchical linear regression model was not obtained in the sample of sports students regarding predictors of better eHealth literacy. In the sample of medical students, the following was associated with better self-perceived eHealth literacy: being female, residing outside of the capital before becoming a student, younger age at the time of the first Internet use, the use of health-related websites and smartphone apps as well as lower influence of online health-related information on decision making regarding health. Conclusion: Medical students were more confident in perceiving their eHealth literacy skills compared to sports students. The factors associated with better eHealth literacy may depend on the fields of study.
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Alavi, Mustafa, Tiffany Ho, Chandler Stisher, Emma Richardson, Christina Kelly, KrisEmily McCrory, John Snellings, Katie Zurek, and Mandy Ward Boltz. "Factors That Influence Student Choice in Family Medicine." Family Medicine 51, no. 2 (February 8, 2019): 143–48. http://dx.doi.org/10.22454/fammed.2019.927833.
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Background and Objectives: The Family Medicine for America’s Health Workforce and Education Team aims to increase the number of medical students choosing family medicine to address the projected primary care physician shortage. This aim can be achieved by developing a well-trained primary care workforce. Our student- and resident-led FMAHealth work group aimed to identify factors that influenced fourth-year medical students’ choice to become family physicians. The secondary objective compared such factors between the 10 medical schools with the highest percentage of students matching into family medicine and non-top 10 medical schools. Methods: Fourth-year medical students nationwide participated in 90-minute virtual focus groups. Reviewers coded deidentified transcriptions and identified key themes and subthemes that were found to influence student choice. Results: Fifty-five medical students participated in focus groups over a 2-year period. Three key themes were found to influence students: perspective, choice, and exposure. Subthemes included: (1) the importance of high-quality preceptors practicing full-scope family medicine, (2) the value of a rural experience, and (3) institutional support to pursue family medicine. Physician compensation and loan repayment concerns were not major factors influencing student choice. Conclusions: Many factors influence student choice of family medicine including preceptors, clinical exposures, and institutional support. These factors varied by institution and many were found to be different between top 10 and non-top 10 schools. Addressing these factors will help increase students’ choice of family medicine and reduce the primary care shortage.
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Costa, Ellen Tieko Tsugami Dalla, Débora Dornelas Belchior Costa Andrade, and Conrado Carvalho Horta Barbosa. "Percepção dos estudantes de medicina sobre medicina de família e comunidade." Revista Remecs - Revista Multidisciplinar de Estudos Científicos em Saúde 4, no. 7 (December 28, 2019): 27–37. http://dx.doi.org/10.24281/rremecs2526-2874.2019.4.7.27-37.
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Avaliar a influência de uma matriz curricular na percepção dos discentes de medicina sobre medicina de família e comunidade e na escolha por essa especialidade. Estudo qualitativo-quantitativo de cunho exploratório e transversal, efetuado por meio de questionário semiestruturado com acadêmicos do primeiro e do décimo-segundo semestres de medicina de um centro universitário brasileiro. Foram realizadas as análises descritivas e não paramétricas, com um nível de significância de 5%. Egressos conheciam bem a especialidade medicina de família e comunidade, ao contrário dos que estavam iniciando o curso. Dentre os fatores curriculares estudados, apenas o contato com um profissional modelo médico de família e comunidade foi estatisticamente significante para a escolha pela carreira (p-valor de 0,02). Este estudo sugere que o contato com médicos de família e comunidade e a inserção precoce e contínua na atenção básica durante a graduação contribuem para o interesse por essa especialidade.Descritores: Educação Médica, Medicina de Família e Comunidade, Currículo. Medical students’ perceptions on family medicineAbstract: To evaluate the influence of a medical program in medical students’ perceptions towards family medicine and in choosing a career in this field. A cross-sectional exploratory and qualitative-quantitative survey accomplished by the application of a semi-structured questionnaire. This research encompasses first and twelfth semesters medical students from a Brazilian university center. We performed a descriptive and a non-parametric analysis, with a significance level of 5%. Family Medicine was not well known by medical students who were beginning their graduation and very well known by those finishing medical school. Among the curriculum aspects studied, only the contact with a family medicine physician role model was statistically significant to affect the graduates’ career choice in family medicine (p-value 0.02). This study suggests that the contact with family physicians and the early and continued insertion in primary care during graduation contribute to a greater interest in this specialty.Descriptors: Medical Education, Family Practice, Curriculum. Percepción de los estudiantes de medicina sobre medicina de família y comunidadResumen: Evaluar la influencia de una matriz curricular en la percepción de los estudiantes de medicina con foco en la medicina de família y comunidade. Estudio cualitativo-cuantitativo de cuño exploratório trabajando la transversalidad, efectuado por medio de cuestionários semi estructurado aplicado a academicos de medicina de una institución universitária brasileña. Fueron realizadas los análisis descriptivas y no paramétricas, con un nível de significancia de un 5%. Egresos conocian bien la especialidad, En oposición a los que estaban iniciando el curso. Entre los factores curriculares estudiados, fué registrado como importante el contacto con un profisional modelo médico de família y comunidad que resultó estadísticamente significante para la elección de esta carrera (p-valor 0,02). Este Estudio sugiere que el contacto con médicos de família y comunidade, la inserción precoz y contínua em los servicios de atención básica durante la graduação contribuyen para despertar el interés por esa especialidad.Descriptores: Educación Médica, Medicina de Família y Comunidad, Currículum.
