scholarly journals Assessing the Effects of Basic Medical Science Courses on the Knowledge and Attitude towards Antibiotic Usage among Pre-Professional Students in Saudi Arabia

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 108
Author(s):  
Ismail Memon ◽  
Azzam Abdulaziz Alrashid ◽  
Hamad Saadi Alshammari ◽  
Dur-e-Shewar Rehman ◽  
Zeeshan Feroz ◽  
...  
Keyword(s):  
Phase Ii ◽  
Medical Science ◽  
Antibiotics Resistance ◽  
P Value ◽  
Professional Students ◽  
Science Courses ◽  
Basic Medical Science ◽  
Level Of Knowledge ◽  
Knowledge And Attitude ◽  
Basic Medical

The curriculum of medical schools includes courses on antibiotics. Therefore, it is worth exploring information related to the knowledge and attitudes about antibiotics. In this cross-sectional study the questionnaire was administered to the undergraduates in two phases, before and after attending the basic medical science courses. The data were collected on demographic variables, source of antibiotics, level of knowledge, and changes in attitude statements. Data analysis was implemented using SPSS. The mean age of participants was 19.87 and 20.15 in phases I and II, respectively. Most of the participants’ parents had education at the university level and a monthly income above 15,000 SAR. Generally, students had good knowledge and attitude about antibiotics. A significant improvement in students’ knowledge in phase-II was noticed in “level of knowledge” (p-value = 0.044), “paracetamol is considered an antibiotic” (p-value < 0.001) and “overuse of antibiotics can cause antibiotics resistance” (p-value = 0.003). The overall knowledge and attitude of pre-professional students were good in both phases, but their attitude did not improve at a significant level in phase-II. There is a need to put more focus on antimicrobial therapy in their training.

scholarly journals Knowledge and attitude towards adverse drug reactions reporting and pharmacovigilance: a survey among pharmacy, medicine and dentistry undergraduates in a public university

2019 ◽  
Vol 10 (SPL1) ◽  
Author(s):  
Nor Farhana Ab llah ◽  
Mohd Ikhmal Hanif Abdul Khalid
Keyword(s):  
Healthcare Professional ◽  
Positive Attitude ◽  
Pharmacovigilance System ◽  
P Value ◽  
Professional Students ◽  
Adr Reporting ◽  
Confident Interval ◽  
Significant Difference ◽  
Level Of Knowledge ◽  
Knowledge And Attitude

This research was conducted to determine the current level of knowledge and attitude on ADR reporting and pharmacovigilance system among undergraduate healthcare professional students in one of the public universities in Malaysia. An adapted and validated questionnaires was used. Volunteers were recruited using convenience sampling. The questionnaire consisted of two sections A (demographic) and B (Knowledge, Attitude, and Perception on ADR reporting and Pharmacovigilance). Data collected were analyzed using SPSS version 23. A total of 113 undergraduate healthcare professional students participated, which consist of 80% female and 20% male (n=34 dentistry; n=30 medical and n=49 pharmacy). Overall mean level of knowledge on ADR reporting and pharmacovigilance system among undergraduate healthcare professional students (mean= 3.79; SD = 0.61) was moderately knowledgeable. There was no significant mean difference between healthcare professional students except for dentistry with p-value 0.97 at 95% confident interval. The overall mean level of attitude and perception on ADR reporting and pharmacovigilance (mean = 3.90; SD = 0.44) was moderately positive. Least Significant Difference showed no significant different mean among healthcare professionals except dentistry with p-value 0.02 at 95% confident interval. All undergraduate professional students showed a moderately knowledgeable and positive attitude toward ADR reporting and pharmacovigilance system in Malaysia. This study showed a positive development among undergraduate professionals as compared to the previous study. A high knowledge and positive attitude are required to ensure Malaysia do not experience under-reporting of ADR; thus do not jeopardize Malaysian safety. 

Association of classroom participation and examination performance in a first-year medical school course

2009 ◽  
Vol 33 (3) ◽  
pp. 139-143 ◽  
Author(s):  
Richard M. Millis ◽  
Sharon Dyson ◽  
Dawn Cannon
Keyword(s):  
Medical Students ◽  
Medical Science ◽  
Pass Rate ◽  
Average Score ◽  
First Year ◽  
Science Courses ◽  
Basic Medical Science ◽  
Comprehensive Examination ◽  
First Year Medical Students ◽  
Basic Medical

