Illness acceptance and its relationship to health-behaviors among patients with type 2 diabetes: A mediating role of self-hardiness.

OBJECTIVES: The current study aims to assess the level of acceptance of their illness in patients diagnosed with type 2 diabetes mellitus, determine whether the self-hardiness of patients with type 2 diabetes mellitus can serve as a predictive factor for their illness acceptance and health-behaviors, and Explore variations in illness acceptance, health-behaviors, and self-hardiness in relation to socio-demographic factors among patients with type 2 diabetes mellitus. METHODOLOGY: A descriptive correlational study was carried out at Al-Rifia Teaching Hospital, and and Imam Al-Qiam Health Center. the study was started from 15th October, 2023 to 3th March, 2024. Purposive sample (non-probability) of 200 patients with type 2 diabetes (male and female). by the used of questionnaire and interviews techniques, data are collected from those who diagnosed with diabetes mellitus. the study instrument consisted of four parts: part one the sociodemographic sheet, part two concerned illness acceptance which composed of 22 items, part three health behaviors which composed of 22 items, and part four concerned self-hardiness which composed of 25 items. RESULTS: The study results revealed that the who participated in this study their age 55-64 years old and constituted 64 (32.0%), more than half of participants were male patients with type 2 diabetes mellitus 109 (54.5%), where revealed (79.5%) exhibited that the neutral acceptance level as described by mean score (±SD) = 2.075, health-behaviors among patients with type 2 diabetes, findings illustrated that the (51.0%) of patients with type 2 diabetes mellitus exhibited that they follow good health-behaviors level, and good Self-Hardiness among Patients with Type 2 diabetes, in addition, there is a high significant relationship between illness acceptance, health behaviors and patients self-hardness at p-value (< 0.005). RECOMMENDATIONS: should support people with educational initiatives and assist them in accepting their sickness and taking an active role in managing it, Psychological support to resolve disease-related problems, cope with difficulties and develop positive attitudes towards the disease.

Medical education in a foreign language and history-taking in the native language in Lebanon - a nationwide survey.

BACKGROUND: With the adoption of the English language in medical education, a gap in clinical communication may develop in countries where the native language is different from the language of medical education. This study investigates the association between medical education in a foreign language and students' confidence in their history-taking skills in their native language. METHODS: This cross-sectional study consisted of a 17-question survey among medical students in clinical clerkships of Lebanese medical schools. The relationship between the language of medical education and confidence in conducting a medical history in Arabic (the native language) was evaluated (n = 457). RESULTS: The majority (88.5%) of students whose native language was Arabic were confident they could conduct a medical history in Arabic. Among participants enrolled in the first clinical year, high confidence in Arabic history-taking was independently associated with Arabic being the native language and with conducting medical history in Arabic either in the pre-clinical years or during extracurricular activities. Among students in their second clinical year, however, these factors were not associated with confidence levels. CONCLUSIONS: Despite having their medical education in a foreign language, the majority of students in Lebanese medical schools are confident in conducting a medical history in their native language.

Rethinking the social history in the era of biolegitimacy: global health and medical education in the care of Palestinian and Syrian refugees in Beirut, Lebanon.

The critiques leveled towards medical humanitarianism by the social sciences have yet to be felt in medical education. The elevation of biological suffering, at the detriment of sociopolitical contextualization, has been shown to clearly impact both acute and long-term care of individuals and communities. With many medical students spending a portion of their educational time in global learning experiences, exposure to humanitarianism and its consequences becomes a unique component of biomedical education. How does the medical field reconcile global health education with the critiques of humanitarianism? This paper argues that the medical response to humanitarian reason should begin at the level of a social history. Using experiential data culled from fieldwork with Palestinian and Syrian refugees in Lebanon, the authors argue that an expanded social history, combined with knowledge derived from the social sciences, can have significant clinical implications. The ability to contextualize an individual's disease and life within a complex sociopolitical framework means that students must draw on disciplines as varied as anthropology, sociology, and political history to further their knowledge base. Moreover, situating these educational goals within the framework of physician advocacy can build a strong base in medical education from both a biomedical and activist perspective.