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Marques da Silva Santos, Matheus, Juliana Massambani Aleixo Silva, João Matheus Albertoni Macedo, and Antonio Sales. "Análise do Impacto das Campanhas Educativas na Temática do Suicídio Sobre os Acadêmicos dos Cursos de Medicina, Psicologia e Licenciaturas." Revista de Ensino, Educação e Ciências Humanas 22, no. 1 (March 26, 2021): 61–69. http://dx.doi.org/10.17921/2447-8733.2021v22n1p61-69.
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ResumoO presente trabalho é produto de uma pesquisa quantitativa descritiva, tendo acadêmicos de Medicina, Psicologia, Pedagogia, Serviço Social e Matemática, de uma única Instituição de Ensino Superior, como participantes. O tema abordado foi sobre as campanhas educativas que orientam sobre o trato com pessoas com tendência suicida. A escolha desses cursos ocorreu pelo fato de prepararem profissionais para tratarem diretamente com pessoas de diversas idades e classes sociais. A proposta foi feita por um acadêmico de Medicina e conduzida por ele em parceria com uma colega de turma e um mestrando. O objetivo foi avaliar o impacto de uma campanha educativa. Foram abordados, direta e indiretamente, 136 acadêmico(a)s por meio de um formulário, com 16 questões, elaborado no Google forms. Para os acadêmicos de Medicina, que já estavam no internato, foi enviado o link pelo celular e, para os demais, foi entregue impresso enquanto estavam em sala de aula. O acesso foi reduzido por causa do COVID19 que limitou o contato. Os resultados apontam que, até o momento, a campanha ainda não produziu os resultados esperados e que o enfoque deve ser na orientação de como agir, com indicações de locais para os quais poderão encaminhar, e não apenas na informação sobre o comportamento da pessoa.
Palavras-chave: Comportamento Suicida. Sofrimento do Suicida. Trato com o Suicida.
AbstractThe present work is the product of a quantitative descriptive research with students from Medicine, Psychology, Pedagogy, Social Work and Mathematics, from a single institution of higher education, as participants. The topic approached was about the educational campaigns that guide about dealing with people with a suicidal tendency. The choice of these courses was because they prepare professionals to deal directly with people of different ages and social classes. The proposal was done by a medicine school student and conducted by him or her in partnership with a classmate and a master's student. The main objective was to evaluate the impact of an educational campaign. 136 students were addressed directly and indirectly through a form, with 16 questions, elaborated in Google forms. For medicine school students, who were already in internship, the link was sent by cell phone and, for the others, it was handed out printed while they were in class. Access was reduced because of COVID19, which limited contact. The results show that, so far, the campaign has not produced the expected results yet and that the focus should be on orienting how to act, with indications of where they can go, and not just on information about the person's behavior.
Keywords: Suicidal Behavior. Suffering of the Suicide Victim. Dealing with the Suicide Victim
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Han, Meng, Jilin Zhang, Yan Zeng, Fei Hao, and Yongjian Ren. "A Novel Method of Chinese Herbal Medicine Classification Based on Mutual Learning." Mathematics 10, no. 9 (May 5, 2022): 1557. http://dx.doi.org/10.3390/math10091557.
