A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Nasser, Asmaa Abdel
- Prevalence of B-Blockers Misuse for Exam Stress and Anxiety Management among Health Professions Students in Jeddah, Saudi Arabia
Authors
1 Department of Medical Education, Suez Canal University, Ismailia − 41111, EG
2 Pharm D Internship, Ibn Sina National College for Medical Studies, Jeddah, SA
3 Department of Clinical Pharmacy and Pharmacology, Ibn Sina National College for Medical Studies, Jeddah, SA
Source
Journal of Ecophysiology and Occupational Health, Vol 20, No 1&2 (2020), Pagination: 62-69Abstract
Background: Excessive stress can affect students’ learning performance and well-being. An optimal level of stress could enhance learning and achievement, whereas excessive stress may affect academic achievement and result in mental and physical health problems. This research aims to assess the prevalence of Beta-Blockers misuse especially propranolol and to determine the stress causative factors among health professions students. Methods: A descriptive cross-sectional study has been conducted at Jeddah, Saudi Arabia. Data collected through an online, modified and valid questionnaire through Google documents were sent to all health professions students. The total number of participants is 430. Results: The prevalence of propranolol misuse is 40% (172) among health professions students in Jeddah city and 89% (153) of them were among the age group 20-30 years. The most causative stimulants to use propranolol among the medical students especially was for reducing the educational stress and anxiety (70%) and they reported that they frequently used propranolol before oral/poster presentation (42%) and entering the practical exams (OSCE/OSPE) (26%) and oral exam (19%) in comparison to the theoretical written exam (p-value < 0.01). Conclusion: This study concludes that there is a high rate of propanol misuse among health professions students in Jeddah city especially among male medical students. All users were aware of the potential side effects of propranolol, however; the stress-relieving effect and feeling of propranolol increased its use prior to practical, oral and presentations exams.
Keywords
B-Blockers, Exam Anxiety, Exam Stress, Health Profession Students, Stress Management.References
- Kakunje A. Stress among health care professionals - The need for resiliency. Online J. Health Allied Scs. 2011; 10 (1): 1.
- Pereira MA, Barbosa MA. Teaching strategies for coping with stress the perceptions of medical students. BMC Med. Educ.Journal. 2013; 13: 50. https://doi.org/10.1186/1472-6920-13-50.PMid: 23565944, PMCid: PMC3627623.
- Mark AM. Modeling Doctor of Pharmacy Students’ stress, satisfaction, and professional attitudes survey. American J. of Pharma Educ. 2016; 80(5). Article S2.
- Al-Mohrej OA, et al. Prevalence of self-prescribing propranolol among medical and dental students in Riyadh, Saudi Arabia: A cross-sectional study. Health Prof. Educ. J. 2016. https://doi.org/10.1016/j.hpe.2016.10.001.
- Black JW, Stephenson JS. Pharmacology of a new adrenergic beta-receptor-blocking compound (Nethalide). Lancet. 1962; 280(7251): 311-314. https://doi.org/10.1016/S0140-6736(62) 90103-4.
- Johansen JP, Cain CK, Ostroff LE, LeDoux JE. Molecular mechanisms of fear learning and memory. Cell Journal. 2011; 147: 509-524. https://doi.org/10.1016/j.cell.2011.10.009. PMid: 22036561, PMCid: PMC3215943.
- Asheesh Kumar, Ajit Joshi, Starling SK. β-Blockers: A systematic review. J. Chem. Pharm. Res. 2011; 3(1): 32-47.
- Alexander JK, Hillier A, Smith RM, Tivarus ME, Beversdorf DQ.The beta-adrenergic module at ion of cognitive flexibility during stress. J. Cogn. Neuro Sci. 2007; 19(3): 468-478.https://doi.org/10.1162/jocn.2007.19.3.468. PMid: 17335395.
