ABSTRACT
OBJECTIVE: This study proposes Facebook usage as a motivational vehicle for studying block subjects in Problem-Based Learning Curriculum. Facebook page engagement should allow self-motivated medical students the opportunity to review subject materials. Frequent use and practice resulted in better National Licensing Examination step 1 (NLE1) scores amongst frequent users of posted material. METHODS: The scenarios and exercises were posted on a Facebook page every 2 months after completion of the relevant block. Participants were classified into four groups by frequency of Facebook page usage. Participants completed exit surveys after the NLE1 results were posted. The mean opinion scores of each group were compared using one-way ANOVA. The correlation coefficient of the percentage of the NLE1 success and frequency of page participation was calculated. RESULT: Most students spent excess of 3 months preparing for the NLE1. The most popular study aid was the MCQ bank. Frequent Facebook page users often preferred self-study and group work compared to "never" users (p < 0.05). Strong positive correlation (r = 0.956) was shown between the frequency of Facebook page usage and the success rate of the NLE1. CONCLUSION: Facebook study cases allowed self-motivated medical students to periodically review subject materials. Frequent users' regular practice resulted in better passing rates of the NLE1 exam.
ABSTRACT
OBJECTIVE: To study the possibility of using superoxide dismutase (SOD) and glutathione peroxidase (GPx) as combined preoperative biomarkers for endometriosis. PARTICIPANTS AND METHODS: Female patients aged between 18 and 45 years old who came to the Gynecology outpatient clinic, Thammasat University Hospital, during September 2013-2016 with the complaint of gynecologic symptoms suspected of endometriosis, and who were positively diagnosed with endometriosis, were included in this study. All patients underwent conservative laparoscopic ovarian cystectomy with histopathological report. The control group consisted of healthy females of reproductive age who came to the outpatient clinic. The plasma SOD and GPx were measured from blood samples with commercial kits. A receiver operating characteristic curve was generated for plasma activity of SOD, GPx, and combined tests. The cutoff values were selected at the most appropriate sensitivity and specificity. RESULT: All 36 cases were included in this study. Mean ages of patients in the patient and control groups were 33.1 and 28.6 years old, respectively. SOD and GPx activities of disease and control group were 6.15 and 8.11, 463.9 and 472.34 nmole/min/mL unit, respectively. The sensitivity and 1-specificity of the combined test were calculated at 0.78, with sensitivity, specificity, accuracy, positive predictive value, and negative predictive value being 68.75, 80.77, 76.50, 69.23, and 80.33, respectively. CONCLUSION: A combination testing of SOD and GPx can possibly be used as preoperative biomarker for endometriosis.
ABSTRACT
BACKGROUND: The use ofsocial networking to all levels of medical teaching as a communication tool between instructors and students has drawn much interest and increased usage. As Facebook is one of the most popular social networking sites among students, a Facebook page has been used in the Genitourinary System problem-based learning (PBL) course at the Faculty of Medicine, Thammasat University in the year 2014. OBJECTIVE: The objective of this work is to study the perception ofusing a Facebook page to support PBL in an integrated pre- clinical year course. MATERIAL AND METHOD: The Genitourinary System course committee introduced Facebook page to the 2"d year medical students who enrolled and instructors involved in the course. At the beginning ofthe course, the objectives ofFacebook page setting were informed as follows: 1) public relations, 2) channelfor questions and responses to address curiosities between students and instructors, 3) learning stimulation and 4) supporting good relationship between course coordinators and students. The participants consisted of 177 students who voluntarily allowed their opinion to be used in analysis and dissemination after completing a questionnaire about using the Facebook page in PBL at the end. A Likert scale was used to determine satisfaction scores for nine questions. Finally, the mean satisfaction was compared for each question and for students with different academic performances (great, good, fine, weak). RESULTS: The students liked the page (averaged satisfaction score 4.64) and wanted it to continue to be used in coursework (4.63), especiallyfor students at mid-level when compared to students with great performances (p<0.05). It was beneficial in allowing questions to be directed to instructors, both in lecture learning (4.54) and SDL (4.35), and lessened the time it took to understand content in SDL (4.03). However, although it did notcreate stress (2.10), students had not madefull use of it, as much as they could (3.25), as they were not able study all posts in detail (3.68). Therefore, if the Facebook pages were developed for students to study in more detail, it would enhance its benefits as SDL stimulus (4.09). CONCLUSION: Using social networking, particularly Facebook pages, achieved all the four the stated objectives. Since this was the first time social networking was applied, some of faculty members had concern that their personal information would be disseminated to the public. Moreover there was still minimal knowledge of sharing among students. The Facebook "closed group" with a good protective system may be an interesting option to enhance effectiveness in integrated PBL-styled courses.
