ABSTRACT
Background@#Cardiovascular disease (CVD) is a leading cause of death around the world including the Philippines. Dyslipidemia and lifestyle have been considered as important modifiable risk factors. Experts in the Philippines have recommended that among individuals with dyslipidemia, lifestyle modification should be advised regardless of their present condition or risk profile. However, a key limitation of the most recent guidelines is the lack of studies on lifestyle interventions involving Filipinos.@*Objective@#This study aimed to provide preliminary evidence for the use of a lifestyle medicine intervention program in the management of dyslipidemia as risk factor for cardiovascular disease.@*Methods@#This study employed a mixed method of quantitative and qualitative research designs. The tools used were selfadministered questionnaires, collecting and examining documents. Measures to improve validity in qualitative studies have also been employed such as respondent validation and rival explanation. Triangulation with the findings from the other qualitative methodologies was also employed. Ethical approval was granted.@*Results@#The first part of the study has a total of 66 participants who underwent a lifestyle intervention program in a single clinic, comprising of 26 male and 40 female subjects were selected through convenient sampling method. Around 50% of the participants were 40-59 years old, 42.4% were 30-39 years old, and only 7.6% were 60-89 years old. The knowledge of the respondents had an overall mean of 7.73 (SD=1.16) which is interpreted as high knowledge. The attitude of the respondents had a mean of 3.58 (SD=0.50) which is interpreted as very positive. The respondents also had a good lifestyle practice with overall mean of 2.76 (SD=0.49). The second part of the study consisted of eight participants with 3 males and 5 females who were chosen through purposive sampling. All participants experienced reduction of their LDL-C and total cholesterol levels after the 12-week lifestyle intervention. Two participants had increased triglyceride levels. The select group also showed reduction in the blood glucose levels and body mass index.@*Conclusion@#This study revealed that participants had good knowledge and attitude regarding cardiovascular diseases and its risk factors. Yet, there is still a high number of those who do not efficiently practice healthy lifestyle and diet. Additional information should be extracted to establish the dietary intake of participants which contributed to the increase in triglyceride levels of some select participants.
Subject(s)
Life Style , Myocardial Ischemia , DyslipidemiasABSTRACT
Learning from the clinical medicine program of North American medical schools, Shanghai Jiao Tong University School of Medicine (SJTUSM) has taken the lead in carrying out the "4+4" program of clinical medicine specialty in China since 2002, recruiting outstanding non-medical graduates to study for four years of medical courses. After 20 years of practice, SJTUSM has accumulated a series of effective school-running experience with Chinese characteristics, but there are also problems and puzzles. Based on the analysis and comparison of the "4+4" Clinical Medicine Program of SJTUSM with leading medical schools in the United States, such as Harvard Medical College and Stanford University Medical College, this paper discusses the training objectives, enrollment methods and scale, curriculum setting, degree-granting standards, etc. SJTUSM needs to strengthen the educational reform, improve the enrollment methods and curriculum system, strengthen the characteristics of compound talents training, and rationally balance the training of clinical and scientific research ability, so as to help promote the "4+4" clinical medical talents training mode to excellent.
ABSTRACT
Objective:To explore the effect of combined problem-based learning (PBL) and lecture-based learning (LBL) on the teaching of skeletal motor system diseases for eight-year clinical medicine program students.Methods:The clinical eight-year medical students from Batch 2014 and 2015 participating in the teaching of "osteoarthritis" in the course of Skeletal Motor System Diseases in West China Clinical Medical College of Sichuan University were divided into control group (60 students) and experimental group (82 students). The control group was taught by LBL teaching method, while the experimental group was taught by PBL+LBL teaching method. A questionnaire survey was conducted to retrospectively analyze the teaching effects, including learning enthusiasm, knowledge understanding, thinking ability, teamwork ability, practical ability, self-learning ability and teacher-student relationship, as well as the evaluation of teaching satisfaction. The SPSS 22.0 software was used for t test and chi-square test. Results:The survey results showed that students in the experimental group were significantly superior to those in the control group in such aspects as learning enthusiasm (8.00±1.61 vs. 7.28±1.98), knowledge understanding (8.02±1.59 vs. 7.33±1.79), thinking ability (8.34±1.66 vs. 7.42±1.90), teamwork ability (8.32±1.76 vs. 6.60±2.79), practical ability (7.70±1.69 vs. 6.87 ± 2.57), self-learning ability (8.05±1.65 vs. 7.35±2.48) and teacher-student relationship (7.96±1.75 vs. 7.25±2.10), with statistically significant differences ( P<0.05). Meanwhile, the PBL+LBL group was more satisfied with the teaching mode than the LBL group, and the difference was statistically significant ( P<0.05). Conclusion:The application of PBL+LBL teaching method in clinical medicine eight-year program course teaching of "osteoarthritis" in Skeletal Motor System Diseases can effectively improve the learning enthusiasm of students, improve the quality of education, and obtain good teaching effect.
