scholarly journals Trauma Registry Development for Jos University Teaching Hospital: Report of the First Year Experience

2015 ◽  
Vol 77 (4) ◽  
pp. 297-300 ◽  
Author(s):  
Kenneth N. Ozoilo ◽  
Mariam Ali ◽  
Solomon Peter ◽  
Lohfa Chirdan ◽  
Charles Mock
Keyword(s):  
Teaching Hospital ◽  
Trauma Registry ◽  
University Teaching ◽  
First Year Experience ◽  
First Year ◽  
Hospital Report

scholarly journals Trends in neonatal and post-neonatal tetanus admissions at a Nigerian teaching hospital

2012 ◽  
Vol 6 (12) ◽  
pp. 847-853 ◽  
Author(s):  
Olusola Adetunji Oyedeji ◽  
Francis Fadero ◽  
Victor Joel-Medewase ◽  
Peter Elemile ◽  
Gabriel Ademola Oyedeji
Keyword(s):  
Secondary School ◽  
Teaching Hospital ◽  
Tetanus Toxoid ◽  
Statistical Significance ◽  
Case Fatality ◽  
University Teaching ◽  
Neonatal Tetanus ◽  
First Year ◽  
High Morbidity ◽  
School Dropouts

Introduction: Tetanus accounts for high morbidity and case fatality rates in developing countries. This study therefore aimed to identify reasons for the persistence of this disease. Methodology: Paediatric admissions at Ladoke Akintola University Teaching Hospital between 1 January 2006 and 31 December 2008 diagnosed with tetanus were studied. Data was analyzed with SPSS 18 and statistical significance was set at p < 0.05. Results: Of the total 1,681 paediatric admissions, 30 (1.8%) had tetanus. Of the 878 neonatal admissions, 8 (0.9%) had tetanus, while 22 (2.7%) of the total 803 post-neonatal admissions had tetanus. Neonatal tetanus admissions were significantly higher in 2006 compared to 2007 and 2008 (7 [2.3%] versus 1 [0.2%] [χ2= 7.50, P=0.01]). Of the eight mothers whose neonates had tetanus, seven did not receive tetanus toxoids in pregnancy and five (62.5%) were secondary school dropouts. Post-neonatal tetanus cases admitted in the years 2006, 2007, and 2008 were 4, 12, and 6 children respectively. Most of these 22 children did not receive tetanus toxoid immunization in their first year of life. None of the 22 children received booster doses of tetanus toxoids after their first years of life. Conclusion: Mothers at risk of their babies having tetanus, such as secondary school dropouts, must be identified antenatally and vaccinated with tetanus toxiod. Their babies should also receive good care post-delivery. Completion of routine tetanus toxoid schedule in the first year and booster doses in the post-neonatal age should be ensured.

scholarly journals Maternal mortality in Cameroon: a university teaching hospital report

2015 ◽  
Vol 21 ◽  
Author(s):  
Tebeu Pierre-Marie ◽  
Halle-Ekane Gregory ◽  
Da Itambi Maxwell ◽  
Enow Mbu Robinson ◽  
Mawamba Yvette ◽  
...  
Keyword(s):  
Maternal Mortality ◽  
Teaching Hospital ◽  
University Teaching ◽  
Hospital Report

scholarly journals Beyond Attrition and Retention: Working With Students to Enhance the First Year Experience

2019 ◽  
Author(s):  
Natalia Gerodetti ◽  
Darren Nixon
Keyword(s):  
Student Retention ◽  
Teaching And Learning ◽  
University Teaching ◽  
First Year Experience ◽  
First Year ◽  
First Year Students ◽  
Attrition Rates ◽  
University Life ◽  
The Uk ◽  
Ontological Position

Student retention and attrition rates have been established as Key Performance Indicators (KPIs) for course teams in the Higher Education landscape in the UK. Against this quantified (and neoliberal) auditable undertaking, in this paper we offer an examination of a set of alternative qualitative efforts which are intended to improve the first year student experience by helping students transition into their course, and university life more generally. Working with students to enhance the first year experience is at the centre of our ontological position and we draw heavily on the idea of a “long thin” induction which continues throughout the first year at university. We explore the benefits of facilitating ‘students as producers’ and incorporating ‘student intelligence’ into university teaching and learning practices before presenting a series of activities that are designed to help students transition successfully and build a strong course identity. Having offered students different ways of structured integration into the course we reflect on how these activites can help first-year students develop the kinds of skills and knowledge base that contributes to a better experience of the transition and acculturation into university life in all of its facets.

Stress and Burnout During the First Year of Residence Training in a University Teaching Hospital: Preliminary Date

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Navines R ◽  
Olive V ◽  
Ariz J ◽  
Lopez J ◽  
Tortajada M ◽  
...  
Keyword(s):  
Teaching Hospital ◽  
University Teaching ◽  
First Year

Understanding difference through dialogue: A first-year experience for college students.

2016 ◽  
Vol 9 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Charu Thakral ◽  
Philip L. Vasquez ◽  
Bette L. Bottoms ◽  
Alicia K. Matthews ◽  
Kimberly M. Hudson ◽  
...  
Keyword(s):  
College Students ◽  
First Year Experience ◽  
First Year

The First Year Experience of Ankara Child Follow up Center

2012 ◽  
Author(s):  
Fadime Yuksel ◽  
Safa Celik ◽  
Filiz Daskafa ◽  
Nilufer Keser ◽  
Elif Odabas ◽  
...  
Keyword(s):  
First Year Experience ◽  
First Year
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