Remote learning as assessed by students of Collegium Medicum of the Jan Kochanowski University in Kielce (survey questionnaire research)

During the COVID-19 pandemic in Poland, there was a temporary transition to distance learning at universities. For students of the medical faculty, this change lasted for a shorter than other faculties and was effective until the start of mass vaccinations. For 6 months lectures, seminars, and exercises were held remotely. We conducted an internet-based survey among medical students regarding their assessment of their distance learning experience. We wanted to compare the assessment of students from the first to the third year of studies (group A), who mostly have theoretical classes, and the fourth to sixth (group B), who should mostly have exercises "at the patient's bedside".   Students of the medical faculty (n=82) participated in the survey (62% from group A and 38% from group B). All respondents had free access to a computer and the Internet. We assessed the individual areas of interest in the survey with a five-point Likert scale. There were no differences in the assessment of their own IT competencies among students of both groups. Students of both groups noticed that their level of IT competencies increased in the course of distance learning. The groups differed in terms of the assessment of the level of education offered by the university (4.6 vs 3.2, p <0.05), and the assessment of their own involvement (4.5 vs 3.4, p <0.05). The highest-rated forms of remote learning by students were group work on projects in designated channels of communication with assistants (86% and 78% willingly participate in it). The form assessed to be the worst was teaching based on providing content in electronic form (35% and 42%, respectively, willingly participate in it). The students of the group are less satisfied with the remote classes, which may correspond to the lack of contact with the individual patients. Less satisfaction with the classes conducted leads among students to less involvement on their part

Remote learning during the COVID-19 pandemic in the opinion of academic teachers. Survey research

During the COVID-19 pandemic, the academic community had to drop out of the full-time on-site education and switch to distance learning. After two years of this state of affairs and the current return to the traditional form, we would like to explore the opinions of academic teachers on this form of teaching.  The study was a questionnaire-based survey, including 86 teaching staff members of the Jan Kochanowski University of Kielce, working at four faculties. The teachers assessed the level of distance learning as average, no different from the traditional approach.  However, they pointed out that the involvement, activity of students, regularity of work, quality of the assignments completed, and the adequacy of the grades received is greater in the traditional approach. In the case of remote learning, in the group's assessment, the timeliness of performing the assignments had not deteriorated. The most frequently indicated advantage of remote learning was time saving, while the most common disadvantage was reduced contact with students. In the teachers' opinion, the traditional mode of learning still has an advantage over distance learning. Studies assessing effectiveness in achieving educational goals are needed in order to objectify the results. &nbsp

Students of the Medical College against the background of three other faculties of the Jan Kochanowski University in Kielce

The need to limit people-to-people contacts during the COVID-19 pandemic introduced the need for distance learning at universities. After two years of pandemic restrictions, we decided to check the opinion of medical students and three other faculties on the conducted classes and compare groups with each other. We conducted a survey research based on standardized questionnaire which included 306 students from four faculties of the Jan Kochanowski University in Kielce – Faculty of Law and Social Sciences (1), Medical College (2), Faculty of Exact and Life Sciences (3), Faculty of Pedagogy and Psychology (4). Students did not differ in the assessment of most types of classes conducted in a virtual form. The exceptions were virtual meetings in a group of students, which were better assessed at the faculty no. 1 compared to 2 and 4. Students of Medical College faculty differed in terms of assessing level of distance learning and their own involvement. Their ratings on these two issues were the lowest among the four groups. The students of individual faculties did not differ in terms of assessing the effectiveness of the elements of education in the traditional and remote modes of operation.   The subjective assessment of distance learning by students from various faculties shows subtle differences. The transition to distance education resulted in a decline in the involvement of medical students in their education and a subjective decrease in quality of teaching comparing to other faculties. This opinion may be taken into account when adapting curricula and selecting the type of classes to be conducted in the course of distance or hybrid learning

Comparison of the assessment of teaching components during distance and traditional learning – perspective of academic teachers and students. Questionnaire survey

The Covid-19 pandemic forced students and academic teachers to start distance learning. Although both sides participated in the same process, its assessment from both sides may differ. In our study, using a structured survey, academic teachers and students assessed on a 5-point Likert's scale (where 1 = greater in traditional education, 5 =definitely greater in remote education) the effectiveness of 6 key elements of learning such as: student's involvement (1), student's activity (2), contact with the lecturer (3), consistent manner of work (4), timeliness of tasks performed (5), quality of tasks performed (6) and adequacy of grades awarded (7) . Most of the elements in both groups were assessed as more effective in traditional learning. The average score in the group of teachers in each of the elements was shifted towards greater effectiveness of traditional teaching. The greatest difference in grades between the two groups occurred in the scope of a student's involvement and activity. Students and teachers did not differ in the assessment of contact with the lecturer, although both groups indicated that it was greater in the case of traditional learning. Lecturers and students differed in assessing the effectiveness of key features of learning during distance and traditional education. It is necessary to continuously adapt curricula in order to improve the overall assessment of the examined elements and to ensure that there are no differences between the two groups

