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Publisher: Medknow Publishers   (Total: 355 journals)

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Showing 1 - 200 of 355 Journals sorted alphabetically
Advanced Arab Academy of Audio-Vestibulogy J.     Open Access  
Advances in Human Biology     Open Access   (Followers: 1)
African J. for Infertility and Assisted Conception     Open Access  
African J. of Business Ethics     Open Access   (Followers: 7)
African J. of Medical and Health Sciences     Open Access   (Followers: 1)
African J. of Paediatric Surgery     Open Access   (Followers: 7, SJR: 0.269, h-index: 10)
African J. of Trauma     Open Access  
Ain-Shams J. of Anaesthesiology     Open Access   (Followers: 3)
Al-Azhar Assiut Medical J.     Open Access  
Al-Basar Intl. J. of Ophthalmology     Open Access   (Followers: 1)
Ancient Science of Life     Open Access   (Followers: 6)
Anesthesia : Essays and Researches     Open Access   (Followers: 7)
Annals of African Medicine     Open Access   (Followers: 1, SJR: 0.331, h-index: 15)
Annals of Bioanthropology     Open Access   (Followers: 3)
Annals of Cardiac Anaesthesia     Open Access   (Followers: 12, SJR: 0.408, h-index: 15)
Annals of Indian Academy of Neurology     Open Access   (Followers: 3, SJR: 0.308, h-index: 14)
Annals of Maxillofacial Surgery     Open Access   (Followers: 6)
Annals of Medical and Health Sciences Research     Open Access   (Followers: 7)
Annals of Nigerian Medicine     Open Access   (Followers: 1)
Annals of Pediatric Cardiology     Open Access   (Followers: 7, SJR: 0.441, h-index: 10)
Annals of Saudi Medicine     Open Access   (SJR: 0.24, h-index: 29)
Annals of Thoracic Medicine     Open Access   (Followers: 4, SJR: 0.388, h-index: 19)
Annals of Tropical Medicine and Public Health     Open Access   (Followers: 15, SJR: 0.148, h-index: 5)
APOS Trends in Orthodontics     Open Access   (Followers: 1)
Arab J. of Interventional Radiology     Open Access  
Archives of Intl. Surgery     Open Access   (Followers: 9)
Archives of Medicine and Health Sciences     Open Access   (Followers: 3)
Archives of Pharmacy Practice     Open Access   (Followers: 5)
Asia Pacific J. of Clinical Trials : Nervous System Diseases     Open Access  
Asia-Pacific J. of Oncology Nursing     Open Access   (Followers: 3)
Asian J. of Andrology     Open Access   (Followers: 1, SJR: 0.879, h-index: 49)
Asian J. of Neurosurgery     Open Access   (Followers: 2)
Asian J. of Oncology     Open Access   (Followers: 1)
Asian J. of Transfusion Science     Open Access   (Followers: 2, SJR: 0.362, h-index: 10)
Astrocyte     Open Access  
Avicenna J. of Medicine     Open Access   (Followers: 1)
AYU : An international quarterly journal of research in Ayurveda     Open Access   (Followers: 6)
Benha Medical J.     Open Access  
BLDE University J. of Health Sciences     Open Access  
Brain Circulation     Open Access   (Followers: 1)
Bulletin of Faculty of Physical Therapy     Open Access  
Cancer Translational Medicine     Open Access   (Followers: 1)
CHRISMED J. of Health and Research     Open Access  
Clinical Dermatology Review     Open Access   (Followers: 1)
Clinical Trials in Degenerative Diseases     Open Access  
Clinical Trials in Orthopedic Disorders     Open Access  
Community Acquired Infection     Open Access  
Conservation and Society     Open Access   (Followers: 11, SJR: 0.82, h-index: 12)
Contemporary Clinical Dentistry     Open Access   (Followers: 4)
Current Medical Issues     Open Access  
CytoJ.     Open Access   (Followers: 2, SJR: 0.339, h-index: 19)
Delta J. of Ophthalmology     Open Access  
Dental Hypotheses     Open Access   (Followers: 3, SJR: 0.131, h-index: 4)
Dental Research J.     Open Access   (Followers: 9)
Dentistry and Medical Research     Open Access  
Digital Medicine     Open Access  
Drug Development and Therapeutics     Open Access  
Education for Health     Open Access   (Followers: 4, SJR: 0.205, h-index: 22)
Egyptian J. of Bronchology     Open Access  
Egyptian J. of Cardiothoracic Anesthesia     Open Access  
Egyptian J. of Cataract and Refractive Surgery     Open Access   (Followers: 1)
Egyptian J. of Dermatology and Venerology     Open Access   (Followers: 1)
Egyptian J. of Haematology     Open Access  
Egyptian J. of Internal Medicine     Open Access  
Egyptian J. of Neurology, Psychiatry and Neurosurgery     Open Access   (Followers: 1, SJR: 0.121, h-index: 3)
Egyptian J. of Obesity, Diabetes and Endocrinology     Open Access  
Egyptian J. of Otolaryngology     Open Access  
Egyptian J. of Psychiatry     Open Access   (Followers: 2)
Egyptian J. of Surgery     Open Access   (Followers: 1)
Egyptian Orthopaedic J.     Open Access  
Egyptian Pharmaceutical J.     Open Access  
Egyptian Retina J.     Open Access  
Egyptian Rheumatology and Rehabilitation     Open Access  
Endodontology     Open Access  
Endoscopic Ultrasound     Open Access   (SJR: 0.473, h-index: 8)
Environmental Disease     Open Access  
European J. of Dentistry     Open Access   (Followers: 2, SJR: 0.496, h-index: 11)
European J. of General Dentistry     Open Access   (Followers: 1)
European J. of Prosthodontics     Open Access   (Followers: 2)
European J. of Psychology and Educational Studies     Open Access   (Followers: 6)
Fertility Science and Research     Open Access  
Formosan J. of Surgery     Open Access   (SJR: 0.107, h-index: 5)
Genome Integrity     Open Access   (Followers: 4, SJR: 1.227, h-index: 12)
Global J. of Transfusion Medicine     Open Access   (Followers: 1)
Heart India     Open Access   (Followers: 1)
Heart Views     Open Access   (Followers: 2)
Hepatitis B Annual     Open Access   (Followers: 3)
IJS Short Reports     Open Access  
Indian Anaesthetists Forum     Open Access  
Indian Dermatology Online J.     Open Access   (Followers: 3)
Indian J. of Allergy, Asthma and Immunology     Open Access   (Followers: 1)
Indian J. of Anaesthesia     Open Access   (Followers: 7, SJR: 0.302, h-index: 13)
Indian J. of Burns     Open Access   (Followers: 1)
Indian J. of Cancer     Open Access   (SJR: 0.318, h-index: 26)
Indian J. of Cerebral Palsy     Open Access  
Indian J. of Community Medicine     Open Access   (Followers: 2, SJR: 0.618, h-index: 16)
Indian J. of Critical Care Medicine     Open Access   (Followers: 2, SJR: 0.307, h-index: 16)
Indian J. of Dental Research     Open Access   (Followers: 4, SJR: 0.243, h-index: 24)
Indian J. of Dental Sciences     Open Access  
Indian J. of Dentistry     Open Access   (Followers: 1)
Indian J. of Dermatology     Open Access   (Followers: 2, SJR: 0.448, h-index: 16)
Indian J. of Dermatology, Venereology and Leprology     Open Access   (Followers: 3, SJR: 0.563, h-index: 29)
Indian J. of Dermatopathology and Diagnostic Dermatology     Open Access  
Indian J. of Drugs in Dermatology     Open Access   (Followers: 1)
Indian J. of Endocrinology and Metabolism     Open Access   (Followers: 4)
Indian J. of Health Sciences     Open Access   (Followers: 2)