ABSTRACT
A community-based medicine program in the postgraduate clinical training system has been offered as a mandatory program since 2004. Training sites range from clinical attachments in rural/remote areas to public health centers in the city. The role of the program director is important for enhancing the community-based medical program and raising resident doctors. Unique training programs have been carried out, such as medical training in the afflicted area of the earthquake/Tsunami disaster area as well as an exchange program between Hokkaido and Kagoshima residents. The Japanese healthcare system is drawing global attention and local demand. Enrichment of the community-based medicine program is vital for the human resource development that makes the Japanese healthcare system innovative and sustainable.
ABSTRACT
Objective To investigate the model, quality as well as effect of teaching-in-English in five-year clinical medicine program of Hainan Medical University. Methods The questionnaire was carried out among clinical medicine undergraduates of 2012–2015 grades in Hainan Medical University, to investigate studying time, studying habits and the impact of teaching in English. Additionally results of CET-4, CET-6 and overseas internship from undergraduates of 2012–2015 grade, as well as the result of phased medical licensing examination and post-graduate entrance examination from undergraduates of 2012 were accordingly collected from the Teaching Management Department. Results For the Chinese students in international classes, the average time of self-study was 161.49 min, 58.3% had preview before classes, and 90.7% had habit of review after classes. Thus the first time pass rate, total pass rate, first time excellent rate and total excellent rate of CET-4 and CET-6 of international classes were significantly higher than those of regular classes. The result of post-graduate entrance examination in 2016 showed that the score, pass rate and acceptance rate of international classes of 2012 grade were significantly higher those of regular classes (P < 0.01). Conclusions Teaching-in-English reform in Hainan Medical University has achieved initial success. Chinese students from international classes are superior to those from regular classes in many aspects. However, there are still many problems, and effective measures should be implemented to promote teaching quality continuously.
ABSTRACT
Objetivos: Describir retrospectivamente los resultados de la aplicación del examen de suficiencia en el ciclo básico y elaborar algunas recomendaciones para el futuro. Material y métodos: Se realizó un análisis transversal descriptivo de los resultados globales de los exámenes del ciclo básico presentado por los estudiantes desde el primer semestre de 2010 hasta los presentados en el primer semestre de 2014. Se analizaron los resultados por área del conocimiento y por sistemas, comparando el número de aciertos en las preguntas por cada una de las áreas y sistemas en los dos últimos exámenes (2103 -30 y 2014-10). Resultados: De los estudiantes presentados, 588 han aprobado el examen (60,8 %) y 379 (39,2 %) lo han perdido. Los estudiantes que presentaron el examen en 2014-10 tuvieron en promedio un mayor número de aciertos en las preguntas, tanto a nivel de área del conocimiento como por sistemas, en comparación con los del periodo 2013-30. Conclusiones: Los autores recomiendan (1) incluir preguntas que exploren competencias actitudinales, (2) elaborar un plan de acompañamiento a los estudiantes que pierden el examen, (3) perfeccionar el programa de contenidos para el examen y (4) para el caso de los exámenes proponen un "currículo en espiral inverso", estableciendo simulacros parciales al final de cada año, con preguntas de mayor profundidad, para ir de lo particular a lo general, lo cual es el objetivo del examen de ciclo básico.
