Student Dropouts
Patient Dropouts
Students, Medical
Students, Dental
Students, Pharmacy
Universities
Educational Measurement
Education, Medical, Undergraduate
Students, Health Occupations
Student Health Services
Education, Pharmacy
Questionnaires
Problem-Based Learning
Physiology
Clinical Clerkship
Computer-Assisted Instruction
Clinical Competence
Program Evaluation
Developing strategies to control schistosomiasis morbidity in nonenrolled school-age children: experience from Egypt. (1/87)
Schistosomiasis is a major health problem in school-age children in much of the tropical world. They harbour the most intense infections for both Schistosoma mansoni and S. haematobium. In Egypt, the Ministry of Health and Population (MOHP) has implemented a successful school-based treatment programme in which children are screened and those found to be infected treated with praziquantel. High nonenrolment rates in some rural areas have a negative impact on the coverage of this programme and on its ability to reduce transmission in the community. The main aim of our study was to introduce and test a simple intervention to extend treatment to nonenrolled children using the routine MOHP schistosomiasis treatment programme. Twenty villages or ezbas in Tamia district, Fayoum governorate, with 8 schools and 1901 nonenrolled children were targeted. 88.5% of nonenrolled children attended schools to avail themselves of treatment. Coverage rates were significantly higher for girls (P < 0.001). These results are important for countries where schistosomiasis is endemic. They suggest that offering interventions in schools may not only improve the health of school attendees but also be an affordable way of extending services to out-of-school children. (+info)Recruitment and retention: the development of an action plan for African-American health professions students. (2/87)
This article presents results of a survey of African-American students enrolled in the colleges of medicine, dentistry, allied health, pharmacy, and nursing at the University of Kentucky. The survey was designed to determine the students' perceptions of factors that affect recruitment, enrollment, and academic progress of African-American students. Fifty-three of seventy students responded to survey questions addressing recruitment; admissions; and financial, social, personal, and academic support. Over 50% of medical students decided by junior high to enter a health career; only 15% of other students decided that early. The influence of a family member was more important in student decisions to enter nursing or medicine than in decisions by other students. Only 17% of medical students reported difficulty in locating sources of financial aid compared to 48% of those from other colleges. Perceptions regarding lack of social outlets were consistent among respondents from all colleges. Findings emphasize the importance of early exposure to the health professions, early outreach strategies, ongoing financial assistance, and the importance of establishing social networks for African-American students enrolled in a majority institution. The survey results were used to develop an action plan for the offices of minority affairs, student services, and academic affairs to address identified problems and concerns. (+info)Early predictors of adolescent violence. (3/87)
OBJECTIVES: This study sought to identify early predictors of adolescent violence and to assess whether they vary by sex and across different types and levels of violence. METHODS: Data from a 5-year longitudinal self-report survey of more than 4300 high school seniors and dropouts from California and Oregon were used to regress measures of relational, predatory, and overall violence on predictors measured 5 years earlier. RESULTS: Deviant behavior in grade 7, poor grades, and weak bonds with middle school predicted violent behavior 5 years later. Attending a middle school with comparatively high levels of cigarette and marijuana use was also linked with subsequent violence. Early drug use and peer drug use predicted increased levels of predatory violence but not its simple occurrence. Girls with low self-esteem during early adolescence were more likely to hit others later on; boys who attended multiple elementary schools were also more likely to engage in relational violence. CONCLUSIONS: Violence prevention programs for younger adolescents should include efforts to prevent or reduce troublesome behavior in school and poor academic performance. Adolescent girls may also profit from efforts to raise self-esteem; adolescent boys may need extra training in resisting influences that encourage deviant behavior. Programs aimed at preventing drug use may yield an added violence-reduction bonus. (+info)Evaluation of indicated suicide risk prevention approaches for potential high school dropouts. (4/87)