Indian J. of Medical and Paediatric Oncology     Open Access   (SJR: 0.292, h-index: 9)
Indian J. of Medical Microbiology     Open Access   (Followers: 1, SJR: 0.53, h-index: 34)
Indian J. of Medical Research     Open Access   (Followers: 4, SJR: 0.716, h-index: 60)
Indian J. of Medical Sciences     Open Access   (Followers: 2, SJR: 0.207, h-index: 31)
Indian J. of Multidisciplinary Dentistry     Open Access   (Followers: 1)
Indian J. of Nephrology     Open Access   (Followers: 1, SJR: 0.233, h-index: 12)
Indian J. of Nuclear Medicine     Open Access   (Followers: 2, SJR: 0.213, h-index: 5)
Indian J. of Occupational and Environmental Medicine     Open Access   (Followers: 4, SJR: 0.203, h-index: 13)
Indian J. of Ophthalmology     Open Access   (Followers: 4, SJR: 0.536, h-index: 34)
Indian J. of Oral Health and Research     Open Access  
Indian J. of Oral Sciences     Open Access   (Followers: 1)
Indian J. of Orthopaedics     Open Access   (Followers: 9, SJR: 0.393, h-index: 15)
Indian J. of Otology     Open Access   (Followers: 1, SJR: 0.218, h-index: 5)
Indian J. of Paediatric Dermatology     Open Access   (Followers: 2)
Indian J. of Pain     Open Access   (Followers: 1)
Indian J. of Palliative Care     Open Access   (Followers: 5, SJR: 0.35, h-index: 12)
Indian J. of Pathology and Microbiology     Open Access   (Followers: 1, SJR: 0.285, h-index: 22)
Indian J. of Pharmacology     Open Access   (SJR: 0.347, h-index: 44)
Indian J. of Plastic Surgery     Open Access   (Followers: 12, SJR: 0.303, h-index: 13)
Indian J. of Psychiatry     Open Access   (Followers: 3, SJR: 0.496, h-index: 15)
Indian J. of Psychological Medicine     Open Access   (Followers: 1, SJR: 0.344, h-index: 9)
Indian J. of Public Health     Open Access   (Followers: 1, SJR: 0.444, h-index: 17)
Indian J. of Radiology and Imaging     Open Access   (Followers: 4, SJR: 0.253, h-index: 14)
Indian J. of Research in Homoeopathy     Open Access  
Indian J. of Rheumatology     Open Access   (SJR: 0.169, h-index: 7)
Indian J. of Sexually Transmitted Diseases and AIDS     Open Access   (Followers: 2, SJR: 0.313, h-index: 9)
Indian J. of Social Psychiatry     Open Access   (Followers: 2)
Indian J. of Urology     Open Access   (Followers: 3, SJR: 0.366, h-index: 16)
Indian J. of Vascular and Endovascular Surgery     Open Access   (Followers: 2)
Industrial Psychiatry J.     Open Access   (Followers: 2)
Intl. J. of Academic Medicine     Open Access  
Intl. J. of Advanced Medical and Health Research     Open Access  
Intl. J. of Applied and Basic Medical Research     Open Access  
Intl. J. of Clinical and Experimental Physiology     Open Access   (Followers: 1)
Intl. J. of Critical Illness and Injury Science     Open Access   (Followers: 1)
Intl. J. of Educational and Psychological Researches     Open Access   (Followers: 3)
Intl. J. of Environmental Health Engineering     Open Access   (Followers: 1)
Intl. J. of Forensic Odontology     Open Access   (Followers: 1)
Intl. J. of Green Pharmacy     Open Access   (Followers: 4, SJR: 0.229, h-index: 13)
Intl. J. of Health & Allied Sciences     Open Access   (Followers: 2)
Intl. J. of Health System and Disaster Management     Open Access   (Followers: 2)
Intl. J. of Heart Rhythm     Open Access  
Intl. J. of Medicine and Public Health     Open Access   (Followers: 7)
Intl. J. of Mycobacteriology     Open Access   (SJR: 0.239, h-index: 4)
Intl. J. of Noncommunicable Diseases     Open Access  
Intl. J. of Nutrition, Pharmacology, Neurological Diseases     Open Access   (Followers: 4)
Intl. J. of Oral Health Sciences     Open Access   (Followers: 1)
Intl. J. of Orthodontic Rehabilitation     Open Access  
Intl. J. of Pedodontic Rehabilitation     Open Access  
Intl. J. of Pharmaceutical Investigation     Open Access   (Followers: 1)
Intl. J. of Preventive Medicine     Open Access   (Followers: 1, SJR: 0.523, h-index: 15)
Intl. J. of Shoulder Surgery     Open Access   (Followers: 6, SJR: 0.611, h-index: 9)
Intl. J. of Trichology     Open Access   (SJR: 0.37, h-index: 10)
Intl. J. of Yoga     Open Access   (Followers: 15)
Intl. J. of Yoga : Philosophy, Psychology and Parapsychology     Open Access   (Followers: 6)
Iranian J. of Nursing and Midwifery Research     Open Access   (Followers: 2)
Iraqi J. of Hematology     Open Access  
J. of Academy of Medical Sciences     Open Access  
J. of Advanced Pharmaceutical Technology & Research     Open Access   (Followers: 4, SJR: 0.427, h-index: 15)
J. of Anaesthesiology Clinical Pharmacology     Open Access   (Followers: 8, SJR: 0.416, h-index: 14)
J. of Applied Hematology     Open Access  
J. of Association of Chest Physicians     Open Access   (Followers: 2)
J. of Basic and Clinical Reproductive Sciences     Open Access   (Followers: 1)
J. of Cancer Research and Therapeutics     Open Access   (Followers: 4, SJR: 0.359, h-index: 21)
J. of Carcinogenesis     Open Access   (Followers: 1, SJR: 1.152, h-index: 26)
J. of Cardiothoracic Trauma     Open Access  
J. of Cardiovascular Disease Research     Open Access   (Followers: 3, SJR: 0.351, h-index: 13)
J. of Cardiovascular Echography     Open Access   (SJR: 0.134, h-index: 2)
J. of Cleft Lip Palate and Craniofacial Anomalies     Open Access   (Followers: 2)
J. of Clinical and Preventive Cardiology     Open Access   (Followers: 1)
J. of Clinical Imaging Science     Open Access   (Followers: 1, SJR: 0.277, h-index: 8)
J. of Clinical Neonatology     Open Access   (Followers: 1)
J. of Clinical Ophthalmology and Research     Open Access   (Followers: 1)
J. of Clinical Sciences     Open Access  
J. of Conservative Dentistry     Open Access   (Followers: 4, SJR: 0.532, h-index: 10)
J. of Craniovertebral Junction and Spine     Open Access   (Followers: 4, SJR: 0.199, h-index: 9)
J. of Current Medical Research and Practice     Open Access  
J. of Current Research in Scientific Medicine     Open Access  
J. of Cutaneous and Aesthetic Surgery     Open Access   (Followers: 1)
J. of Cytology     Open Access   (Followers: 1, SJR: 0.274, h-index: 9)
J. of Dental and Allied Sciences     Open Access   (Followers: 1)
J. of Dental Implants     Open Access   (Followers: 7)
J. of Dental Lasers     Open Access   (Followers: 2)
J. of Dental Research and Review     Open Access   (Followers: 1)
J. of Digestive Endoscopy     Open Access   (Followers: 3)
J. of Dr. NTR University of Health Sciences     Open Access  
J. of Earth, Environment and Health Sciences     Open Access   (Followers: 1)
J. of Education and Ethics in Dentistry     Open Access   (Followers: 5)
J. of Education and Health Promotion     Open Access   (Followers: 5)
J. of Emergencies, Trauma and Shock     Open Access   (Followers: 9, SJR: 0.353, h-index: 14)
J. of Engineering and Technology     Open Access   (Followers: 6)
J. of Experimental and Clinical Anatomy     Open Access   (Followers: 2)
J. of Family and Community Medicine     Open Access  
J. of Family Medicine and Primary Care     Open Access   (Followers: 8)

