Serum brain-derived neurotrophic factor differences between the luteal and follicular phases in premenstrual dysphoric disorder.

OBJECTIVE: We hypothesized that comparison of the serum brain-derived neurotrophic factor (BDNF) levels between women with premenstrual dysphoric disorder (PMDD) and women without PMDD in the luteal and follicular phases of their menstrual cycles would reflect the altered neuromodulator responses that compensate the underlying pathogenesis in PMDD. METHOD: Twenty-nine participants without PMDD and 20 with PMDD were enrolled in the study. The serum BDNF, estrogen and progesterone levels were assessed at the follicular and luteal phases in their two consecutive menstrual cycles. RESULTS: Participants with PMDD had significantly higher luteal serum BDNF levels than the control subjects. The serum BDNF levels were significantly higher in the luteal phase than in the follicular phase in women with PMDD. The difference in the serum BDNF levels between the luteal and follicular phases were significantly higher in the PMDD patients than in the control. CONCLUSIONS: The higher serum BDNF levels in the luteal phase in the PMDD patients may reflect compensatory process that results in subsequent improvement of the PMDD-associated depressive symptoms in the follicular phase. The higher difference in the serum BDNF levels between the phases in PMDD patients may reflect an altered neuromodulator response.

Third Year Medical School Students' Experiences of Revealing Patients' Stories through Role Playing.

OBJECTIVE: Studying medicine is hard and it takes longer time compared to other majors. In addition, medical students find medical education boring. It is now necessary to turn medical education into an enjoyable and interesting way. The aim of this study is to evaluate the impact of an educational program related to how to learn taking medical history and how an effective patient-doctor interview should be. The program is structured in various scenarios, on the students learning skills, by the "role playing" method. MATERIALS AND METHODS: A scenario prepared by the lecturer was employed in this study. While one of the students acted in a doctor role, the other one played in the role of patient's relative. The lecturer always played in the role of patient. After performing the role playing, students' written and oral feedbacks were gathered. Data were analysed by using SPSS 20.0 program. RESULTS: A total of 470 feedbacks (51.3% were given by the female students) were taken from the students. Thirty-three volunteer students, nineteen of them were male, took part in the role playing. In the patient-doctor interview, the field that students were best were greeting the patients and dealing only with patients during the examination. The mean scores were 3.81±0.95 and 3.79±0.94 respectively. The ability to "summarize" and to "address the patient with his/her name" had the lowest scores; the mean scores of the students in these areas were 2.94±1.11 and 2.70±1.31, respectively. CONCLUSION: Medical education is a long and tough process. Therefore, it should be interesting, attention getting and cheerful. Role playing can be effective in meeting that need.

Peer teaching experience of the first year medical students from Turkey.

OBJECTIVE: To document peer teaching activity performed by first-year medical students and their views on the teaching activity. STUDY DESIGN: Survey. PLACE AND DURATION OF STUDY: Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. METHODOLOGY: Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. RESULTS: Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 ± 0.49, 4.63 ± 0.47 and 3.88 ± 1. 27 respectively. CONCLUSION: Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received.

Self-assessment through videotaping compared with peer and trainer feedback.

OBJECTIVE: To assess and compare three different types of feedback for presentation skills, self, peer and trainer feedback. STUDY DESIGN: Cross-sectional study. PLACE AND DURATION OF STUDY: Faculty of Medicine at Atatürk University, Erzurum, Turkey, from March 2012 to December 2012. METHODOLOGY: Participants were faculty members and instructor nurses. Each participant gave a 10-minute presentation, which was rated by peers, course trainers and the presenter himself/herself using a thirteen-item questionnaire (designed as a 5-point Likert scale). Peers and trainers conducted the assessment during the presentation while the self-assessment was done later by watching a video recording of the presentation. Comparison of the points between the groups was made using the two-way ANOVA. Pearson correlation analysis was conducted to evaluate the relationship between the mean scores of self-assessment, peer and trainer assessment. RESULTS: Ten faculty members, 27 instructor nurses and 4 trainers participated in the study. A total of 775 feedback reports were collected for 37 participants. There was no significant difference between the feedback scores of the evaluators as well as the occupation groups (p > 0.05). There was a strong positive and statistically significant correlation between trainer and peer (r = 0.73, p < 0.001). CONCLUSION: Consequently, there were no differences in the evaluations of presentation skills between different stakeholders. Trainers should use the video recording method to self-evaluate their presentation skills, and they should invite their peers from time to time to improve their own personal development by using peer review methods.

What do trainers think about trainer training courses?