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Chinese herbal medicine classification is an important research task in intelligent medicine, which has been applied widely in the fields of smart medicinal material sorting and medicinal material recommendation. However, most current mainstream methods are semi-automatic, with low efficiency and poor performance. To tackle this problem, a novel Chinese herbal medicine classification method based on mutual learning has been proposed. Specifically, two small student networks are designed for collaborative learning, and each of them collects knowledge learned from the other one respectively. Consequently, student networks obtain rich and reliable features, which will further improve the performance of Chinese herbal medicinal classification. In order to validate the performance of the proposed model, a dataset with 100 Chinese herbal classes (about 10,000 samples) was utilized and extensive experiments were performed. Experimental results verify that the proposed method is superior to those of the latest models with equivalent or even fewer parameters, specifically, obtaining 3∼5.4% higher accuracy rate and 13∼37% lower loss. Moreover, the mutual learning model achieves 80.8% Chinese herbal medicine classification accuracy.
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Oliveira, Alexandre Faraco de, and Evelise Faraco de Oliveira. "Medical ethics and bioethics among medical students." Revista Bioética 30, no. 3 (September 2022): 628–35. http://dx.doi.org/10.1590/1983-80422022303556en.
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Abstract Knowledge of medical ethics and bioethics are fundamental for the correct performance of the medical professional. This study sought to understand and evaluate discussions about medical ethics and bioethics among students of a medical course via the application of a questionnaire. Most (89%) students consider the theme extremely important. For only 9.2% the approach to the theme was great, for 34.5% it was good, 34.5% considered it regular and 21.8% bad. They claim that the subject is best approached in practical activities or in discussions in small groups. This study concludes that the theme of medical ethics and bioethics was considered of high importance by almost all participants, and it is necessary to identify the parameters considered appropriate and to specify how the theme is understood by students to have an adequate approach in medical education.
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Robbe-Austerman, Suelee, Daryl R. Strohbehn, Mel Pence, and John U. Thomson. "Teaching Veterinary Students Beef Production Medicine with Student/Producer Teams." Journal of Veterinary Medical Education 34, no. 4 (October 2007): 524–28. http://dx.doi.org/10.3138/jvme.34.4.524.
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Zhou, Joanne, Walter Bortz, and Michael Fredericson. "Moving Toward a Better Balance." American Journal of Lifestyle Medicine 11, no. 1 (November 18, 2016): 36–38. http://dx.doi.org/10.1177/1559827616673339.
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Stanford Medical School has created a class in lifestyle medicine that any student in the university can attend for credit. It is based on the foundational principles of lifestyle medicine and also informs students about topics such as Chinese medicine, naturopathic medicine, and wearable devices. The popularity of the course at Stanford speaks to the growing interest in the field of lifestyle medicine for medical students, undergraduate students, business students, and even engineers.
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Yazir, M. Sofwan, Eneng Tita Tosida, and Lita Karlitasari. "Endless Run Based Medicinal Plant Educational Game Development." International Journal of Global Operations Research 3, no. 2 (May 5, 2022): 64–73. http://dx.doi.org/10.47194/ijgor.v3i2.138.
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Medicinal plants are very beneficial for health. Medicinal plants can be used as an alternative to cheap and efficient medicine, but not everyone knows what plants can be used as medicine and how to process them. Students are expected to be more familiar with the types of medicinal plants, both local and scientific names, uses, parts used, processing methods, and rules for use. To be able to introduce medicinal plants more interactively, then one solution that can be applied is through application-based games. Educational games are expected to stimulate students to be more active in studying medicinal plants. The game technique used is endless run. Game "Endless Run" is categorized as an action game, has a linear design without ending, without stopping and no stages or changing levels. "Endless Run" is a game where the main character in the game continues to run the game that will not stop. The results of the usability trials shown to teachers, lecturers and students showed good respondents so that people who want to learn the introduction of medicinal plants can obtain information and benefits so that they can increase students' learning desires and the application is easy to operate and the survey results from the percentage (effect 80 %, control 90%, efficiency 70%, helpfulness 80%, learnability 90%). The Endless Run-Based Medicinal Plant Educational Game Development Application can be used by students, college students, millennials and the general public. By utilizing the Unity 3D application, this software includes a game engine capable of handling three-dimensional graphics. This application will run on the Android 8.0 (Oreo) mobile platform with an application capacity of 33.37MB.