Sexual quality of life and female sexual function in women after fetal death

Objectives: Pregnancy loss is associated with distress which can have a significant emotional impact on women and their spouses including a lower sexual quality of life and sexual dysfunction. The present study aimed to assess sexual quality of life and sexual function in women after fetal death.Material and methods: A total of 110 women with a history of pregnancy loss hospitalized in the Clinic of Obstetrics and Gynecology were included. In order to evaluate the sexual quality of life and sexual functions the standardized questionnaires - the Sexual Quality of Life (SQoL-F) and Female Sexual Function Index (FSFI), respectively were used.Results: Women declared a lower sexual quality of life. Most of them (52.73%) were at a risk of sexual dysfunction in the areas of desire (4.15 ± 1.21) and orgasm (3.82 ± 1.48). The older the age and length of the relationship was (p = 0.002; r = –0.298) the worse the sexual quality of life (p < 0.001) and sexual function were (p < 0.05). The sexual quality of life (p < 0.001) and sexual function in the area of desire (p = 0.001), arousal (p = 0.001) and orgasm (p < 0.001) were significantly better in the women who have experienced one pregnancy loss than in those with more than one pregnancy loss. Sexual function was better in women who did not plan to have a pregnancy. The week in which the pregnancy was lost and the fact of having other children have not been statistically significant.Conclusions: The sexual quality of life and female sexual function in women after an experience of fetal death were less satisfying

Students of the Medical College against the background of three other faculties of the Jan Kochanowski University in Kielce

The need to limit people-to-people contacts during the COVID-19 pandemic introduced the need for distance learning at universities. After two years of pandemic restrictions, we decided to check the opinion of medical students and three other faculties on the conducted classes and compare groups with each other. We conducted a survey research based on standardized questionnaire which included 306 students from four faculties of the Jan Kochanowski University in Kielce – Faculty of Law and Social Sciences (1), Medical College (2), Faculty of Exact and Life Sciences (3), Faculty of Pedagogy and Psychology (4). Students did not differ in the assessment of most types of classes conducted in a virtual form. The exceptions were virtual meetings in a group of students, which were better assessed at the faculty no. 1 compared to 2 and 4. Students of Medical College faculty differed in terms of assessing level of distance learning and their own involvement. Their ratings on these two issues were the lowest among the four groups. The students of individual faculties did not differ in terms of assessing the effectiveness of the elements of education in the traditional and remote modes of operation.   The subjective assessment of distance learning by students from various faculties shows subtle differences. The transition to distance education resulted in a decline in the involvement of medical students in their education and a subjective decrease in quality of teaching comparing to other faculties. This opinion may be taken into account when adapting curricula and selecting the type of classes to be conducted in the course of distance or hybrid learning

Optimization of the cosmetic appearance of skin scar after caesarean section — part I: obstetric practice

Caesarean section (CS) is a surgical way of child delivery by cutting the abdomen and uterus. Although compared to natural childbirth, it carries a greater risk of complications, the percentage of performed cuts is still increasing. The consequence of this procedure is the surgical skin scar. The appearance of this scar depends on many factors, including appropriate pre- and intraoperative procedure, operator skills and experience. The aim of the work is to present actions aimed at increasing the aesthetics of the skin scar after CS including pre-, intra- and postoperative procedures

Conservatively treated, live, 12-week cervical pregnancy – case report

MLODAWSKI, Jakub, CHABIK, Anna, ALBRZYKOWSKI, Maciej, MLODAWSKA, Marta & SWIERCZ, Grzegorz. Conservatively treated, live, 12-week cervical pregnancy – case report. Journal of Education, Health and Sport. 2022;12(12):311-316. eISSN 2391-8306. DOI http://dx.doi.org/10.12775/JEHS.2022.12.12.047 https://apcz.umk.pl/JEHS/article/view/40839 https://zenodo.org/record/7467345 The journal has had 40 points in Ministry of Education and Science of Poland parametric evaluation. Annex to the announcement of the Minister of Education and Science of December 21, 2021. No. 32343. Has a Journal's Unique Identifier: 201159. Scientific disciplines assigned: Physical Culture Sciences (Field of Medical sciences and health sciences); Health Sciences (Field of Medical Sciences and Health Sciences). Punkty Ministerialne z 2019 - aktualny rok 40 punktów. Załącznik do komunikatu Ministra Edukacji i Nauki z dnia 21 grudnia 2021 r. Lp. 32343. Posiada Unikatowy Identyfikator Czasopisma: 201159. Przypisane dyscypliny naukowe: Nauki o kulturze fizycznej (Dziedzina nauk medycznych i nauk o zdrowiu); Nauki o zdrowiu (Dziedzina nauk medycznych i nauk o zdrowiu). © The Authors 2022; This article is published with open access at Licensee Open Journal Systems of Nicolaus Copernicus University in Torun, Poland Open Access. This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author (s) and source are credited. This is an open access article licensed under the terms of the Creative Commons Attribution Non commercial license Share alike. (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted, non commercial use, distribution and reproduction in any medium, provided the work is properly cited. The authors declare that there is no conflict of interests regarding the publication of this paper. Received: 12.11.2022. Revised: 21.12.2022. Accepted: 21.12.2022. Conservatively treated, live, 12-week cervical pregnancy – case report Jakub Mlodawski1, Anna Chabik2, Maciej Albrzykowski2, Marta Mlodawska1, Grzegorz Swiercz1 Jan Kochanowski University n Kielce, Collegium Medicum “Eskulap” Student’s Scientific Society, Jan Kochanowski University in Kielce Abstract: Cervical pregnancy is one of the rarest forms of ectopic pregnancy. Due to the low prevalence of this pregnancy complications, the management of this complication is not standardized. In this work, we describe conservative management of a 12-week cervical pregnancy. Descriptions of the cases of such a large pregnancy treated conservatively are scarce. In order to protect the fertility of the patient, most of the described conservative procedures available in the literature were applied, such as: the administration of a 15% solution of KCl into the gestational sac, administration of methotrexate into the gestational sac and intramuscularly, as well as embolization of the uterine arteries with cervical canal curettage. After 5 weeks of observation and applied treatment, the patient was discharged home with a preserved uterus. Keywords: cervical pregnancy, ectopic pregnancy, methotrexate, arterial embolisatio

