Health anxiety and cyberchondria among Ege University health science students.

It is common among health science students to incorrectly believe that they have contracted certain diseases they have recently studied. This can also be seen in the form of health anxiety and investigating health-related information via the internet. Health anxiety, cyberchondria and affecting factors are determined among health science students. The study was conducted at the faculties of Medicine, Pharmacy, Dentistry and Nursing in 2016-2017 with the participation of 874 students. The data were gathered using a questionnaire as well as health anxiety and cyberchondria severity scales. In the presence of a health problem, 14.2% of students seek health information via the internet. 83.7% use mobile phone to access the internet, » of students conduct health scanning once a week or more. To 65.4%, internet information is correct at medium and above level. No statistically significant difference was found with respect to students' gender, high school, places they lived before, parents' education and scales' scores. The cyberchondria scores of students with health problems are higher in the whole scale and in "distress and mistrust of medical professional" subscales. As the frequency of scanning on the internet increases, the scores of cyberchondria also increase significantly. Medical students had significantly higher scores in "distress, excessiveness and reassurance" subscales. Male students' "mistrust of medical professional and compulsion" subscales scores were also higher. It was determined that the presence of the health problem was effective on the cyberchondria. Identification of somatoform problems like health anxiety and cyberchondria may help to regulate the education program.

Why do students miss lectures? A study of lecture attendance amongst students of health science.

In the domain of health sciences, attendance by students at lectures is more critical. Lecture attendance is an issue which has been widely neglected. This study aims to determine those factors which affect the lecture attendance. The research data was collected by means of a questionnaire during the second semester of the academic year 2010-2011 from second-year students of the Faculties of Medicine, Pharmacy, Dentistry and Nursing. Together with demographic data, the questionnaire includes a Likert-type scale aiming to determine the factors influencing attendance at lectures. 663 participated in this study on a voluntary basis from Medical, Dentistry, Pharmacy and Nursing Faculties. Raising attainment levels, being able to take their own lecture notes, learning which aspects of the lecture content were being emphasized, and the opportunity to ask questions were amongst the chief reasons for attending lectures. It appears that the factors preventing students from attending lectures are mainly individual. Amongst the most frequently cited causes of non-attendance, sleeplessness, ill health and the inefficiency of lectures in overcrowded halls are emphasized. In the totals and sub-dimensions of the Lecture Attendance Scale, Medical Faculty students have average scores higher than those of students at other faculties. The vital nature of professional expertise and its applications, health sciences students' attendance at lectures carries greater importance. It is important to strengthen the mentoring system with regard to individual and external factors, which have been implicated as having a substantial influence on lecture attendance by students.

Comparing dental and pharmacy students' perceptions on public health and preventive health care course.

OBJECTIVES: A Public health course has an important role in the undergraduate education of pharmacy and dentistry in terms of emphasizing preventive care. The purpose of this study is to evaluate the views of pharmacy and dentistry students on a public health course and preventive health care. METHODS: 173 students enrolled at Ege University, Faculties of Pharmacy and Dentistry completed a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis and replied to 18 Likert type question to determine their perceptions on a public health course and preventive health care. The comments of the students were reviewed and categorized into key themes. RESULTS: SWOT analysis and the results of quantitative Likert type questions supported each other. According to the quantitative results, there was no significant difference between the scores of students from both schools in terms of their statements about the public health course and preventive care. Both groups of students mentioned the contribution of the public health course to their professions in the future. They also appreciated the importance of preventive care in the health services.