ASSESSMENT OF THE LEVEL OF LEADERSHIP COMPETENCES OF PUBLIC HEALTH STUDENTS AT THE MEDICAL UNIVERSITY OF WARSAW – A PILOT STUDY

Author(s):  
Ilona Cieślak ◽  
Mariusz Panczyk ◽  
Aleksander Zarzeka ◽  
Lucyna Iwanow ◽  
Mariusz Jaworski ◽  
...  
Author(s):  
SHAMIMA PARVIN LASKER ◽  
DARRYL MACER

An attempt to tackle plagiarism locally, an exercise was developed and evaluated by pre-test and post-test questionnaire on 50 post-Graduate medical students at Department of Public Health & Informatics, Bangabandhu Sheikh Mujib Medical University, Bangladesh in 2017 to understand learner’s understanding regarding plagiarism. The comparative data between pre and post-test have highlighted a general lack of understanding of the basic concept of plagiarism and how to avoid plagiarism which improved after the intervention. For the question how to prevent plagiarism, before intervention, only 36% answered that a paraphrased sentence should be referenced. However, after intervention, responses to the same question significantly increased to 72%. Likewise, pre-intervention for a question of whether an article can be submitted to another journal if the decision is delayed, almost half of the students (48%) were not sure what should to do. But after intervention, all respondents (100%) understood that an article cannot be submitted to another journal if decision delayed. For a question of making two or three articles from same thesis/research with same introduction and method, all most half of the respondent (46%) answered “yes” and approximately half do not know the answer (40%) before intervention. However, after the intervention all respondents (100%) felt they should not make two or three articles with same introduction or methods. Also, after intervention all respondents (100%) felt self-plagiarism is taking paragraph/picture from own article without reference. These results indicate that the intervention of plagiarism education improved the knowledge of this group of post-graduate medical students. Keywords: Copy-cut-paste; Plagiarism; Publication ethics


2021 ◽  
Author(s):  
Duckhee Chae ◽  
Yunekyong Kim ◽  
Jeeheon Ryu ◽  
Keiko Asami ◽  
Jaseon Kim ◽  
...  

2020 ◽  
Vol 41 (S1) ◽  
pp. s527-s527
Author(s):  
Gabriela Andujar-Vazquez ◽  
Kirthana Beaulac ◽  
Shira Doron ◽  
David R Snydman

Background: The Tufts Medical Center Antimicrobial Stewardship (ASP) Team has partnered with the Massachusetts Department of Public Health (MDPH) to provide broad-based educational programs (BBEP) to long-term care facilities (LTCFs) in an effort to improve ASP and infection control practices. LTCFs have consistently expressed interest in individualized and hands-on involvement by ASP experts, yet they lack resources. The goal of this study was to determine whether “enhanced” individualized guidance provided by an ASP expert would lead to antibiotic start decreases in LTCFs participating in our pilot study. Methods: A pilot study was conducted to test the feasibility and efficacy of providing enhanced ASP and infection control practices to LTCFs. In total, 10 facilities already participating in MDPH BBEP and submitting monthly antibiotic start data were enrolled, were stratified by bed size and presence of dementia unit, and were randomized 1:1 to the “enhanced” group (defined as reviewing protocols and antibiotic start cases, providing lectures and feedback to staff and answering questions) versus the “nonenhanced” group. Antibiotic start data were validated and collected prospectively from January 2018 to July 2019, and the interventions began in April 2019. Due to staff turnover and lack of engagement, intervention was not possible in 2 of the 5 LTCFs randomized to the enhanced group, which were therefore analyzed as a nonenhanced group. An incidence rate ratios (IRRs) with 95% CIs were calculated comparing the antibiotic start rate per 1,000 resident days between periods in the pilot groups. Results: The average bed sizes for enhanced groups versus nonenhanced groups were 121 (±71.0) versus 108 (±32.8); the average resident days per facility per month were 3,415.7 (±2,131.2) versus 2,911.4 (±964.3). Comparatively, 3 facilities in the enhanced group had dementia unit versus 4 in the nonenhanced group. In the per protocol analysis, the antibiotic start rate in the enhanced group before versus after the intervention was 11.35 versus 9.41 starts per 1,000 resident days (IRR, 0.829; 95% CI, 0.794–0.865). The antibiotic start rate in the nonenhanced group before versus after the intervention was 7.90 versus 8.23 antibiotic starts per 1,000 resident days (IRR, 1.048; 95% CI, 1.007–1.089). Physician hours required for ASP for the enhanced group totaled 8.9 (±2.2) per facility per month. Conclusions: Although the number of hours required for intervention by an expert was not onerous, maintaining engagement proved difficult and in 2 facilities could not be achieved. A statistically significant 20% decrease in the antibiotic start rate was achieved in the enhanced group after interventions, potentially reflecting the benefit of enhanced ASP support by an expert.Funding: This study was funded by the Leadership in Epidemiology, Antimicrobial Stewardship, and Public Health (LEAP) fellowship training grant award from the CDC.Disclosures: None


