ABSTRACT
Interprofessional education [IPE] is designed to provide students from different health sectors with opportunities to work together to enhance future collaboration. The implementation of IPE activities is a current trend in various countries. This review exclusively targets IPE issues involving undergraduate health profession students and highlights various approaches in different regions. A total of 28 articles published in peer-reviewed journals between January 2012 and July 2015 were assessed to determine recent trends in IPE implementation. Nine main strategies were identified: simulation-based education programmes; rotations in rural and community settings; interprofessional training wards; patient-centred case studies; theme-centred workshops; student seminars; student-delivered lectures; health promotion activities; and interactive lectures in a common setting. Many of these institutions had not restricted themselves to a single strategy and supplemented these activities with additional teaching or learning methods. Recommendations gathered from these diverse approaches may assist the development of sustainable strategies for implementing IPE in undergraduate medical curricula
ABSTRACT
This study aimed to compare causes of stress and coping strategies adopted by a sample of undergraduate health-profession students at the Gulf Medical University, United Arab Emirates. An anonymous voluntary questionnaire-based survey was conducted, from January to July 2011, among first- and second-year medicine, dentistry, pharmacy and physiotherapy students [N = 212] to identify causes of stress. Coping strategies were studied using the Brief COPE Inventory. Worries regarding the future [54.2%] and parental expectations [40.1%] were the major stressors. Poor diet [36.8%] and a lack of exercise [36.3%] were also reported to cause stress. Students used multiple strategies, mainly religion/praying [74.5%], planning [70.5%] and taking action [70.5%] to cope with stress. There were no significant differences observed in the stressors or coping strategies between genders or programmes. First-year students [62.5%] relied on emotional support significantly more [P<0.05] than second-year students [48.5%]. The main causes of stress were worries regarding future and parental expectations. The majority of the students used positive coping strategies, with religion/praying found to be the most frequently used strategy
ABSTRACT
The aim of this study was to assess the psychological health of first-year health professional students and to study sources of student stress. All first-year students [N = 125] of the Gulf Medical University [GMU] in Ajman, United Arab Emirates [UAE], were invited to participate in a voluntary, anonymous, self-administered, questionnaire-based survey in January 2011. Psychological health was assessed using the 12-item General Health Questionnaire. A 24-item questionnaire, with items related to academic, psychosocial and health domains was used to identify sources of stress. Pearson's chi-squared test and the Mann-Whitney U-test were used for testing the association between psychological morbidity and sources of stress. A total of 112 students [89.6%] completed the survey and the overall prevalence of psychological morbidity was found to be 33.6%. The main academic-related sources of stress were 'frequency of exams', 'academic workload', and 'time management'. Major psychosocial stressors were 'worries regarding future', 'high parental expectations', 'anxiety', and 'dealing with members of the opposite sex'. Health-related issues were 'irregular eating habits', 'lack of exercise', and 'sleep-related problems'. Psychological morbidity was not significantly associated with any of the demographic factors studied. However, total stress scores and academics-related domain scores were significantly associated with psychological morbidity. Psychological morbidity was seen in one in three first-year students attending GMU. While worries regarding the future and parental expectations were sources of stress for many students, psychological morbidity was found to be significantly associated with only the total stress and the academic-related domain scores
ABSTRACT
The aim of this study was to assess diabetes mellitus [DMI]- related knowledge among the entry-level students of Gulf Medical University. A pre-tested questionnaire assessing the knowledge of DM was administered to students in the first semesters of the different programs of GMU. Data collected were transferred to PASW Statistics [Chicago, IL, USA, Version 18] and analyzed. Data collected from 119 students [25% males and 75% males] were included in the analysis. The students demonstrated a very high general knowledge about DM. 72% mentioned that DM is a disease affecting the pancreas, 90% recognized it as a condition of inadequate insulin action, 96% knew that there are several types of DM and insulin is required for the treatment of some diabetic patients and 93% knew that family history is a major risk factor. Knowledge about common symptoms and complications was also high. 92% of the students had the knowledge that DM is a chronic disease related to lifestyle and perceived DM. This level of knowledge was found to be much higher than that of students in a non-healthcare university where only 46% knew about the involvement of the pancreas and 54% related it to inadequate insulin action. Additionally, only 57% knew that there are several types of DM and 67% linked DM to lifestyle. Entry level students [high school level education] from biological stream have a high DM-related knowledge. Their level of knowledge is much higher compared to similar students from a non-healthcare university
ABSTRACT
To determine i] the total antioxidant status in hypothyroid patients and ii] its association with hormonal and lipid parameters. Total antioxidant status [TAS], lipid and thyroid hormone profile was determined in patients [n=27] with Hypothyroidism referred for laboratory assessment of thyroid function in GMCH. Normal volunteers [n=24] served as the control group. Data was analyzed on SPSS 19.0 software. The TAS in normal volunteers was found to be 1.65 +/- 0.32 mmol/L while in patients with subclinical [N=12] and overt Hypothyroidism [N=15] it was found to be 1.25 +/- 0.23 and 1.28 +/- 0.23 mmol/L respectively. While the difference in TAS between the normal and the over hypothyroid group was significant [p<0.001], no significant difference could be observed between the subgroups within the hypothyroid state. TAS was found to be significantly lower in patients with low T3 [<3.1 nmol/L], however no such association was seen with low T4 levels. Serum TSH level was found to correlate strongly and significantly with total cholesterol and LDL levels. TAS was lower in patients with high serum cholesterol levels [p<0.001] but no difference was seen with LDL levels. TAS is significantly lower in patients with both subclinical and overt hypothyroidism compared to normal. TAS levels seem to be associated with low T3 but not T4 levels. While the result appear to show a trend, the sample size is very small and more work is needed. The study is still in progress
ABSTRACT
In 2008, the Gulf Medical College in the United Arab Emirates underwent a curricular change from a discipline-based to an organ-system-based integrated curriculum. In this context, this study aimed to compare the faculty and students' perceptions of the student experiences with the new curriculum. Data were collected from faculty and second-year students in the integrated curriculum using the Dundee Ready Education Environment Measure [DREEM]. Data collected were transferred to Predictive Analytics Software, Version 18. Global and domain scores were assessed with the Wilcoxon Rank-Sum Test. Percentage agreement, disagreement and uncertainty were assessed by the z-test for proportion. There were no significant differences between the total DREEM scores of faculty [139/200] and students [135/200]. The faculty perceived that the students were experiencing significantly more positive learning as indicated by the domain score of "Students' Perceptions of Learning". Proportions of agreement between faculty and students showed that more faculty members than students perceived the need for increased feedback to students and a greater emphasis on long term learning. The study showed that the faculty and students had similar perceptions about the student experiences in the integrated curriculum. Areas necessitating remedial measures were the need for faculty to learn constructive feedback techniques and an emphasis on long term learning in the new curriculum