Basic hope, level of stress and strategies used to cope with stress after miscarriage during hospitalization and 3 months after its completion

Objectives: Basic hope is important for successfully coping with, and adapting to, difficult situations. The aim of the study was to determine the level of stress and basic hope and identify the associated coping processes in women after miscarriage during hospitalization and three months after discharge. Material and methods: A total of 161 women hospitalized due to miscarriage were included. To evaluate the level of stress, basic hope and coping strategies, the following standardized questionnaires were used: the Perceived Stress Scale (PSS-10), the Inventory to Measure Coping Strategies with Stress (Mini-COPE) and the Basic Hope Inventory (BHI-12). Results: 110 patients declared high levels of stress during hospitalization and 80 claimed the same three months after discharge. The level of stress decreased after three months (p < 0.001). Adaptive stress-coping strategies were employed more frequently than maladaptive stress-coping strategies. During hospitalization, the most frequently used strategies were acceptance and seeking emotional support; with planning, acceptance, seeking emotional and instrumental support being used three months after discharge. The sense of basic hope increased after three months (p < 0.001). The level of the sense of basic hope correlates significantly (p < 0.001) and negatively (r ˂ 0) with the severity of stress symptoms during and after the hospital stay. Conclusions: The sense of basic hope increased significantly after three months in relation to the level experienced during the hospitalization period, and the intensity of stress decreased. Preventive women-oriented interventions are needed to minimize the risk of post-traumatic stress disorder

Navigating Uncertain Waters: First-Trimester Screening’s Role in Identifying Neonatal Complications

Background: Contemporary diagnostic methods aimed at assessing neonatal outcomes predominantly rely on the medical history of pregnant women. Ideally, universal biomarkers indicating an increased risk of delivering infants in poor clinical condition, with a heightened likelihood of requiring hospitalization in a Neonatal Intensive Care Unit (NICU), would be beneficial for appropriately stratifying pregnant women into a high-risk category. Our study evaluated whether biochemical and ultrasonographical markers universally used in first-trimester screenings for non-heritable chromosomal aberrations could serve this purpose. Methods: This study encompassed 1164 patients who underwent first-trimester screening, including patient history, ultrasound examinations, and biochemical tests for pregnancy-associated plasma protein-A (PAPP-A) and the free beta-HCG subunit (fbHCG), from January 2019 to December 2021. The research concentrated on the correlation between these prenatal test results and neonatal outcomes, particularly Apgar scores, umbilical blood pH levels, and the necessity for NICU admission. Results: In our cohort, neonates scoring lower than 8 on the Apgar scale at birth exhibited lower concentrations of PAPP-A in the first trimester, both in raw and normalized values (PAPP-A MoM 0.93 vs. 1.027, p = 0.032). We also observed a higher pulsatility index in the venous duct in the first trimester in full-term neonates born with p = 0.04). We also noted that neonates requiring NICU hospitalization post-delivery had lower first-trimester bHCG concentrations (0.93 MoM vs. 1.11 MoM, p = 0.03). However, none of the correlations in our study translated into a robust prognostic ability for predicting dichotomous outcomes. All areas under the curve achieved a value Conclusions: Low concentrations of PAPP-A and free bHCG subunit in the first trimester may be associated with poorer clinical and biochemical conditions in neonates post-delivery. However, the relationship is weak and has limited predictive capability. Further research evaluating these relationships is necessary for the appropriate stratification of pregnant women into high-risk categories for neonatological complications