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Đokić, Milena, Ana Đokić, Tamara Stanisavljević, Nikola Milić, and Jelena Milin-Lazović. "Sources of information among medical students during the COVID-19 pandemic." Medicinski podmladak 73, no. 1 (2022): 62–67. http://dx.doi.org/10.5937/mp73-33504.
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Introduction: The use of relevant sources of information and a high level of knowledge about risky behavior and ways of COVID-19 transmission are crucial for disease prevention and its spread. Aim: The aim of this study was to assess sources of information among medical students during the COVID-19 pandemic. Material and methods: This cross-sectional study was conducted on 373 students of the Faculty of Medicine University of Belgrade. The anonymous questionnaire consisted of 3 parts: socio-demographic characteristics, information sources and the attitude towards available information about COVID-19. Questionnaire was available online during January 2021. Results: At the beginning of the pandemic, one third of the students were informed several times a day (37.5%), latter it would drop to being informed several times a week (33.8%) (p < 0.05). Television and official websites were stated as the main information sources during the pandemic. Students of IV - VI year of medical school significantly more often informed themselves from official websites in contrast to I - III year students (75.5% vs 61.6%, p = 0.014). More than 2/3 of the students stated that the information about the coronavirus is accurate and up-to-date, but only a third were satisfied with the information during the pandemic. Conclusion: A large number of arteriolosclerotic CSVD patients complain of different types of headaches. The results of this study should emphasize the importance of mass and social media to public health policymakers as the most common sources of public information, which can reduce the spread of inaccurate information that can affect people's behavior towards a pandemic. This study also accentuated the need to make the younger student population aware of the importance of using relevant and reliable sources of information.
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Authors, Several. "II International Symposium of Medicinal Chemistry and Regenerative Medicine." International Journal of Advances in Medical Biotechnology - IJAMB 1, no. 1 (March 14, 2018): 48. http://dx.doi.org/10.25061/2595-3931/ijamb/2018.v1i1.10.
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The II International Symposium on Medicinal Chemistry and Regenerative Medicine, held from November 22nd to 24th at, this event was directed to undergraduate and graduate students, professionals from the medical, pharmaceutical, biotechnology innovation management and entrepreneurs, as well as researchers involved in the areas of Medicinal Chemistry, Regenerative Medicine and Biotechnology.The event aimed to promote the dissemination of new research and innovations that are at the frontier of knowledge in the area of Regenerative Medicine and Medicinal Chemistry and also to promote interaction with companies interested in these researches. Thus, as a result of the event, it is hoped to encourage discussion, sharing of knowledge, articulation of partnerships for new research projects and also generate a spark of ideas that can be led by future entrepreneurs.In this second edition, a scientific session was held with the presentation of posters. The abstracts submitted and approved by the scientific committee are below.Central themes● Biopolymers● Medicinal Chemistry● Regenerative Medicine● Innovation Management on Biotechnology
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Sharma, Krishan K., Yuchiao Chang, and Eli M. Miloslavsky. "Pairing medical students on the wards: A multi-site analysis of pairing effect on clerkship performance." PLOS ONE 17, no. 11 (November 29, 2022): e0277898. http://dx.doi.org/10.1371/journal.pone.0277898.
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Background Medical students are often paired together on clinical teams during their clerkships. While this practice has multiple potential positive effects, evidence suggests that most students feel that their evaluation is impacted by the other student. This perception negatively impacts the learning environment. We set out to determine whether paired students had a measurable effect on each other’s clerkship grade during the medicine sub-internship. Method We examined 186 4th year student-pairs during the required medicine sub-internship at 3 hospital sites of Harvard Medical School from 2013–2017. Chi-square tests were used to determine whether pairing impacted the final clerkship grade. Subsequently we examined whether pairing impacted the sub-internship performance stratified by students’ 3rd year core medicine clerkship grade to account for prior performance. Findings We found no significant deviation between the expected and observed distribution of student grades (chi-square 1.9, p = 0.39) among 186 student pairs, suggesting that pairing had no meaningful effect on the sub-internship grade. We also saw no significant effect of pairing when controlling for prior internal medicine clerkship performance (chi-square 10.9, p = 0.53). Conclusions Despite concerns that students on the same medical team may impact each other’s performance evaluation, our exploratory study demonstrated no significant effect of student pairing on grades in a medicine sub-internship. Further study of the complex relationship between students on a medical team are warranted to optimize this common practice and enhance the learning environment.