OBJECTIVES: This study evaluated the efficacy of 2 indicated preventive interventions, postintervention and at 9-month follow-up. METHODS: Drawn from a pool of potential high school dropouts, 460 youths were identified as being at risk for suicide and participated in 1 of 3 conditions randomly assigned by school: (1) Counselors CARE (C-CARE) (n = 150), a brief one-to-one assessment and crisis intervention; (2) Coping and Support Training (CAST) (n = 155), a small-group skills-building and social support intervention delivered with C-CARE; and (3) usual-care control (n = 155). Survey instruments were administered pre-intervention, following C-CARE (4 weeks), following CAST (10 weeks), and at a 9-month follow-up. RESULTS: Growth curve analyses showed significant rates of decline in attitude toward suicide and suicidal ideation associated with the experimental interventions. C-CARE and CAST, compared with usual care, also were effective in reducing depression and hopelessness. Among females, reductions in anxiety and anger were greater in response to the experimental programs. CAST was most effective in enhancing and sustaining personal control and problem-solving coping for males and females. CONCLUSIONS: School-based, indicated prevention approaches are feasible and effective for reducing suicidal behaviors and related emotional distress and for enhancing protective factors. (+info)Career escalation training. Five-year follow-up. (5/87)
A study has been reported on 5 years of experience in a community mental health center with a career escalation training program for indigenous workers in a ghetto community. More than one-half entered the program during the 5-year period and about one-third had either achieved a degree or were still active in the Program at the time of this study. Although it is too early to assess the full impact of the program on career advancement, the authors believe that at least a master's degree is required for true upward and lateral mobility. The most striking finding was the high retention rate in the mental health field of those workers who entered the program in contrast to those who didn't. A number of suggestions have been made to improve the effectiveness of a career escalation training program. It is too early to tell whether the long term benefits for individuals, the Center, and the mental health field at large justify the cost and the continuation of such educational release time programs. (+info)The effects of early childbearing on schooling over time. (6/87)
CONTEXT: In recent studies, the effects of teenage childbearing on the schooling of young women have been smaller than those in earlier research. The discrepancy has been attributed to the use in the later studies of controls for unmeasured differences between young women who start childbearing early and those who do not, but could instead reflect changes in the effect of early childbearing over time. METHODS: Data from the National Longitudinal Survey of the Labor Market Experience of Youth and the Panel Study of Income Dynamics are used to identify the reasons for this difference. Logistic regression, ordinary least-squares regression and fixed-effects models examine the impact of early childbearing on rates of high school graduation and college attendance, and number of years of schooling completed through age 29. RESULTS: The two data sets show a significant negative impact of a teenage birth on rates and years of completed schooling. For example, teenage mothers complete 1.9-2.2 fewer years of education than do women who delay their first birth until age 30 or older. Moreover, compared with women who give birth at age 30 or older, teenage mothers have odds of high school completion 10-12% as high and odds of postsecondary schooling 14-29% as high. Unobserved differences between young mothers and their childless peers reduce, but do not eliminate, the effects of early births. Effects on high school completion declined in recent periods because more young women completed high school, regardless of the timing of their first birth. However, the gap between early and later childbearers in postsecondary school attendance widened from 27 to 44 percentage points between the early 1960s and the early 1990s. CONCLUSIONS: Given the current importance of a college education, teenage childbearers today are at least as disadvantaged as those of past generations. (+info)Correlation of admission criteria with dental school performance and attrition. (7/87)
This study was conducted to provide current information on the relationship between admission criteria and dental school performance, including the association of admission criteria and dental school outcomes such as remediation and attrition. Standard tests of bivariate association and multivariate regression models appropriate for continuous and discrete dependent variables were used to examine the relationship between multiple indicators of admission criteria and dental school performance for six recent classes at the University of Florida College of Dentistry (UFCD). The admission criteria included the undergraduate science grade point average (GPA), undergraduate non-science GPA, Dental Admissions Test (DAT) academic score, Perceptual Motor Aptitude Test (PMAT) score, and admission interview score. Measures of dental school performance were the National Dental Board Examination Part I and Part II (NB-I, NB-II) scores, yearly and final dental school GPA, and academic progress through the UFCD program. In general, most admission criteria were good bivariate indicators of dental school performance. Multivariate analyses indicated that students with higher undergraduate science GPAs and DAT academic scores were more likely to achieve higher NB-I and NB-II scores. The undergraduate science GPA and admission interview score were the most consistent determinants of dental school GPA. Students with lower undergraduate science GPAs, DAT academic scores, and PMAT scores were more likely to remediate, to repeat an academic year, or to be dismissed. Although bivariate differences were observed in several admission criteria of students who remediated one or more courses, repeated an academic year, or were dismissed only the undergraduate science GPA and the PMAT score were indicators of programmatic progress in the multivariate analysis. (+info)Early unemployment can contribute to adult health problems: results from a longitudinal study of school leavers. (8/87)
