Who is Who in Knowledge Economy in Africa?

This study assesses the knowledge economy (KE) performance of lagging African countries vis-à-vis their frontier counterparts with regard to the four dimensions of the World Bank’s knowledge economy index (KEI). The empirical exercise is for the period 1996-2010. It consists of first establishing leading nations before suggesting policy initiatives that can be implemented by sampled countries depending on identified gaps that are provided with the sigma convergence estimation approach. The following are established frontier knowledge economy countries. (i) For the most part, North African countries are dominant in education. Tunisia is overwhelmingly dominant in 11 of the 15 years, followed by Libya which is a frontier country in two years while Cape Verde and Egypt lead in a single year each. (ii) With the exception of Morocco that is leading in the year 2009, Seychelles is overwhelmingly dominant in ICT. (iii) South Africa also indomitably leads in terms of innovation. (iv) While Botswana and Mauritius share dominance in institutional regime, economic incentives in terms of private domestic credit are most apparent in Angola (8 years), the Democratic Republic of Congo (3 years) and Tanzania, Sierra Leone and Malawi (each leading in one year)

Empathy, personality traits, and emotional management in 2nd and 4th-year dentistry students: a single-center study

Background: Patients fearing dental interventions are at risk of delaying or skipping much-needed treatments. Empathic communication could lead to a higher rate of compliance from patients within this group. Empathy, the big five personality traits, and emotion management abilities are all known to influence the quality of communication between dentists and patients. This study was conducted to analyze whether there is a correlation between these factors in dentistry students. Methods: Dentistry students in their 2nd and 4th year of study were asked to complete questionnaires assessing empathy, emotion management, and personality traits. Out of a total of 148 eligible participants, 53 students (34%) volunteered to participate. For empathy, the Jefferson Scale of Physician Empathy (students’ version; JSPE-S) and the Interpersonal Reactivity Index (IRI) were used. Personality traits were assessed using the Short Big Five Inventory (BFI-s), and the Situational Test of Emotional Management (STEM) to measure emotional management ability. Results: Higher scores for emotion management were significantly correlated with the female gender (p ≤ 0.005) and with higher scores in openness (p ≤ 0.05). Students with higher scores in openness also achieved higher scores on the IRI subscales: Perspective taking (p ≤ 0.05), Fantasy (p ≤ 0.01), Empathic concern (p ≤ 0.05), and Personal distress (p ≤ 0.05). For JSPE-S, no correlation with emotion management and personality traits was found. Conclusion: Empathy and emotion management might not be significantly related in dentistry students. Regarding personality traits, students who scored higher on openness also indicated higher abilities in emotion management. These findings should be taken into consideration when planning communication courses for dentistry students, as it might be possible to independently train empathy and emotion management as part of emotional intelligence

Die Wertigkeit des gemeinsamen Faches Orthopädie-Unfallchirurgie im 2. Staatsexamen – Vergleich der schriftlichen 2. Staatsexamina mit dem Nationalen Kompetenzbasierten Lernzielkatalog Chirurgie

