scholarly journals Use of Cognitive Enhancers by Portuguese Medical Students: Do Academic Challenges Matter?

2021 ◽  
Vol 34 (13) ◽  
Author(s):  
Miguel Miranda ◽  
Miguel Barbosa
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Prescription Drugs ◽  
Cognitive Skills ◽  
Cognitive Enhancement ◽  
Online Questionnaire ◽  
Cognitive Enhancers ◽  
Medical Licensing ◽  
Nonmedical Use ◽  
Group 2

Introduction: Nonmedical use of prescription drugs and other substances for cognitive enhancement in the academic environment has been documented in several studies. However, the prevalence among Portuguese university students is unknown. We aimed to assess the prevalence and academic contexts of the use of cognitive enhancers of a sample of Portuguese medical students.Material and Methods: An online questionnaire about the use of cognitive enhancers was completed by 1156 participants, who were either medical students (group 1) or newly qualified physicians applying for the Portuguese medical licensing exam (group 2).Results: Coffee was the most frequently used substance for cognitive enhancement purposes in both groups, whereas nonmedical use of prescription drugs for cognitive enhancement was lower in undergraduate students (5%) and higher in licensing exam applicants (14%). Methylphenidate (35%) and modafinil (10%) were the most consumed prescription substances and they were mainly used to enhance attention (83%) and memory (44%). Use of prescription drugs for cognitive enhancement was mainly associated with studying for medical school exams and the medical licensing exam. Most prescription drugs for cognitive enhancement were obtained through medical prescription (54%).Discussion: These results show a low consumption of prescription drugs for cognitive enhancement by Portuguese medical students. Licensing exam applicants show a higher consumption of almost every substance included in this study, which might be explained by the crucial role of the exam in defining their future career path and desire by students to improve the cognitive skills that determine exam success.Conclusion: Studying drugtaking behaviors in medical students and young doctors is relevant for public health and medical education, since they will soon be in charge of drugs prescription. Therefore, ethical and medical concerns raised by off label consumption of prescription drugs for cognitive enhancement purposes must be openly addressed.

scholarly journals Survey Among Medical Students During COVID-19 Lockdown: The Online Class Dilemma

2020 ◽  
Author(s):  
Andrew Thomas ◽  
Mohan T. Shenoy ◽  
Shenoy K. T. ◽  
Sruthi Suresh Kumar ◽  
Aboobakker Sidheeque ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Tamil Nadu ◽  
Educational Institutions ◽  
Online Classes ◽  
Online Questionnaire ◽  
Factors Affecting ◽  
Online Class ◽  
Network Problems ◽  
Medical Undergraduate

Background: In view of COVID-19 lockdown in India, many colleges started online classes. This study aimed to evaluate the attitude of and the factors affecting medical students attending online classes during lockdown. Methods: We designed an online questionnaire with open-ended, close-ended, and Linkert scale questions. Links to the questionnaires were shared with the medical undergraduate students who have attended at least one online class during the COVID-19 lockdown period. Respondents were 1061 participants from 30 medical colleges from the states of Kerala and Tamil Nadu in India. Results: The majority of students – 94 % (955/1016) – used smartphones to attend online classes. ZOOM/ Skype – by 57.1 % (580/1016) – and Google platforms – by 54.4 % (553/1016) – were commonly used. Learning at leisure – 44.5 % (452/1016) – was the top reason why students liked online classes, whereas network problems – 85.8 % (872/1016) – was the top reason why students disliked them. Lack of sufficient interaction – 61.1% (621/1016) and more than half the participants – 51.7% (526/1016) – did not want to continue online classes after COVID-19 lockdown. More students – 55% (558/1016) – favored regular classes than online classes. Conclusion: Students in our survey did not seem favorably disposed to online classes. Network problems experienced by students should be addressed. Furthermore, teachers should try to make the classes more interactive and educational institutions should address the problem pointed out by the students in order to make online classes more effective in the future.

scholarly journals Is Medical Education Inclusive? Exploring LGBT Health Topics in Portuguese Medical Courses

2016 ◽  
Vol 9 (1) ◽  
pp. 10-10
Author(s):  
L. Lopes ◽  
◽  
B. Andrade ◽  
D. Costa ◽  
G. Castro ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Students ◽  
Statistical Significance ◽  
Medical Schools ◽  
Sexual History ◽  
Undergraduate Medical Students ◽  
Lgbt Health ◽  
Online Questionnaire ◽  
Chi Square

