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PubMed2007

Exploring predictors of health sciences students' attitudes towards complementary-alternative medicine.

This study demonstrated that a less scientific worldview predicted health science (HS) students' positive attitude towards complementary-alternative medicine (CAM), independently of important background characteristics as gender, pre-college science immersion, age, and type of HS education of the students. A total of 473 students in their final 3rd year of education in the health sciences (nursing, physiotherapy, social educator, and radiography) participated in teh study, which was based on a questionnaire consisting of items mapping student background characteristics and their attitudes towards worldview reflecting statements in constructs. The results showed that large fractions of the HS students were positive towards the use of CAM treatments. Multiple regression analysis demonstrated that 24 % of the total variance in HS students' positive attitude towards the use of CAM than the HS students' background characteristics alone, which accounted for only 2 % of the total variance. HS students' Paranormal beliefs, and their Willingness to include CAM in HS education were the most important predictors. The study results suggest stronger emphasis on teaching about epistemologies in HS educations.

Adolescent↗
PubMed1979

Attitudes of health science students towards teaching practices, examinations, and other related issues.

A brief multiple choice questionnaire explored the attitudes of students enrolled in several health science faculties (medicine, pharmacy, nursing, and physical and health education). A substantial proportion indicated a wish for more challenging lectures. On the other hand, the majority of students devoted less than one hour of personal study per week to required 'courses', interest in health-related 'courses' being particularly weak. Small textbooks with minimal references were desired, and relatively little use was made of free lecture handouts. Financial constraints had little influence on personal study, but affected textbook purchase. The demand for 'handouts' would have been reduced by a charge. Frequent term examinations as a stimulus to learning were favoured by all groups, as were full or challenging presentations by instructors. Team teaching, although favoured generally, was not equally appealing to all groups.

Adult↗
PubMed2005

Successful coupling of community attachment of health science students with relief work for drought victims.

CONTEXT: Recurrent drought is a major disaster affecting many countries. As a result of poor rain fall a major drought was forecast for Ethiopia in 2003. The country appealed for support to avert drought-related health problems. University of Gondar decided to respond to the appeal by sending students and staff to selected drought-affected areas. OBJECTIVES: To illustrate how an institution has turned the response to a natural disaster into a service-learning educational opportunity while maintaining equilibrium between the two. METHODS: The drought relief response of the institute was twined with the regular team-training programme and academic schedule of senior health science students and 190 of them were transferred to deployment sites. FINDINGS: Students provided support for the national effort of reducing drought-related morbidity and mortality by participating in multifaceted public health and relief activities, and fulfilled their regular learning objectives at the same time. DISCUSSION: This project demonstrated the use of a natural disaster as a learning method to expose students to a more realistic array of health problems and human conditions. It also demonstrated the feasibility of addressing social responsibility, while fulfilling academic responsibility through community-based approach. CONCLUSION: Service-learning is a valuable learning method. Balancing the service and teaching objectives and maintaining the quality of both can be attained through careful twining of the objectives of both components.

Community-Institutional Relations↗
PubMed2005

Influence of an interprofessional HIV/AIDS education program on role perception, attitudes and teamwork skills of undergraduate health sciences students.

PURPOSE: An evaluation study of an undergraduate HIV/AIDS interprofessional education program for medical, nursing and pharmacy students was undertaken to assess changes in role perception, attitudes towards collaboration, self-reported teamwork skills and satisfaction with a shared learning experience. METHODS: A combined one group pretest-posttest and time-series study design was used. Several survey instruments and observation checklists were completed by students and tutors before, during and after the educational program. RESULTS: Students reported greater awareness of roles and the continuous exposure to interprofessional learning led to improved attitudes towards teamwork. Standardized patients were effective in fostering an experience of realism and motivating collaboration between students. CONCLUSION: A problem-based learning approach combined with standardized patients was effective in enhancing HIV/AIDS interprofessional role perception, enhancing attitudes towards collaboration and interprofessional approaches to HIV/AIDS care and fostering confidence in teamwork skills among pre-licensure health sciences students.

Attitude of Health Personnel↗
PubMed1987

Poison center rotation for health science students.