- Schelle KJ, Olthof BMJ, Reintjes W, Bundt C, Gusman-Vermeer J, van MilACCM. A survey of substance uses for cognitive enhancement by university students in the Netherlands. Front Syst.Neurosci. 2015; 9: 1-11. https://doi.org/10.3389/fnsys.2015.00010.PMid: 25741248, PMCid: PMC4330699.
- Rezahosseini O, Roohbakhsh A, Tavakolian V, Assar S. Drug abuse among university students of Rafsanjan, Iran. Iran J. Psych.Behav. Sci. 2014; 8(2): 81-85.
- Maier LJ, Liechti ME, Herzig F, Schaub MP. To dope or not to dope: Neuro enhancement with prescription drugs and drugs of abuse among Swiss university students. PLOS One. 2013; 8(11): e77967. http://dx.doi.org/10.1371/journal.pone.0077967. PMid: 24236008, PMCid: PMC3827185.
- Salmi Razali, et al. Psychological distress and lifestyle of Malay Medical Students. Med. Educ. J. Spring. 2016; 15(2).
- Aktekin M, Karaman T, Senol YY, Erdem S, Erengin H, Akaydin M. Anxiety, depression and stressful life events among medical students: A prospective study in Antalya, Turkey. Med.Edu. J. 2001; 35(1): 12-7. https://doi.org/10.1046/j.1365-2923.2001.00726.x.
- Saipanish, R. Stress among medical students in a Thai Medical School. Med. Teach. J. 2003; 25(5): 502-506. https://doi.org/10.10 80/0142159031000136716. PMid: 14522672.
- Mavis B. Self-efficacy and OSCE performance among secondyear medical students. Adv. Health Sci. Educ. Theory Pract. 2001; 6(2): 93-102. https://doi.org/10.1023/A:1011404132508. PMid: 11435761.
- Using of Peer Assisted Learning to Conduct Pre-Training Situational Analysis for Nurse Intern
Authors
1 Medical Education Department, Faculty of Medicine, Suez Canal University, Postal code: 21461, EG
2 Nursing Department, Fakeeh College of Medical Sciences, Jeddah, SA
3 Medical Education Department, Faculty of Medicine, Suez Canal University, Postal code: 21461, SA
Source
Journal of Ecophysiology and Occupational Health, Vol 21, No 2 (2021), Pagination: 83-89Abstract
Background: Clinical placement is the main site for interns’ training, however clinical placement is an uncomfortable and inconvenient environment for learning. Trainees need intelligent conversation with self and others to advance in their careers. In this regard, Peers informally teach each other through discussion. Nowadays, there is an international need and interest in formal peer-assisted learning. Hence, Situational model for curriculum development is a suitable model for training as it is culturally driven and emphasizes context. The research objectives are to apply a situational curricular model, using a peer-assisted learning. In addition, to explore the students’ perception towards peer-assisted learning. Methods: A mixed method quantitative and qualitative design single group post-test design was applied in this study, where all the nursing interns in the current year were selected. Peers conducted orientation sessions to make situational analysis. After that, each intern, with his educational supervisor, develops personal objectives and a development plan. Selection of contents and learning opportunities is the responsibility of interns guided by the general outcomes and list of required competencies during the training year. The last step is assessment and evaluation of performance. Furthermore, interns’ perceptions towards using peers-assisted learning were measured through distribution of self-administered questionnaire, and conduction of focus group with interns. Results: Overall students’ perceptions toward this reform were positive, all means were above four, especially their perception towards Peer Assisted Learning (PAL) as a relaxed and comfortable environment and as a new learning opportunity. Conclusion: Interns found that reform of their training through conducting situational model for training is an effective method, especially when using Peer Assisted Learning (PAL) in its conduction, which, they recommended its implementation to all units’ orientation.Keywords
Curricular Situational Model, Internship, Peer-Assisted Learning.References
- Paice E, Rutter H, Wetherell M, Winder B,Mcmanus IC. Stressful incidents, stress, and coping strategies in the preregistration house officer year. Medical Education. 2002;36:56-65. https://doi.org/10.1046/j.1365-2923.200 2.01101.x. PMid:11849525.
