Background: Responsible self-medication is an important component of self-care. Medical students are in a unique position as they cannot yet legally prescribe medicines but their knowledge about and exposure to medicines increase as they progress through their course. Xavier University School of Medicine admits students mainly from the United States, Canada and other countries to the undergraduate medical course. Aims and Objectives: The present study was carried out to study the knowledge, perceptions and practice of self-medication among premedical and undergraduate medical students. Materials and Methods: The study was conducted during June and July 2016 using a questionnaire which had been used previously. Knowledge and perceptions were studied by noting the respondents' degree of agreement with a set of 40 statements. The use of selected classes of medicines for selfmedication during the preceding one-year period was studied. The knowledge, perception and total scores were calculated and compared among different subgroups of respondents. Age, gender, nationality and semester of study of the respondents were noted. Results: Eightyfive of the 125 students enrolled (69.1%) participated. The mean knowledge, perception and total scores were 73.45, 62.75 and 136.2 (maximum possible scores were 105, 95 and 200 respectively). There was no significant difference in scores among subgroups of respondents. Analgesics, skin ointments, antipyretics and anti-allergics were commonly used for self-medication. Over half the respondents had used some form of self-medication during the preceding year. Conclusion: The present study provides preliminary information regarding self-medication practices among both premedical and basic science medical students. Further studies on factors influencing and information sources used during selfmedication can be conducted.
Higher rates of depression and anxiety have also been noted among female medical students compared to age matched peers in the general population (5). Too much stress can cause physical and mental health problems, reduce students' self-esteem and can affect their
Phacoemulsification can be safely performed by experienced hands in cataractous eyes with PEX. The incidence of intraoperative and immediate post-operative complications in eyes with PEX was not significantly different compared to eyes without PEX in our study. Further studies among a larger population are required.
Introduction: Students' perception of the learning environment, the curriculum and assessment may influence their approach to learning. Student approach to learning has not been previously studied at Xavier University School of Medicine, Aruba. Hence the present study was carried out. Objective: Obtain information about respondents' conceptions of learning, approaches to studying and preferences for different types of courses and teaching Method: The Approaches and study skills inventory (ASSIST) was administered to first to fourth semester undergraduate medical (MD) students during the last week of September 2013. Different personal characteristics were noted. The median scores for conceptions of learning, approaches to studying and types of teaching among different subgroups of respondents were compared using appropriate non-parametric tests (p<0.05). Result: Seventy-one of the 86 students (82.5%) participated. Respondents predominantly used deep and strategic approaches to studying and there was a slight preference for a transmitting information type of teaching. Students aged between 20 to 25 years used more deep approach to learning and preferred a supporting understanding teaching approach. First and third semester students used more surface apathetic learning approaches and showed greater syllabus boundedness. Canadian students showed greater deep approach to learning. Conclusion: Deep and strategic learning approaches were mainly used. The influence of the integrated curriculum on learning approaches can be investigated through longitudinal studies. Studies among clinical students and in other medical schools are required.
Purpose:Xavier University School of Medicine adopted an integrated, organ system-based curriculum in January 2013. The present study was aimed at determining students’ perceptions of the integrated curriculum and related assessment methods.Methods:The study was conducted on first- to fourth-semester undergraduate medical students during March 2014. The students were informed of the study and subsequently invited to participate. Focus group discussions were conducted. The curriculum’s level of integration, different courses offered, teaching-learning methods employed, and the advantages and concerns relating to the curriculum were noted. The respondents also provided feedback about the assessment methods used. Deductive content analysis was used to analyze the data.Results:Twenty-two of the 68 students (32.2%) participated in the study. The respondents expressed generally positive opinions. They felt that the curriculum prepared them well for licensing examinations and future practice. Problem-based learning sessions encouraged active learning and group work among students, thus, improving their understanding of the course material. The respondents felt that certain subjects were allocated a larger proportion of time during the sessions, as well as more questions during the integrated assessment. They also expressed an appreciation for medical humanities, and felt that sessions on the appraisal of literature needed modification. Their opinions about assessment of behavior, attitudes, and professionalism varied.Conclusion:Student opinion was positive, overall. Our findings would be of interest to other medical schools that have recently adopted an integrated curriculum or are in the process of doing so.
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