Sema Özan

Sexual attitudes and behaviors among medical students in Dokuz Eylul University, Turkey

Gaining a healthy sexual attitude and behavior and being able to show appropriate approaches to patients in terms of sexual issues are important acquisitions for medical students. The aim of the present study was to determine, compare, and evaluate the sexual attitudes and behaviors of Dokuz Eylul University Faculty of Medicine students. An anonymous questionnaire was filled in by first- and sixth-year students in order to determine their sexual attitudes and behaviors. While information sources in the adolescence period for both genders were friends in the first place, these sources were mostly mothers, books, newspapers – magazines for females, and newspapers – magazines and television for males. The opinion of males about having sexual intercourse before marriage for males was positive, and females were more tolerant about males having this experience before marriage as compared to females having sexual experience before marriage. Rates of expression of having sexual intercourse and masturbation were found to be higher for male students. The first sexual experience with a sex worker or sentimentally insignificant partner was high among males. In general, the rate of condom use was lower, and the rate of coitus interruptus was found to be higher than in foreign studies. All the students declared ‘my own will and values’ as the most frequent factor affecting their sexual attitudes and behaviors, and high rates for ‘social factors’, ‘religious requirements’, ‘the expectations of families’, and ‘protection from sexually transmitted diseases’ were observed. The findings lead to the conclusions that gender differences exist in the sexual attitudes and behaviors of medical students; the enhancing effect of the traditional structure on gender discrimination is still continuing; students are not provided with sufficient scientific approach or training prior to the university education; and beyond biomedical training, they should receive more support in those fields during their medical education.

Sexual behaviours and contraception among university students in turkey

The aim of this study was to evaluate the sexual attitudes and behaviours of university students. An anonymous questionnaire was administered to 550 final-year university students aged 20-25 years in Izmir, Turkey. Male students opposed premarital sexual intercourse for both genders more than female students did. The frequency of sexual intercourse among male students (61.2%) was higher than that among female students (18.3%). The mean age of first sexual intercourse was lower among male than among female respondents. The rate of condom use at first sexual intercourse was 47.4%. The frequency of having two or more past sexual partners and masturbation was higher among males than females. It was found that there were culture-specific and gender-dependent differences in sexual attitudes and behaviours of the university students. These results may help in the planning of education and health policies in Turkey.

Exposure of Students to Emotional and Physical Violence in the School Environment

INTRODUCTION While peer abuse or physical violence in school is emphasized more, the physical and emotional violence caused by school staff has been emphasized less. The purpose of this study was to investigate the variables related to emotional and physical violence that students are exposed to in the school environment. METHODS This cross-sectional and descriptive study was conducted by applying a questionnaire to 434 fifth-grade students receiving education in the primary schools in Konak district of Izmir province. Being prepared by the researchers of this study, the questionnaire consisted of questions about the socio-demographic features of the child and the family, the place where the child has been raised, family income, average grade, and the emotional and physical violence of teachers, parents, and peers s/he has been exposed to within the last year. The Chi-square test, Mann-Whitney U test, and logistic regression analysis were used for statistical analyses. RESULTS The study group consisted of 214 (49.3%) female and 220 (50.7%) male students. Students reported that they were exposed to at least one type of emotional violence from 59.4% of teachers, 52.8% of parents, and 61.8% of children at school; they were exposed to at least one type of physical violence from 42.9% of teachers, 33.6% of parents, and 24.9% of children at school. While the rate of encountering with the beating of another child was 53%, the rate of watching this in television/cinema was 52.8%. Regarding exposure to at least one type of violence, males were found to be significantly more exposed to emotional and physical violence from male teachers, female teachers, and fathers and physical violence from children at school. The factors regarding the exposure to emotional and physical violence by teachers were evaluated using logistic regression analysis, and it was determined that the physical violence from teachers, emotional violence from children in school, and emotional violence from parents could predict the emotional violence from teachers. For males, physical violence from children in school and emotional violence from teachers could predict the physical violence from teachers. CONCLUSION In this study, the determination of the tendency of togetherness of different types of violence applied to students from different people groups like teachers, parents, and children in school makes us think about the possibility of common risk factors in terms of violence exposure. The risk factors determined in this study may guide us in planning protective interventions aimed at violence.

A multicenter study: how do medical students perceive clinical learning climate?

Background The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students’ perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Methods Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). Results The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. Conclusion The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students’ interactions in clinical settings, self-realization, mood, students’ intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.

Hekimliğe Son Adım: İntörnlerin Çalışma ve Eğitim Ortamı

Internship is the transition period from studentship to professional life and therefore is a very important phase of medical education. Despite several attempts for improvement, many problems regarding internship period still continue. This study aims to investigate interns’ experiences and opinions about their educational and working environment, their interactions with the teaching staff, residents and nurses. Ethical approval for the study was obtained for the study, from DEUFM Dean’s Office and Ethical Board. In this cross sectional and descriptive study, data was collected by a questionnaire including closed and open-ended questions. Descriptive analysis and chi-square test was done. The answers to open-ended questions were read repeatedly by three authors independently, and repetitive, relevant and important statements that could be used as representative of the interns’ experiences were specified. Afterwards, these statements were discussed by all authors together and the ones having representative quality were specified by consensus. In April- May 2013, 79.9% of interns were reached and all agreed to fill in the questionnaire on voluntary basis and anonymously. The majority of the interns indicated that they were subject to drudgery (97.6%) and insulting words and behaviours which were humiliating (79.7%), they particularly had problems in interactions with teaching staff and especially with residents. The interns were thinking they are mostly not given due importance during clerkships (91.7%). They also felt that getting prepared for the Specialization Examination in Medicine had an unfavourable effect on their internship period. Survey findings indicate that most interns weren’t treated ethically. They particularly had problems in interactions with residents. In the light of the results, we believe that there is a need to define interns’ education process and the roles and responsibilities of them more explicitly and to structure it in a manner to protect the educational purpose of the internship period. We believe that this study will support other medical faculties, at the national and international level, to re-evaluate the internship period and to conduct further studies in this field in order to promote improvements and to discuss educational ethics.