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Journal Cover Education for Health
  [SJR: 0.205]   [H-I: 22]   [4 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1357-6283 - ISSN (Online) 1469-5804
   Published by Medknow Publishers Homepage  [355 journals]
  • Co-Editors' Notes 29:3

    • Authors: Michael Glasser, Donald Pathman
      Pages: 164 - 166
      Abstract: Michael Glasser, Donald Pathman
      Education for Health 2016 29(3):164-166

      Citation: Education for Health 2016 29(3):164-166
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/efh.EfH_44_17
      Issue No: Vol. 29, No. 3 (2017)
       
  • Reviewers of education for health

    • Authors: Michael Glasser, Donald Pathman, Payal Bansal, Gaurang Baxi
      Pages: 167 - 168
      Abstract: Michael Glasser, Donald Pathman, Payal Bansal, Gaurang Baxi
      Education for Health 2016 29(3):167-168

      Citation: Education for Health 2016 29(3):167-168
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/efh.EfH_43_17
      Issue No: Vol. 29, No. 3 (2017)
       
  • Obituary - Dr. Rogayah Ja'afar

    • Authors: Michael Glasser
      Pages: 169 - 169
      Abstract: Michael Glasser
      Education for Health 2016 29(3):169-169

      Citation: Education for Health 2016 29(3):169-169
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/efh.EfH_39_17
      Issue No: Vol. 29, No. 3 (2017)
       