Zusammenfassung Hintergrund Der Nationale Kompetenzbasierte Lernzielkatalog Chirurgie (NKLC) definiert für jedes seiner 230 Lernziele eine Kompetenzebene von „Kompetenzebene 1: Faktenwissen“ bis zu „Kompetenzebene 3: selbstständiges Handeln“. Trotz des erwiesenen Einflusses von summativen Prüfungen auf das Lernverhalten von Studierenden bilden diese Lernziele nicht die Grundlage für das 2. Staatsexamen. Die vorliegende Studie untersucht, inwiefern die Prüfungsfragen des 2. Staatsexamens bereits die orthopädisch-unfallchirurgischen Lernziele des NKLC adressieren und welche thematische Schwerpunktsetzung hierbei erfolgt. Material und Methoden Es erfolgte eine retrospektive Analyse basierend auf den Examensfragen von Herbst (H) 2009 bis Herbst 2014 (n = 11). Zunächst wurden im NKLC durch 5 Ober- und Fachärzte die Lernziele aus den Bereichen Orthopädie und Unfallchirurgie identifiziert. Nachfolgend wurden aus den 11 untersuchten Staatsexamina die Fragen definiert, die sich auf die orthopädisch-unfallchirurgischen Lernziele bezogen. Analysiert wurden die Gesamtzahl der Fragen, die Anzahl der Fragen pro Examen sowie pro Lernziel und Kompetenzebene. Ergebnisse Insgesamt konnten 113 Lernziele des NKLC (entspricht 49,1% aller Lernziele des NKLC) dem Fach Orthopädie und Unfallchirurgie zugeordnet werden. Im Studienzeitraum adressierten 543 Fragen diese 113 Lernziele (entspricht 15,6% aller 3480 Fragen). Pro Examen konnten durchschnittlich 49,36 ± 14,1 (Min. 30; Max. 80) Fragen mit Bezug zu Orthopädie und Unfallchirurgie identifiziert werden. Insgesamt wurden 13,45 ± 6,39 (Min. 6; Max. 24) Fragen zu Lernzielen (LZ) der Kompetenzebene 3a und b, 21,45 ± 9,94 (Min. 9; Max. 39) Fragen zu LZ der Kompetenzebene 2 und 14,45 ± 6,36 (Min. 6; Max. 25) Fragen zu LZ der Kompetenzebene 1 gestellt. Die Mehrheit der Fragen adressierten „Erkrankungen des rheumatischen Formenkreises“ (n = 16 im Herbst 2009). Schlussfolgerung Die Anzahl der Fragen mit unfallchirurgisch-orthopädischem Schwerpunkt im 2. Staatsexamen erscheint in Relation zur Gesamtzahl aller gestellten Fragen ausreichend hoch. Allerdings liegt eine thematische Imbalance vor, und gerade klinisch wichtige Lernziele mit hoher Kompetenzebene werden nicht ausreichend häufig geprüft. Eine bessere Abstimmung der Staatsprüfung mit den Lernzielkatalogen ist erforderlich.</jats:p

Der Chirurg im Spagat – Lehre im klinischen Alltag

Hintergrund: Aufgrund des Nachwuchsmangels muss die Chirurgie vermehrt für die Weiterbildung zum Chirurgen begeistern. Studierende bemängeln, dass ihr Unterricht nachrangig zur Patientenversorgung und durch die Faktoren Zeit und ärztliches Personal limitiert ist. Obwohl es viele Arbeiten mit Fokus auf die Studierenden gibt, fehlen Arbeiten mit dem Fokus auf die Sicht der Lehrenden. Ziel der Arbeit: Die Lehre im Fach Chirurgie im Stationsalltag und Ursachen von Problemen hierbei sollen aus Sicht der Lehrenden analysiert werden. Material und Methoden: Im Rahmen der prospektiven Studie wurde ein Leitfaden für semistrukturierte Interviews mit ausformulierten, offenen Fragen erstellt, die mit weiteren Spezifizierungsfragen versehen wurden. Alle Interviews wurden anhand des Leitfadens geführt und aufgezeichnet. Die Anzahl der Interviews ergab sich aus dem Prinzip der inhaltlichen Sättigung. Ergebnisse: Alle der 22 befragten Ärzte messen der Lehre im klinischen Alltag einen hohen Stellenwert bei. Dennoch beschreiben sie, dass die Lernziele im klinischen Alltag nicht immer erreicht werden. Als Hauptgrund hierfür wird die mangelnde Zeit genannt. Mit zunehmender klinischer Erfahrung kommen jedoch weitere Faktoren hinzu: Ober- und Chefärzte beklagen die zu geringen Vorkenntnisse und die zu geringe Motivation einiger Studierender. Die meisten Befragten beschreiben, keine Anerkennung für ihre Lehre zu erhalten. Insgesamt wird die studentische Lehre als zusätzliche Belastung wahrgenommen, die aber alle Befragten für lohnenswert halten. Diskussion: Neben Personalmangel ist die fehlende Anerkennung das wichtigste Hemmnis für eine effektive Lehre. Es ist daher wichtig, die Wertigkeit der Lehre durch die Belohnung guter Lehrleistungen und Schaffung einer dahingehenden Transparenz zu erhöhen.Background: Thus medical students must be inspired to undertake this specialty. Students complain that the teaching is subordinate to patient care and limited by a lack of time and medical personnel. Although there are many studies assessing student perceptions, few exist that focus on the issues that teachers face. Objective: To analyse student teaching in the daily routine and its potential’ problems from the surgeon’s perspectives. Material and methods: In this prospective study guidelines for semistructured interviews with formulated, open questions were created, which were specified with further questions. All interviews were conducted using these guidelines and recorded. The number of interviews were a function of the concept of content saturation. Results: All 22 participants perceived that the teaching in clinical practice is of paramount importance. Nevertheless, respondents described that learning goals in the clinical routine are not always achieved. The main reason is a lack of time; however, as clinical experience increases other factors will similarly become more important: Consultants and heads of departments complain about deficiencies in students’ previous knowledge, including insufficient motivation. Most respondents described that they do not feel appreciated for teaching. Overall, student teaching was perceived as an additional urden but all respondents found the task to be extremely worthwhile. Conclusion: In addition to the lack of personnel, a lack of appreciation is the most significant obstacle towards effective teaching. It is therefore important to increase the value of teaching by rewarding good achievements and the creation of effective transparency

