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Summary Fear of needles can significantly limit professional and social functioning of a person, and is highly prevalent in general population (4%). The aim of our study was to reveal risk factors that are associated with fear of needles among healthy university students of medicine and pharmacy. The study was of a cross-sectional type. In total, 301 students of medicine or pharmacy (82% female and 18% male) attending from 1st to 5th year of study were surveyed at the Faculty of Medical Sciences, University of Kragujevac, Serbia. The students were surveyed using a questionnaires (scales) for assessing the fear of needless, a visual analog scale for self-assessment intensity of the fear of needless, and a general questionnaire with questions about socio-demographic characteristics of the participants. Using a score on the scales as out-come variables, multiple regressions were employed to reveal factors that may influence the fear of needles. Average values of Blood/Injection Fear Scale, Injection Phobia Scale-Anxiety and Medical Avoidance Survey scores were 7.89 ± 9.48, 4.46 ± 5.18 and 89.95 ± 12.73, respectively. The following factors affected significantly the score of the scales: course of study, chronic disease in the family, fear of a dentist, smell of the room phobia, sound phobia, score on the Beck’s anxiety scale and fear of a situation when medical staff give an injection. The presence of chronic disease in the family was a protective factor, while the other six factors were contributing to the fear of needles. Fear of needles is more prevalent among the students of pharmacy than among the students of medicine. It is less frequent among students with chronic disease in their family, while fear of dentist, smell of the room phobia, sound phobia, general anxiety and fear from the situation when medical staff give an injection are all factors that predispose students of medicine or pharmacy to develop fear of needles.

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New complexes of copper(II) with S-alkenyl derivatives of thiosalicylic acid (alkenyl = propenyl-(L1), isobutenyl-(L2)

New platinum(IV)-complexes with S-alkyl derivatives of thiosalicylic acid (alkyl = benzyl-(L1), methyl-(L2), ethyl-(L3), propyl-(L4), butyl-(L5)) have been synthesized and characterized by microanalysis, infrared spectroscopy, and 1 H and 13 C NMR spectroscopy. Th e bidentate S,O ligand precursor, the S-butyl derivative of thiosalicylic acid (S-bu-thiosal), was prepared, and its crystal structure was determined. Single crystals suitable for X-ray measurements were obtained by slow crystallization from a DMSO-water system. S-bu-thiosal crystallized in a P2

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A phenomenon that does not quite rise to the level of research misconduct occurs when faculty responsible for assisting PhD students fail to fulfill that role. The factors that may affect readiness of faculty to help PhD students with a methodological issue concerning sampling that was essential for designing a dissertation were revealed in this study -a simulated student-professor interaction study. Of 153faculty asked to assist, 47% failed to respond and of those who responded, only 21% made an appointment to help the student. Results of our study showed that responsible behavior of university professors in regard to helping PhD students was more likely if the faculty member was younger, had more recently been employed and had higher publication and citation scores.Key words: University teacher, PhD student, scientific irresponsibility САЖЕТАКПојава која се не може назвати неетичним понашањем у образовању али представља значајан проблем настаје када наставници задужени за одржавање наставе на док-торским студијама не пружају стручну помоћ када им студенти то затраже. У овој студији, која се бави симулацијом интеракције студената докторских студија са настав-ницима, испитани су фактори који могу ути-цати на спремност наставника да студентима разјасне методолошка питања у вези са дизајном њихове будуће докторске тезе. Од 153 наставника којима је тражена помоћ везана за припрему дизајна тезе 47% није уопште одговорило, а од оних који су одго-ворили само 21% је заказало састанак са студентима. Наша студија је показала да су универзитетски наставници спремнији да помогну студентима докторских студија уколико су млађи, скорије почели да раде на универзитету и ако имају више публикација и већи индекс цитираности.