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Biomedical subjects

K Rochford

Publications and source records attributed to K Rochford.

3 recordsLinked to original sources
PubMed1996

A high prevalence of abnormal personality traits in chronic users of anabolic-androgenic steroids.

OBJECTIVE: (1) To assess the personality profiles of the anabolic androgenic steroid users (AAS) and (2) to determine whether valid premorbid personality traits could be obtained from cross sectional assessment using multisource data. METHODS: The first author became a participant-observer in a group of body builders. An experimental group of body builders who had been using AAS for no more than 18 months (n = 12) was identified. A group of control subjects, each of whom claimed that he did not, and never had, used AAS (n = 12) was also recruited during this period. Key informants played a crucial role in recruiting subjects representative of the AAS and body building communities. An interview schedule based on the Diagnostic and statistical manual of mental disorders (DSM3-R) personality disorder criteria was conducted with each subject. Additional data were obtained from an AAS using informant and significant others including family and friends. RESULTS: The user group was significantly heavier than the control group and showed abnormal personality traits, in contrast to the control group. Personality traits of AAS users before the onset of AAS use, assessed retrospectively, were not different from personality traits of control subjects. There were significant differences between the before and after personality traits in AAS user group. CONCLUSIONS: The results suggest (1) that AAS use is associated with significant disturbances in personality profile, and (2) that these personality disturbances are possibly the direct result of AAS use.

Adolescent↗
PubMed1985

Spatial learning disabilities and underachievement among university anatomy students.

In this study the relationship between underachievement in anatomy and spatial ability (both geometrical and anatomical) is investigated. Subjects were second-year medical students at the University of Cape Town from 1980 to 1983. Geometrical spatial ability was measured using a battery of three-dimensional exercises involving the sectioning, joining, translation, rotation and visualization of simple solid objects. Anatomical spatial achievement was measured using university practical examination scores of April, June and October, as well as students' scores on those items in the April, June and November MCQ anatomy examinations which were classified as spatially three-dimensional by a panel of lecturers in anatomy. Non-spatial anatomical achievement was measured using the university essay examination scores of April, June and November, together with students' scores on the non-spatial items in the MCQ anatomy examinations. From 1980 to 1983 it was found that students who failed the battery of geometrical spatial exercises and/or recorded large, persistent deficits on spatial MCQs relative to non-spatial MCQs, scored significantly lower marks in practical anatomy examinations throughout the year than those students who scored well in the battery of geometrical spatial exercises. Spatially competent and spatially inept students performed equally well on the non-spatial MCQs and the non-spatial essay examinations. Borderline and failing students recorded the greatest deficits in anatomical spatial scores (for whom losses of approximately 18% occurred in practical examinations in anatomy). Since potential failures with persistent spatial handicaps can be readily identified by mid-year, a programme of differentiated teaching methods is recommended for these students.

Achievement↗