How to design a registry for undiagnosed patients in the framework of rare disease diagnosis: suggestions on software, data set and coding system

Background: About 30 million people in the EU and USA, respectively, suffer from a rare disease. Driven by European legislative requirements, national strategies for the improvement of care in rare diseases are being developed. To improve timely and correct diagnosis for patients with rare diseases, the development of a registry for undiagnosed patients was recommended by the German National Action Plan. In this paper we focus on the question on how such a registry for undiagnosed patients can be built and which information it should contain. Results: To develop a registry for undiagnosed patients, a software for data acquisition and storage, an appropriate data set and an applicable terminology/classification system for the data collected are needed. We have used the open-source software Open-Source Registry System for Rare Diseases (OSSE) to build the registry for undiagnosed patients. Our data set is based on the minimal data set for rare disease patient registries recommended by the European Rare Disease Registries Platform. We extended this Common Data Set to also include symptoms, clinical findings and other diagnoses. In order to ensure findability, comparability and statistical analysis, symptoms, clinical findings and diagnoses have to be encoded. We evaluated three medical ontologies (SNOMED CT, HPO and LOINC) for their usefulness. With exact matches of 98% of tested medical terms, a mean number of five deposited synonyms, SNOMED CT seemed to fit our needs best. HPO and LOINC provided 73% and 31% of exacts matches of clinical terms respectively. Allowing more generic codes for a defined symptom, with SNOMED CT 99%, with HPO 89% and with LOINC 39% of terms could be encoded. Conclusions: With the use of the OSSE software and a data set, which, in addition to the Common Data Set, focuses on symptoms and clinical findings, a functioning and meaningful registry for undiagnosed patients can be implemented. The next step is the implementation of the registry in centres for rare diseases. With the help of medical informatics and big data analysis, case similarity analyses could be realized and aid as a decision-support tool enabling diagnosis of some undiagnosed patients

Medizinische Prüfung zwischen Wunsch und Wirklichkeit – Analyse der Übereinstimmung zwischen dem 2. Abschnitt der ärztlichen Prüfung und dem Nationalen Kompetenzbasierten Lernzielkatalog Chirurgie

