ABSTRACT
Urolithiasis is one of the commonest afflictions of the urinary tract. Stones are of various chemical compositions, some share some common etiology; but most are specific to the structure and composition of stone. In view of highly recurrent nature of this condition, it is logical to have strategies for prevention. However, due to multiple factors most patients receive no or fragmented information on prevention. The current controversy is to the extent of metabolic workup in adult first time stone former. This requires longitudinal studies to show benefit in prevention strategies. Patients at high risk can have recurrence in weeks to years, depending upon the composition and attending risk factor. They should be targeted with concentric and tailored prevention protocols. The major urological guidelines [EAU and AUA] recommend basic stone workup for all patients. However, indication for detailed workup are less well documented, so one potential solution is to tailor metaphylaxis strategies for individual patient
ABSTRACT
To determine reliability and validity of objectively structured teaching examination [OSTE] and the difference in the examination scores of two consecutive Health Professions Education batches. Cross-sectional analytical study. The College of Physicians and Surgeons Pakistan, Karachi, from November 2011 to April 2012. The OSTEs were designed on the basis of examination blueprints. Scores of participants of two consecutive years [group-I n = 14, group-II n = 15] were analyzed by using SPSS version 16. Mean +/- SD was computed and overall means were compared by t test. Reliability was determined by Cronbach's coefficient. Standard error of measurement [SEM] was computed for precision of scores. OSTE stations were not uni-dimensional, factor analysis including varimax rotation was performed. For convergent validity [Pearson correlations] was determined between scores of OSTE, lectures delivered and workshops conducted. The overall mean score was 7.64 +/- 0.65 in group-I and 7.33 +/- 1.03 in group-II [p = 0.429], [group-I SEM = 0.35 and group-II, SEM = 0.48]. Factor analysis yielded four factors in group-I and five factors in group-II with Eigenvalues > 1. The Pearson's correlation of average scores of OSTE and lecture was significant for group-I [r = 0.61, p 0.019], and insignificant for group-II [r = 0.46, p = 0.08]. Correlation between OSTE and workshops conducted was insignificant in group-I [r = 0.51, p = 0.057] and significant in group-II [r = 0.53, p = 0.04]. OSTE is a reliable, valid assessment tool for discerning competency among learners of HPE program