  • Dr. Donald Pathman

    • Pages: 170 - 170
      Abstract:
      Education for Health 2016 29(3):170-170

      Citation: Education for Health 2016 29(3):170-170
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204231
      Issue No: Vol. 29, No. 3 (2017)
       
  • Medication calculation and administration workshop and hurdle assessment
           increases student awareness towards the importance of safe practices to
           decrease medication errors in the future

    • Authors: Darlene Wallace, Torres Woolley, David Martin, Roy Rasalam, Maria Bellei
      Pages: 171 - 178
      Abstract: Darlene Wallace, Torres Woolley, David Martin, Roy Rasalam, Maria Bellei
      Education for Health 2016 29(3):171-178
      Background: Medication errors are the second most frequently reported hospital incident in Australia and are a global concern. A “Medication Calculation and Administration” workshop followed by a “hurdle” assessment (compulsory task mandating a minimum level of performance as a condition of passing the course) was introduced into Year 2 of the James Cook University medical curriculum to decrease dosage calculation and administration errors among graduates. This study evaluates the effectiveness of this educational activity as a long-term strategy to teach medical students' essential skills in calculating and administering medications. Methods: This longitudinal study used a pre- and post-test design to determine whether medical students retained their calculation and administration skills over a period of 4 years. The ability to apply basic mathematical skills to medication dose calculation, principles of safe administration (Part 1), and ability to access reference materials to check indications, contraindications, and writing the medication order with correct abbreviations (Part 2) were compared between Year 2 and 6 assessments. Results: Scores for Parts 1, 2 and total scores were nearly identical from Year 2 to Year 6 (P = 0.663, 0.408, and 0.472, respectively), indicating minimal loss of knowledge by students in this period. Most Year 6 students (86%) were able to recall at least 5 of the “6 Rights of Medication Administration” while 84% reported accessing reference material and 91% reported checking their medical calculations. Discussion: The “Medication Calculation and Administration” workshop with a combined formative and summative assessment – a “hurdle” – promotes long-term retention of essential clinical skills for medical students. These skills and an awareness of the problem are strategies to assist medical graduates in preventing future medication-related adverse events.
      Citation: Education for Health 2016 29(3):171-178
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/efh.EfH_312_14
      Issue No: Vol. 29, No. 3 (2017)
       
  • Emotional intelligence: A unique group training in a hematology-oncology
           unit

    • Authors: Tamar Tadmor, Niva Dolev, Dina Attias, Ayalla Reuven Lelong, Amnon Rofe
      Pages: 179 - 185
      Abstract: Tamar Tadmor, Niva Dolev, Dina Attias, Ayalla Reuven Lelong, Amnon Rofe
      Education for Health 2016 29(3):179-185
      Background: Emotional intelligence (EI) is increasingly viewed as one of the important skills required for a successful career and personal life. Consequently, efforts have been made to improve personal and group performance in EI, mostly in commercial organizations. However, these programs have not been widely applied in the health field. The aim of this study is to assess the impact of a unique special EI interventional process within the framework of an active hematology-oncology unit in a general hospital. Methods: This investigation employed a pre- and post-training design using the Bar-On Emotional Quotient Inventory (EQ-i) measure of EI, both before and after completion of training 10 months later. The training included personal and group EI assessments and 10 EI workshops, each 2 weeks apart and each lasting approximately 2 h. Results were compared to a control group of medical staff who did not undergo any EI training program during the same time period. Results: Average total Bar-On EQ-i level at baseline for the group was 97.9, which increased significantly after the interventional process to a score of 105.6 (P = 0.001). There were also significant increases in all five main EQ-i scales, as well as for 12 of the 15 subscales. In contrast, the control group showed no significant differences in general EI level, in any of the five main scales or 15 EI subscale areas. Discussion: This pilot study demonstrated the capability of a group intervention to improve EI of medical staff working in a hematology-oncological unit. The results are encouraging and suggest that the model program could be successfully applied in a large-scale interventional program.
      Citation: Education for Health 2016 29(3):179-185
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204221
      Issue No: Vol. 29, No. 3 (2017)
       
  • Strong correlations between empathy, emotional intelligence, and
           personality traits among podiatric medical students: A cross-sectional
           study

    • Authors: Kurtis Bertram, John Randazzo, Nathaniel Alabi, Jack Levenson, John T Doucette, Peter Barbosa
      Pages: 186 - 194
      Abstract: Kurtis Bertram, John Randazzo, Nathaniel Alabi, Jack Levenson, John T Doucette, Peter Barbosa
      Education for Health 2016 29(3):186-194
      Background: The ability of health-care providers to demonstrate empathy toward their patients results in a number of positive outcomes improving the quality of care. In addition, a provider's level of emotional intelligence (EI) can further the doctor–patient relationship, stimulating a more personalized and comprehensive manner of treating patients. Furthermore, personality traits of a clinician may positively or negatively influence that relationship, as well as clinical outcomes. This study was designed to evaluate empathy levels in podiatric medical students in a 4-year doctoral program. Moreover, this study aimed to determine whether EI, personality traits, and demographic variables exhibit correlations with the observed empathy patterns. Methods: This cross-sectional study collected data using an anonymous web-based survey completed by 150 students registered at the New York College of Podiatric Medicine. There were four survey sections: (1) demographics, (2) empathy (measured by the Jefferson Scale of Physicians' Empathy), (3) EI (measured by the Assessing Emotions Scale), and (4) personality traits (measured by the NEO-Five-Factor Inventory-3). Results: Empathy levels were significantly correlated with EI scores (r = 0.62, n = 150, P< 0.0001). All the five domains of personality were also shown to correlate with empathy scores, as well as with EI scores. With respect to demographics, Asian-American students had lower mean empathy scores than students of other races (P = 0.0018), females had higher mean empathy scores compared to men (P = 0.001), and undergraduate grade point average correlated with empathy scores in a nonmonotonic fashion (P = 0.0269). Discussion: When measuring the variables, it was evident that there was a strong correlation between empathy, EI, and personality in podiatric medical students. Given the suggested importance and effect of such qualities on patient care, these findings may serve as guidance for possible amendments and warranted curriculum initiatives in medical education.
      Citation: Education for Health 2016 29(3):186-194
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204224
      Issue No: Vol. 29, No. 3 (2017)
       