Background The working party of the German Society for Surgery (DGCH) on undergraduate surgical education has developed a national expertise-based catalogue of learning goals in surgery (NKLC). This study analyses the extent to which the questions of the German second medical licensing examination compiled by the IMPP are congruent with the NKLC and which thematic focus is emphasised. Materials and Methods Firstly, a guideline and evaluation sheet were developed in order to achieve documentation of the individual examination questions of the second licensing examination with respect to the learning goals of the NKLC. In a retrospective analysis from autumn 2009 to autumn 2014, eleven licensing examinations in human medicine were screened independently by three different reviewers. In accordance with the guideline, the surgical questions were identified and subsequently matched to the learning goals of the NKLC. The analysis included the number of surgical learning goals as well as the number of surgical questions for each examination, learning goal, and different levels of expertise (LE). Results Thirteen reviewers from six surgical disciplines participated in the analysis. On average, reviewers agreed on the differentiation between surgical and non-surgical questions in 79.1% of all 3480 questions from 11 licensing examinations. For each examination (n = 320 questions), 98.8 +/- 22.6 questions (min.: 69, max.: 150) were rated as surgical. For each surgical learning goal addressed, 2.2 +/- 0.3 questions (min.: 1, max.: 16) were asked. For each examination, 23.5 +/- 6.3 questions (min.: 11; max.: 31) referred to learning goals of LE 3, 52.5 +/- 16.7 questions (min.: 34; max.: 94) addressed learning goals of LE 2 and 22.8 +/- 7.7 questions (min.: 9; max.: 34) were related to learning goals of LE 1. 64 learning goals (27.8% of all learning goals of the NKLC) were not reflected in the examinations. With a total of 70 questions, the most frequently examined surgical topic was "disorders of the rheumatic spectrum". Conclusion The number of surgical examination questions in the German second medical licensing examination seems to be sufficient. However, the questions seem to be unevenly distributed between different surgical areas of undergraduate education. In order to achieve a more homogenous representation of relevant surgical topics, improved alignment is needed between the state examination with existing catalogues of learning goals by the IMPP

The Epidemiology of Meningitis among Adults in a South African Province with a High HIV Prevalence, 2009-2012.

INTRODUCTION:Meningitis is a major cause of mortality in southern Africa. We aimed to describe the aetiologies and frequencies of laboratory-confirmed fungal and bacterial meningitis among adults in a South African province with an 11% HIV prevalence, over 4 years. METHODS:We conducted a retrospective, observational study of secondary laboratory data, extracted on all cerebrospinal fluid (CSF) specimens submitted to public-sector laboratories in Gauteng province from 2009 through 2012. We calculated cause-specific incidence rates in the general and HIV-infected populations and used Poisson regression to determine if trends were significant. RESULTS:We identified 11,891 (10.7%) incident cases of meningitis from 110,885 CSF specimens. Cryptococcal meningitis, tuberculous meningitis and pneumococcal meningitis accounted for 62.3% (n = 7,406), 24.6% (n = 2,928) and 10.1% (n = 1,197) of cases over the four-year period. The overall incidence (cases per 100,000 persons) of cryptococcal meningitis declined by 23% from 24.4 in 2009 to 18.7 in 2012 (p <0.001) and decreased by 19% among HIV-infected persons from 178.2 to 144.7 (p <0.001). Tuberculous meningitis decreased by 40% from 11.3 in 2009 to 6.8 in 2012 (p <0.001) and decreased by 36% among HIV-infected persons from 54.4 to 34.9 (p <0.001). Pneumococcal meningitis decreased by 41% from 4.2 in 2009 to 2.5 in 2012 (p <0.001) and decreased by 38% among HIV-infected persons from 28.0 to 17.5 (p <0.001). Among cases of other bacterial meningitis (248/11,891, 2.1%), Neisseria meningitidis (n = 93), Escherichia coli (n = 72) and Haemophilus influenzae (n = 20) were the most common organisms identified. CONCLUSIONS:In this high HIV-prevalence province, cryptococcal meningitis was the leading cause of laboratory-confirmed meningitis among adults. Over a 4-year period, there was a significant decrease in incidence of cryptococcal, tuberculous and pneumococcal meningitis. This coincided with expansion of the national antiretroviral treatment programme, enhanced tuberculosis control programme and routine childhood immunisation with pneumococcal conjugate vaccines

Demographic characteristics of patients with laboratory-confirmed fungal and bacterial meningitis in Gauteng province, South Africa, 2009 through 2012 (n = 11,891).

<p>Demographic characteristics of patients with laboratory-confirmed fungal and bacterial meningitis in Gauteng province, South Africa, 2009 through 2012 (n = 11,891).</p