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Pereyra-Elías, Reneé, Juan José Montenegro-Idrogo, and Percy Mayta-Tristán. "Are medical students able to perform multicenter studies?" Medwave 15, no. 08 (September 24, 2015): e6268-e6268. http://dx.doi.org/10.5867/medwave.2015.08.6268.
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Ortiz-Martínez, Yeimer, Verónica Rotela-Fisch, and Leonel Vega-Useche. "Scientific congresses of medical students in Latin America." Medwave 16, no. 11 (December 20, 2016): e6804-e6804. http://dx.doi.org/10.5867/medwave.2016.11.6804.
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Kost, Amanda, Ashley Bentley, Julie Phillips, Christina Kelly, Jacob Prunuske, and Christopher P. Morley. "Graduating Medical Student Perspectives on Factors Influencing Specialty Choice." Family Medicine 51, no. 2 (February 8, 2019): 129–36. http://dx.doi.org/10.22454/fammed.2019.136973.
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Background and Objectives: Fewer than 10% of US medical school graduates enter family medicine residencies each year. Little is known about the perceptions and attitudes of senior medical students as they make final decisions about specialty choice, especially those that support a decision to pursue family medicine. The American Academy of Family Physicians (AAFP) administered a national survey to US seniors in 2015 to explore these factors. Methods: US seniors who were AAFP members (N=11,998) were invited to complete a survey exploring attitudes toward family medicine and experiences that influenced interest and choice of family medicine (FM) or other specialties. This was offered after students submitted their National Residency Matching Program rank list but before match. For those matching in family medicine, additional questions explored mentorship experience. Factors significantly predicting intent to match in family medicine, mentor attributes significantly influencing student attitudes, and family medicine interest group (FMIG) participation were identified via regression. Results: The survey response rate was 15.1%. Student perceptions of the respect of FM (OR=0.82), the future of FM (OR=2.04), and FMIG involvement (OR=1.75) predicted choosing FM, as did AAFP student membership (OR=2.13-2.44) and AAFP National Conference of Family Medicine Residents and Students attendance (OR=9.77). For students entering FM, having supportive mentors outside of FM and being dedicated to FM positively influenced their attitudes toward FM and their FMIG participation. Conclusion: National programs, FMIGs, mentorship, and medical school support of family medicine play a role in student selection of family medicine.
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Smith, Jacqueline M., Joel Mader, Andrew C. H. Szeto, Amelia M. Arria, Ken C. Winters, and T. Chris R. Wilkes. "Cannabis Use for Medicinal Purposes among Canadian University Students." Canadian Journal of Psychiatry 64, no. 5 (January 2, 2019): 351–55. http://dx.doi.org/10.1177/0706743718818420.
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Objective: The study sought to describe a Canadian sample of university students’ medicinal use of cannabis, including prevalence of cannabis use disorder (CUD) and replacement of traditional treatments with cannabis. Method: A random sample of 4000 university students was asked to complete a cross-sectional web-based survey. The survey was completed by 2212 (average age 23.2 years, SD = 5.2 years), representing a 55.3% response rate. To be eligible, students had to be enrolled in a class on campus and were 18 years or older. Result: Half (52%) of respondents used cannabis at least once in their lifetime, with ∼11% reporting medicinal cannabis use. Recreational motives to use cannabis were common among medicinal users (85%), several (38%) replaced traditional medication with cannabis, and more than a third received authorization by a health care provider. Of the medicinal users, 13.6% met the criteria for CUD. Common ailments for medicinal cannabis use were anxiety, sleep problems, depression, and pain. When mental health–related categories are combined, 78.2% of medicinal users used for at least 1 mental health condition. Conclusions: Medicinal cannabis use occurs among university students. None of the ailments listed by medicinal users meet the Canadian Family Physicians prescribing guidelines, and most are not among those viewed by the National Academies of Science, Engineering, and Medicine as having strong evidence for therapeutic value. The results raise concerns for health care providers who are authorizing or counselling patients’ considering medicinal cannabis.