Objective: The importance of addressing LGBT health topics is increasingly recognized. This study aimed to explore whether Portuguese medical schools cover LGBT health topics from the perspective of undergraduate medical students. Design and Method: Undergraduate students enrolled in Portuguese medical schools were invited to participate in an anonymous online questionnaire between March and June 2015 about Medical Education in Human Sexuality. Medical students from the ‘clinical’ years also answered a section on LGBT health topics. Descriptive statistics, comparison by Chi-Square statistical analysis and regression analysis were used. Statistical significance was settled at p<0.05. Results: The analysis included 939 completed responses. Despite the diversity of realities found in Portuguese medical schools, more than half of medical students (59,3%) reported that they did not learn to perform inclusive questions when collecting a sexual history from patients. In fact, students that didn’t learn to ask inclusive questions reported more frequently to never use them (79,2% vs. 16,3%, p<0,001) and to always assume that patients are heterosexual (17,1% vs. 4%, p<0,001), when compared to student who have learned. Nevertheless, almost three quarters of students (71,1%) considered the allocation of curricular time on LGBT health topics as “Important” or “Very Important”. Conclusions: Portuguese medical students recognize the importance of LGBT health in their curricula although these topics appear to be insufficiently addressed. Learning about LGBT health can change this scenario and should be more focused by medical schools.

scholarly journals Self-perception of non-cognitive skills among undergraduate health students during Covid-19

2021 ◽  
Vol 45 (4) ◽  
Author(s):  
Gilberto da Cruz Leal ◽  
Edson Zangiacomi Martinez ◽  
Patrícia Pupin Mandrá ◽  
Tatiane Martins Jorge
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Cognitive Skills ◽  
Education Institution ◽  
First Year ◽  
Emotional Instability ◽  
Online Questionnaire ◽  
First Semester ◽  
Academic Activities ◽  
Negative Impacts

Abstract: Introduction: The social isolation in Brazil imposed in response to the COVID-19 pandemic has changed the way in which many undergraduate students have been learning, especially those involved in academic activities, as they now have remote rather than in-person classes. These changes may be beneficial if one considers this time favorable for improving non-cognitive skills, such as self-knowledge, resilience, collectivity, versatility, adaptability and leadership. Objective: This study was aimed at investigating how undergraduate health students in Southeastern and Southern Brazil perceived improvement in non-cognitive competencies during the rapid changes imposed in response to the COVID-19 pandemic. Method: This study evaluated 954 undergraduate health students at Brazilian higher education institutions. An online questionnaire consisting of 25 items was used to collect demographic and academic data as well as the subjects’ perception of non-cognitive feelings and skills during the remote continuation of the undergraduate course. The undergraduate health students’ perceptions were measured using a 10-point Likert intensity scale ranging from “very little” to “very much”. This questionnaire was previously validated in a group of 20 undergraduate students attending different health courses at a higher education institution in the State of São Paulo. Result: Correspondence analysis demonstrated that non-cognitive skills, including feelings, were perceived with varying intensities by the undergraduate students, thus making it possible to observe positive and negative impacts resulting from the changes they experienced. Students in the first and second semesters of their first year of studies tended to show lower collaboration scores than students in the third and fourth semesters; on the other hand, students in the first semester tended to show higher scores of openness to new experiences than students in the subsequent semesters. Conclusion: Overcoming procrastination, taking the lead in their studies, collaborating with peers, and being open to the new were the non-cognitive skills that were strongly perceived during the pandemic. In addition, frustration, lack of motivation, and emotional instability were strongly felt by the students, who considered that the COVID-19 pandemic had negatively affected their performance.

scholarly journals Anxiety Levels of Undergraduate and Clerkship Medical Students during the COVID-19 Pandemic

2021 ◽  
pp. 91-102
Author(s):  
Annisa Ayu Nabila ◽  
Iin Novita Nurhidayati Mahmuda ◽  
Sulistyani ◽  
Adriesti Herdaetha
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Demographic Data ◽  
Close Approach ◽  
Cross Sectional Study ◽  
Anxiety Level ◽  
Vulnerable Groups ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Offline Learning

The COVID-19 pandemic has brought a devastating impact on the world. Medical students who belong to psychologically vulnerable groups also share more burdens due to the medical education academic demands, curriculum transition to virtually-delivered format, and the risk of being infected by the disease during clinical settings. This study aims to identify the anxiety level of undergraduate and clerkship medical students to create proper and effective strategies to build good mental status among medical students during the COVID-19 pandemic. It is a cross-sectional study. The survey was conducted using an online questionnaire to assess respondents’ identity, demographic data, family history, perceptions about online/offline learning, and the researchers used the Taylor Manifest Anxiety Scale (TMAS) test to measure the anxiety level of the subjects. The subjects of this study were 164 medical students, divided into two groups, 94 final year undergraduate students and 70 final year clerkship students who were still doing their clinical rotations at the hospital. The findings of this study informed that the average anxiety level was 18.3 for undergraduate students and 19.6 for clerkship students. The TMAS score was higher among clerkship students than undergraduate students. However, the statistical analysis showed no difference (p=0.306) in TMAS scores between clerkship and undergraduate students. A close approach and continuous observation are needed because the higher the TMAS score indicates the higher the anxiety level.

Nonmedical Use of Prescription Drugs Among Pregnant Women

2007 ◽  
Author(s):  
Jennifer R. Havens ◽  
William W. Stoops ◽  
Lisa Shannon
Keyword(s):  
Pregnant Women ◽  
Prescription Drugs ◽  
Nonmedical Use

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

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