scholarly journals EFFECT OF WATER AND SALINE LOAD ON URINARY OUTPUT IN HEALTHY UNDERGRADUATE MEDICAL STUDENTS

2003 ◽  
Vol 42 (145) ◽  
pp. 23-26 ◽  
Author(s):  
Bishnu Hari Paudel ◽  
S Kumar
Keyword(s):  
Medical Students ◽  
Normal Saline ◽  
Physiological Response ◽  
Saline Group ◽  
Urinary Output ◽  
Electrolyte Balance ◽  
Hypertonic Solution ◽  
Undergraduate Medical Students ◽  
Effect Of Water ◽  
Significant Difference

ABSTRACTWater and electrolyte balance is a vital homeostatic function. Their excretion depends on various factors –state of hydration, plasma osmolarity etc. There are rare reports on effect of hypertonic solution on urinaryoutput. Therefore, the study aimed at investigating the effect of water or saline (especially the hypertonic)load on urinary output (UO) in healthy undergraduate male medical students (17-20 years). They (n=20)were randomised into 4 equal groups: control, water, normal and hypertonic saline (1.8%). The study wasa part of undergraduate practical conducted under controlled conditions in the Physiology Department,BPKIHS. The day before the experiment, all of them were given same instructions. Next day, the experimentalgroups drank water/saline solution 12 ml/kg. Then the UO was measured ½-hourly. A non-parametric –Friedman test was used for intra- and inter-group differences in UO and specific gravity. The data arepresented as median (range). In water group the 60-min UO was significantly higher than the 30-min UO[178.5 (24-415) vs. 22.5 (21-81) ml, p<0.05]. This group also had significantly higher UO than the control at90-min [84 (20-250) vs. 19 (18-23) ml, p<0.05)]. The UO of normal-saline group was significantly higherthan that of control at 90-min [40 (22-250) vs. 19 (18-23) ml, p<0.05]. There was no significant difference inspecific gravity. The water and normal saline loads were adequate to elicit physiological response, thehypertonic solution was not strong enough to show significant physiological response suggesting need ofsaline load to be more than twice of the plasma osmolarity.Key Words: homeostasis, water-electrolyte balance, salt load, water load.

scholarly journals Outcome of the use of 0.9% saline versus 0.45% saline for fluid rehydration in moderate and severe diabetic ketoacidosis in children

2021 ◽  
Vol 69 (1) ◽  
Author(s):  
Nora El Said Badawi ◽  
Mona Hafez ◽  
Heba Sharaf Eldin ◽  
Hend Mehawed Abdelatif ◽  
Shimaa Atef ◽  
...  
Keyword(s):  
Blood Glucose ◽  
Diabetic Ketoacidosis ◽  
Normal Saline ◽  
Sodium Concentration ◽  
Saline Group ◽  
Serum Electrolytes ◽  
Serum Chloride ◽  
Significant Difference ◽  
Rehydration Solution ◽  
The Moment

Abstract Background The debate for the optimum sodium concentration in the rehydration solution in diabetic ketoacidosis (DKA) persists till the moment. The aim was to compare the outcome of 0.9% saline versus 0.45% saline in children with moderate and severe (DKA) regarding the effect on serum electrolytes, duration of DKA resolution and the incidence of hyperchloremia. Results A retrospective analysis of 121 children with moderate or severe DKA was done. After the initial 4 h in which both groups received normal saline, patients were divided into two groups continuing on 0.9% (N=72) or switched to 0.45% saline (N=49). Serum chloride and Cl/Na ratios were significantly higher in 0.9% saline group at 4 and 8 h. The 0.9% saline group had significantly higher proportion of hyperchloremia at 4 and 8 h (P value: 0.002, 0.02). The median duration of correction of DKA (14 h among 0.9% saline versus 10 h among 0.45% saline) without significant difference (P value= 0.43). The change in plasma glucose, effective osmolarity, corrected Na levels were comparable between groups. Conclusion There is an unavoidable iatrogenically induced rise in serum chloride with higher incidence of hyperchloremia with the use of normal saline in rehydration of children presenting in DKA and shock. The use of 0.45% saline as post-bolus rehydration fluid is not associated with a decline in the corrected serum sodium concentration and does not affect the rate of correction of acidosis or rate of drop in blood glucose or duration of DKA resolution when compared to normal saline.