The advent of internet-based delivery of basic medical science lectures may unintentionally lead to decreased classroom attendance and participation, thereby creating a distance learning paradigm. In this study, we tested the hypothesis that classroom attendance/participation may be positively correlated with performance on a written examination for first-year medical school instruction. The study subjects consisted of 115 first-year medical students. The introductory respiratory structure-function instruction was designed to include one noncompulsory pretest, four short postinstruction noncompulsory self-evaluation tests that were unannounced as to date and time, and one compulsory comprehensive examination. The relationship between attendance/participation, measured by the number of noncompulsory tests taken, and performance on the comprehensive examination was determined by Pearson's correlation coefficient, one-way ANOVA, and a χ2-test of significance. The average score on the pretest was 28%; for the same items on the comprehensive examination (posttest), the average score was 73%. For the 80 students who took the pretest, this translated to an overall score increase of 161%. Attendance/participation in four or five of the noncompulsory tests resulted in an 83.3% pass rate on the comprehensive exam compared with a rate of 52.9% for attendance/participation in three, two, one, or none of the five noncompulsory tests; the overall pass rate was 60.9%. There was a significant association between a high rate of classroom attendance/participation and a high score on the comprehensive examination (Pearson's χ2 = 8.599, P < 0.01). These findings suggest that classroom attendance/participation may be a significant determinant of performance of medical students on comprehensive examinations in first-year basic medical science courses. It is concluded that a substantial number of first-year medical students in this study could be at risk for poor performance because they may believe that there is an equivalency between internet- and classroom-based instruction in basic medical science courses.

scholarly journals The Incidence of Agenesis of Palmaris Longus among the Yoruba Tribe in Nigeria

2009 ◽  
pp. 11-14
Author(s):  
G O Mbaka ◽  
A A Akinlolu ◽  
A O Ayanuga ◽  
P D Shallie ◽  
A K Adefule ◽  
...  
Keyword(s):  
Learning Experience ◽  
Medical Science ◽  
Problem Based Learning ◽  
Problem Solving Skills ◽  
Basic Medical Science ◽  
Physiotherapy Student ◽  
Literary Research ◽  
Amount Of Knowledge ◽  
Physiotherapy Students ◽  
Basic Medical

Background: Problem Based leammg (PBL) is increasingly becoming popular worldwide. The Department ofAnatomy at the College of Medicine University of Lagos recently introduced the problem based learning approach as the style of teaching physiotherapy students in their basic medical science year. Objective: This survey investigated the students' view of the programme, its impact on their learning as well as constraining factors. Methods: A questionnaire-based survey was conducted at the end of the basic science academic year. The sample was the whole of a group of physiotherapy student that went through the PBL programme of the Department for one year. Results were collated and data processed using computer Microsoft excel in windows office 2003 software. Results: Astatistically significantproportion ofthe group rated the programme favorably and indicated it was of benefit to their learning experience. Identified areas oftheir learning positively impacted on include; increase in amount of knowledge (81 %), better levels of interaction among colleagues (69%), improved literary research and problem solving skills (72%), higher level of confidence (81 %) and an increased eagerness for clinical school (95%). Conclusion: Problem Based Learning programme can be beneficial to pioneer physiotherapy students in basic medical science year even when it is administered newly by a Department that is still developing in the programme. Key Words: Problem Based Learning, Physiotherapy Students, Anatomy.

scholarly journals Medical Students’ Preference, Attitude and Perception toward Basic Medical Science Subjects in a Public University, East Malaysia

2021 ◽  
pp. 3232-3238
Author(s):  
Tin Moe Nwe ◽  
Belinda Anak Nojeb ◽  
Jeremy Hoo Ting Wang ◽  
Mathilda Frances Anak Julius ◽  
Nurul Izzah Mawaddah Mohamad Johar ◽  
...  
Keyword(s):  
Medical Students ◽  
Pearson Correlation ◽  
Medical Science ◽  
Public University ◽  
Medical Intervention ◽  
Cross Sectional ◽  
Basic Medical Science ◽  
East Malaysia ◽  
Significant Difference ◽  
Basic Medical

Introduction: Medical students build their clinical knowledge from previously obtained basic medical science knowledge during the pre-clinical year. The pre-clinical performances have some predictive value in the clinical discipline. Basic Medical Science (BMS) taught in pre-clinical years also supported the development of clinical reasoning skills and critical analysis of medical intervention. This study explored the preference, attitude and perception toward BMS subjects among the pre-clinical medical students. Materials and methods: An institution-based cross-sectional study was conducted among 189 pre-clinical students in a public university in East Malaysia by using the nine-scale statements questionnaires by West and co-workers. An independent sample t-test, one-way ANOVA, Pearson correlation and simple linear regression were used to analyze the data. Results: Among 10 BMS subjects, anatomy (29.1%) is the most preferred, followed by pathology (24.9%). Subject preference is influenced by the interesting curriculum with the highest frequency of 100%, followed by clinically useful (75.0%). The majority of students found poor attitude and perception in some items. There is no significant difference in attitude and perception toward BMS subjects between Year 1 and Year 2 students, male and female, different pre-university programs, students with scholarship and self-finance, and having family members in the medical field and those without. Conclusions and recommendation: Different teaching styles of medical faculty along with coordination with clinical departments may help the students to be more interested in learning medical education. Further study on the teaching techniques that aid in positive attitude and perception of pre-clinical students should be done.

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