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Marušić, Vuk, and Ljiljana Marković-Denić. "Attitudes of the final year medical students towards emigration." Medicinski casopis 52, no. 3 (2018): 91–97. http://dx.doi.org/10.5937/mckg52-18237.
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Minor, Suzanne, Sarah E. Stumbar, and Rodolfo Bonnin. "Impact of the Introduction of the Clinical Science Mastery Series on Family Medicine NBME Subject Examination Performance." Family Medicine 51, no. 8 (September 6, 2019): 687–90. http://dx.doi.org/10.22454/fammed.2019.253577.
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Background and Objectives: Many medical schools assess student clinical knowledge using the National Board of Medical Examiners (NBME) subject examinations. The Family Medicine Clinical Science Mastery Series (CSMS) self-assessments, which are made up of former Family Medicine NBME examination questions, became available in September 2017. They provide students with realistic practice questions and immediate performance feedback. To further assess the utility of various study tools available to our students, this study investigated the impact of the CSMS self-assessments for family medicine on the NBME family medicine subject examination performance. Methods: Data analysis was conducted to compare student performance on the end-of-rotation NBME Family Medicine Clinical Subject Examination before and after the introduction of the CSMS family medicine self-assessments. The effect size was measured using a Cohen d analysis. We conducted an independent t-test analysis to determine the effect the NBME Family Medicine CSMS self-assessments had on end-of-rotation clinical subject examination scores. Results: The analysis revealed statistically significant improvement in students’ clinical subject examination scores after the release of the CSMS in September 2017 (n=90) compared to the students’ scores prior to the availability of the CSMS (n=95). Conclusions: Student scores improved with the introduction of the NBME CSMS family medicine self-assessment. These results support recommending student use of the CSMS as a study tool for their end-of-clerkship NBME subject examinations.
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Duranti, Tommaso. "The Origins of the Studium of Medicine of Bologna: a Status Quaestionis = Los orígenes del Studium de Medicina de Bolonia: un estado de la cuestión." CIAN-Revista de Historia de las Universidades 21, no. 1 (June 1, 2018): 121. http://dx.doi.org/10.20318/cian.2018.4193.
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Abstract: This article deals with the birth of the Studium of Medicine in Bologna during the 13th century. The theme of the beginning of teaching in a context of spontaneous origin highlights the fluidity of the object of the research. Also through a comparative analysis, it is possible to follow the growing interest in teaching medicine before the birth of the universitas as an associative institution. In fact, some clues show the progressive stabilization of these teachings: their institutional consecration corresponded to the end of a process of affirmation and to the definitive recognition for students and teachers of medical and artistic disciplines as autonomous organizations.Keywords: University of Bologna, Studium of medicine, universitas of medicine, origin, medical teaching.Resumen: Este articulo trata sobre el nacimiento del Studium de Medicina de Bolonia durante el siglo XIII. El tema del comienzo de la enseñanza en un contexto de origen espontáneo resalta lo fluido del objeto de estudio. A través de un análisis comparativo, es posible seguir el creciente interés en la enseñanza de la medicina antes del nacimiento de la universitas como institución asociativa. De hecho, diversas claves muestran la progresiva estabilización de estas enseñanzas: su consagración institucional corresponde al final de un proceso de afirmación y reconocimiento definitivo para estudiantes y profesores de disciplinas médicas y artísticas como organizaciones autónomas.Palabras clave: Universidad de Bolonia, Studium de Medicina, Universitas de Medicina, origen, enseñanza de la medicina.
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Barboza-Meca, Joshuan J. "Are scientific publications in medicine students transcending?" Investigación en Educación Médica 28, no. 4 (October 30, 2018): 109. http://dx.doi.org/10.22201/facmed.20075057e.2018.28.18114.
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González-Escobar, Jessica María, Raphael Oliveira Ramos-Franco Netto, Juliana de Almeida Rodrigues-Franco Netto, Bruno Henrique Flores, Suelen Borges Andreo, and Balbina Coronel-de Bobadilla. "Prevalence of Burnout Syndrome in Medical Students." Revista del Instituto de Medicina Tropical 15, no. 2 (December 30, 2020): 13–18. http://dx.doi.org/10.18004/imt/2020.15.2.13.
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