STUDY OBJECTIVE: To investigate the long term effects of early unemployment (a total of more than half a year of unemployment between the ages of 16 and 21) on health behaviour and psychological and somatic symptoms. DESIGN: A 14 year follow up of a cohort of school leavers was conducted from 1981 to 1995. Information was collected by questionnaires. SETTING: An industrial town in northern Sweden. PARTICIPANTS: The original cohort was defined as all pupils in a middle sized municipality in the last year of compulsory school at age 16 (n=1083). The participants were followed up between the ages of 16 and 30. The analysis included 96% of the original sample, 547 men and 497 women MAIN RESULTS: After controlling for initial health behaviour and symptoms as well as for working class background and late unemployment, early unemployment among young men and women showed a significant explanatory effect on smoking, psychological symptoms and-among men only-somatic symptoms after a follow up of 14 years. No correlation was found between early unemployment and late excess alcohol consumption. CONCLUSIONS: Early unemployment can contribute to adult health problems. Thus, youth unemployment constitutes a significant public health problem, which to a certain extent remains in adult age. (+info)I'm sorry for any confusion, but "student dropouts" is not a term that has a specific medical definition. It generally refers to students who leave school or university before completing their course of study. This can have various social, psychological, and educational implications, but it does not fall under the category of medical definitions.
"Patient dropouts" is a term used in clinical research and medical settings to refer to participants who withdraw or discontinue their participation in a treatment plan, clinical trial, or study before its completion. The reasons for patient dropouts can vary widely and may include factors such as adverse effects of the treatment, lack of efficacy, financial constraints, relocation, loss of interest, or personal reasons. High patient dropout rates can impact the validity and generalizability of research findings, making it challenging to assess the long-term safety and effectiveness of a particular intervention or treatment. Therefore, understanding and addressing the factors that contribute to patient dropouts is an important consideration in clinical research and practice.
I apologize for any confusion, but "students" is not a medical term. It refers to individuals who are engaged in studying or learning at an educational institution, such as a school, college, or university. If you have any questions related to medical terminology or concepts, I would be happy to help clarify those for you.
I'm assuming you are asking for a definition of "medical students." Here it is:
Medical students are individuals who are enrolled in a program of study to become medical doctors. They typically complete four years of undergraduate education before entering a medical school, where they spend another four years studying basic sciences and clinical medicine. After completing medical school, they become physicians (M.D.) and continue their training through residency programs in their chosen specialties. Some medical students may choose to pursue a research career and complete a Ph.D. during or after medical school.
I'm happy to help! However, I believe there may be a slight misunderstanding in your question. "Students, Dental" is not a medical term or definition. Instead, it likely refers to individuals who are studying to become dental professionals, such as dentists, dental hygienists, or dental assistants.
If you're looking for information about dental education or the field of dentistry, I would be happy to provide some resources or answer any questions you may have!
I'm happy to help! However, I believe there may be a slight misunderstanding in your question. "Students, Pharmacy" is not a medical term or concept. Instead, it likely refers to individuals who are studying to become pharmacists or are taking courses related to pharmacy as part of their education.
Pharmacy students are typically enrolled in a professional degree program, such as a Doctor of Pharmacy (Pharm.D.) program, which prepares them to become licensed pharmacists. These programs typically include coursework in topics such as pharmaceutical chemistry, pharmacology, and clinical practice, as well as supervised clinical experiences in various healthcare settings.
Therefore, the term "Students, Pharmacy" generally refers to individuals who are pursuing a degree or certification in the field of pharmacy.
I'm sorry for any confusion, but "universities" is a term that refers to institutions of higher education and research, and it is not a medical term. A university typically offers undergraduate and postgraduate programs leading to the award of degrees such as bachelor's, master's, and doctoral degrees.
If you have any questions related to medicine or healthcare, I would be happy to try to help answer them for you.
