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PubMed1978

Rotavirus in travelers' diarrhea: study of an adult student population in Mexico.

The role of rotavirus in adult diarrhea was evaluated in 165 students attending a Mexican university. Students were divided into three groups: newly arrived summer students from the United Sttes, regular students from the United States, and Mexican and Venezuelan students. Ninety-one students with diarrhea and 74 corresponding, matched, asymptomatic control students were included in the study. The frequency of rotavirus in stools was determined by electron microscopy with use of the pseudoreplica technique. Twenty-five percent of those who were ill and 12% of the controls had rotavirus in their stools. A significantly (P less than 0.05) greater number of newly arrived United States summer students with diarrhea had rotavirus in their stool than did matched controls (26% vs. 3%). There was no significant difference in rate of recovery of bacterial pathogens from rotavirus-positive and rotavirus-negative stools (52% vs. 53%) from students with diarrhea. Although significantly more rotavirus was identified from ill American summer students than from controls, the role of rotavirus as a cause of diarrhea in these students could not be established in all cases since bacterial pathogens were also commonly found in stool.

Diarrhea↗
PubMedDate not supplied

Values and value changes of graduate nursing students: their relationship to faculty values and to selected educational factors.

Values of 75 graduate nursing students in one university school of nursing were compared at times of entry into the program and at the completion of one academic year of study. Gordon's Survey of Interpersonal Values and Survey of Personal Values and a questionnaire were used to collect data. The students' perceived impact of certain educational factors was explored for possible relationship of these factors to changes that occurred. Values of the graduate nursing faculty and their perception of the importance of the same factors were obtained and compared with those of the students. Students showed signficant increases in values of support, recognition, and independence and significant decreases in benevolence, conformity, and practical mindedness. These changes bore similarity to those reported in previous studies of undergraduate nursing students and medical students. Differences between the students and faculty on two values, practical mindedness and independence, had disappeared by the end of one year; difference on one value, recognition, had appeared; and difference on one value, achievement, remained the same. The influence of specific educational factors was not clear. Faculty judged almost all factors as having a greater impact on students than students judged their impact to have been. Students' preestimate of probable influence of the same factors was significantly higher than their postestimate. Some uniform processes of socialization occurred even though students and faculty were not always in agreement about the importance of educational activities and outcomes.

Achievement↗
PubMed1978

Evaluation of student performance in the four-year study of expanded functions for dental hygienists at the University of Iowa.

A comparison was made of the quality of selected operative and periodontal procedures completed by expanded-function dental hygiene and senior dental students. Each student group included 48 students selected from all academic quartiles of their respective classes. The evaluated operative procedures included a Class II preparation and amalgam restoration and a Class III preparation and composite restoration. Both operative procedures were completed twice, once on a patient and once on a Dentoform. The periodontal procedures were completed on patients and included a periodontal examination, a periodontal treatment plan, and one quadrant of root planing and soft tissue curettage. Three examiners independently rated each student's performance in an examiner-blind situation. Examiners judged numerous criteria for each procedure as satisfactory or unsatisfactory. In addition, an overall rating of excellent, clinically acceptable, or unacceptable was given to each procedure. Comparisons between student groups of the time required to complete procedures showed that dental students completed cavity preparations of all operative procedures and quadrants of root planing and curettage in significantly less time than did dental hygiene students. For restorations, periodontal examinations, and treatment plans, there was no significant difference between student groups in the time required to complete procedures. In general, the results of the study showed that the dental hygiene students were able to perform selected operative and periodontal procedures at a comparable level to that of senior dental students.

Clinical Competence↗
PubMedDate not supplied

Faculty influence on nursing students' preferences for practice.

To ascertain if faculty preferences affect students' preferences for nursing practice, this study investigated: 1) the convergence of students' preferences with those of their clinical faculty and 2) students' perceptions of faculty characteristics associated with their practice preferences at the completion of a clinical course. Fourteen faculty and 170 junior baccalaureate nursing students were measured at three points in time to determine student preferences for indirect-direct involvement in patient care. Findings did not support the convergence of students' preferences with those of faculty as they progressed through the course. At the completion of the course multiple regressions revealed that students' preferences were associated with preferences they attributed to faculty, their perceptions of faculty reputation among students, students' clinical grades, and their preferences for nursing practice before and after six weeks of the course.

Attitude of Health Personnel↗
PubMed1975

Tape/slide programmes for independent study. Methods of presentation to students.