- Spencer J. Learning and teaching in the clinical environment. British Medical Journal. 2003;326:591-593. https://doi.org/10.1136/bmj.326.7389.591. PMid:12637 408PMCid:PMC1125480.
- Tim Swanwick. Understanding medical education: Evidence, theory, and practice, Willey Blackwell; 2014. Chapter 8, p. 113. https://doi.org/10.1002/9781118472 361. PMCid:PMC3843076.
- David Prideaux. ABC learning and teaching in medicine, BMJ Publishing Group. 2003; 6(7).
- Marian D ILIE. A Hyper-Rationalistic Model for Curriculum Development: First Draft, Procedia - Social and Behavioral Sciences. 2013; 76:383-387. https://doi.org/10.1016/j.sbspro.2013.04.132.
- Harish Thampy, Nicola Kersey. Peer assisted learning for foundation learner, John Wiley & Sons Ltd., and The Association for the Study of Medical Education. The Clinical Teacher. 2017;14:180-183. https://doi.org/10.1111/tct.12586. PMid:27943661.
- Michael T Ross, Helen S Cameron. Peer assisted learning: a planning and implementation framework: AMEE Guide No. 30. Medical Teacher Journal. 2007; 29:527-54. https://doi.org/10.1080/01421590701665886. PMid:179 78966.
- Usman R, Jamil B. Perceptions of undergraduate medical students about peer assisted learning Professional. Med. J.2019; 26(8):1283-1288. https://doi.org/10.29309/TP MJ/2019.26.08.3870.
- Kelly AV. The Curriculum: Theory and Practice. 5th Edition. London, Thousand Oaks, New Delhi: SAGE Publications; 2004.
- Dyah Tri Palupi1. What Type of Curriculum Development Models Do We Follow? An Indonesia's 2013 Curriculum Case. IJCETS. 2018; 6(2):98-105. https://doi.org/10.15294/ijcets.v6i2.26954.
- David M Kaufman. Applying Educational Theory in Practice. In: ABC of learning and teaching in medicine by Blackwell Publishing Ltd.; 2010.p. 1-5.ISBN: 97814 05185974.
- Andrew Beck, Chanel Wood, Richard Helms, Cynthia Arvizo, Benjamin M Cherry,Nicholas PZiats. PeerAssisted Learning in Introductory Histopathology Improves Learner Scores and Delivers Learner Satisfaction. Med.Sci.Educ.2016;26:85-92. https://doi.org/10.1007/s40670-015-0207-6.
- Loda T, Erschens R, Loenneker H, KeifenheimKE, Nikendei C, Junne F, et al. Cognitive and social congruence in peer-assisted learning - A scoping review. PLoS ONE. 2019;14(9):e0222224. https://doi.org/10.1371/journal. Pone.0222224. https://doi.org/10.1371/journal.pone.0222224. PMid:31498826 PMCid:PMC6733464.
- Harish Thampy, Nicola Kersey. Peer Assisted Learning for Foundation Doctors. Clinical Teacher. 2017;14:180183. https://doi.org/10.1111/tct.12586. PMid:27943661.
- Henk G Schmidt, Jos HC. Moust. What makes a tutor effective: A structural equations modeling approach to learning for teaching in problem curricula. Academic Medicine. 1995;70. https://doi.org/10.1097/00001888199508000-00015. PMid:7646747.
- Cameron DA, Binnie VI, Sherriff A, Bissell V. Peer assisted learning: Teaching dental skills and enhancing graduate attributes. British Dental Journal. 2015;219(6). https://doi.org/10.1038/sj.bdj.2015.722 PMid:26404990.
- Bahaa Aba Alkhail. Near-Peer-Assisted Learning (NPAL) in undergraduate medical students and their perception of having medical interns as their near peer teacher. Medical Teacher Journal. 2015; 37:S33S39. https://doi.org/10.3109/0142159X.2015.1006602. PMid:25651911.
