Erythrocyte Complement Receptor 1 Gene Polymorphisms and Neonatal Respiratory Distress Syndrome.

To evaluate the role of erythrocyte complement receptor 1 ( ECR1 ) gene in the predisposition to respiratory distress syndrome (RDS), we studied 50 infants with RDS and 50 controls. Real-time polymerase chain reaction allelic discrimination analysis of A3650G (rs2274567) and genotyping of the alleles (HindIII) were performed. Allele L of HindIII restricted single nucleotide polymorphism (SNP) associated with the severity of RDS. Duration of oxygen and ventilation in genotypes AA and AG of A3650G SNP was longer than genotype GG (17.6 ± 19.4 and 8.6 ± 4.5 days, p = 0.01) and (8.9 ± 11.9 and 3.9 ± 3.53 days, p = 0.03), respectively. A3650G and HINDIII digested gene polymorphisms of ECR1 may be of little importance for RDS.

Sleep habits and patterns among medical students.

OBJECTIVE: This study was designed to assess sleep patterns among male medical students at different academic levels. METHODS: Participants in this study were healthy male medical students in the first (L1), second (L2) and third (L3) academic levels of the College of Medicine, King Saud University, Riyadh, Saudi Arabia. The study was conducted during November 2001. A self-administered questionnaire was distributed to students to assess age, academic level, registered credit hours, sleep-wake schedule, naps, quality of sleep, total sleep time at night, possible factors affecting bedtime, and daytime sleepiness using the Epworth Sleepiness Scale (ESS). RESULTS: The final analysis included 129 students. Total sleep time at night + nap of the whole group was 5.9 +/- 1.6 hours. Twenty-nine students (22.4%) were defined to have excessive daytime sleepiness (EDS) based on ESS score of >10. Also, 83.3% of students reported napping during the daytime more than twice per week. CONCLUSION: Analysis of the sleep pattern of male medical students revealed that this group is sleep deprived, which in turn may affect their academic performance.

Students' perceptions towards a family medicine attachment experience.

OBJECTIVE: To explore the students' perceptions about their experience in a family medicine (FM) preceptorship in order to provide a sound basis for offering guidance to family medicine undergraduate education. METHODS: During one full academic year at King Saud University, College of Medicine, Riyadh, Saudi Arabia, a self administered questionnaire was distributed to all students (n = 177) at the end of each 6 weeks family practice attachment course. Students were asked to rate their attachment by responding to a five-points Likert type scale questionnaire and other Yes/No questions reflecting different important points in teaching and training. RESULTS: The teaching quality and the ability of the General Practitioners (GPs) preceptors to relate to students are rated very highly. Despite that, the majority of students (59.3%) feel their aims were not met during the attachment. Students indicate that there should be more teaching of practical procedure skills, more time allocated for discussion and a greater student involvement in the consultation. CONCLUSION: There is much to be retained in FM preceptorships that involves the caring and communication aspects of learning patient care. The study showed that practical procedure skills are desirable features of a preceptorship programme and that an emphasis on doing vs. observing is preferred by students. Some conditions designed to improve preceptorships are outlined and basic practicalities of adding a preceptorship to a practice are considered.