Internalized Stigma in Pediatric Psoriasis: A Comparative Multicenter Study

Background@#Internalized stigma, adoption of negative attitudes and stereotypes of the society regarding persons’ illness, has not been studied previously in pediatric psoriasis patients. @*Objective@#We aimed to investigate the internalized stigma in pediatric psoriasis patients and to determine differences according to factors affecting internalized stigma compared to adult psoriasis patients. @*Methods@#This multicenter,cross-sectional, comparative study included 125 pediatric (55 female, 70 male; mean age±standard deviation [SD], 14.59±2.87 years) and 1,235 adult psoriasis patients (577 female, 658 male; mean age±SD, 43.3±13.7 years). Psoriasis Internalized Stigma Scale (PISS), Dermatology Life Quality Index (DLQI), Perceived Health Status (PHS), and the General Health Questionnaire (GHQ)-12 were the scales used in the study. @*Results@#The mean PISS was 58.48±14.9 in pediatric group. When PISS subscales of groups were compared, the pediatric group had significantly higher stigma resistance (p=0.01) whereas adult group had higher scores of alienation (p=0.01) and stereotype endorsement (p=0.04). There was a strong correlation between mean values of PISS and DLQI (r=0.423, p=0.001). High internalized stigma scores had no relation to either the severity or localization of disease in pediatric group. However, poor PHS (p=0.007) and low-income levels (p=0.03) in both groups, and body mass index (r=0.181, p=0.04) in the pediatric group were related to high PISS scores. @*Conclusion@#Internalized stigma in pediatric patients is as high as adults and is related to poor quality of life, general health, and psychological illnesses. Unlike adults, internalized stigma was mainly determined by psoriasis per se, rather than disease severity or involvement of visible body parts, genitalia or folds.

How do medical students perceive professional attitudes? A multi-center study

To determine the attitude of students from different medical schools towards the medical profession and evaluate the effect of gender and year of medical education Multi-center cross-sectional study Six medical schools located in different geographical regions of Turkey All the first and final year medical students [n =1941] at these schools participated after the study protocol was approved in these schools. A Medical Profession Attitude Scale [MPAS] was administered to the students to determine the attitude of students towards the medical profession. Another questionnaire was established to see any association between attitudes and demographic characteristics. Mann-Whitney U test was used for the statistical analysis done using the SPSS for PC 13.0. Attitude of students towards the medical profession, the year at the medical school and gender. 78.7% of the first and final year students could be accessed. The Cronbach alpha reliability coefficient for the freshmen and seniors was 0.94 and 0.95, respectively, and 0.95 for the whole group. First year students' scores for all subscales were significantly higher. Similarly, the female students had higher scores. Final year students' lower scores may be related to concerns regarding confidence and competence arising during the clinical years where self-image as a doctor evolves. Providing professional education during the medical course becomes an increasingly important issue to prevent deterioration in professional attitudes. The individual qualifications, values, attitudes and behaviour will improve in the following years

Evaluation of dermatology residents using the multisource [360-degree] assessment method

To test the applicability of the 360-degree assessment method of postgraduate medical education [dermatology] in a Turkish setting and discover the possible areas of improvement. Cross-sectional research. Akdeniz University Faculty of Medicine, Antalya, Turkey. Using the competencies framework of the The American Accreditation Council for Graduate Medical Education [ACGME], a 71 item containing pool was formed. Based on evaluation aspects of possible evaluator groups, the pool was converted into seven different evaluation forms for the following groups: teachers [faculty], nurses, peers, secretaries, auxiliary staff, patients and self. All seven residents and members from each department voluntarily participated in the study. Data was collected over a period of three months. In the data analysis process, mean scores, and internal consistency scores were measured and evaluator groups' scores and resident's ranks in competency areas were compared to find out differences. A total of 259 forms were filled out by seven groups to evaluate seven residents. All the staff in the dermatology clinic participated in the process. The reliability coefficient for the faculty members was 0.99 while it was 0.60 for the auxiliary staff. Low scores were clustered. Our results show that the 360-degree assessment is very well received by the evaluator group and residents and the method is acceptable in the Turkish setting of postgraduate dermatology specialist training. There is a need for larger sample study for other settings

Evaluation of problem based learning by tutors and students in a medical faculty of Turkey

To determine the opinion of tutors and students in charge of problem-based learning [PBL] courses during the academic year of 2006-2007 about the extent of contribution of PBL to certain skills in comparison with conventional education and to clarify whether or not they are content with PBL. Cross sectional research. Akdeniz University Faculty of Medicine, Antalya, Turkey. One hundred and fifty three tutorsin charge of PBL courses during the academic year of 2006-2007 and all of the first year medical students [n=170] were included. A questionnaire was sent to the study population in June 2007. Analysis of completed questionnaire. Independent sample t-test analysis was used to determine whether mean scores were different in two groups. Majority of the tutors [87.5%] and students [97.1%] responded to the questionnaire. The question "Is PBL an application that is in general beneficial to the student?" was answered as "yes" by 66.9% of the tutors. The question "Are you content with PBL?" was answered as "yes" by 54.9% of the tutors. On the other hand, 74.5% of the students answered "yes" to this second question. Our results show that PBL is well received by tutors and students and they think that PBL offers significant contribution to the students in areas that are considered to be superior aspects of PBL when compared to conventional education. performing their education programs completely based on PBL