ABSTRACT
At Srinagarind Hospital , from January 1982 to January 1988, 34 case of intussusception were studied retrospectively . Barium enema reduction were performed in 19 intussusceptions and were successful in 6 cases or 31.58% There were 3 recurrences. Repeat hydrostatic reduction was successful in one and failed in two cases. The later two cases needed a surgical intervention and leading points were noted. Colonic perforation occurred in 6 cases. One case occurred during barium enema reduction on the third trial and leading point was noted at operation. Factor which influenced failure of the hydrostatic reduction included long duration of illness, presented of leading point and underlying colonic pathology in old age. Clinical evidence of intestinal perforation (peritonitis) or free intraperitoneal air on abdominal radiographs was the only absulute contraindication to the administration of barium enema to the patient suspected of intussusception.
ABSTRACT
At Srinagarind Hospital from January 1982 to January 1988 , 86 cases of cervical spine injuries were studied retrospectively. The level of involvement were at atlantoaxial in 28 patients, and between third and seventh cervical vertebrae in 58 patients. Half of injuries were by road traffic accident. Classification were base on mechanism of injuries. Roentgenographic examination were very important in evaluation of extent and stabillity of injuries, correlated with neurological syndrome, for furthur treatment planning . Only 23 cases were treated b spinal fusion. There were 4 cases died, due to associated complications.
ABSTRACT
Rationale: Clinical radiology is currently the one core-course of medical curriculum and important to the fifth year medical students in order to curative planning and diagnosis. Regarding the time limitation, the fifth year medical students only have four weeks to studying clinical radiology course. Due to course improving and in line with the medical education quality assurance, therefore, this study was being held. Objectives: This study sought to determine the point of view of the fifth year medical students regarding to teaching and learning process of the 372 581 Clinical Radiology Course.Research design: Descriptive studyPopulation study: One hundred and fifty-eight of the fifth year medical students at Faculty of Medicine, Khon Kaen University who registered in 2005 academic year. Methods: Self administered questionnaire using Likert scale (1-5 score) and quality controlled by expert content validity consultation and reliability testing (alpha 0.8). By using Microsoft Excels 2003, Epi info ver 6 for data double entry and SPSS for descriptive statistics. Results: A total 158 questionnaires were distributed at Department of Radiology with 94.93 % response rate. Males comprised 41.3% and females 58.7% of the sample, respectively. More than half of the study samples GPA were 2.0-2.9 (60.0%) and 40% of the samples were achieved GPA 3.0-4.0. The study samples reveal the teaching and learning process evaluation of this course in high level (4.16 ± 0.50). In each part of teaching and learning process, the sample also had shown high level. There were; (1) content (4.11 ± 0.58), (2) course management (4.02 ± 0.68), (3) lecturers (4.24 ±0.55), (4) learners (4.17 ± 0.53), (5) measurement and evaluation (4.17 ± 0.59), (6) instructional media and facility materials (4.23 ± 0.56). In addition, there were no statistically significance between the teaching and learning process mean score among the fifth year medical student gender (male-female) and GPA group ( 2.0-2.99 and 3.0-4.0) (p \> 0.05).Conclusions: This study reveals that the fifth year medical student had shown high score of Likert scale in each part and all of teaching and learning process assessment of the 372 581 Clinical Radiology Course. Due to improving this course, findings of this study provide the useful information for the Department of Clinical Radiology staffs and related areas. Keywords: Evaluation, Clinical Radiology, Medical students
ABSTRACT
This study was of longitudinal prospective design and sough to evaluate quality of life (QOL) of cholangiocarcinoma patients at before and one month after treatment. The incidence of adverse events and their impact on a patient’s QOL were also analyzed. The study population were new patients with cholangiocarcinoma receiving treatment at Khon Kaen or Srinagarind Hospitals. QOL was assessed using Thai Functional Assessment of Cancer Therapy-Hepatobiliary (FACT-Hep) version 4 and adverse events were assessed using Common Toxicity Criteria Adverse Event (CTCAE) version 3. The report of QOL was categorized as improved, no change and worsening based on clinical meaningful scores of the measures. The mean difference of QOL scores before and after treatment, the relation of adverse events, and their severity on QOL were analyzed using Wilcoxon Sign rank test, Mann-Whitney U test and Kruskal Wallis, respectively. Preliminary results from 16 cholangiocarcinoma patients indicate that. Most patients were male (69%), median age 59, able to work or do high activities at baseline (ECOG ≤ 1, 87%) and only 12 out of 16 patients received chemotherapy treatment (75%). After a one month period, 12 out of 16 patients reported no change or worsening QOL (75%). The most common adverse events reported were fatigue (69%), anorexia (69%), weight loss (44%) and nausea/vomiting (37%). There were more reports of grade 3 or 4 adverse events at one month after treatment in terms of fatigue (12.6% vs. 6.3%), anorexia (43.8% vs. 18.8%) and nausea/vomiting (12.5% vs. 6.3%) compared to baseline. Patients experiencing weight loss after the treatments had reported a statistically significant lower QOL than those without (p \< 0.05). The alteration of fatigue severity from worsening, no-change or better after treatment has significantly affected QOL of these patients (p=0.05).