  • Remote-online case-based learning: A comparison of remote-online and
           face-to-face, case-based learning - a randomized controlled trial

    • Authors: Peter Nicklen, Jenny L Keating, Sophie Paynter, Michael Storr, Stephen Maloney
      Pages: 195 - 202
      Abstract: Peter Nicklen, Jenny L Keating, Sophie Paynter, Michael Storr, Stephen Maloney
      Education for Health 2016 29(3):195-202
      Background: Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Computer assisted learning (CAL) is the implementation of computer technology in education. The purpose of this study was to compare the effects of a remote-online CBL (RO-CBL) with traditional face-to-face CBL on learning the outcomes of undergraduate physiotherapy students. Methods: Participants were randomized to either the control (face-to-face CBL) or to the CAL intervention (RO-CBL). The entire 3rd year physiotherapy cohort (n = 41) at Monash University, Victoria, Australia, were invited to participate in the randomized controlled trial. Outcomes included a postintervention multiple-choice test evaluating the knowledge gained from the CBL, a self-assessment of learning based on examinable learning objectives and student satisfaction with the CBL. In addition, a focus group was conducted investigating perceptions and responses to the online format. Results: Thirty-eight students (control n = 19, intervention n = 19) participated in two CBL sessions and completed the outcome assessments. CBL median scores for the postintervention multiple-choice test were comparable (Wilcoxon rank sum P = 0.61) (median/10 [range] intervention group: 9 [8–10] control group: 10 [7–10]). Of the 15 examinable learning objectives, eight were significantly in favor of the control group, suggesting a greater perceived depth of learning. Eighty-four percent of students (16/19) disagreed with the statement “I enjoyed the method of CBL delivery.” Key themes identified from the focus group included risks associated with the implementation of, challenges of communicating in, and flexibility offered, by web-based programs. Discussion: RO-CBL appears to provide students with a comparable learning experience to traditional CBL. Procedural and infrastructure factors need to be addressed in future studies to counter student dissatisfaction and decreased perceived depth of learning.
      Citation: Education for Health 2016 29(3):195-202
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204213
      Issue No: Vol. 29, No. 3 (2017)
       
  • Institutionalized physical activity curriculum benefits of medical
           students in Colombia

    • Authors: Gustavo Tovar, Gabriel L&#243;pez, Milc&#237;ades Ib&#225;&#241;ez, Ricardo Alvarado, Felipe Lobelo, John Duperly
      Pages: 203 - 209
      Abstract: Gustavo Tovar, Gabriel López, Milcíades Ibáñez, Ricardo Alvarado, Felipe Lobelo, John Duperly
      Education for Health 2016 29(3):203-209
      Background: Health authorities internationally have recommended implementing physical activity and exercise for health training programs within the curriculum of medical schools. The purpose of this evaluation was to determine the changes in physical fitness and health (Fitnessgram criteria) of a sports medicine and physical activity course implemented for 3rd year students in a private medical school in Bogotá, Colombia. Methods: Intervention was targeted to 13 medical student cohorts. Cardiovascular endurance (20 m shuttle run test), speed (20 m sprint), strength (push-ups and curl-ups in 30 s), and flexibility (sit and reach) were evaluated at the beginning and end of the school semester. It was a 54 semester-hour intervention (3 h/week), with 37 h (69%) of directed group-based physical exercise. Results: Five hundred and twenty-four students were evaluated with an average age of 20 ± 1.4 years; 341 (65.1%) were women. In all the fitness tests for men and women, a significant increase was found. The prevalence of a healthy cardiorespiratory capacity went from 47.8% to 89.1% in women (P < 0.001) and from 54.6% to 83.1% in men (P < 0.001). Body mass index and weight increased in both sexes. Discussion: The results of the current study showed that a 54 h physical activity course within the medicine curriculum had a positive impact on health-related fitness indicators in Colombian medical students.
      Citation: Education for Health 2016 29(3):203-209
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204212
      Issue No: Vol. 29, No. 3 (2017)
       
  • Patients' feelings about the presence of medical students in a New
           Teaching Hospital in Southwestern Nigeria

    • Authors: Philip Babatunde Adebayo, Stephen Olabode Asaolu, Adeolu Oladayo Akinboro, Adeseye Abiodun Akintunde, Olawale Adebayo Olakulehin, Olugbenga Edward Ayodele
      Pages: 210 - 216
      Abstract: Philip Babatunde Adebayo, Stephen Olabode Asaolu, Adeolu Oladayo Akinboro, Adeseye Abiodun Akintunde, Olawale Adebayo Olakulehin, Olugbenga Edward Ayodele
      Education for Health 2016 29(3):210-216
      Background: This study aimed to evaluate how patients feel about the introduction of medical students into a former general hospital transformed to a teaching hospital in southwestern Nigeria and to also assess the extent to which they are willing to involve medical students in the management of their conditions. Methods: In a descriptive cross-sectional study, a sample of 251 randomly selected patients were interviewed using a pretested questionnaire that assessed patients' demography, patients' acceptance of and reaction to the involvement of medical students in their clinical care including the specific procedures the patients would allow medical students to perform. Results: Two hundred and fifty-one patients with mean age ± standard deviation of 37.33 ± 19.01 (age range = 16–120 years; M:F = 1:1.26) were recruited between January 01 and March 31, 2013. Most patients (86.5%) preferred to be treated in a teaching hospital and were comfortable with medical students as observers (83.7%) and serving as the doctors' assistant (83.3%) during common diagnostic procedures. Men were more willing to have invasive procedures such as insertion of urinary catheter (56.6% vs. 43.4%, P = 0.001). Acceptability of medical students (such as willingness of patients to have students read their medical notes) was significantly higher in nonsurgical specialties than in surgical specialties (77.5% vs. 22.5%, P< 0.001). Factors associated with a positive disposition include age >40 years, male gender, and higher level of education as well as consultation in nonsurgical specialties (P = 0.001). Discussion: Medical students are well received into this new teaching hospital setting. However, there is a need for more education of younger, less educated female patients of surgical subspecialties so that they can understand their importance as irreplaceable partners in the training of medical students.
      Citation: Education for Health 2016 29(3):210-216
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204222
      Issue No: Vol. 29, No. 3 (2017)
       
