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Effects of different cultural background among students studying in an English medical program in Poznan

100%
Mensah M.
Progress in Health Sciences
|
2011
|
vol. 1
|
issue 2
18-38
EN
Introduction: Study abroad offers many benefits as well as challenges; the biggest challenge is cultural shock. Purpose: The purpose of this study is to determine the influence of cultural orientation and its effects on the stages/phases of Cultural Shock among a widely diverse group of Medical students (Graduating Class of 2011) of Poznan University of Medical Sciences (PUMS). Material and methods: Medical students, who matriculated to PUMS four-year Doctor of Medicine English Program in 2007, were interviewed or were asked to complete a survey, by answering questions such as giving a chronological account of their entire experience during their four years of study in Poznan. These participants represented nationalities and orientations including; Native Americans, Polish-born Americans, Puerto Rican, Iran-born Swedish, Nigerian-American, Ghanaian-born Americans, Taiwanese, Hong Kong-born Canadian, as well as British-born Iraqi. The outcome of the study generally confirmed my hypotheses that; though we were all exposed to the Polish culture at the same time during our four years of studies in Poznan, each individual had a somewhat different view or perceived their experiences differently. These differences were in part due to the diverse orientation and background of each student, prior to matriculation to the Doctor of Medicine program at the PUMS. The study showed that, each student’s perception varied immensely based on their responses to questions posed. Conclusions: This study evidently showed that the various stages/phases of cultural shock were experienced in no specific order, duration or the magnitude of expression. Participants reported different views or perceptions of the same Polish culture. These differences could be attributed to their cultural orientation and/or previous experience, which played a significant role in how, when, or whether or not they even experience any of the different stages/phases of cultural shock.
2
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Seroepidemiology of Varicella and value of self-reported history of Varicella infection in Iranian medical students

100%
Allami A., Mohammadi N., Najar A.
International Journal of Occupational Medicine and Environmental Health
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2014
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vol. 27
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issue 2
304-313
EN
Objectives: We conducted this study to assess the seroprevalence of Varicella zoster virus (VZV) antibodies in a group of Iranian medical sciences students that were at risk of Varicella and the value of self-reported history as a predictor of immunity. Material and Methods: 255 medical, nursing and obstetrics students who had not entered as a student or worked in a hospital from 3 different schools were enrolled in the study in 2012 (Qazvin province, Iran). Demographics and other information as well as the history of Varicella were obtained through a self-administered questionnaire. Blood samples were collected to determine the Varicella IgG levels via an enzyme-linked immunosorbent assay. A statistical analysis was performed by calculating prevalences and their 95% confidence intervals. Sensitivity, specificity, positive and negative predictive values, Cohen's kappa and positive and negative likelihood ratios of recalled history were determined. p < 0.05 was considered statistically significant. Results: The mean age of participants was 21.3±4.3 years. Seropositivity rate was 74.5%. The relationships between marital status, number of family members, and acquired VZV history with immunity against the virus were statistically significant. The overall rate of reported history was 57%. The positive and negative predictive values of self-reported history of Varicella were 91% and 47.3%, respectively. Conclusions: Immunization of students of Iranian medical sciences seems logical in the near future. Also, they should be tested for Varicella immunity regardless of the history of previous infection.
3
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Social competence of physicians and medical students – a preliminary report

88%
Mroczek B., Zarek A., Rudnicki J., Wolińska W., Pawlak I., Dyk T., Kotwas A., Kurpas D.
Family Medicine & Primary Care Review
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2016
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issue 3
308-312
4
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Ukrainian experience of the Internet and ICTs usage in the process of future physicians training at Danylo Halytsky Lviv National Medical University

75%
Manyuk L. V.
International Journal of Pedagogy, Innovation and New Technologies
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2016
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vol. 3(2)
60-73
EN
Ukraine is making a remarkable effort to match the current global educational tendencies. New technologies and the Internet are being implemented in all spheres of educational activity, including higher medical education. However, despite the proved importance of the Internet and ICTs implementation in learning, there is a gap in understanding the students' interests as well as the current state of Web-technologies usage in studying. In order to determine the experience of ICTs usage for learning purposes by medical students and highlight the present problems of e-learning development in Ukraine, the study was carried out at Danylo Halytsky Lviv National Medical University. The survey involved 139 medical students of first through sixth year of study within three specialties, namely: general medicine, pediatrics, medical and prophylactic care. The results of the survey show that Internet and its technologies are mainly used as the accessory means of study. Medical students search, overview and learn a dditional information including professionally-oriented one (83%, 116/139). Taking into account a high level of trust (7.6/10) to the Internet and the tendency of the students to discuss information from Internet with their colleagues (96%, 134/139) rather than professionals (65%, 90/139) the following situation could have negative consequences in their future professional activity due to the possible presence of incorrect information in such resources. Students’ interest in the usage of different Internet sources for additional learning material forms the background and stimulus for the faculty to provide the possibility of using these resources in the process of study. The primary educational tasks promoting the e-learning development in Ukraine might be the selection, recommendation and development of highly-qualitative Internet sources and materials, as well as the usage of institutional web-sites and social media pages for teaching and learning purposes.
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