The burden of suicide increases globally in ages 15-19 as they are more vulnerable to risky behaviors [8]. The Young Adult Fertility and Sexuality Study of 2013 (YAFS4) suggests further analysis and accounting for other related variables to determine if a true relationship between educational attainment and suicide is reflected. An analytic cross-sectional study was employed using secondary data from the YAFS4. The proportion of suicide attempt among the different education levels and its confounders was determined using point and interval estimates, whereas the association between educational attainment and suicide attempt was determined through multiple logistic regression analysis. Results revealed a high prevalence of suicide attempt among those with 'No schooling/Elementary' (38.36%), who have used alcohol (36.15%) and drugs (50.82%), and identified as 'bisexual' or with an 'identity crisis' (52.00%). Overall, there was an association between educational attainment and suicide attempt. The odds of suicide attempt was 1.69 times higher among those with “No schooling/Elementary” as compared to those “College Graduates or Higher”, and was the only group found to be statistically significant even after controlling for socioeconomic status. An association exists between educational attainment and suicide attempt, wherein having a lower level of education has higher odds of suicide attempt. The study suggests that interventions start as early as elementary school and focus on the out-of-school youth. Additionally, future research may also look further into the confounding effects of socioeconomic status and the mechanisms involved.
Educational Status ; Suicide, Attempted ; Adolescent

Though there is a long-standing debate on the faculty 'inbreeding' of Korean medical schools, one knows little about what and how is the status. Based on [Current Educational Status of Medical Schools] by the Korean Council of Deans of Medical College, the basic data on the medical professors are presented. By May 2000, the total of 7,511 professors were in 41 medical schools. Among them, 6,963 (92.7%) were M.D. More than 90% of M.D. professors of 9 medical schools(19.5%) were their own graduates, while those of 15 medical schools(36.6%) do not have the majority of graduates and they are relatively new ones. Many medical professors(3,114, 44.7%) works at the medical schools that they graduated. However, eight schools established before 1955 have their own graduates 40.8% of M.D. professors, and 14 schools established from 1965 to 1982 have 57.7%. Korean medical schools have trend that they have chosen their own graduates as medical professors. And the relatively new schools follows the trend.
Educational Status ; Humans ; Inbreeding* ; Schools, Medical*

Introduction: This study aimed to assess the nutritional status of children below 24 months in the district of Pekan, Pahang, and identify the contributing factors. Methods: Using a cross-sectional methodology, a total of 910 children was selected by random sampling from four public health clinics. Anthropometric measurements were taken and weight-for-age, height-for-age, and weight-forheight were calculated in Z scores. Immediate caregivers of children were interviewed by using a pretested validated questionnaire to assess their socioeconomic, demographic, educational and occupational status. Results: Of the 910 children who participated in the study, the majority were Malay (70.1%), while the remaining comprised indigenous or Orang-Asli (OA) children. Prevalence of wasting, stunting and underweight were 28.7 %, 15.6 % and 19.0% respectively. There were more underweight males than females. Wasting was most common among children aged below 6 months. Stunting was more prevalent in children between 12 to 24 months. Obesity was seen in 7.3% of the sample. Maternal education, employment and socio-economic status had a significant influence on wasting and underweight. Children were vulnerable to stunting as age advanced, whereas prevalence of wasting tended to decrease. Conclusion: Malnutrition exists in significant proportions among children below 24 months in the Pekan district. This study identified low birth weight along with age, race, gender, large family size and socio-economic status as important risk factors of malnutrition.
Nutritional Status ; Child Nutrition Disorders ; Educational Status ; Social Conditions ; Pahang

PURPOSE: We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education. METHODS: Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later. RESULTS: The core words were "planning and execution," "daily reviews" in the study schedule category; "focusing in class" and "taking notes" among class-related category; and "lecture notes," "previous exams or papers," and "textbooks" in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores. CONCLUSION: In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.
*Achievement ; *Education, Medical ; Educational Measurement ; Educational Status ; Follow-Up Studies ; Humans ; *Learning ; *Students, Medical

INTRODUCTIONMany different strategies exist to try and encourage students to increase their knowledge and understanding of a subject. This study was undertaken to measure the effect of student-based construction of multiple choice questions (MCQs) as a stimulus for the learning and understanding of topics in clinical surgery.

MATERIALS AND METHODSThe study was carried out at the University of Adelaide, Australia and had 2 components. Fourth-year students were required to provide a case study during a surgical attachment and half of the group was asked to supplement this with MCQs. These students were pre- and post-tested and the effect of the additional intervention (MCQ-construction) measured. Fifth-year students were polled on their preferred methods of learning before and after a learning exercise in which they were asked to undertake a case presentation and create some MCQs.

RESULTSThe MCQ questions designed by the students were of a high standard and clearly displayed an understanding of the topic concerned. The 4th-year students in the MCQ construction group showed equivalent outcomes as the case study control group. Students initially ranked MCQ-construction amongst the least stimulating methods of learning, but after the exercise their opinion was significantly more favourable, although still much less than traditional learning methodologies (tutorials, books).