Awareness of basic life support among undergraduate medical students in Syria, Iraq and Jordan: a cross sectional study

2021 ◽  
Author(s):  
Mohammad Nour Shashaa ◽  
Mohamad Shadi Alkarrash ◽  
Mohammad Nour Kitaz ◽  
Roaa Rhayim ◽  
Mohammed Ismail ◽  
...  
Keyword(s):  
Medical Students ◽  
Basic Life Support ◽  
Life Support ◽  
Clinical Stage ◽  
Sudden Cardiac Arrest ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Significant Difference

Abstract Background Sudden cardiac arrest considers one of the most leading cause for death in all over the world. It is important for all medical students to train basic life support. This study evaluated the awareness of basic life support among medical students. Methods An electronic questionnaire based cross sectional study was conducted in November 2020 among 2114 medical student in Syria, Iraq and Jordan. We evaluated BLS skills according to mean score. A chi-squared test was used to determine if there were differences between those who attended a basic life support course and those who did not. Results 1656 of the participants (78.3%) stated that they did not attend a basic life support course. There was a significant difference between the participants from different countries where the mean score in Syria, Jordan and Iraq was 18.3, 24.3 and 18.8 respectively (p < 0.05). The participants were divided into 3 level according to total score; low (0–12), moderate (13–24) and high (25–37). In total, 18.3%, 72.8% and 8.9% of participants had high, intermediate and low level respectively. Conclusions The overall knowledge of basic life support among medical students is not adequate and need significant improvements. This study showed that an attendance a basic life support course previously had an effect on knowledge level. Hence, there is an urgent need to apply basic life support courses into the pre-clinical stage at universities.

scholarly journals A comparison of the effect of dexamethasone and pethidine for prevention of shivering after spinal anesthesia in caesarean section: randomization clinical trial

2018 ◽  
Vol 5 (9) ◽  
pp. 2646-2650 ◽  
Author(s):  
Hamideh Gholami ◽  
Yousef Moradi ◽  
Zaher Khazaei ◽  
Shahrzad Tehrani
Keyword(s):  
Clinical Trial ◽  
Caesarean Section ◽  
Spinal Anesthesia ◽  
Normal Saline ◽  
Saline Group ◽  
Elective Cesarean Section ◽  
Double Blind ◽  
Dexamethasone Group ◽  
Postanesthetic Shivering ◽  
Significant Difference

Background: Postanesthetic shivering is one of the most common complications and problems after operations. Medications and drugs can be used to prevent postanesthetic shivering. The aim of this study is to compare the effects of Dexamethasone and Pethidine in preventing postanesthetic shivering after spinal anesthesia in Iranian women undergoing caesarean section. Method: This double-blind randomized clinical trial was performed in 66 pregnant women who were referred to Ayatollah Moosavi Hospital in Zanjan, Iran for elective cesarean section, from December 2011 to November 2012. All participants who have ASA I-II were randomly classified into three groups: Dexamethasone receivers (Group A), Pethidine receivers (Group B), and Normal Saline receivers (Group C). Data were collected and analyzed using SPSS16 software. IRCT registration number of this study is IRCT201112198469N1. Conclusion: Although statistically there was no significant difference between the three groups of Dexamethasone, Pethidine and Normal Saline receivers regarding shivering reduction; clinical complication rate in Dexamethasone group was lower comparedto Pethidine and Normal Saline groups. Results: There was no significant difference between three groups regarding shivering reduction. There were 11 (72.5%) trembling cases in Normal Saline group, 6 cases (27.3%) in Dexamethasone group, and 12 cases (54.5%) in Pethidine group.

scholarly journals Effects of prophylactic ketamine and pethidine to control postanesthetic shivering: A comparative study

2018 ◽  
Vol 5 (12) ◽  
pp. 2898-2903 ◽  
Author(s):  
Masoum Khoshfetrat ◽  
Ali Rosom Jalali ◽  
Gholamreza Komeili ◽  
Aliakbar Keykha
Keyword(s):  
Normal Saline ◽  
Pearson Correlation ◽  
Saline Group ◽  
Normal Saline Group ◽  
Chi Square ◽  
Double Blind ◽  
Postanesthetic Shivering ◽  
Significant Difference ◽  
The Mean ◽  
One Way Anova