ABSTRACT
Rationale: Clinical radiology is currently the one core course of medical curriculum and important to the fifth year medical students in order to curative planning and diagnosis. Regarding the time limitation, the fifth year medical students only have four weeks to studying clinical radiology course. Due to course improving and in line with the medical education quality assurance, therefore, this study was being held.Objectives: This study sought to determine the point of view of the fifth year medical students regarding to teaching and learning process of the 372 581 Clinical Radiology Course.Research design: Descriptive studyPopulation study: One hundred and thirty-four of the fifth year medical students at Faculty of Medicine, Khon Kaen University who registered in 2006 academic year.Methods: Self administered questionnaire using Likert scale (1-5 score) and quality controlled by expert content validity consultation and reliability testing (alpha 0.8). By using Microsoft Excels 2003, Epi info V.6 for data double entry and SPSS for descriptive statistics. Results: A total 134 questionnaires were distributed at Department of Radiology with 97.00 % response rate. Males comprised 48.50% and females 51.50% of the sample, respectively. More than half of the study samples GPA were 3.00-4.00 (56.20%) and 43.90% of the samples were achieved GPA 2.00-2.99. The study samples reveal the teaching and learning process evaluation of this course in high level (4.29 + 0.38). In each part of teaching and learning process, the sample also had shown high level. There were; (1) content (4.29 + 0.47), (2) course management (4.19 + 0.50), (3) lecturers (4.45 + 0.44), (4) learners (4.31 + 0.40), (5) measurement and evaluation (4.21 + 0.48), (6) instructional media and facility materials (4.31+ 0.51). In addition, there were no statistically significance between the teaching and learning process mean score among the fifth year medical student GPA group ( 2.00-2.99 and 3.00-4.00) (p \> 0.05). However, there were statistically significance between the teaching and learning process mean score among the fifth year medical student gender (male-female) in part of instructional media and facility materials (p
ABSTRACT
Background: Clinical radiology is currently the one core-course of medical curriculum and important to the fifth year medical students in order to do the curative planning and diagnosis. Regarding the time limitation, the fifth year medical students only have four weeks to study clinical radiology course. Due to the course improving and in line with the medical education quality assurance, therefore, this study was carrying out. We compare teaching and learning process assessment of clinical radiology among the fifth year medical students, Faculty of Medicine, Khon Kaen University between the year 2006 and 2007.Objectives: This study is sought to determine the point of view of the fifth year medical students regarding the teaching and learning process of the 372 581 Clinical Radiology course, compare between the year 2006 and 2007.Research design: Prospective descriptive studyPopulation studied: One hundred and thirty questionnaires were sell-administered by students the year 2006 and 119 questionnaires in the year 2007 by the fifth year medical students at Faculty of Medicine, Khon Kaen University.Methods: Self administered questionnaire using Likert scale (1-5 score) and quality controlled by expert content validity consultation and reliability testing (alpha 0.8) were employed. The Microsoft Excels 2003, Epi info ver 6 for data double entry and SPSS for descriptive and independent sample t-test statistics were used in this study.Results: The answers of 130 self administered questionnaires in 2006 and 119 questionnaires in 2007 were thoroughly compared. The response rate was 97.74% and 90.15% respectively. The study samples ranked the teaching and learning process evaluation of this course at the level of all aspects. There were; (1) content, (2) course management, (3) lecturers, (4) learners, (5) measurement and evaluation and (6) instructional media and facilitating materials. There were no statistically significant difference between the teaching and learning process mean score in both groups of students. The best mean score is in the lecturer category (4.28 VS. 4.29) followed by instructional media and facilitating materials category (4.30 VS. 4.29), content category (3.98 VS. 4.09), respectively.Conclusions: This study reveals that the fifth year medical students had judged at high score of Likert scale in each part and all of teaching and learning process assessment of the 372 581 for the Clinical Radiology Course. There was no statistically significant difference of the teaching and learning process mean score between the year 2006 and 2007. For improving of this course, findings of this study provide the useful information for the Department of Clinical Radiology staffs and related areas.Keywords: Evaluation, Clinical Radiology, Medical students