ABSTRACT
Diabètes is a major heaith issue worldwide. This study evaluâtes whether a community-based participatory program may improve diabètes care in adult in west area of Yasouj. A community based participatory research was designed. A local leading group was established consisted of academie researchers, local leaders, heaith providers and public representatives. Ail the 30-65 years old residents of designated area [2569 persons] were screened for detecting diabètes; anthropometrie measurements and biochemical tests were measured. Educational interventions about improving the diet and physical activities were performed for high risk individuels through a 3-months period. Out of 2569 individuels, 1336 were at high risk. Approximately 228 persons [17%] identified having diabètes. After the intervention, the mean FBS, HbAlC, TG and cholesterol of participant significantly decreased [p<0.05], decreasing in systolic and dîastolic blood pressure and body mass index were seen however this was not statistically significant. The mean physical activity and exercise increased and consumption of frying foods, saturated oil decreased significantly. Community-Based Participatory cares could be a feasible model for control of diabètes and its risk factors
ABSTRACT
Clinical education is a complicated process which is affected by several factors and variables. Thus the aim of this study was to determine the stressing factors in clinical education from the viewpoints of students of Boushehr University of Medical Sciences. In this descriptive cross-sectional study, 334 students of Boushehr University of Medical Sciences were selected thorough census. The data gathering tool was a researcher-made questionnaire. This question-naire consisted of two parts of demographic data and 60 questions about stressing factors in clinical education in five areas. Data was analyzed by SPSS software using frequency distribution, mean, standard deviation, and Chi[2], variance analysis test. The humiliating experiences, educational environment, clinical experiences, unpleasant emotions, and interpersonal relationships areas were high stressing factors respectively. The most stressing factors were as teachers' notification in front of personnel and physicians, lack of facilities in ward, watching patients suffering from pain, solicitude about contagious disease transmission, and lack of teacher support respectively. Medical students are exposed to a variety of stressor factors. Thus establishing a supportive system during the first academic year and improving it throughout clinical education is necessary to equip medical students with effective coping skills