Journal of Ecophysiology and Occupational Health

Asmaa Abdel Nasser ¹, Rahaf Hamad ², Haneen Mohammed ², Butchi Raju Akondi ³

Affiliations
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

Abstract

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.

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Rabab Abdel Ra’oof Abed ¹, Nada H. Gomma ², Asmaa Abdel Nasser ³

Affiliations
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

Abstract

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.

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Asser Sallam ¹, Hani Atwa ², Adel Abdelaziz ³, Asmaa Abdel Nasser ⁴

Affiliations
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

Abstract

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.

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