CONCLUSIONSConstruction of MCQs as a learning tool is an unfamiliar exercise to most students and is an unpopular learning strategy. However, students are capable of producing high quality questions, and the challenge for medical faculties is how best to use this initiative to the students' advantage.

PURPOSE: The purpose of this study was to investigate the relationship between decision-making factors(theoretical knowledge, expertise, empowerment, intuition) and participation in proportion to nurses's clinical experience. METHOD: Data was collected by quota sampling from July 10, 2001 to August 22, 2001 from 132 clinical nurses who work for 3 General hospitals. Data was analyzed using SPSSWIN 10.0 with crosstab, ANOVA, and stepwise multiple regression. RESULT: Expertise(F=34.347, p=.000), empowerment(F=29.316, p=.000), and participation(F=3.276, p=.041) were significantly different among 3 clinical experience groups. Clinical experience correlated with expertise(r=.551, p=.000) and empowerment(r=.492, p=.000), and Decision-making participation also correlated with expertise(r=.351, p=.000) and empowerment(r=.265, p=.002). Decision-making participation is effected by theoretical knowledge(under 3.00yr clinical experience), expertise(3.01-5.00yr), and empowerment(above 5.01yr). CONCLUSION: These findings indicate that factors(theoretical knowledge, expertise, or empowerment) on decision-making participation varies as nurses's clinical experience differs. Therefore, decision-making needs bilateral agreement between staff nurses and nurse managers rather than the responsibility of one.
Adult ; *Decision Making ; Educational Status ; Female ; Humans ; Nurses/*psychology

Genetic testing has the power to identify individuals with increased predisposition to disease, allowing individuals the opportunity to make informed management, treatment and reproductive decisions. As genomic medicine continues to be integrated into aspects of everyday patient care and the indications for genetic testing continue to expand, genetic services are increasingly being offered by non-genetic clinicians. The current complexities of genetic testing highlight the need to support and ensure non-genetic professionals are adequately equipped with the knowledge and skills to provide services. We describe a series of misdiagnosed/mismanaged cases, highlighting the common pitfalls in genetic testing to identify the knowledge gaps and where education and support is needed. We highlight that education focusing on differential diagnoses, test selection and result interpretation is needed. Collaboration and communication between genetic and non-genetic clinicians and integration of genetic counsellors into different medical settings are important. This will minimise the risks and maximise the benefits of genetic testing, ensuring adverse outcomes are mitigated.
Humans ; Missed Diagnosis ; Genetic Testing ; Educational Status ; Diagnosis, Differential ; Genotype

Cytomegalovirus Infections/prevention & control* ; Educational Status ; Humans ; Mass Screening ; Research

Clinical practice of Medical Genetics involves application of various genetic techniques for the diagnosis of genetic disorders and subsequent genetic counseling and treatment. The principles of Medical Ethics must be fully taken into account when applying genetic knowledge for medical practice. Medical Ethics education is therefore essential for the standardized training of resident doctors in medical genetics department. With a basic system of Medical Genetics Physician Training established, our hospital has made a preliminary exploration for the development of Medical Ethics teaching in resident training through various teaching practices including seminar, network teaching, case study, scene teaching and outpatient teaching, with an aim to strengthen Medical Ethnics knowledge, professionalism and communication skills, and implement Medical Ethics principles throughout clinical practice.
Curriculum ; Educational Status ; Ethics, Medical ; Genetics, Medical ; Humans

PURPOSE: This study examined the predictive ability of Assessment Technologies Institute (ATI) standardized tests on Fundamentals of Nursing (FON), Pharmacology (PHARM), Medical-Surgical Nursing (MSN), and RN Comprehensive Predictor (RNCP) on the National Council Licensure Examination-Registered Nurses (NCLEX-RN) performance of nursing graduates. BACKGROUND: Various assessment tools in nursing education are used to predict the success of students in nursing licensure examinations. There are inconsistent findings on the predictive ability of course-specific standardized tests on NCLEX-RN success. METHODS: A retrospective correlation research design was used to determine the association between ATI standardized tests and NCLEX-RN success. Secondary data analysis of 141 ATI student scores from 2017 to 2018 from a Southeastern university in the United States were analyzed using descriptive and inferential statistics, set at 0.05 level of significance. Three models of logistic regression were used to determine the predictive ability of ATI standardized exams on NCLEX-RN success. RESULTS: ATI MSN standardized test is the strongest predictor of NCLEX-RN success, followed by ATI FON and ATI RNCP tests. ATI PHARM standardized test is not predictive of NCLEX-RN success. CONCLUSION: Standardized tests can help in identifying students who are at-risk for failing the NCLEX-RN prior to taking the examination. Understanding the impact of standardized testing on NCLEX-RN performance is essential in addressing the students' ability to become successful in the nursing program and NCLEX-RN.
Students, Nursing ; Education, Nursing ; Educational Status ; Teacher Training