Mashreky S.R.,Center for Injury Prevention and Research Bangladesh |
Rahman A.,Center for Injury Prevention and Research Bangladesh |
Khan T.F.,Center for Medical Education |
Rahman F.,Center for Injury Prevention and Research Bangladesh
Injury | Year: 2012
This study was designed to document the consequences of electrical injury in Bangladesh. A community-based cross-sectional survey was conducted from January to December 2003. Nationally representative data were collected from 171,366 rural and urban households, comprising a total of 819,429 population. Face-to-face interview was chosen as a data collection method. The overall rate of electrical injury was 73.7 per 100,000 population-year. The rate of permanent disability due to electrical injury in Bangladesh was 0.366 per 100,000 population-year. Among the total 604 non-fatal electrical injuries in the survey, 282 (46.7%) had suffered from temporary disabilities for different durations. A total of 172 students were injured from electrical injury and among them 139 (80.8%) missed school for different durations due to their illness. Mean duration of absence from school was 9.72 days (SD ± 10.98), ranging from 1 to 45 days. Among the working people average duration of work loss was 10.56 days (SD ± 14.98), ranging from 1 to 90 days. About 39% of the total patients with electrical injury were contributors to their family income. For each family the expenditure for each seriously injured patient due to electrical injury was USD 271. Electrical Injury is a major cause of morbidity in Bangladesh. It is responsible for significant loss of school days and work days and creating serious health and economic hardship for the inflicted families. A nationwide prevention program needs to be developed to address this problem. © 2010 Elsevier Ltd. All rights reserved.
Kojima M.,Center for Medical Education
Sapporo Medical journal | Year: 2013
More than twenty years have already passed since I started my work in Sapporo Medical University. It is well said that time flies like an arrow. In this report, I will survey the history and progress of "Division of Information Sciences" to which I now belong. The central issues of my survey will be the researches in which I have participated, and the changes of the lectures I have undertaken so far in this school. For the lecture, I cover the contents of the subjects "Information Sciences" and "Statistics" respectively and also the teachers who have been in charge of these lectures. For the research, the following will be taken up: I) Development of User Oriented Medical Database System, II) Analysis of Permeability Blood-Retinal Barrrier employing Eyeball Model, III) Measurement of Bone Density in Rats with the Soft X-Ray Digital images. These three topics include part of the ongoing research I have been concerned with since I was in Asahikawa Medical University. I am very honored if you will read all this with much interest.
Perez M.M.,Catholic University of Leuven |
Peters E.,Catholic University of Leuven |
Clarebout G.,Center for Medical Education |
Desmet P.,Catholic University of Leuven
Language Learning and Technology | Year: 2014
This study examines how three captioning types (i.e., on-screen text in the same language as the video) can assist L2 learners in the incidental acquisition of target vocabulary words and in the comprehension of L2 video. A sample of 133 Flemish undergraduate students watched three French clips twice. The control group (n = 32) watched the clips without captioning; the second group (n = 30) watched fully captioned clips; the third group (n = 34) watched keyword captioned clips; and the fourth group (n = 37) watched fully captioned clips with highlighted keywords. Prior to the learning session, participants completed a vocabulary size test. During the learning session, they completed three comprehension tests; four vocabulary tests measuring (a) form recognition, (b) meaning recognition, (c) meaning recall, and (d) clip association, which assessed whether participants associated words with the corresponding clip; and a final questionnaire. Our findings reveal that the captioning groups scored equally well on form recognition and clip association and significantly outperformed the control group. Only the keyword captioning and full captioning with highlighted keywords groups outperformed the control group on meaning recognition. Captioning did not affect comprehension nor meaning recall. Participants' vocabulary size correlated significantly with their comprehension scores as well as with their vocabulary test scores © Maribel Montero Perez, Elke Peters, Geraldine Clarebout, Piet Desmet.
Laksov K.B.,Karolinska Institutet |
Laksov K.B.,Center for Medical Education |
McGrath C.,Karolinska Institutet |
Josephson A.,Karolinska Institutet
Advances in Health Sciences Education | Year: 2014
Today, the knowledge concerning clinical reasoning is advanced enough to translate into curriculum interventions such as an integrated curriculum, in which science theory and clinical practice can be interwoven effectively. However, the interpretations of what integration means differ and the purpose of this study was to elicit how students understand integration. This study was carried out using an interpretative perspective. Medical students, in their 2nd year of study, were asked to apply basic science knowledge from all previous courses to clinical cases in an examination. Subsequent to the examination, focus group interviews were conducted. The interviews were audio recorded, transcribed and analysed by the use of qualitative content analysis. The analysis revealed how students comprehended integration: as the creation of wholeness, as relating new knowledge to core concepts, as reasoning, as application and as collaboration between teachers. The five categories were linked to three dimensions: intra-personal, inter-personal and organizational, each of which resonates with different theories of how expertise is developed. The outcome of this study adds to our understanding of how students conceptualize integration. The categories of ‘integration’ drawn out by the study are helpful in promoting further discussion of how eliciting students’ own reports of cognition and may help the ongoing design of curricula by putting students at the center of the curriculum design process. © 2014, Springer Science+Business Media Dordrecht.
Cook V.,Center for Medical Education
Education for health (Abingdon, England) | Year: 2010
In the United Kingdom (UK), learning about teaching is an integral part of the General Medical Council's recommendations for the undergraduate medical curriculum. Yet often, implementing this aspect of learning presents a challenge to curriculum organisers in terms of content, timing and student interest. PROGRAMME OBJECTIVES AND STRUCTURE: The Doctors as Teachers and Educators (DATE) programme was set up at Barts and the London School of Medicine and Dentistry specifically to meet the requirements for development in teaching. Although largely practical, the two-day programme offers an introduction to educational theory and the teaching requirements for junior doctors in training. The methods used are lectures and group work within plenary sessions, followed by small group micro-teaching sessions. The DATE programme has now been undertaken by over 900 graduates. We evaluated the Date programme by means of end-of-course questionnaires completed by two cohorts of students during the 2007/8 academic year and through the use of Nominal Group Technique in 2008/9. In line with the goals of the evaluation, the data on students' views were analysed to elicit self-reported learning and develop the programme. Response rates of the two cohorts to the surveys were high (80% and 98%). Nearly 100% of the students reported through the survey that they had gained confidence in teaching. In the nominal groups, students indicated that they had gained insight into educational principles like student-centredness and gained an appreciation for the nature of educational evidence and scholarship. They challenged the curriculum organisers to achieve an appropriate balance between theory and practice. A programme about teaching at the undergraduate medical level can be well-received by students; the DATE model could be transferred to other international contexts.