There is a conspicuous absence of formal clinical toxicology education in health science programs. Routinely, clinical toxicology is not a required or elective course, yet an estimated 5% of emergency department visits and hospital admission are toxicologically related. In response to this need, a didactic and practicum program in clinical toxicology was developed and implemented within the operating framework of a regional poison information center. This model is based on a four week rotation, and participants include 5th year pharmacy students, 4th year medical students, 2nd and 3rd year emergency medicine residents. The didactic portion includes formal lecture on a core curriculum and self-directed study of select current review articles. With one-on-one supervision by the faculty member, the student participates in initial poison information consults, formulating toxicity assessments, implementing therapy recommendations, and follow-up calls. Participants present two seminars on toxicology topics during the rotation. At the conclusion of the rotation the participant is given a written multiple-choice examination to assess their knowledge of a required core of information. The examination is then reviewed with the participant to strengthen any obvious deficits in their learning experience.

Curriculum↗
PubMed2003

Health science students' time organization and management skills: a cross-disciplinary investigation.

One hundred and fifty-four final year health science undergraduates from the disciplines of Medical Radiation Sciences, Speech Pathology and Physiotherapy in the Faculty of Health Sciences, the University of Sydney completed the Australian Time Organisation and Management Scale (ATOMS). Findings identified the strengths and weaknesses of students on the four dimensions included in this analysis. Whilst the results indicated strengths in the area of students' sense of purpose, level of focus and goal-setting ability, areas of weakness were noted, particularly with regard to the use of basic time-management devices (e.g. use of a diary and making lists). How these skills and competences are related to age, gender and discipline is explored. In addition, the degree to which these time-management behaviours can be enhanced (eg with time management intervention programs), the generalizability of the findings to other settings (non-academic), and the development of these skills over time are major issues discussed in the paper.

Administrative Personnel↗
PubMed2005

Information technology and information literacy for first year health sciences students in South Africa: matching early and professional needs.

The need to develop skills in Information Technology and Information Literacy for a career in the Health Sciences is not in dispute. More debated are the most appropriate ways of assessing existing skills, addressing training needs and incorporating IT/IL learning, and at what stage skills development should begin to be most effective. This article reports on three years of experience with a training model in the Faculty of Health Sciences, University of Cape Town, in providing IT/IL skills to a diverse group of students in South Africa. It provides an evaluation of the activities and discusses the possible advantages of the methodology. This training model is based on measuring rather than assuming existing computer skills in incoming students; it is informed by curriculum demands and focuses on early intervention and close integration into mainstream undergraduate courses.

Computer Literacy↗
PubMed1993

Evaluation of a supplementary retention program for black allied health sciences students.

The Medical College of Georgia's (MCG's) Minority Academic Advising Program (MAAP), which began in 1984, is a supplementary retention program for Black students. This paper describes an evaluation study of the effectiveness of MAAP within the MCG School of Allied Health Sciences (SAHS). The study sample consisted of 89 Black students who enrolled in the SAHS from fall 1978 to fall 1982 (preMAAP period) plus 129 Black students who entered the SAHS from fall 1984 through fall 1988 (MAAP period). The comparison group consisted of all other students who entered the SAHS (n = 1,884) within those same time periods. Using an evaluation design produced by merging a quasi-experimental and a time-series design, the authors found that the MAAP succeeded in increasing both the Black student retention-to-graduation rate and the time-persisted-in-program, to the extent that Black students achieved parity with other SAHS students.

Black or African American↗
PubMed2005

Introducing HIV/AIDS to South African health sciences students.

Given the burden of HIV/AIDS in South Africa, there is a need to introduce students to the issues health professionals face about the disease. We developed an introductory peer-led workshop on HIV/AIDS for first year students covering a range of biomedical and social issues. To evaluate the workshops, volunteer students were randomly allocated to participate in one of the workshops or not. At follow-up, students who participated in the workshops showed positive changes in their attitudes and skills regarding HIV. They were also more likely to feel empathy towards HIV-infected people and be more comfortable with the prospect of working with HIV-infected patients, compared to controls. This programme represents a platform for introducing a 'golden thread' of HIV/AIDS into health sciences curricula in countries profoundly affected by the epidemic.

Attitude of Health Personnel↗
PubMed1979

Augmentation of clinical services in rural areas by health sciences students.

Over a five-year period 230 senior-level students in medicine, nursing, and pharmacy served in clinics located throughout five rural communities. Students participated in the development of the clinics and in the organization of services that otherwise would not have been delivered. Community-based preceptors helped integrate the students' learning about community processes. The project provided experiential learning and interdisciplinary interactions that were enthusiastically received by the students. Follow-up surveys suggested that the experience reinforced interest in eventual practice in rural areas and in interdisciplinary settings. The project demonstrated that students were able to provide clinical services which were useful and acceptable to the communities and which were supported by local practitioners.

Ambulatory Care Facilities↗