Objective: To describe retrospectively the results of applying the test of proficiency in the basic cycle and develop recommendations for the future. Material and methods: A descriptive cross-sectional analysis of the overall results of the tests of the basic cycle presented by students from the first half of 2010 to those presented in the first half of the year 2014 was carried out. The results were analyzed by area knowledge and systems and comparing the number of correct answers for each of the areas and systems in the last two tests (2103-30 and 2014-10). Results: Of the students presented, 588 passed the examination (60.8 %) and 379 (39.2 %) have lost it. Students who took the exam in 2014-10 had on average a greater number of questions correctly answered, both in terms of area of knowledge as well as systems as compared with the period 2013-30. Conclusions: The authors recommend (1) to include questions that explore attitudinal skills, (2) to develop a plan of support to students who miss the test, (3) to improve the program content for test, and (4) the authors propose to prepare for the tests like a 'spiral curriculum in reverse" establishing partial simulations at the end of each year, with deeper questions, to go from the particular to the general, which is the basic objective of the basic cycle test.
ABSTRACT
Objective To observe and evaluate the application of case-based learning in occupational health teaching of clinical medicine students.Methods Seven-year undergraduates majored in clinical medicine were selected as study subjects,divided into two groups,and received case-based learning(55 persons,story case for theory course,field case for experiment course)and traditional teaching(56 persons,theoretical instruction for theory course,instructional video for experiment course),respectively.T test and x2 test were used to analyze and compare students' after-school evaluation results and the questionnaire survey results of both groups respectively.Results The total score of the after-school evaluation[(11.84 ± 2.86) vs.(9.80 ± 3.39),t=-3.419],basic cognitive ability score[(4.80 ± 1.08) vs.(4.05 ± 1.43),t=-3.097] and analyzing ability score[(7.04 ±2.21) vs.(5.75 ± 2.59),t=-2.813] of students in the case-based learning group were significantly higher than those of the students in the traditional teaching group(P＜0.05).Questionnaire survey showed that the number and proportion of case teaching group of students held a positive attitude towards the teaching methods used in improving students' ability to analyze problems(x2=4.757),increasing study interest (x2=4.371),promoting knowledge mastery (x2=4.276) is higher than traditional teaching group (P＜0.05).Conclusion Case-based learning can inspire students' learning initiative,improve their creative ability to use knowledge,analyze and solve practical problems,so as to promote the course scores.
ABSTRACT
Objective To understand the perceiving,cognition and evaluation of academic activities and campus life among the first batch of eight-year program clinical medicine graduates in order to refine the eight-year program and to get better recruitment plan,teaching methods,culture objective and career preparation.Methods Questionnaire was conducted among all 57 students of the pioneer batch of eight-year clinical medicine program enrolled in 2004,including students' basic information,feeling of studying at stages of general education,basic medicine,clinical medicine and professional research as well as the evaluation on the professional training mode.Descriptive statistics was used to analyze the data.Results 68.4％ students felt that the main emphasis and core of the program should focus on clinical knowledge and skills; 26.3％ students had little interest in the eight-year clinical program; 26.3％ of students did not like this way of teaching/training,and 33.3％ students were pessimistic about their career future.Conclusion Improvement in the recruitment and cultivation methods will increase teaching quality and students' satisfaction of the course.
ABSTRACT
In 2004 a program of community health and medicine was included in the national residency system. However, the contents and achievements of this program have not been adequately studied. We surveyed residents, program directors, and collaborating facilities for clinical training in community medicine in the Tohoku–Hokuriku region of Japan about the contents, practices, training period, curriculum development, and other aspects of the program.<br>1)We conducted a survey of 230 residents who had completed the program, 82 program managers, and 101 collaborating facilities.<br>2)The survey consisted of surveys of residents (survey 1), of program directors (survey 2), and of collaborating facilities (survey 3) and asked about the programs' consistency with the training objectives of the Ministry of Health, Labour and Welfare and satisfaction with community medicine.<br>3)Approximately 70% of residents, program managers, and collaborating facilities believed the training period for community medicine is appropriate.<br>4)Furthermore, 69.1% of residents, 65.5% of program directors, and 85.2% of facilities believed that the community medicine program in the national system was important or very important.<br>5)Training programs should be enhanced so that residents "understand and practice health care in outlying and rural areas" and to increase active involvement of program directors.