  • Using forum play to prevent abuse in health care organizations: A
           qualitative study exploring potentials and limitations for learning

    • Authors: A Jelmer Bruggemann, Alma Persson
      Pages: 217 - 222
      Abstract: A Jelmer Bruggemann, Alma Persson
      Education for Health 2016 29(3):217-222
      Background: Abuse in health care organizations is a pressing issue for caregivers. Forum play, a participatory theater model, has been used among health care staff to learn about and work against abuse. This small-scale qualitative study aims to explore how forum play participants experience the potentials and limitations of forum play as an educational model for continued professional learning at a hospital clinic. Methods: Fifteen of 41 members of staff of a Swedish nephrology clinic, primarily nurses, voluntarily participated in either one or two forum play workshops, where they shared experiences and together practiced working against abuse in everyday health care situations. Interviews were conducted after the workshops with 14 of the participants, where they were asked to reflect on their own and others' participation or nonparticipation, and changes in their individual and collective understanding of abuse in health care. Results: Before the workshops, the informants were either hesitant or very enthusiastic toward the drama-oriented form of learning. Afterward, they all agreed that forum play was a very effective way of individual as well as collective learning about abuse in health care. However, they saw little effect on their work at the clinic, primarily understood as a consequence of the fact that many of their colleagues did not take part in the workshops. Discussion: This study, based on the analysis of forum play efforts at a single hospital clinic, suggests that forum play can be an innovative educational model that creates a space for reflection and learning in health care practices. It might be especially fruitful when a sensitive topic, such as abuse in health care, is the target of change. However, for the effects to reach beyond individual insights and a shared understanding among a small group of participants, strategies to include all members of staff need to be explored.
      Citation: Education for Health 2016 29(3):217-222
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204215
      Issue No: Vol. 29, No. 3 (2017)
       
  • Evaluating the use of twitter as a tool to increase engagement in medical
           education

    • Authors: Basia Diug, Evie Kendal, Dragan Ilic
      Pages: 223 - 230
      Abstract: Basia Diug, Evie Kendal, Dragan Ilic
      Education for Health 2016 29(3):223-230
      Background: Social media is regularly used by undergraduate students. Twitter has a constant feed to the most current research, news and opinions of experts as well as organisations. Limited evidence exists that examines how to use social media platforms, such as Twitter, effectively in medical education. Furthermore, there is limited evidence to inform educators regarding social media's potential to increase student interaction and engagement. Aim: To evaluate whether social media, in particular Twitter, can be successfully used as a pedagogical tool in an assessment to increase student engagement with staff, peers and course content. Methods: First year biomedical science students at Monash University completing a core public health unit were recruited into the study. Twitter-related activities were incorporated into the semester long unit and aligned with both formative and summative assessments. Students completed a structured questionnaire detailing previous use of social media and attitudes towards its use in education post engagement in the Twitter-specific activities. Likert scale responses compared those who participated in the Twitter activities with those who did not using student's t-test. Results: A total of 236 (79.4%) of invited students participated in the study. Among 90% of students who reported previous use of social media, 87.2% reported using Facebook, while only 13.1% reported previous use of Twitter. Social media was accessed most commonly through a mobile device (49.1%). Students actively engaging in Twitter activities had significantly higher end-of-semester grades compared with those who did not [Mean Difference (MD) = 3.98, 95% CI 0.40, 7.55]. Students perceived that the use of Twitter enabled greater accessibility to staff, was a unique method of promoting public health, and facilitated collaboration with peers. Discussion: Use of social media as an additional, or alternate, teaching intervention is positively supported by students. Specific use of micro-blogs such as Twitter can promote greater student-staff engagement by developing an ongoing academic conversation.
      Citation: Education for Health 2016 29(3):223-230
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204216
      Issue No: Vol. 29, No. 3 (2017)
       
  • Specialty preferences and motivating factors: A national survey on medical
           students from five uae medical schools

    • Authors: Mahera Abdulrahman, Maryam Makki, Sami Shaaban, Maryam Al Shamsi, Manda Venkatramana, Nabil Sulaiman, Manal M Sami, Dima K Abdelmannan, AbdulJabbar M.A Salih, Laila AlShaer
      Pages: 231 - 243
      Abstract: Mahera Abdulrahman, Maryam Makki, Sami Shaaban, Maryam Al Shamsi, Manda Venkatramana, Nabil Sulaiman, Manal M Sami, Dima K Abdelmannan, AbdulJabbar M.A Salih, Laila AlShaer
      Education for Health 2016 29(3):231-243
      Background: Workforce planning is critical for being able to deliver appropriate health service and thus is relevant to medical education. It is, therefore, important to understand medical students' future specialty choices and the factors that influence them. This study was conducted to identify, explore, and analyze the factors influencing specialty preferences among medical students of the United Arab Emirates (UAE). Methods: A multiyear, multicenter survey of medical student career choice was conducted with all five UAE medical schools. The questionnaire consisted of five sections. Chi-squared tests, regression analysis, and stepwise logistic regression were performed. Results: The overall response rate was 46% (956/2079). Factors that students reported to be extremely important when considering their future career preferences were intellectual satisfaction (87%), work–life balance (71%), having the required talent (70%), and having a stable and secure future (69%). The majority of students (60%) preferred internal medicine, surgery, emergency medicine, or family Medicine. The most common reason given for choosing a particular specialty was personal interest (21%), followed by flexibility of working hours (17%). Discussion: The data show that a variety of factors inspires medical students in the UAE in their choice of a future medical specialty. These factors can be used by health policymakers, university mentors, and directors of residency training programs to motivate students to choose specialties that are scarce in the UAE and therefore better serve the health-care system and the national community.
      Citation: Education for Health 2016 29(3):231-243
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204225
      Issue No: Vol. 29, No. 3 (2017)
       