- Medical Students’ Perception of a Newly Implemented Objective Structured Clinical Examination (OSCE) in Orthopedic Surgery and Trauma: A Mixed-Method Study
Authors
1 Orthopedic Surgery and Trauma Department, Faculty of Medicine, SUEZ Canal University, Ismailia, EG
2 College of Medicine and Medical Sciences, Arabian Gulf University, Manama, BH
3 Medical Education Department, Faculty of Medicine, SUEZ Canal University, Ismailia, EG
4 Ibn Sina National College for Medical Studies, Jeddah, SA
Source
Journal of Ecophysiology and Occupational Health, Vol 22, No 1 (2022), Pagination: 29-38Abstract
Introduction: Objective Structured Clinical Examination (OSCE) is a well-known, widespread method of assessment of clinical skills. It is being widely used in Egyptian medical schools. This study aimed to explore the perception of the fifth-year medical students on the attributes, quality, validity, reliability and organization of the end-of-rotation Orthopedics Surgery and Trauma OSCE held at FOM-SCU in two academic years (2017-2018 and 2018-2019). It also aimed to assess the students rating of OSCE in relation to the other available assessment methods in clinical rotations. Material and Methods: This is a cross-sectional mixed-method study that was conducted at Suez Canal University Hospital. A convenient sample of the fifth-year medical students, who underwent the OSCE at the end of their Orthopedic Surgery and Trauma rotation during both academic years 2017-2018 and 2018-2019 were involved (n = 254). Quantitative data were collected through a validated questionnaire consisting of 32 items. Focus group discussions of students were conducted and qualitative data were recorded, coded, and thematically analyzed. Results: More than half of the students (55.5%) believed that the exam was fair and covered a wide range of knowledge (63.8%) and clinical skills (72.4%). Considerable percentages of students were doubtful regarding the standardization of OSCE scores (62.6%) and whether those scores provided a true measurement of their clinical skills (65%) and more than half of them were not sure whether gender, personality, or ethnicity affected their exam scores (55.5%) and whether OSCE provides them practical and useful experience (53.5%). OSCE and portfolio were reported as the easiest method among 55.5% and 63.8% of students, respectively, and 31.1% rated MCQs as the most difficult form of assessment. Qualitative analysis identified two themes; namely: “Challenges of implementing OSCE” and “Ways to overcome identified challenges”. Conclusion: Medical students positively perceived and provided good perception on the organization and implementation of the Orthopedics OSCE, although some of them were doubtful regarding its validity and reliability in assessing their clinical skills in Orthopedics and Trauma. The challenges regarding the OSCE can be overcome by more well-structured, practical training and orientation sessions for the examiners, students, and simulated patients.Keywords
Clinical Skills Assessment, Competency-Based Education, Orthopedics and Trauma, OSCE; Students’ Perceptions.References
- Abdel Nasser A, Sharif A F, Elkhamisy F A, et al. Medical Community Perspectives Regarding the Egyptian Medical Licensing Exam: A Mixed-Method Study. Cureus. 2021;13(4): e14636. https://doi.org/10.7759/cureus.14636
- Liu M, Huang Y-S, Liu K-M. Assessing Core Clinical Competencies Required of Medical Graduates in Taiwan. Kaohsiung J Med Sci. 2006;22:475–83. https://doi.org/10.1016/s1607-551x(09)70341-9
- Hsieh M-C, Cheng W-C, Chen T-Y. Objective Structured Clinical Examination (OSCE) including critical simulation: Evaluation of medical student competence. Tzu Chi Med J. 2014;26:40–3. https://doi.org/10.1016/j.tcmj.2013.08.001
- Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990;65:S63-7. https://doi.org/10.1097/00001888-199009000-00045
- McGaughey J. Standardizing the assessment of clinical competence: an overview of intensive care course design. Nurs Crit Care. 2004;9:238–46. https://doi.org/10.1111/j.13621017.2004.00082.x
- Defloor T, Van Hecke A, Verhaeghe S, Gobert M, Darras E, Grypdonck M. The clinical nursing competences and their complexity in Belgian general hospitals. J Adv Nurs. 2006;56:669–78.