Background: Shivering is an undesirable complication following general anesthesia and spinal anesthesia, whose early control can reduce postoperative metabolic and respiratory complications. Therefore, this study aims to compare the effects of prophylactic injection of ketamine and pethidine on postoperative shivering. Methods: This double-blind clinical trial was performed on 105 patients with short-term orthopedic and ENT surgery. The patients were randomly divided into three groups; 20 minutes before the end of the surgery, 0.4 mg/kg of pethidine was injected to the first group, 0.5 mg/kg of ketamine was injected to the second group, and normal saline was injected to the third group. After the surgery, the tympanic membrane temperature was measured at 0, 10, 20, and 30 minutes. The shivering was also measured by a four-point grading from zero (no shivering) to four (severe shivering). Data were analyzed by one-way ANOVA, Kruskal Wallis, Chi-square and Pearson correlation. Results: The mean age of patients was 35.8+/-11.45 years in the ketamine group, 34.8+/-11.64 years in the normal saline group, and 33.11+/-10.5 years in the pethidine group. The one-way ANOVA showed no significant difference in the mean age between the three groups (P=0.645). The incidence and intensity of shivering were significantly higher in the normal saline group than in the ketamine and pethidine groups (p=0.001). However, there was no significant difference in the incidence and the intensity of shivering between the ketamine and the pethidine groups (p=0.936). Conclusion: The results showed that the 0.5 mg/kg of ketamine could control the post-anesthetic shivering.  

scholarly journals Prevalence of somatic symptoms amongst undergraduate medical students of Marathwada region of Maharashtra, India

2020 ◽  
Vol 7 (12) ◽  
pp. 5106
Author(s):  
Shaikh Arshiya Kaiser Husain ◽  
Anwaya R. Magare ◽  
Purushottam A. Giri ◽  
Vijaykumar S. Jadhav
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
High Stress ◽  
Well Being ◽  
Undergraduate Medical Students ◽  
Future Health ◽  
Cross Sectional ◽  
Significant Difference ◽  
Negative Effect

Background: The aim of medical education is to produce competent, physically and mentally strong health professionals, as they are going to be the pillars of the future health care system. Stress is one of the most common and process-oriented obstacles in medical education. It often exerts a negative effect on the academic performance, physical health, and psychological well-being of the students. Dealing with overloaded medical curriculum, competing with peers, being away from home and meeting high expectations imposed by parents and society to excel is among the common stressful transitions at this stage.Methods: A cross-sectional descriptive study was carried out amongst 352 undergraduate medical students of a private medical college in a rural area of Maharashtra during April to October 2019. The structured questionnaire was used to record the data. Collected data was used to assess the severity of mental health issues among medical students.Results: Majority 194 (55.11%) students were in the age of 18 to 20 years followed by 141 (40.06%) were in 21 to 23 years. There were 196 (55.68%) girl students and 156 (44.32%) boys. According to the various categories, 80 (22.73%) of the students had low stress scores, followed by 76 (21.59%) in minimal. A highly significant difference in stress scores was seen between boys and girls, which was more in boys.Conclusions: Study concluded that undergraduate medical students perceive minimal to very high stress presented as various systems that vary with the year of study and gender wise too. There is a further need to look into the various causes of stress.

scholarly journals Perception of OSCE as An Assessment Tool in Undergraduate Students of Private Medical College in Karachi, Pakistan

2021 ◽  
Vol 15 (8) ◽  
pp. 2370-2374
Author(s):  
Saba Pario ◽  
Shaista Bashir Anwar ◽  
Zafar Haleem Baloch ◽  
Saira Ghafoor ◽  
Shazia Aftab ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Tool Material ◽  
P Value ◽  
Practical Skills ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Significant Difference