Programmed audio tape/slide presentations have been presented to students by a variety of methods, (a) individual or pairs of students using automatic equipment in study booths; (b) students using simple portable equipment in or out of the learning centre; (c) groups of students in which discussion was encouraged; and (d) groups of students in which the student answered the questions individually without discussion. Each method has its advantages and disadvantages. With the exception of the groups without discussion, all were popular and chosen by a significant number of students as the method of choice. Automatic equipment in study booths was the most popular single method though the use of simple portable equipment had particular advantages. The majority of students prefer to have access to more than one method of presentation and attempts should be made to provide the learner with a variety of opportunities. The use of individual learning materials by groups of students should be further explored.

Attitude↗
PubMed2026

Integration of Clinical Case Scenarios With Anatomical Dissection Teaching-Is Recall Improved Among Medical Students?

BACKGROUND: There is ongoing debate about how best to deliver anatomy teaching in a modern medical curriculum. Some studies suggest that the separation of basic sciences and clinical teaching can impact students' confidence in anatomy, which has potential long-term implications on their medical career. This suggests new pedagogic approaches to improve anatomy teaching may be beneficial. This study aimed to establish if integrating a clinical case into anatomy practical classes would improve students' anatomy recall compared to anatomy teaching alone. APPROACH: A ten minute clinical scenario was developed, which focused on the typical history, examination, investigations and management of a hip fracture patient. Medical students (n&#x2009;=&#x2009;220) currently studying lower limb anatomy were randomised by pre-assigned anatomy groups to become intervention or control. In the intervention group, students received the clinical case teaching, followed by their anatomy session. In the control group, students attended the anatomy session. Students in both groups were then assessed on hip anatomy. The intervention group also gave their perception of the clinical case. EVALUATION: This study showed that participants who received integrated teaching performed significantly better in the anatomy recall test (3.64 SD &#xb1; 0.574) than whose who had anatomy teaching only (1.95 SD &#xb1; 0.994) (chi2&#x2009;=&#x2009;185.51, p&#x2009;<&#x2009;0.00001). Most participants (93.5%; 101/108) strongly agreed/agreed that integrating clinical cases into anatomy teaching benefited their learning. IMPLICATIONS: These results suggest that students' anatomy recall may be improved by integrating clinical cases and anatomy teaching. It also suggests that students found this approach beneficial for their learning.

Humans↗
PubMed1978

Measuring attitudes toward the physically disabled: testing the 'Attitude Towards Disabled Persons' scale (A.T.D.P. Form O) on social work and non-social work students.

The aim of the study was to test the U.S.A. Validated 'Attitude Towards Disabled Persons' Inventory (A.T.D.P. Form O) on a British student population to establish norms. The objectives were to test specific hypotheses related to the sex of the respondent, contact with physically disabled people and whether social work students had different attitude scores than non social work students. In addition, a comparison was made between the British and U.S.A. 'norms'. The student population of four specific British Universities comprised the sampling frame. The sample was a non probability accidental sample of social work and non social work students. Standardised A.T.D.P. Form Os were administered in group situations. Each form was accompanied by a letter explaining the study, together with a short questionnaire eliciting the sex of respondent and type and extent of any contact with disabled people. The findings demonstrated that there are probably differences between U.S.A. and British norms but that there are general similarities between the two countries. In both countries females, scored higher than males, which by interpretation indicates possibly a more favourable attitude. Contact with the disabled is also a contributing factor in higher scores. Social work students also tended to score more highly than non social work students. The implications of these findings are discussed with regard to the possible development of professional attitudes for those who work with the disabled. It is postulated that 'idealisation' may be reflected in attitudes of students who intend to work with the disabled which, after general and professional life experience gives way to less favourable attitudes. Closeness of contact of respondents to disabled people is a factor which needs further exploration in connection with changing attitude scores.

Adult↗
PubMed1978

Nurse--teacher behaviours in the clinical field: apparent effect on nursing students' learning.

One primary source of feedback on the effectiveness of their teaching, which instructors may easily overlook, comprises of students' reactions. The purpose of this study is to identify students' perceptions of teacher behaviours, which either facilitate or hinder students' learning in the clinical field, and to determine if there is a difference in the perceptions of 1st and 2nd year students. This study is exploratory and descriptive in nature. Firstly, some research studies regarding effective clinical teaching in nursing are reviewed, followed by a discussion of the research design. The tool used for collecting data is a modified form of the critical incident technique. A description of illustrative incidents is requested within five divisions: professional competency, relationship, personal attributes, teaching methods, and evaluation of practice. A system for analysis and coding of data is then discussed. Finally, the finding of this study is presented. It would seem ot the investigator that students in 1st year are particularly sensitive to how the teacher makes them feel, whereas students in the 2nd year would seem to be more concerned with the teacher's competency in teaching. The teacher behaviours reported as helpful or hindering to students' learning, as identified by the students, are outlined.