Educational measurement is a field of study concerned with the development, administration, and interpretation of tests, questionnaires, and other assessments for the purpose of measuring learning outcomes, abilities, knowledge, skills, and attitudes in an educational context. The goal of educational measurement is to provide valid, reliable, and fair measures of student achievement and growth that can inform instructional decisions, guide curriculum development, and support accountability efforts.
Educational measurement involves a variety of statistical and psychometric methods for analyzing assessment data, including classical test theory, item response theory, and generalizability theory. These methods are used to establish the reliability and validity of assessments, as well as to score and interpret student performance. Additionally, educational measurement is concerned with issues related to test fairness, accessibility, and bias, and seeks to ensure that assessments are equitable and inclusive for all students.
Overall, educational measurement plays a critical role in ensuring the quality and effectiveness of educational programs and policies, and helps to promote student learning and achievement.
Medical education, undergraduate, refers to the initial formal educational phase in which students learn the basic sciences and clinical skills required to become a physician. In the United States, this typically involves completing a four-year Bachelor's degree followed by four years of medical school. The first two years of medical school are primarily focused on classroom instruction in subjects such as anatomy, physiology, biochemistry, pharmacology, and pathology. The final two years involve clinical rotations, during which students work directly with patients under the supervision of licensed physicians. After completing medical school, graduates must then complete a residency program in their chosen specialty before they are eligible to practice medicine independently.
I'm happy to help! However, I believe there might be a slight confusion in your question. "Students, Health Occupations" is not a medical term or definition per se, but rather a general description of individuals who are studying to become healthcare professionals.
Healthcare occupations encompass a wide range of professions, including (but not limited to) physicians, nurses, pharmacists, dentists, mental health professionals, allied health professionals (such as physical therapists, respiratory therapists, and diagnostic medical sonographers), and public health professionals.
Students in health occupations are individuals who are pursuing education and training to enter these professions. They may be enrolled in various types of educational programs, such as undergraduate or graduate degree programs, vocational schools, certificate programs, or on-the-job training. The specific requirements for becoming a healthcare professional vary depending on the profession and the location, but typically involve a combination of education, clinical training, licensure, and certification.
In the context of medical education, a curriculum refers to the planned and organized sequence of experiences and learning opportunities designed to achieve specific educational goals and objectives. It outlines the knowledge, skills, and attitudes that medical students or trainees are expected to acquire during their training program. The curriculum may include various components such as lectures, small group discussions, clinical rotations, simulations, and other experiential learning activities. It is typically developed and implemented by medical education experts and faculty members in consultation with stakeholders, including learners, practitioners, and patients.
I'm sorry for any confusion, but "teaching" is a general term that refers to the act of imparting knowledge or skills to others and is not a medical term. However, in the context of medical education, teaching refers to the instruction and training of medical students, residents, fellows, and other healthcare professionals to develop their knowledge, skills, and attitudes necessary for providing high-quality patient care. This can take place in various settings such as classrooms, clinical wards, simulation centers, or online platforms, and can involve a range of teaching methods including lectures, small group discussions, bedside teaching, case-based learning, and hands-on training.
'Student Health Services' is a department or facility within educational institutions, particularly colleges and universities, that provide primary care medical services to students. They are often staffed by healthcare professionals including physicians, nurse practitioners, physician assistants, nurses, and mental health counselors. The services offered may include diagnosis and treatment of acute and chronic illnesses, preventive care, immunizations, sexual health services, mental health counseling, and health education. Student Health Services aim to promote the overall well-being of students and help them maintain good health while pursuing their academic goals.
Dental education refers to the process of teaching, training, and learning in the field of dentistry. It involves a curriculum of academic and clinical instruction that prepares students to become licensed dental professionals, such as dentists, dental hygienists, and dental assistants. Dental education typically takes place in accredited dental schools or programs and includes classroom study, laboratory work, and supervised clinical experience. The goal of dental education is to provide students with the knowledge, skills, and values necessary to deliver high-quality oral health care to patients and promote overall health and wellness.
Pharmacy education refers to the formal learning process and academic program designed to prepare individuals to become licensed pharmacists. The curriculum typically includes courses in biology, chemistry, physics, mathematics, and specialized subjects such as pharmaceutical chemistry, pharmacology, pharmacotherapy, and clinical practice. Pharmacy education also covers topics related to the ethical and legal aspects of pharmacy practice, communication skills, and management of pharmacy operations.
