A descriptive study of educational background, contraceptive knowledge, and choice of agency among selected girls 18 years old and under seeking an abortion at the University of Oregon Medical School

The notion of perfectionism, which is defined as a positive notion in terms of meeting predefined standards in a perfect way, paves the way, when not controlled, to determine standards and objectives which can't be fulfilled in no circumstances. Thus, objectives that can't be met result in failures and a deterioration of the state of health of individuals. The very fact that the educators be aware of the perception style of pupils/students in terms of perfectionism and apply education techniques in conformity with these perceptions could be an important factor so that the study and learning level of the students not be affected in a negative manner.This survey is a descriptive study where we tried to evaluate the perceptions about perfectionism of the students who study business administration in the Faculties of Economics and Administrative Sciences in the University of GAZİ and the University of Recep Tayyip Erdoğan. A personal information form containing socio-demographic data and ''Multi-Dimensional Perfectionism Scale'', which was developed by Hewitt and Flett (1991) and translated into Turkish by Oral (1999), were used, respectively, to collect data and survey the perceptions of the said students in terms of perfectionism in this data. The perception of 580 students (370 from GAZİ University and 210 from the University of RecepTayipErdoğan) with regard to perfectionism have been tested and evaluated within the scope of the survey. The outcomes of the survey revealed significant differences, in statistical terms, between the perfectionism determined by others and gender, number of siblings and the location where the family dwells which are the sub-dimensions of perfectionism, and perfectionism directed to others and the educational background of mothers. Keywords: perfectionism, business education

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Methodology of ECG Interpretation in the Padova Program

Methods of Information in Medicine ◽

10.1055/s-0038-1634804 ◽

1990 ◽

Vol 29 (04) ◽

pp. 386-392 ◽

Cited By ~ 12

Author(s):

R. Degani ◽

G. Bortolan

Keyword(s):

Decision Making ◽

Medical School ◽

Fuzzy Set ◽

Medical Knowledge ◽

Main Aspect ◽

Measurement Evaluation ◽

Possibility Distributions ◽

Linguistic Decision Making ◽

The University ◽

Ecg Interpretation

AbstractThe main lines ofthe program designed for the interpretation of ECGs, developed in Padova by LADSEB-CNR with the cooperation of the Medical School of the University of Padova are described. In particular, the strategies used for (i) morphology recognition, (ii) measurement evaluation, and (iii) linguistic decision making are illustrated. The main aspect which discerns this program in comparison with other approaches to computerized electrocardiography is its ability of managing the imprecision in both the measurements and the medical knowledge through the use of fuzzy-set methodologies. So-called possibility distributions are used to represent ill-defined parameters as well as threshold limits for diagnostic criteria. In this way, smooth conclusions are derived when the evidence does not support a crisp decision. The influence of the CSE project on the evolution of the Padova program is illustrated.

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THE MEDICAL SCHOOL OF THE UNIVERSITY OF SYDNEY

The Medical Journal of Australia ◽

10.5694/j.1326-5377.1927.tb142913.x ◽

1927 ◽

Vol 2 (22) ◽

pp. 749-750

Keyword(s):

Medical School ◽

The University

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Medical Student Ophthalmic Knowledge Proficiency after Completing a Clinical Elective or an Online Course

Journal of Academic Ophthalmology ◽

10.1055/s-0040-1721069 ◽

2020 ◽

Vol 12 (02) ◽

pp. e255-e266

Author(s):

Jacob J. Abou-Hanna ◽

Jonah E. Yousif ◽

Ariane D. Kaplan ◽

David C. Musch ◽

Jonathan D. Trobe

Keyword(s):

Medical School ◽

Online Course ◽

Clinical Rotation ◽

University Of Michigan ◽

Written Examination ◽

Michigan Medical School ◽

The University ◽

Michigan Medical ◽

Online Group ◽

School Curricula

Abstract Background As more information is being packed into medical school curricula, mainstream medical topics legitimately receive more attention than specialty topics such as ophthalmology. However, general practitioners, as gatekeepers of specialty care, must attain competency in ophthalmology. We have investigated whether an online ophthalmology course alone would be noninferior to the same online course plus an in-person clinical elective in providing ophthalmic knowledge. Methods Students at the University of Michigan Medical School voluntarily enrolled in one of two groups: an Online Only group requiring satisfactory completion of an online course entitled “The Eyes Have It” (TEHI) or a Clinical + Online group requiring students to complete a 2-week clinical rotation and the TEHI online course. The outcome metric was the score on an independent 50-question written examination of ophthalmic knowledge. Students also completed a survey assessing confidence in managing ophthalmic problems. Results Twenty students in the Clinical + Online group and 59 students in the Online Only group completed the study. The Clinical + Online group slightly outscored the Online Only group (86.3 vs. 83.0%, p = 0.004). When the two outlier questions were removed from the analysis, there was no difference in mean scores between the two groups (85.8 vs. 85.4, p = 0.069). Students in the Clinical + Online group devoted 80 more hours to the experience than did the students in the Online Only group. The number of hours devoted to the course and interest in ophthalmology were weakly correlated with examination performance. After completion of the experiment, there was no difference in student-reported comfort in dealing with ophthalmic problems between the two groups. Conclusion The examination scores of the students who completed the in-person alone were only slightly inferior to those of the students who completed the in-person clinical elective and the online course. These results suggest that an online course alone may provide a satisfactory ophthalmic knowledge base in a more compact timeframe, an alternative that should have appeal to students who do not intend to pursue a career in ophthalmology.