- https://doi.org/10.1111/j.1365-2648.2006.04038.x
- Cowan DT, Norman I, Coopamah VP. Competence in nursing practice: a controversial concept–a focused review of literature. Nurse Educ Today. 2005;25:355–62. https://doi.org/10.1016/j.aaen.2006.11.002
- Harden RM, Stevenson M, Downie WW, Wilson GM. Assessment of clinical competence using objective structured examination. Br Med J. 1975 Feb 22;1(5955):447-51. https://dx.doi.org/10.1136%2Fbmj.1.5955.447
- Abdelaziz A, Kassab SE, Abdelnasser A, Hosny S. Medical Education in Egypt: Historical Background, Current Status, and Challenges. Health Prof Educ. 2018;4:236–44. https://doi.org/10.1016/j.hpe.2017.12.007
- Collins LG, Schrimmer A, Diamond J, Burke J. Evaluating verbal and non-verbal communication skills, in an ethnogeriatric OSCE. Patient Educ Couns. 2011;83:158–62. https://doi.org/10.1016/j.pec.2010.05.012
- Brown G, Manogue M, Martin M. The validity and reliability of an OSCE in dentistry. Eur J Dent Educ. 1999;3:117–25. https:// doi.org/10.1111/j.1600-0579.1999.tb00077.x
- Pierre RB, Wierenga A, Barton M, Branday JM, Christie CDC. Student evaluation of an OSCE in paediatrics at the University of the West Indies, Jamaica. BMC Med Educ. 2004;4:22. https://doi.org/10.1186/1472-6920-4-22
- Abdalla A Saeed, Waleed M Al Suwayh, Amal S. Alomri. Students’ perceptions and attitudes towards Objective Structured Clinical Examination (OSCE) in the College of Medicine, KSAU-HS, King Fahad Medical City, Riyadh, Saudi Arabia. JMSCR. 2016; 04(03): 9741-9747. http://dx.doi.org/10.18535/jmscr/v4i3.29
- Idris SA, Hamza AA, Elhaj MAB, Elsiddig KE, Hafiz MM, Adam ME. Students’ perception of surgical objective structured clinical examination (OSCE) at final year MBBS, University of Khartoum, Sudan. Med J. 2014;1:17–20.
- Jabeen N, Ehsan H , Mahmood M. Students’ Perception Regarding Objective Structured Clinical Examination (OSCE). J Islamabad Med Dent College. 2015:4(2):85-87.
- Elfaki O, Al-Humayed S. Medical Students’ Perception of OSCE at the Department of Internal Medicine, College of Medicine, King Khalid University, Abha, KSA. J Coll Physicians Surg Pak. 2016, Vol. 26 (2): 158-159
- Khaoua MA. The OSCE in Gynaecology and Obstetrics: About the experience of the Faculty of Medicine of Marrakech. Doctorate Degree Thesis, Faculty of Medicine and Pharmacy of Marrakech, University Qadi AYYAD; 2018. http://wd.fmpm.uca.ma/biblio/theses/annee-htm/FT/2018/these209-18.pdf (last accessed: January 16, 2022).