The duration and format of pharmacy education vary by country and region. In the United States, for example, pharmacy education typically involves completing a Doctor of Pharmacy (Pharm.D.) degree, which takes six years of full-time study beyond high school. This includes two years of pre-professional studies and four years of professional studies in a college or school of pharmacy.
After completing their pharmacy education, graduates must pass licensure exams to practice as a pharmacist. The specific requirements for licensure vary by jurisdiction but typically include passing both a written and practical examination. Continuing education is also required to maintain licensure and stay up-to-date with advances in the field of pharmacy.
A questionnaire in the medical context is a standardized, systematic, and structured tool used to gather information from individuals regarding their symptoms, medical history, lifestyle, or other health-related factors. It typically consists of a series of written questions that can be either self-administered or administered by an interviewer. Questionnaires are widely used in various areas of healthcare, including clinical research, epidemiological studies, patient care, and health services evaluation to collect data that can inform diagnosis, treatment planning, and population health management. They provide a consistent and organized method for obtaining information from large groups or individual patients, helping to ensure accurate and comprehensive data collection while minimizing bias and variability in the information gathered.
Problem-Based Learning (PBL) is not a medical term per se, but rather a teaching and learning approach that has been widely adopted in medical education. Here's a definition of PBL from the medical education perspective:
Problem-Based Learning is an educational method that utilizes clinical cases or real-world problems as a starting point for students to learn and apply concepts and principles from various disciplines. In this approach, students work in small groups to identify learning needs, gather relevant information, analyze and synthesize data, formulate hypotheses, develop solutions, and reflect on their learning process. The role of the instructor is that of a facilitator who guides the learners in their exploration of the problem and provides feedback on their performance. PBL aims to promote critical thinking, self-directed learning, collaborative skills, and clinical reasoning among medical students.
Physiology is the scientific study of the normal functions and mechanisms of living organisms, including all of their biological systems, organs, cells, and biomolecules. It focuses on how various bodily functions are regulated, coordinated, and integrated to maintain a healthy state in an organism. This field encompasses a wide range of areas such as cellular physiology, neurophysiology, cardiovascular physiology, respiratory physiology, renal physiology, endocrine physiology, reproductive physiology, and exercise physiology, among others. Physiologists use a combination of experimental and theoretical approaches to understand the principles underlying normal biological function and to investigate how these functions are altered in various disease states.
Medical education is a systematic process of acquiring knowledge, skills, and values necessary for becoming a healthcare professional, such as a doctor, nurse, or allied health professional. It involves a combination of theoretical instruction, practical training, and experiential learning in clinical settings. The goal of medical education is to produce competent, compassionate, and ethical practitioners who can provide high-quality care to patients and contribute to the advancement of medicine. Medical education typically includes undergraduate (pre-medical) studies, graduate (medical) school, residency training, and continuing medical education throughout a healthcare professional's career.
A clinical clerkship is a phase of medical education where medical students participate in supervised direct patient care in a clinical setting as part of their training. It typically occurs during the third or fourth year of medical school and serves to provide students with practical experience in diagnosing and treating patients under the guidance of experienced physicians.
During a clinical clerkship, students work directly with patients in hospitals, clinics, or other healthcare facilities, taking medical histories, performing physical examinations, ordering and interpreting diagnostic tests, formulating treatment plans, and communicating with patients and their families. They may also participate in patient rounds, conferences, and other educational activities.
Clinical clerkships are designed to help students develop clinical skills, build confidence, and gain exposure to different medical specialties. They provide an opportunity for students to apply the knowledge and skills they have learned in the classroom to real-world situations, helping them to become competent and compassionate healthcare providers.
Computer-Assisted Instruction (CAI) is a type of educational technology that involves the use of computers to deliver, support, and enhance learning experiences. In a medical context, CAI can be used to teach a variety of topics, including anatomy, physiology, pharmacology, and clinical skills.
CAI typically involves interactive multimedia presentations, simulations, quizzes, and other activities that engage learners and provide feedback on their performance. It may also include adaptive learning systems that adjust the content and pace of instruction based on the learner's abilities and progress.
CAI has been shown to be effective in improving knowledge retention, critical thinking skills, and learner satisfaction in medical education. It can be used as a standalone teaching method or in combination with traditional classroom instruction or clinical experiences.
