Education for Health最新文献

Background: Sexual harassment (SH) may occur anywhere in the world, including the hospital setting. Medical and nursing students are not excluded from being sexually harassed during their clinical practice. This study examined the experiences and compared the perception of SH between female medical and nursing students during their clinical practice in Perak, Malaysia.

Methods: A comparative cross-sectional study design was done among female medical and nursing students during their clinical practice.

Results: Total respondents were 481 female medical and nursing students (response rate of 96.2%). About 17.8% of medical and 18.8% of nursing students had been sexually harassed. The most common harasser for medical and nursing students were males (51.2% and 48.8%, respectively), patients (39.7% and 60.3%, respectively), age 30s (41.0% and 59.0%, respectively) and 40s (65.5% and 34.5%, respectively), occurred in medical wards for both groups (50% each). From the SH checklist, 76.9% of medical and 73.5% of nursing students had experienced at least one item of the total 18 items. The abnormal sexual desire of an individual was chosen as the reason for SH by 44.9% of medical and 33.8% of nursing students. The majority of respondents said the issue of SH in clinical practice was very serious. Around 32% of medical students choose the fear of being disadvantaged during clinical practice as the reason why the victims kept quiet while 41.5% of nursing students chose because of not having evidence. Both groups of students suggested establishing rules and laws relating to SH (30.8% and 35.5%, respectively) as effective methods to prevent it. About 75.3% of medical and 81.6% of nursing students agreed that it was very necessary for implementing a SH prevention program.

Discussion: Although SH is not a new issue, there is insufficient exposure about SH among medical and nursing students. This can be corrected by increasing their knowledge and awareness about SH.

Background: Near-peer teaching (NPT) has a longstanding history within medical education. While it is becoming increasingly recognized within medical curricula, its beginnings can be traced back to informal teaching among medical students. Informal NPT such as this is still commonplace. However, it is often overlooked within the literature and has remained hidden from the scrutiny of evidence-based education. There has been minimal research conducted surrounding NPT outside of formal teaching sessions.

Methods: A scoping PubMed search was conducted after identifying appropriate search terms. Directly relevant and high quality articles were included.

Results/synthesis: Within this scoping review, we discuss the potential benefits and shortfalls of such teaching.

Results: Benefits include the opportunity for tutors to consolidate their own learning while contributing to the medical school community. Their learners benefit from the opportunity for small group learning focused on a relevant level of knowledge. However, shortfalls include the lack of prerequites, lack of content monitoring, and lack of resources. These should be considered when discussing the efficacy of this teaching.

Conclusion: We also explore the wider culture of this informal NPT within medical education. We hope to promote further thought into this area, considering how guidance can be given to support both the near-peer teachers and their learners.

Introduction: Members of the lesbian, gay, bisexual, transsexual, and queer/questioning (LGBTQ) community have specific health-care needs that are often overlooked by health-care providers due to education gaps and discrimination. Health-care inequality for this population has been researched and found to negatively contribute to poorer health outcomes for LGBTQ individuals.

Background: There exists a critical need for LGBTQ health education at the undergraduate level for future health-care providers. Additionally, policy reform that establishes an LGBTQ-inclusive code of conduct and educates health-care workers on LGBTQ-specific health needs aims to reshape organizational culture.

Recommendations: Curriculum-based education on LGBTQ health for students in health-care professions opens up conversations about the unique needs of this population and paves the way for improved provision of care and better relationships between providers and patients. Education and inclusive policy reform within organizations are critical for improving health outcomes for LGBTQ individuals.

Conclusion: Increasing health-care providers' knowledge of this population's specific health needs and learning how to deliver culturally appropriate and sensitive care will lead to improved health outcomes for members of the LGBTQ community.

Background: Physician shortage in rural areas is a global problem that is one of the contributors to disparities in health indicators between rural and urban areas. The medical college to which the authors are attached has a 2-year mandatory rural service requirement which medical graduates are expected to fulfil. However, some students choose the option of paying off rather than completing the service requirement. The objective of this study was to explore the facilitating factors and barriers for MBBS graduates from the above medical college to complete the mandatory rural service requirement.

Methods: This was a qualitative study in which data was collected through in-depth interviews with 15 alumni of the college who were pursuing their postgraduate courses or working as junior residents. The participants in the study comprised those who completed or partially fulfilled the rural service requirement as well as those who chose to opt out of it. Data collection and analysis were done in August and September 2016 after obtaining ethical clearance from the Institutional Ethics Committee. Purposive sampling was done to ensure the diversity of responses. A semi-structured interview guide was used to conduct the interviews after pilot testing. Transcripts of the interviews were then analyzed for emergent themes related to the objective of the study.

Results: Certain themes were identified as both facilitating and inhibiting factors for completing the rural service requirement. These included financial aspects, utilization of time, and peer influences. Facilitating factors included the need to acquire clinical and practical skills, moral considerations, the influence of the college, and the need to broaden perspectives. Unforeseen exigencies served as a barrier.

Discussion: The identified facilitating factors and barriers will serve as a useful starting point to initiate measures to encourage MBBS graduates to work in rural areas.