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THE MEDICAL SCHOOL OF THE UNIVERSITY OF SYDNEY

The Medical Journal of Australia ◽

10.5694/j.1326-5377.1922.tb118436.x ◽

1922 ◽

Vol 1 (18) ◽

pp. 496-496

Keyword(s):

Medical School ◽

The University

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Academic relationships between Hungarian professors and the Second Vienna Medical School

Wiener Medizinische Wochenschrift ◽

10.1007/s10354-021-00840-y ◽

2021 ◽

Author(s):

Béla Szende ◽

Attila Zalatnai

Keyword(s):

Medical Education ◽

Medical School ◽

Medical Doctors ◽

Surgical Department ◽

Treatment And Prevention ◽

Obstetrics And Gynaecology ◽

Practice Of Medicine ◽

Vienna Medical School ◽

The University ◽

The Impact

SummaryThis article discusses the impact of the ‘second’ Vienna Medical School, hallmarked by Karl Rokitansky, Joseph Skoda and Ferdinand Hebra, on the study and practice of medicine in Hungary. Six medical doctors’ lives and achievements are outlined, who formed a bridge between Vienna and Budapest through their studies and work. Four of them returned to Hungary and promoted the cause of medicine and medical education there. Lajos Arányi (1812–1877) founded in 1844 the Institute of Pathology at the University of Pest. János Balassa (1814–1868) took the Chair of the Surgical Department. Ignaz Philip Semmelweis (1818–1865), the ‘Saviour of Mothers’, received a position at the Department of Obstetrics and Gynaecology in Vienna in 1846. Gustav Scheuthauer (1832–1894) became Arányi’s successor. Each of them continued to keep contact with their tutors in Vienna, especially with Karl Rokitansky, and followed the clinicopathological conception pioneered by the Vienna Medical School regarding diagnostics, treatment and prevention of diseases. Two physicians remained in Vienna: Mór Kaposi (1837–1902), who became known worldwide posthumously due to the connection between Kaposi’s sarcoma and AIDS, was the director of the Department of Dermatology of the Vienna University in 1878. Salomon Stricker (1837–1898) undertook the leadership of the Department of General and Experimental Pathology in 1872.

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Darwin faces Kant: a study in nineteenth-century physiology

The British Journal for the History of Science ◽

10.1017/s0007087400028430 ◽

1991 ◽

Vol 24 (1) ◽

pp. 21-44

Author(s):

S. P. Fullinwider

Keyword(s):

Medical School ◽

Evolutionary Theory ◽

Intellectual Development ◽

Directed Attention ◽

Hermann Von Helmholtz ◽

University Of Vienna ◽

Du Bois ◽

Principle Of Sufficient Reason ◽

Vienna Medical School ◽

The University

Recent explorations into Sigmund Freud's intellectual development by Frank Sulloway and Lucille Ritvo have directed attention to the significance of evolutionary theory for psychoanalysis. In this paper I shall pursue the exploration by showing how Darwin was received by members of the so-called Helmholtz circle (Hermann von Helmholtz, Emil du Bois-Reymond, Ernst Brücke) and certain of Freud's teachers in the University of Vienna medical school. I will make the point that the Leibniz–Kant background of these several scientists was important for this reception. I will argue that the Leibniz–Kant tradition came forward to Freud by two roads, Helmholtz's unconscious inference as foundation for a physiology of the senses, and Arthur Schopenhauer's not unrelated uses of the principle of sufficient reason to explain the possibility of lawlikeness in a universe of lawless energies. Finally, I will suggest ways in which Freud received and used the tradition.

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Impact of the COVID-19 pandemic on UK medical school widening access schemes: disruption, support and a virtual student led initiative

BMC Medical Education ◽

10.1186/s12909-021-02770-0 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Emily R Bligh ◽

Ellie Courtney ◽

Rebecca Stirling ◽

Asveny Rajananthanan ◽

Hibatallah Altaher ◽

...

Keyword(s):

Medical School ◽

Work Experience ◽

Medical Schools ◽

Educational Background ◽

Socioeconomic Background ◽

Widening Participation ◽

Manipulation Check ◽

Low Socioeconomic ◽

Widening Access ◽

The Impact

Abstract Background COVID-19 has disrupted medical education in the United Kingdom (UK). The pandemic may result in a long-term disproportionate negative impact to students applying to Medical School from a low-socioeconomic background. In addition, the upsurge in Medical School applications increases the likelihood of stricter University entry criteria over the coming years. There is no current research to determine how widening participation of Medicine to students from low-socioeconomic backgrounds can be improved virtually. The aim of this study is to establish the impact of COVID-19 on students enrolled in UK widening access schemes and the role of virtual student led initiatives in widening participation. Methods A voluntary online survey was distributed to UK Sixth Form students (N = 31) enrolled in a widening access scheme who attended Sheffield Neuroscience Society International Virtual Conference in February 2021. The event was free to attend. The five-domain survey consisted of questions determining demographics, career aspirations, impact of COVID-19, academic skillsets and an educational manipulation check. Results There were 30 pre-conference and 26 post-conference responses. 76.7 % had work experience cancelled due to COVID-19. A total of 36.7 % of participants reported participating in virtual work experience. ‘Observe GP’ and ‘Medic Mentor’ were each specified as attended virtual opportunities in 20 % of answers. Post conference, students felt significantly more confident in applying to Medical School (p = 0.008) and more prepared to undertake a presentation (p = 0.002). Educational manipulation check scores increased significantly (p = 0.003). 100 % of students felt inspired to do further CV building activities. Conclusions COVID-19 has negatively impacted pupils enrolled in UK Medical School widening access schemes. Virtual student led initiatives can instill confidence in delegates from low socio-economic backgrounds, increase their career knowledge and inspire them to take part in further CV building exercises. Both Medical Schools and medical students play a key role in widening participation. This study recommends Medical Schools promote access to virtual events, urge private and state schools to declare offered opportunities and act mindfully when determining student’s academic potential in the context of their socioeconomic and/or educational background.

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