"Medical Schools" is a term that refers to educational institutions specifically designed to train and educate future medical professionals. These schools offer comprehensive programs leading to a professional degree in medicine, such as the Doctor of Medicine (M.D.) or Doctor of Osteopathic Medicine (D.O.) degree. The curriculum typically includes both classroom instruction and clinical training, covering topics like anatomy, physiology, pharmacology, pathology, medical ethics, and patient care. Medical schools aim to equip students with the necessary knowledge, skills, and attitudes to become competent, compassionate, and ethical healthcare providers. Admission to medical schools usually requires a bachelor's degree and completion of specific prerequisite courses, as well as a strong performance on the Medical College Admission Test (MCAT).
I believe there may be some confusion in your question. "Schools" is not a medical term. It generally refers to educational institutions where children or adults receive instruction in various subjects. If you are asking about a medical condition that might be associated with the word "school," it's possible you could mean "psychological disorders that first present or become evident during the school-aged period (approximately 5-18 years of age)." These disorders can include, but are not limited to, ADHD, learning disabilities, anxiety disorders, and mood disorders. However, without more context, it's difficult for me to provide a more specific answer.
A career choice refers to the decision or selection of a job or profession that an individual makes, typically based on their interests, skills, values, and personal goals. It involves considering various factors such as education and training requirements, job outlook, salary potential, and work-life balance. A well-informed career choice can lead to long-term job satisfaction, success, and fulfillment. It is essential to note that career choices can change over time due to various reasons, including personal growth, industry trends, or changes in life circumstances.
Clinical competence is the ability of a healthcare professional to provide safe and effective patient care, demonstrating the knowledge, skills, and attitudes required for the job. It involves the integration of theoretical knowledge with practical skills, judgment, and decision-making abilities in real-world clinical situations. Clinical competence is typically evaluated through various methods such as direct observation, case studies, simulations, and feedback from peers and supervisors.
A clinically competent healthcare professional should be able to:
1. Demonstrate a solid understanding of the relevant medical knowledge and its application in clinical practice.
2. Perform essential clinical skills proficiently and safely.
3. Communicate effectively with patients, families, and other healthcare professionals.
4. Make informed decisions based on critical thinking and problem-solving abilities.
5. Exhibit professionalism, ethical behavior, and cultural sensitivity in patient care.
6. Continuously evaluate and improve their performance through self-reflection and ongoing learning.
Maintaining clinical competence is essential for healthcare professionals to ensure the best possible outcomes for their patients and stay current with advances in medical science and technology.
Program Evaluation is a systematic and objective assessment of a healthcare program's design, implementation, and outcomes. It is a medical term used to describe the process of determining the relevance, effectiveness, and efficiency of a program in achieving its goals and objectives. Program evaluation involves collecting and analyzing data related to various aspects of the program, such as its reach, impact, cost-effectiveness, and quality. The results of program evaluation can be used to improve the design and implementation of existing programs or to inform the development of new ones. It is a critical tool for ensuring that healthcare programs are meeting the needs of their intended audiences and delivering high-quality care in an efficient and effective manner.
An "Education, Nursing, Associate" typically refers to a post-secondary education program that results in an associate's degree in the field of nursing. This type of program is commonly offered at community colleges and vocational schools and takes about two years of full-time study to complete.
The curriculum of an Associate Degree in Nursing (ADN) program typically includes both classroom instruction and clinical experience. Students learn about topics such as anatomy and physiology, microbiology, psychology, and nursing theory, as well as practical skills like administering medications, performing assessments, and providing patient care.
Upon completion of the program, graduates are eligible to take the National Council Licensure Examination (NCLEX-RN), which is required to become a licensed registered nurse in the United States. With an ADN degree, nurses can work in a variety of healthcare settings, including hospitals, clinics, long-term care facilities, and physician offices.
It's worth noting that while an ADN program provides a solid foundation in nursing knowledge and skills, some employers may prefer to hire nurses with a Bachelor of Science in Nursing (BSN) degree, which typically takes four years to complete. However, many ADN programs offer articulation agreements with local colleges and universities, allowing students to transfer their credits and complete a BSN degree in a shorter amount of time.