  • Assessment of community-based training of medical undergraduates:
           Development and validation of a competency-based questionnaire

    • Authors: Hemant Deepak Shewade, Kathiresan Jeyashree, Selvaraj Kalaiselvi, Chinnakali Palanivel, Krishna Chandra Panigrahi
      Pages: 244 - 249
      Abstract: Hemant Deepak Shewade, Kathiresan Jeyashree, Selvaraj Kalaiselvi, Chinnakali Palanivel, Krishna Chandra Panigrahi
      Education for Health 2016 29(3):244-249
      Background: The global shift toward competency-based education and assessment is also applicable to community-based training (CBT) of undergraduate medical students. There is a need for a tool to assess competencies related to CBT. This study aimed to develop a tool that uses a competency-based approach to evaluate CBT of medical undergraduates. Methods: A preliminary draft of the questionnaire was prepared by the investigators based on a conceptual framework. Using the Delphi technique, this draft was further developed by a specialist panel (n = 8) into a self-administered questionnaire. After pretesting with students, it was administered to medical undergraduates (n = 178) who had recently completed Community Medicine. Item analysis and exploratory factor analysis were performed under which principal component analysis was used. Reliability was assessed by calculating Cronbach's alpha, convergent validity by correlating the scores with Community Medicine university examination scores, and construct validity by describing percentage variance explained by the components. Results: A 74-item questionnaire developed after the Delphi technique was further abridged to a 58-item questionnaire. Cronbach's alpha of 74 and 58-item questionnaires were 0.96 and 0.95, respectively; convergent validity was 0.07 and 0.09, respectively; and percentage variance explained by the components were 69.3% and 70.1%, respectively. Agreement between scores of both versions was 0.76. Discussion: The authors developed a questionnaire which can be used for competency-based assessment in community-based undergraduate medical education. It is a valuable addition to the existing assessment methods and can guide experts in a need-based design of curriculum and teaching/training methodology.
      Citation: Education for Health 2016 29(3):244-249
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204218
      Issue No: Vol. 29, No. 3 (2017)
       
  • Effectiveness of cross-cultural education for medical residents caring for
           burmese refugees

    • Authors: Megan Song McHenry, Kavitha Nutakki, Nancy L Swigonski
      Pages: 250 - 254
      Abstract: Megan Song McHenry, Kavitha Nutakki, Nancy L Swigonski
      Education for Health 2016 29(3):250-254
      Background: Limited resources are available to educate health professionals on cultural considerations and specific healthcare needs of Burmese refugees. The objective of this study was to determine the effectiveness of a module focused on cross-cultural considerations when caring for Burmese refugees. Methods: A brief educational module using anonymously tracked pre- and post-intervention, self-administered surveys was developed and studied. The surveys measured pediatric and family medicine residents' knowledge, attitudes, and comfort in caring for Burmese refugees. Paired t-tests for continuous variables and Fisher's exact tests for categorical variables were used to test pre- and post-intervention differences. We included open-ended questions for residents to describe their experiences with the Burmese population. Results: The survey was available to 173 residents. Forty-four pre- and post-intervention surveys were completed (response rate of 25%). Resident comfort in caring for Burmese increased significantly after the module (P = 0.04). Resident knowledge of population-specific cultural information increased regarding ethnic groups (P = 0.004), appropriate laboratory use (P = 0.04), and history gathering (P = 0.001). Areas of improved resident attitudes included comprehension of information from families (P = 0.03) and length of time required with interpreter (P = 0.01). Thematic evaluation of qualitative data highlighted four themes: access to interpreter and resources, verbal communication, nonverbal communication, and relationship building with cultural considerations. Discussion: A brief intervention for residents has the potential to improve knowledge, attitudes, and comfort in caring for Burmese patients. Interventions focused on cultural considerations in medical care may improve cultural competency when caring for vulnerable patient populations.
      Citation: Education for Health 2016 29(3):250-254
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204217
      Issue No: Vol. 29, No. 3 (2017)
       
  • A survey-based study of emotional intelligence as it relates to gender and
           academic performance of medical students

    • Authors: Ashwini P Aithal, Naveen Kumar, Prasaniya Gunasegeran, Sivagamy M Sundaram, Lim Zhen Rong, Sujatha P Prabhu
      Pages: 255 - 258
      Abstract: Ashwini P Aithal, Naveen Kumar, Prasaniya Gunasegeran, Sivagamy M Sundaram, Lim Zhen Rong, Sujatha P Prabhu
      Education for Health 2016 29(3):255-258
      Background: Emotional intelligence (EI) refers to the composite set of capabilities that enable a person to identify, assess, understand, and control emotions of oneself and others. This study was conducted to assess trait EI, to examine possible differences in the EI level of medical students in terms of gender, and to investigate the correlation between EI of medical students and their academic performance. Methods: We used a cross-sectional survey consisting of a self-assessment questionnaire distributed to 200 undergraduate medical students after informed consent. Subjects responded on a five-point Likert scale. Data obtained were examined using descriptive frequencies, percentages, and correlations and analyzed with SPSS software. Results: Sixty-five percent of medical students had high EI. EI was significantly higher in females (72.27± 8.84) compared to males (67.47± 15.43) (P = 0.007). There was a positive correlation between EI and academic performance (r = 0.51). Discussion: EI is a necessary component of medical students' skill sets to ensure that they are not only knowledgeable and academically competent in medical school but will also succeed in the future as quality healthcare professionals. There should be a balance between intelligence quotient and EI in students' learning processes to ensure success both personally and professionally. Students with good EI tend to be skilled at interpreting emotions; skills which, in turn, will add on to their performance in medical training and patient care.
      Citation: Education for Health 2016 29(3):255-258
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204227
      Issue No: Vol. 29, No. 3 (2017)
       