OBJECTIVE: To evaluate the effectiveness of the training-of-trainer courses given to medical school faculty members, and to ensure the standardisation of training.. METHODS: The study comprised faculty members attending seven training-of-trainer courses held at the Ataturk University, Turkey, from November 2010 to May 2011. Tests were administered to the participants evaluating their level of knowledge on course content before and after the five-day course, which covered topics including concepts of teaching/learning, curriculum development, assessment and evaluation, training methods, and training skills. Oral and written feedbacks were obtained from all participants on the last day of each course. Volunteers from among the participants evaluated the impact of training through a questionnaire after at least two months. SPSS 20 was used for statistical analysis. RESULTS: A total of 136 faculty members participated in the 7 training-of-trainer courses. The mean scores for the pretest and post-test were 6.6 +/- 2.2 vs. 13.9 +/- 3.7, (p < 0.001). Questions with highest percentage of correct answers in the pre-test were those about learning style 78 (70.9%) and the one about presentation skills (66.4%). CONCLUSION: A structured training-of-trainer course is effective in increasing faculty members' level of knowledge about training. Such programmes are necessary for faculty members who work in the academic field without receiving formal training in teaching as it is the case with medical education in several countries.

Evidence based medicine: teaching, learning and practice: results of a cross-sectional study from Turkey.

OBJECTIVE: To assess the level of understanding related to the significance of evidence-based medicine among physicians. METHODS: The cross-sectional study was conducted between March and October 2012 using an online questionnaire that was sent out to physicians and academics working as faculty at training hospitals across Turkey. The questionnaire consisted of questions about the knowledge, attitude and behaviour towards evidence-based medicine. Seven of the questions pertained to the learning of evidence-based medicine, six were about teaching evidence-based medicine, and six were about its practice. SPSS 20 was used for statistical analyses. RESULTS: The questionnaire was returned duly filled by 79 physicians. Of them, 41 (51.9%) were males; and 57 (72.2%) were part of the faculty. Only 1(1.2%) participant had attended a course about evidence-based medicine during undergraduate education, while 19 (24.05)had attended one after graduation. Besides, 26 (32.9%) academics were teaching some concepts of evidence-based medicine, and 21 (26.6%) were giving some information about clinical guidelines. CONCLUSION: The study found that levels of learning and teaching of evidence-based medicine among physicians were inadequate. They should be emphasised at both pre- and post-graduate tiers.

Perceived self-efficacy and academic performance of medical students at Ataturk University, Turkey.

OBJECTIVE: To determine the association of perceived self-efficacy with academic performance of pre-clinical medical students. STUDY DESIGN: A cross-sectional analytical study. PLACE AND DURATION OF STUDY: Medical Education Department, Ataturk University, Turkey, from March to May 2012. METHODOLOGY: Participating students were members of the first to third year medical students class considered to be preclinical years at Ataturk University. A validated and reliable questionnaire consisted of 10 questions applied to assess the general self-efficacy of the medical students in pre-clinical years and evaluate whether their self-efficacy has relation to their academic performance. Responses and studied variables were compared using ANOVA and Pearson correlation test as applicable. RESULTS: The mean scores of three consecutive examinations were compared with self-efficacy mean scores of three classes. A validated and reliable questionnaire was used for assessment of self-efficacy. There was no correlation found in between mean examination scores and self-efficacy mean scores in first year (r = -0.11, p = 0.276), second year (r = 0.20, p = 0.180), and third year (r = -0.040, p = 0.749). However, comparison of mean scores between male and female demonstrated significant difference (p = 0.001) and males dominant in self-efficacy scores. CONCLUSION: The results illustrate in pre-clinical years at medical schools the general self-efficacy does not play any role in their performance.

Prevalence of Blood Brotherhood among High School Students in Erzurum and the Effect of Peer-led Education on this Practice.

OBJECTIVE: This study aimed to assess the prevalence of blood brotherhood (BB) in Erzurum, Turkey and to observe the effect of education interventions on this risky cultural behavior. MATERIALS AND METHODS: This study was designed as a cross-sectional intervention, based on minor interventions through a peer-led awareness campaign regarding the transfer of blood-borne diseases through BB rites. This study was conducted from February through May 2007 at 29 high schools in Erzurum. RESULTS: The study population was 53.8% (n=1,522) males and 46.2% (n=1,307) females. The proportion of the students who have participated in BB rituals was 24.1% (n=558). There was a statistically significant link between BB and a history of having Hepatitis B Virus (HBV) infection, family history of HBV and male gender (p<0.05). After the structured peer-led education the intention to participate in BB rituals decreased from 30.0% to 20.6% (p<0.001). CONCLUSION: The prevention of BB rituals, which can result in the transfer of blood-borne diseases, requires urgent public awareness campaigns led by healthcare professionals.