- Kalbitz M, Liener U, Kornmann M, Gebhard F, Huber-Lang M. Evaluation of an objective structured clinical examination (OSCE) in surgery and orthopedics by medical students. Unfallchirurg.2010;113:726-730,732-733. https://doi.org/10.1007/s00113-0091690-2
- Griesser MJ, Beran MC, Flanigan DC, Quackenbush M, Van Hoff C, Bishop JY. Implementation of an objective structured clinical exam (OSCE) into orthopedic surgery residency training. J Surg Educ. 2012;69:180–9. https://doi.org/10.1016/j.jsurg.2011.07.015
- Marshall G, Jones N. A pilot study into the anxiety induced by various assessment methods. Radiography. 2003;9:185–91. https://doi.org/10.1016/S1078-8174(03)00062-2
- Brand HS, Schoonheim?Klein M. Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education. Eur J Dent Educ. 2009;13:147–53. https://doi.org/10.1111/j.1600-0579.2008.00554.x
- Khan A, Ayub M, Shah Z. An audit of the medical students’ perceptions regarding objective structured clinical examination. Educ Res Int. 2016;2016:1–4. http://dx.doi.org/10.1155/2016/4806398
- Omu AE, Al-Azemi MK, Omu FE, Al-Harmi J, Diejomaoh MFE. Attitudes of academic staff and students towards the Objective structured clinical examination (OSCE) in obstetrics and gynaecology. Creat Educ. 2016;7:886. http://dx.doi.org/10.4236/ce.2016.76093
- Chong L, Taylor S, Haywood M, Adelstein B-A, Shulruf B. The sights and insights of examiners in objective structured clinical examinations. J Educ Eval Health Prof. 2017;14:1–8. https://doi.org/10.3352/jeehp.2017.14.34
- Gormley G. Summative OSCEs in undergraduate medical education. Ulster Med J 2011;80(3):127-132.
- Fouad S, Gouda E, Nasser AA, Kamal D. Perception of Students, Staff and Simulated Patients towards Objective Structured Clinical Examination (OSCE). Educ Med J. 2019;11:27–42. http://dx.doi.org/10.21315/eimj2019.11.2.4
- Aoki M, Ishii S, Usui M, Mizuguchi M, Miyano S. The Slope of the Acromion and Rotator Cuff Impingement. Katakansetsu. 1986;10:168–71. https://doi.org/10.11296/katakansetsu1977.10.2_168
- Epstein RM. Assessment in medical education. N Engl J Med.2007;356:387–96.
- Rentschler DD, Eaton J, Cappiello J, McNally SF, McWilliam P. Evaluation of undergraduate students using objective structured clinical evaluation. J Nurs Educ. 2007;46:135–9. https://doi. org/10.3928/01484834-20070301-09
- El-Nemer A, Kandeel N. Using OSCE as an assessment tool for clinical skills: Nursing students’ feedback. Aust J Basic Appl Sci. 2009;3:2465–72.
- Taylor CA, Green KE. OSCE feedback: A randomized trial of effectiveness, cost-effectiveness and student satisfaction. Creat Educ. 2013;4:9. http://dx.doi.org/10.4236/ce.2013.46A002
- Rao VD, Reddy MPK, Reddy MR, Hanumiah A, Sunder PS, Reddy TN, et al. Student evaluation of an OSCE in general medicine at Mamata Medical College, Andhra Pradesh. Int J Med Res Health Sci. 2014; 3:342–5. http://dx.doi.org/10.5958/j.2319-5886.3.2.071
- Azim Majumder A, Kumar A, Krishnamurthy K, Ojeh N, Adams OP, Sa B. An evaluative study of objective structured clinical examination (OSCE): students and examiners perspectives. Adv Med Educ Pract. 2019;10:387–97. https://dx.doi.org/10.2147%2FAMEP.S197275
- Khan H. OSCEs are outdated: clinical skills assessment should be centred around workplace-based assessments (WPBAs) to put the ‘art’ back into medicine. MedEdPublish. 2017;6:189. https://doi.org/10.15694/mep.2017.000189
- Abouzeid E & Abdelnasser A. Evaluation of the Portfolio’s Implementation in Clinical Clerkship: Students’ and Staff’s Perception in Egypt. J Med Educ. 2019;17:205–14. https://dx.doi.org/10.22037/jme.v17i4.23742
- Walsh M, Bailey PH, Koren I. Objective structured clinical evaluation of clinical competence: An integrative review. J Adv Nurs. 2009;65:1584–95. https://doi.org/10.1111/j.1365-2648.2009.05054.x
- Zayyan M. Objective structured clinical examination: The assessment of choice. Oman Med J. 2011;26:219–22. https://doi.org/10.5001/omj.2011.55