  • Doctors of tomorrow: An innovative curriculum connecting underrepresented
           minority high school students to medical school

    • Authors: Jordan Derck, Kate Zahn, Jonathan F Finks, Simanjit Mand, Gurjit Sandhu
      Pages: 259 - 265
      Abstract: Jordan Derck, Kate Zahn, Jonathan F Finks, Simanjit Mand, Gurjit Sandhu
      Education for Health 2016 29(3):259-265
      Background: Racial minorities continue to be underrepresented in medicine (URiM). Increasing provider diversity is an essential component of addressing disparity in health delivery and outcomes. The pool of students URiM that are competitive applicants to medical school is often limited early on by educational inequalities in primary and secondary schooling. A growing body of evidence recognizing the importance of diversifying health professions advances the need for medical schools to develop outreach collaborations with primary and secondary schools to attract URiMs. The goal of this paper is to describe and evaluate a program that seeks to create a pipeline for URiMs early in secondary schooling by connecting these students with support and resources in the medical community that may be transformative in empowering these students to be stronger university and medical school applicants. Methods: The authors described a medical student-led, action-oriented pipeline program, Doctors of Tomorrow, which connects faculty and medical students at the University of Michigan Medical School with 9th grade students at Cass Technical High School (Cass Tech) in Detroit, Michigan. The program includes a core curriculum of hands-on experiential learning, development, and presentation of a capstone project, and mentoring of 9th grade students by medical students. Cass Tech student feedback was collected using focus groups, critical incident written narratives, and individual interviews. Medical student feedback was collected reviewing monthly meeting minutes from the Doctors of Tomorrow medical student leadership. Data were analyzed using thematic analysis. Results: Two strong themes emerged from the Cass Tech student feedback: (i) Personal identity and its perceived effect on goal achievement and (ii) positive affect of direct mentorship and engagement with current healthcare providers through Doctors of Tomorrow. A challenge noted by the medical students was the lack of structured curriculum beyond the 1st year of the program; however, this was complemented by their commitment to the program for continued longitudinal development. Discussion: The authors propose that development of outreach pipeline programs that are context specific, culturally relevant, and established in collaboration with community partners have the potential to provide underrepresented students with opportunities and skills early in their formative education to be competitive applicants to college and ultimately to medical school.
      Citation: Education for Health 2016 29(3):259-265
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204219
      Issue No: Vol. 29, No. 3 (2017)
       
  • Creating a longitudinal database in medical education: Perspectives from
           the pioneers

    • Authors: Rashmi A Kusurkar, Gerda Croiset
      Pages: 266 - 270
      Abstract: Rashmi A Kusurkar, Gerda Croiset
      Education for Health 2016 29(3):266-270
      The Jefferson Longitudinal Study of Medical Education (JLSME) is the longest running database in medical education and covers the collection and measurement of background, learning, performance, and psychosocial variables before, during, and after medical school. Recently, our research group at VU University Medical Center School of Medical Sciences launched a longitudinal study in medical education, called the “Student Motivation and Success Study.” While setting up this study, we faced many challenges and learning about the JLSME helped us gain a fresh perspective on our work. We interviewed Drs. Joseph Gonnella and Mohammadreza Hojat, the leaders of the JLSME, and present their experiences verbatim in this article and summarize the lessons we learned as tips for others. We conclude that by establishing a longitudinal database, medical educators can test and ensure the quality of the doctors they produce, justify curricular reforms, participate in a continuing inquiry into their educational practices, and produce more generalizable research findings.
      Citation: Education for Health 2016 29(3):266-270
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204214
      Issue No: Vol. 29, No. 3 (2017)
       
  • Everything is learning

    • Authors: Ranabir Pal
      Pages: 271 - 272
      Abstract: Ranabir Pal
      Education for Health 2016 29(3):271-272

      Citation: Education for Health 2016 29(3):271-272
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204211
      Issue No: Vol. 29, No. 3 (2017)
       
  • Medical student journals: Critical to the development of
           physician-scientists

    • Authors: Ibrahim Saleh Al-Busaidi
      Pages: 273 - 274
      Abstract: Ibrahim Saleh Al-Busaidi
      Education for Health 2016 29(3):273-274

      Citation: Education for Health 2016 29(3):273-274
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/1357-6283.204220
      Issue No: Vol. 29, No. 3 (2017)
       
  • Accredited social health activists epitomize rural social change and
           Women's empowerment in India

    • Authors: Madhavi Bhargava
      Pages: 275 - 276
      Abstract: Madhavi Bhargava
      Education for Health 2016 29(3):275-276

      Citation: Education for Health 2016 29(3):275-276
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/efh.EfH_113_16
      Issue No: Vol. 29, No. 3 (2017)
       
  • Beyond flexner alliance: Social mission in health professions education

    • Authors: Arthur Kaufman
      Pages: 277 - 278
      Abstract: Arthur Kaufman
      Education for Health 2016 29(3):277-278

      Citation: Education for Health 2016 29(3):277-278
      PubDate: Tue,11 Apr 2017
      DOI: 10.4103/efh.EfH_345_16
      Issue No: Vol. 29, No. 3 (2017)
       
 
 
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