Awareness, Knowledge, and Practices Regarding Occupational Hazards Among Medical Students: A Longitudinal Study Before and After Admission as Trainees.

OBJECTIVE: The aim of this study was to evaluate changes in knowledge, attitude, and preventive practices of students regarding occupational hazards before and after entering clinical training. METHODS: A self-administered questionnaire was used to follow up a cohort of Belgian medical students in 2014 and 2015. Inquiries about students' characteristics, awareness, knowledge, and practices of protective measures were included. Descriptive and multivariable analyses were performed. RESULTS: Overall, 249 (94%) students completed the preclinical questionnaire and 147 (56%) responded on both occasions. Our findings revealed that student awareness and knowledge scores were inadequate but increased after admission as trainees. Students with an accidental blood contact (n = 43) showed no better knowledge of postexposure management than those without such an incident. CONCLUSIONS: The observed lack of awareness and knowledge regarding occupational hazards among students provides an opportunity to improve basic education and training environments.

Comparison of two case-based learning conditions with real patients in teaching occupational medicine.

OBJECTIVE: To investigate the impact of three different training formats in occupational medicine (OM) on perceptions and performance of undergraduate students. METHODS: A comparative study which included all fourth-year medical students was conducted over a three-year period. The year group in 2010 (211 students) received paper case studies followed by one small group session. The format used in 2011 actively engaged 188 students in the learning process by adding collaborative work and group discussions to the written information. In 2012, the approach comprised no longer constructed text cases but 212 students encountered real patients. Students' perceptions were obtained by questionnaire. Their learning performance was assessed through review of written reports and score on oral presentations. Statistical differences in ratings were analyzed using Fisher's exact and Kruskal-Wallis tests. RESULTS: All three formats were found to equally achieve the stated learning objectives. The year groups with incorporation of active learning strategies and patient contacts had significant better test performance compared to those receiving only written case studies. Real patient students gave statistically significant higher rates for relevance, authenticity and appropriate difficulty level of the training than did students who discussed written case studies. CONCLUSION: Both approaches with augmented interaction in 2011 and 2012, improved performance and satisfaction among students. However, students valued the use of real patients higher than paper-form cases.

Workplace visits versus case studies in undergraduate occupational medicine teaching.

OBJECTIVE: To examine the effectiveness and acceptability of two active approaches in teaching occupational medicine to undergraduate medical students. METHODS: Two training formats were compared: in 2007, fourth year students were sent on a workplace visit, and the next-year group discussed real life case studies. Students' perceptions were obtained by assessment questionnaire. RESULTS: In both the groups, all learning objectives were equally achieved with one exception. Awareness of risk factors and preventive measures was significantly higher in the group with workplace visits. However, students rated the case scenarios as more relevant. CONCLUSIONS: Until now, many training methods have not been fully investigated. Our study demonstrates that depending on the interest, experiences, and resources of teachers, students, and universities, both worksite visits and case studies can be effectively applied in teaching occupational medicine.