Prevention Screening and Counseling

Mian, Sarah; Lazorick, Suzanne; Simeonsson, Kristina; Afanador, Hayley F.; Stowe, Chelsea; Novick, Lloyd F.

doi:10.1016/j.amepre.2013.01.034

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…Furthermore, medical education in China has emphasized the importance of treatment more than prevention for a long time. Specifically, the proportion of public health courses is relatively small in the current system of clinical medical education, and there are few opportunities for clinical medical students to participate in public health practice (22,42). As a result, many medical workers were infected unexpectedly in the early stage of the epidemic, due to the insufficient public health literacy, especially in the basic-level hospitals (43).…”

Section: Discussionmentioning

confidence: 99%

Knowledge, Anxiety, Depression, and Sleep Quality Among Medical Staff in Central South Areas of China During the Break of COVID-19: Does the Level of Hospitals Make a Difference?

Yang

Shi²,

Chi³

et al. 2021

Front. Psychiatry

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Purpose: To evaluate the knowledge, anxiety, depression, and sleep quality toward COVID-19 among Chinese medical staff from tertiary and basic-level hospitals in central south areas of China.Method: A structured questionnaire was composed of Demographic and clinical characteristics of medical staff, Knowledge toward COVID-19 including epidemiology and clinical manifestations, The Self-rating anxiety scale (SAS), Center for Epidemiologic Studies Depression Scale (CES-D), and The Pittsburgh Sleep Quality Index (PSQI). It was administered to medical staff from tertiary hospitals (Group A) (n = 407) and basic-level hospitals (Group B) (n = 388) during February 2020 and May 2020.Results: Medical staff in group A had a stronger knowledge toward COVID-19 than group B (23.69 ± 5.83 & 18.15 ± 6.35, p < 0.001). Mild anxiety symptoms were found in both groups. The SAS scores (Mean ± SD) of group B were 58.87 ± 10.17, which was significantly higher than that of group A (52.59 ± 12.09, p < 0.001). There were no significant differences in CES-D scores between the two groups (p = 0.981). The mean score of total PSQI in group B (8.41 ± 3.03) was statistically higher than that of group A (7.31 ± 3.74, p < 0.001). Additionally, the scores of sub-components of group B, including subjective sleep quality, sleep latency, sleep disorder, sleeping medication use and daytime dysfunction, were significantly higher compared to Group A (p < 0.05).Conclusions: Our study showed greater anxiety, more severe depression and poorer sleep quality among medical staff in central south areas of China during the COVID-19 outbreak. Additionally, compared to the tertiary hospital group, medical staff from basic-level hospitals had poorer knowledge toward COVID-19 and worse mental health conditions. In addition, residence, specialty, title and education level may also be factors of knowledge of COVID-19 and psychiatry problems. In light of this information, more attention should be paid to early identification and intervention of symptoms of anxiety and depression in susceptible medical staff from the basic-level hospitals.

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Section: Discussionmentioning

confidence: 99%

Knowledge, Anxiety, Depression, and Sleep Quality Among Medical Staff in Central South Areas of China During the Break of COVID-19: Does the Level of Hospitals Make a Difference?

Yang

Shi²,

Chi³

et al. 2021

Front. Psychiatry

View full text Add to dashboard Cite

show abstract

“…What is more, for a long time, medical education in China has emphasized "treatment" more than "prevention." Specifically, in the curriculum system of clinical, basic, and other majors in medical education, the proportion of public health courses is relatively small and the structure is unreasonable (34). There are few intersections between clinical and prevention teaching and few opportunities for students from clinical backgrounds to participate in public health practice.…”

Section: Discussionmentioning

confidence: 99%

Knowledge, Attitudes, and Social Responsiveness Toward Corona Virus Disease 2019 (COVID-19) Among Chinese Medical Students—Thoughts on Medical Education

et al. 2021

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Purpose: To assess knowledge, attitudes, and social responsiveness toward COVID-19 among Chinese medical students.Methods: Self-administered questionnaires were used to collect data from 889 medical students in three well-known Chinese medical universities. The questionnaire was comprised of three domains which consisted of demographic characteristic collection, seven items for knowledge, and eight items for attitudes and social responsiveness toward COVID-19. Data from different universities were lumped together and were divided into different groups to compare the differences, including (1) students at the clinical learning stage (Group A) or those at the basic-medicine stage (Group B) and (2) students who have graduated and worked (Group C) or those newly enrolled (Group D).Results: Medical students at group B had a weaker knowledge toward COVID-19 than did students at group A, especially in the question of clinical manifestations (p < 0.001). The percentage of totally correct answers of COVID-19 knowledge in group C was higher than that in Group D (p < 0.001). There were significant differences between groups C and D in the attitudes and social responsiveness toward COVID-19. Surprisingly, we found that the idea of newly enrolled medical students could be easily affected by interventions.Conclusions: In light of this information, medical education should pay attention not only to the cultivation of professional knowledge and clinical skills but also to the positive interventions to better the comprehensive qualities including communicative abilities and empathy.

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The process of curricular integration and its effects on anatomical knowledge retention

et al. 2020

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IntroductionIntegration has been recognized as an important aspect of medical education. After transitioning from a discipline‐specific to a systems‐based preclinical curriculum, we examined faculty perceptions of the integrated approach and also whether it would lead to better anatomy knowledge retention.MethodsTo understand faculty perspectives, we reviewed curricular materials, interviewed block directors, and observed educational sessions. We analyzed knowledge retention through a 27‐question anatomy test, comparing scores from the last class of the discipline‐based curriculum and the first two classes of the integrated curriculum.ResultsPlanning integrated content involves purposeful ordering, is challenging for faculty, and requires additional resources. Evaluation of the integrated approach for anatomy content demonstrated a significant increase in knowledge retention (p = .012; 56.28% vs. 63.98% for old vs. new curriculum).ConclusionsThis study helps the understanding of what is required for curricular integration. Our anatomy evaluation results corroborated the view that contextually embedded information is easier to learn and retain.

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Prevention Screening and Counseling

Cited by 3 publications

References 8 publications

Knowledge, Anxiety, Depression, and Sleep Quality Among Medical Staff in Central South Areas of China During the Break of COVID-19: Does the Level of Hospitals Make a Difference?

Knowledge, Anxiety, Depression, and Sleep Quality Among Medical Staff in Central South Areas of China During the Break of COVID-19: Does the Level of Hospitals Make a Difference?

Knowledge, Attitudes, and Social Responsiveness Toward Corona Virus Disease 2019 (COVID-19) Among Chinese Medical Students—Thoughts on Medical Education

The process of curricular integration and its effects on anatomical knowledge retention

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