2020 ◽  
Vol 18 (Suppl.1) ◽  
pp. 640-646
Author(s):  
A. Bozhkova ◽  
K. Gerasimov

The aim of the research is, through a survey among students studying in the specialties "Nurse" and "Midwife", to study their opinion and attitude to the current models for conducting classes in the discipline "Sports", and in particular to their motor activity. The study involved students from the Medical University - Sofia (Faculty of Public Health and Branch "Prof. Dr. Ivan Mitev" - Vratsa). The tasks we set ourselves are: 1. To conduct a survey on the opinion and attitude of students to the discipline "Sport" and self-assessment of their physical activity; 2. To process and analyze the data from the survey; 3. To draw conclusions and formulate recommendations. To achieve the goal and tasks, a questionnaire with 18 questions was developed, and the obtained results will give us valuable information about motor culture, knowledge and skills about the role of sports during the training of the studied students and then in their future realization as specialists.


2015 ◽  
Vol 4 (3) ◽  
pp. 180-188
Author(s):  
Sivalingam Nalliah ◽  
Chandramani Thuraisingham ◽  
Su Ping Ong

In a pilot study conducted to explore if reading fictional works of medical writers could be used as a tool to formatively assess learning of Humanism and Bioethics, a medical student in her elective rotation at International Medical University (IMU) was assigned to read a story-book relating to daily life and suffering authored by a medical-writer, and subsequently write a reflective narrative report which was assessed with guided reflection by her mentor. It was perceived that reading of fictional works of medical writers during medical students’ leisure time may prove to be a worthwhile and enjoyable way for students to learn higher levels of clinical competence, in the realm of humanism and bioethics. From the student’s report in this pilot study it was evident that she had gained experiential learning in three areas, namely, self-reflection and self-awareness, empathy, and ethical reasoning skills. Although Bioethics and Professionalism delivered through formal face to face teaching in classrooms and the clinical setting is taught in all ten semesters of the medical program, reading fiction of medical writers as an innovative tool to formatively assess the learning of Humanism and Bioethics could be explored further from the observations noted in this pilot study.


Author(s):  
Ilona Cieślak ◽  
Aleksander Zarzeka ◽  
Lucyna Iwanow ◽  
Mariusz Panczyk ◽  
Mariusz Jaworski ◽  
...  

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 202 ◽  
Author(s):  
Patrycja Misztal-Okońska ◽  
Krzysztof Goniewicz ◽  
Attila J. Hertelendy ◽  
Amir Khorram-Manesh ◽  
Ahmed Al-Wathinani ◽  
...  

In the event of a crisis, rapid and effective assistance for victims is essential, and in many cases, medical assistance is required. To manage the situation efficiently, it is necessary to have a proactive management system in place that ensures professional assistance to victims and the safety of medical personnel. We evaluated the perceptions of students and graduates in public health studies at the Medical University of Lublin, Poland, concerning their preparation and management skills for crises such as the COVID-19 pandemic. This pilot study was conducted in March 2020; we employed an online survey with an anonymous questionnaire that was addressed to students and graduates with an educational focus in healthcare organization and management. The study involved 55 people, including 14 men and 41 women. Among the respondents, 41.8% currently worked in a healthcare facility and only 21.7% of them had participated in training related to preparation for emergencies and disasters in their current workplace. The respondents rated their workplaces’ preparedness for the COVID-19 pandemic at four points. A significant number of respondents stated that if they had to manage a public health emergency, they would not be able to manage the situation correctly and not be able to predict its development. Managers of healthcare organizations should have the knowledge and skills to manage crises. It would be advisable for them to have been formally educated in public health or healthcare administration. In every healthcare facility, it is essential that training and practice of performing medical procedures in full personal protective equipment (PPE) be provided. Healthcare facilities must implement regular training combined with practical live scenario exercises to prepare for future crises.


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