ABSTRACT
This article was migrated. The article was marked as recommended. PURPOSE: The study was conducted to study procrastination behavior among basic science undergraduate medical students using the previously validated procrastination assessment scale students (PASS). Frequency of and reasons for procrastination were compared among different subgroups of respondents. METHODS: The study was conducted during the first two weeks of February 2017 using PASS. Gender, nationality and semester of study of the respondents were noted. PASS explores areas of and frequency of procrastination, reasons for procrastination and interest in changing the behavior. The frequency of procrastination, fear of failure, risk aversiveness, laziness and rebellion against control scores were compared among different subgroups using appropriate statistical tests. RESULTS: A total of 107 students (84.9%) participated in the study. The mean frequency of procrastination score was 32.9 (maximum score 60). The score was significantly correlated with the respondents' gender. With regard to the percentage of students who nearly always or always procrastinated on a task, the percentages with regard to completing assignments, studying for exams, completing reading assignments, academic administrative tasks, attendance tasks and school activities in general were 25.2, 19.7, 25.2, 19.6, 18.7 and 17.7. The mean score for 'fear of failure' and 'aversiveness of task' as described by Solomon and Rothblum was 2.29 and 2.83. The mean scores for fear of failure, risk taking, and laziness were 26.17, 13.76 and 14.32. The median rebellion against control score was 6. Risk taking score was higher among respondents of other nationalities compared to Americans. CONCLUSIONS: Procrastination was regarded as a greater problem with regard to studying for exams and completing reading assignments and preparing for problem-based learning sessions. Only 42% of students were interested in attending a program to overcome procrastination. Similar studies among students during the clinical years are required. A study correlating self-reported procrastination with behavior can be carried out. Procrastination can also be studied in other offshore, Caribbean medical schools.
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PURPOSE: Interprofessional collaboration (IPC) and interprofessional education (IPE) are increasingly emphasized in the education of health professions. Xavier University School of Medicine, a Caribbean medical school admits students from the United States, Canada, and other countries to the undergraduate medical course. The present study was carried out to obtain information about the attitude toward IPC among basic science medical students and note differences, if any, among different subgroups. METHODS: The study was conducted among first to fifth semester students during July 2015 using the previously validated Jefferson Scale of Attitudes Toward Interprofessional Collaboration (JeffSATIC). Gender, age, semester, and nationality were noted. Participants' agreement with a set of 20 statements was studied. Mean total scores, working relationship, and accountability scores were calculated and compared among different subgroups of respondents (p<0.05). RESULTS: Sixty-seven of the 71 students (94.4%) participated. Cronbach's alpha value of the questionnaire was 0.827, indicating good internal consistency. The mean total score was 104.48 (maximum score 140) while the working relationship and accountability scores were 63.51 (maximum score 84) and 40.97 (maximum score 56), respectively. Total scores were significantly higher among third-semester students and students of Canadian nationality. Working relationship and accountability scores were higher among first and third-semester students. CONCLUSION: The total working relationship and accountability scores were lower compared to those obtained in a previous study. Opportunities for IPE and IPC during the basic science years should be strengthened. Longitudinal studies in the institution may be helpful. Similar studies in other Caribbean medical schools are required.
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PURPOSE: Xavier University School of Medicine adopted an integrated, organ system-based curriculum in January 2013. The present study was aimed at determining students' perceptions of the integrated curriculum and related assessment methods. METHODS: The study was conducted on first- to fourth-semester undergraduate medical students during March 2014. The students were informed of the study and subsequently invited to participate. Focus group discussions were conducted. The curriculum's level of integration, different courses offered, teaching-learning methods employed, and the advantages and concerns relating to the curriculum were noted. The respondents also provided feedback about the assessment methods used. Deductive content analysis was used to analyze the data. RESULTS: Twenty-two of the 68 students (32.2%) participated in the study. The respondents expressed generally positive opinions. They felt that the curriculum prepared them well for licensing examinations and future practice. Problem-based learning sessions encouraged active learning and group work among students, thus, improving their understanding of the course material. The respondents felt that certain subjects were allocated a larger proportion of time during the sessions, as well as more questions during the integrated assessment. They also expressed an appreciation for medical humanities, and felt that sessions on the appraisal of literature needed modification. Their opinions about assessment of behavior, attitudes, and professionalism varied. CONCLUSION: Student opinion was positive, overall. Our findings would be of interest to other medical schools that have recently adopted an integrated curriculum or are in the process of doing so.
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BACKGROUND: To compare the intraoperative and immediate postoperative behavior and complications in eyes with pseudoexfoliation (PEX) syndrome with eyes having senile cataract without PEX during cataract surgery using phacoemulsification (PKE). MATERIALS AND METHODS: In this prospective study, 68 eyes of 68 patients were divided into two groups: Group 1 (test) comprised 34 eyes with immature senile cataract with PEX and Group 2 (control) included 34 eyes with immature senile cataract without PEX and any coexisting ocular pathology. Phacoemulsification (modern cataract surgery) was performed on both groups through stop and chop technique and comparative analysis of the incidence of intraoperative and immediate postoperative complications was made. RESULTS: There was no significant difference in rates of intraoperative complications between PEX (2.9%) and Control (0%) group. The mean pupil diameter was significantly smaller in Group 1 (p<0.001). No eye in either group had phacodonesis. 58.8% of eyes in Group 1 and 29.4% in Group 2 had a harder cataract (nuclear sclerosis) ≥ grade 3 (p=0.017). PKE was performed in all eyes with cataract in both groups. Intraoperative complication (zonular dialysis (dehiscence) was encountered in only 2.9% (1 case) of eyes with PEX. PC (posterior capsule) tear (rent) with vitreous loss was seen in 2.9% eyes of Group 1 and none in Group 2. Postoperatively, IOP (intraocular pressure) and aqueous flare response were comparable between the groups. Significantly higher inflammatory cell response was observed in Group 1 (p=0.014). BCVA (best corrected visual acuity) using Snellen chart with pinhole on postoperative day1 was significantly better in the control group compared to the group with PEX (p=0.027). CONCLUSION: Phacoemulsification can be safely performed by experienced hands in cataractous eyes with PEX. The incidence of intraoperative and immediate post-operative complications in eyes with PEX was not significantly different compared to eyes without PEX in our study. Further studies among a larger population are required.