Clinical Competence↗
PubMedDate not supplied

Predicting student attrition in a baccalaureate curriculum.

A longitudinal study of enrollment data of the Universtiy of Wisconsin--Madison School of Nursing identified several trends in student attrition over a six-year period and formed the basis for the development of a model to predict student attrition. The model proposed to satisfy the need for more precise measures of probable student retention and attrition for counseling and planning purposes in the school's new curriculum. To arrive at a means for predicting student attrition, scores of random samples of continuing and dropout student on achievement, learning style, and psychologial variables obtained during the first three years of the new curriculum were examined using a discriminant analysis technique. A significant differentiation between continuing and dropout students (p less than .000) resulted and allowed a predictive function to be developed. Using a conservative method of identification with student scores transformed by this function, predictions of successful and nonsuccessful students were obtained.

Curriculum↗
PubMed2026

Impact of Annual School Fitness Reports on Students' Cardiorespiratory Fitness: A Cluster-Randomized Controlled Trial of Parental Reporting.

BACKGROUND: School-based physical fitness testing is an important population health monitoring tool and has the potential to improve student fitness performance. However, few studies exist on the impact of reporting student fitness to parents. METHODS: Using data from the Fit Study (2014-2017) from 12 California public schools, we used mixed-effects models to compare changes in cardiorespiratory fitness (estimated peak oxygen consumption, calculated from the 1-mile run) and strength (curl-ups and push-ups) over 1 and 2&#xa0;years between students randomized to having their parents receive an annual fitness report (intervention, n = 1638 students) and control (n = 2070) in grades 5 to 8 (ages 10-15&#xa0;y). The student sample was 47.9% female, 55.9% Hispanic, and 24.1% Asian. RESULTS: After 1&#xa0;year, intervention students did not demonstrate differential change compared with control students in estimated peak oxygen consumption (between-group change: -0.03&#xa0;mL/kg/min; 95% CI, -.367 to 0.302), curl-ups (between-group change: 1.2 curl-ups; 95% CI, -0.306 to 2.660), or push-ups (between-group change: 0.1 push-ups; 95% CI, -0.672 to 0.787). Similarly, no differences were seen after 2&#xa0;years. CONCLUSION: Sending a 2-page, once-a-year school-based fitness report home to parents-in the absence of environmental changes and/or behavioral coaching and support-does not impact student fitness performance after either 1 or 2&#xa0;years of reporting.

fitness reporting↗
PubMed2026

A systematic literature review of cultural concepts taught by pharmacist preceptors during pharmacy student experiential placements.

BACKGROUND: Cultural concepts such as cultural intelligence, awareness, competency and safety are essential in guiding culturally responsive care in health professional practice. Pharmacist preceptors play a pivotal role in sharing both clinical and cultural safe practice with pharmacy students. Culturally responsive care can contribute to achieving health equity, which is especially important for Indigenous communities. AIM: To review literature on cultural concepts in pharmacist preceptorship practices, and how these concepts are taught and communicated to pharmacy students during experiential learning. METHOD: The systematic review followed the PRISMA 2020 guideline. Scopus, PubMed, and Google Scholar were used to identify articles specific to pharmacist preceptors and pharmacy students published between 2015 and 2025, and available in English. RESULTS: Three full-text articles met the inclusion criteria. Major themes and subthemes were identified; pharmacist preceptors lacked preparedness to teach cultural concepts, resulting in variability in preceptors' understanding of cultural concepts and confidence in fulfilling preceptor responsibilities, underutilised structured frameworks to guide students' learning, challenges with preceptorship due to limited resources and support, and the influence of preceptorship on student learning, which impacted students' learning and competency. CONCLUSION: Pharmacy students had minimal exposure to culturally informed pharmacist preceptorship. It is likely that pharmacist preceptors require country-specific educational resources to support culturally safe preceptorship. Future research is required to substantiate these findings, and to guide culturally responsive practice and promote equitable health outcomes in diverse populations.

Humans↗