OBJECTIVE: To explore the perception of undergraduate students of United Medical and dental college towards objective structured clinical examination as an assessment tool. MATERIAL & METHODS: A cross-sectional observational study included undergraduate medical students, RESULTS: 153 students who completely filled the proforma were included in study among them 31% were male and 69% were females. Mostly agreed that stations in OSCE were simple and easily interpretable and assessed practical skills thoroughly. Majority of students accepted that skills inquired were taught in clinics, stations were according to course and stations were appropriately timed. 66 % confirmed that adequate instructions were provided before exam. 84.31% believed that OSCE is preferable to viva. 57.51% of candidates stated that examiners during OSCE were attentive and gracious but 20.91 % objected it , while 21.57% remained neutral. Almost half of examinees labelled it as comprehensive clinical assessment .Overall, 67.97 % perceived OSCE as demanding and tough assessment. Finally views of students for statement that OSCE is unbiased, reliable and valid were positive in 50.32%.There was a significant difference in the opinion of male and female( p-value is less than 0.05) in statement that OSCE thoroughly assessed practical skills, stations were according to course of instruction, Adequate instructions were provided before exam, superior and preferable to viva, assists in improvement of clinical skills, demanding and tough and finally OSCE was unbiased, reliable and valid CONCLUSION: OSCE was perceived as fair, comprehensive, un-biased format of examination but believed it was more stressful than traditional examination methods . KEY WORDS: Assessment, Attitude, OSCE, Perception, Undergraduate Medical students.

scholarly journals Gender difference in performance of undergraduate medical students for subjective and objective evaluation in physiology

2017 ◽  
Vol 3 (2) ◽  
pp. 22 ◽  
Author(s):  
Meenakshi Sinha ◽  
Jayshri Ghate ◽  
Dipali K. Chatur ◽  
Ramanjan Sinha
Keyword(s):  
Medical Students ◽  
Gender Difference ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Objective Evaluation ◽  
Female Students ◽  
High Achievers ◽  
Multiple Choice Questions ◽  
Undergraduate Medical Students ◽  
Significant Difference

<p><strong> </strong></p><p class="abstract"><strong>Background:</strong> Several studies have indicated gender differences in performance of undergraduate students in medical curriculum mainly in the clinical specialties which requires different set of skills as compared to pre and paraclinical subjects. Therefore, the study aim to investigate gender difference if any, on overall performance as well as on  different modalities of assessment like multiple choice questions (MCQ) and structured long &amp; short answer questions (LSQ) of medical students in physiology.</p><p class="abstract"><strong>Methods:</strong> Performance of 238 first year MBBS students in overall theory (MCQ+LSQ) and separately in MCQ and LSQ were compared between male (n=139) &amp; female (n=99). Further, they were sub-grouped on the basis of total marks in theory as low (&lt;50%), medium (50-65%) and high achievers (&gt;65%).  </p><p class="abstract"><strong>Results:</strong> Female students scored significantly more compared to male students in total (60.8±7.42% vs 56.81±8.78%) as well as individually in MCQ &amp; LSQ. Also, overall failure rate was more for male (19%) as compared to female (7%). However, comparison of high achiever group revealed no significant difference in performance of both genders in all modalities of assessments. Whereas, female students of both medium and low achiever groups had significantly high scores in LSQ as compared to male, but no such difference was observed for MCQ.</p><p class="abstract"><strong>Conclusions:</strong> Average and below average female students performed better relative to their male counterparts in subjective assessment (LSQ) as compared to assessment demanding more analytical/critical thinking (MCQ). However, performance of high achievers did not show any such gender difference. Therefore, different types of assessments bring out different abilities of students across genders depending on their grade of performance in a medical curriculum. </p>

Point-of-care ultrasound augments physical examination learning by undergraduate medical students

2020 ◽  
Vol 97 (1143) ◽  
pp. 10-15
Author(s):  
Chun Ka Wong ◽  
JoJo Hai ◽  
Kwong Yue Eric Chan ◽  
Ka Chun Un ◽  
Mi Zhou ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Medical Curriculum ◽  
Instant Messaging ◽  
Point Of Care ◽  
Group Discussion ◽  
Point Of Care Ultrasound ◽  
Undergraduate Medical Students ◽  
Significant Difference ◽  
The Impact

BackgroundLittle is known about the impact of the provision of handheld point-of-care ultrasound (POCUS) devices on physical examination skills of medical students.MethodsWe describe an educational initiative that comprised a POCUS workshop followed by allocation of a POCUS device to medical students for use over the subsequent 8 weeks. They were encouraged to scan patients and correlate their physical examination findings. A mobile instant messaging group discussion platform was set to provide feedback from instructors. Physical examination skills were assessed by means of clinical examination.Results210 final-year medical students from the University of Hong Kong participated in the programme. 46.3% completed the end of programme electronic survey: 74.6% enjoyed using the POCUS device, 50.0% found POCUS useful to validate physical examination findings and 47.7% agreed that POCUS increased their confidence with physical examination. 93.9% agreed that the programme should be incorporated into the medical curriculum and 81.9% would prefer keeping the device for longer time from 16 weeks (45.6%) to over 49 weeks (35.3%). Medical students who participated in the POCUS programme had a higher mean score for abdominal examination compared with those from the previous academic year with no POCUS programme (3.65±0.52 vs 3.21±0.80, p=0.014), but there was no statistically significant difference in their mean score for cardiovascular examination (3.62±0.64 vs 3.36±0.93, p=0.203).ConclusionThe POCUS programme that included provision of a personal handheld POCUS device improved students’ attitude, confidence and ability to perform a physical examination.

Effect of critical thinking training on medical student ability: A longitudinal study (Preprint)

2019 ◽  
Author(s):  
Akbar Soltani Jr ◽  
Mahboobeh Khabaz Mafinejad ◽  
Maryam Tajik ◽  
Hamideh Moosapour ◽  
Taha Bayat
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Influential Factor ◽  
P Value ◽  
Routine Practice ◽  
Undergraduate Medical Students ◽  
Convenience Sample ◽  
Significant Difference

BACKGROUND Teaching critical thinking is one of the main requirements for a successful career in the medical profession. Given that healthcare is an uncertain domain and prone to diagnostic and management errors, improving critical thinking abilities of physicians could be an influential factor in medical routine practice, such as choosing treatment plans, making an accurate diagnosis and reducing the medical errors. OBJECTIVE The aim of the study was to evaluate the effects of holding a longitudinal critical thinking course on medical students’ skills. METHODS A longitudinal descriptive design was used with a convenience sample of 103 students; 91 students participated two times in completing a questionnaire each March from 2013 to 2016. The valid response rate was 88%. Students were asked to complete the California Critical Thinking Skills Test in the week before their first educational session. Posttest data were collected 6 to 8 weeks after the program. RESULTS Ninety-one medical students with the mean age of 20±2.8 years participated in this study. Forty-three of them were male (%47.3). The highest change in both pre and post-test scores was for the analysis part. We have a positive difference in all the subscales but the difference is not significantly meaningful for the inference and deductive part (P-value= 0.28 and 0.42). We found no significant difference between the scores of male and female (P=0.77). CONCLUSIONS The study indicated that teaching clinical thinking to undergraduate medical students could improve their critical thinking skills. Students performed the best in the analysis, inductive reasoning, and evaluation skills and their weakest skill was inference and deductive.

Comparison of OSCE Scores of Surgical Clinical Education after Face-to-face vs. Blended Learning Methods among undergraduate medical students

2021 ◽  
pp. 1-13
Author(s):  
Masood Jawaid ◽  
Lubna Baig ◽  
Syed Moyn Aly ◽  
Admin
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Student Performance ◽  
Clinical Education ◽  
Teaching Method ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Learning Program ◽  
Face To Face ◽  
Significant Difference

Abstract Objective: Clinical education is an important component of undergraduate medical education. This study compares the efficacy of blended learning (BL) with contemporary face to face (F2F) teaching among medical students by assessing their OSCE scores at end of clinical posting. Methods: This experimental study was conducted in Dow University of Health Sciences from March to August 2014. Third-year medical students posted in the surgical units were divided into two groups. In the first month, one group in the unit was taught by BL while the second group posted in another unit was taught by F2F teaching. Both groups were assessed by same OSCE. In the second month, teaching method was flipped for both the groups with new learning contents. assessment was by the same OSCE for both groups. Data was analyzed by SPSS version 23 with inferential statistics with independent sample t test. Results: A total of 28 students were assessed at the end of posting OSCE in F2F group and 31 students in blended group. There was significant difference in OSCE score [p value = 0.049] after F2F teaching method (78.01 ± 13.29) as compared to BL (85.12 ± 13.77). The domain of “log book” and “clinical examination” scored higher in F2F as compared to BL group. Conclusion: This study showed that student performance can be improved with a blended surgical learning program. BL has proven to be more effective in comparison to face-to-face teaching alone, even in the setting of skill based curriculum like surgery.

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