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

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

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

Principal component analysis and internal reliability of the Polish version of MESA and UDI-6 questionnaires

Objectives: Urinary incontinence (UI) can affect up to 50% of the population of women over the age of 50. In order to objectively assess discomfort in women with UI prior to initiating treatment and monitoring the outcomes of the treatment, validated questionnaires need to be used to examine the impact of UI on health-related quality of life (HR-QoL). The Urogenital Distress Inventory — Short Form (UDI-6) and the Medical Epidemiologic and Social Aspects of Ageing (MESA) questionnaires are used typically. Assessment of the Polish translation of the MESA and UDI-6 questionnaires. Material and methods: 155 patients with symptoms of UI were enrolled. Each of the patients completed the MESA and UDI questionnaires prior to being examined. The final diagnosis was made after diagnostic tests were carried out in the patients. Results: Principle component analysis showed division of the Polish versions of the questionnaires into domains identical to the original version. Analyses of internal consistency reliability revealed high internal consistency for the MESA questionnaire (0.90) and a low reliability of the UDI-6 questionnaire (0.44). Conclusions: The Polish version of the MESA questionnaire was demonstrated to be a clinically useful diagnostic tool in the studied population, UDI-6 did not reached a sufficiently high reliability in the study group to be recommended as a diagnostic tool

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

Relationship between Apgar score and umbilical cord blood acid-base balance in full-term and late preterm newborns born in medium and severe conditions

Objectives: Application of Apgar scores (AS) and umbilical cord blood acid-base analysis is a base for the prediction of future neurological development in children. In clinical practice we often observe huge discrepancy between clinical and biochemical status of newborn. Because many obstetricians consider both assessments as substitute and measure of their proceeding’s outcome, we decided to scientifically measure actual correlation between them among newborns born with Apgar less than 8 points. Material and methods: This was an observational retrospective study. The study included 141 newborns born in general medium and severe condition (Apgar < 8 points in first minute of life). Acid-base analysis of umbilical cord vein blood immediately after birth was performed. We correlated gasometer parameters with Apgar scores of newborns. Results: The clinical condition of a newborn at 1, 5, and 10 minutes after birth correlates positively and significantly with pH values (0.25; 0.24; and 0.26; respectively) and bicarbonate levels (0.21; 0.27; 0.28; respectively) in the umbilical cord vein, however correlation was low. Subsequently we qualified newborns to four groups depending on the degree of invasiveness of respiratory support after delivery, and the groups were compared in terms of parameters of acid-based balance. No significant differences were observed between groups in terms of acid-base balance parameters. Conclusions: There is low, but significant correlation between clinical condition of a newborn after birth with most of acid-base parameters from umbilical vein blood. The assessment of the newborn's condition after birth using the Apgar score, (but not acid-base parameters) determines the degree of invasiveness of respiratory support activities for newborns after birth

Cerebral palsy and obstetric-neonatological interventions

Cerebral palsy is a disease that puts a great mental burden on caregivers and generates very high social costs. Children withCP require many years of rehabilitation and medical care. The etiology of the disease is undoubtedly multifactorial, and thepathogenesis is associated with focal damage to the central nervous system. One can find descriptions of well-documentedinterventions in the literature that reduce the risk of CP in certain groups of pregnant and neonatal patients, and interventionsthat have a potentially protective effect. In this review, we have analyzed the available literature in terms of prenataland postnatal interventions that may have an impact on reducing the incidence of this condition in children

Misoprostol vaginal insert and Foley catheter in labour induction — single center retrospective observational study of obstetrical outcome

Objectives: Induction of labour is one of the most common procedures used in obstetrics and its prevalence tends toincrease. In patients with an unripe cervix (Bishop score < 7) pre-induction procedures are used before the start of oxytocininduction. Currently there is no consensus among scientific societies on the optimal way of pre-induction. We have conducteda single-centre retrospective observational study comparing obstetric induction results of patients after 37 weeksof gestation who were pre-induced with misoprostol vaginal insert (MVI) with 200 μg of misoprostol (Misodel — FerringPharmaceuticals Poland) or Foley catheter (20 F, 60 mL baloon).Material and methods: We have reviewed the medical records of 503 patients (group A pre-induced MVI — 135 patients,group B pre-induced Foley catheter — 368 patients) who were in a single, full-term pregnancy, pre-induced due to unripecervixes (Bishop score < 7) with a Foley catheter or Misodel (MVI 200 μg). We compared obstetric results between groups.Results: Group A patients had a lower chance of using oxytocin in labour induction/augmentation (OR = 0.21 95%CI = 0.13–0.32), and a greater chance of surgical delivery by caesarean section (OR = 2.14 95% CI = 1.42–3.23) and vacuumextraction (OR = 3.29 95% CI = 1.08–10.00). Group A patients also had a greater chance of abnormal CTG (OR = 2.66 95%CI = 1.5–4.7) compared to group B. The groups did not differ in terms of meconium stained amniotic fluid and postpartumhaemorrhage. The percentage of children born with a pH from umbilical cord blood < 7.2 and < 7.1 and newborns ofmedium general condition (Apgar 4–7) did not differ between the groups.Conclusions: Neonatological results of children from Foley catheters and MVI induced delivery do not differ. Patientspre-induced with MVI rarely require labour augmentation with oxytocin. MVI-preinduced patients have a better chance ofhaving a delivery by CS or VE compared to the Foley catheter

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

Could pelvic floor sonography be a standalone method for excluding genuine stress urinary incontinence in women?

Objectives: Determine whether introital pelvic floor sonography with transvaginal probe (PFS-TV) can be an independent method in the diagnosis of genuine stress urinary incontinence (SUI) and to create a ultrasonographic diagnostic model to objectify diagnostic process. Material and methods: The study involved 315 patients with a history of urinary incontinence problems. Based on the clinical examination and urodynamic examination, the final diagnosis was made. Patients were divided into two groups. Group I included women with SUI and Group II included patients without SUI (OAB and no-UI). Each patient underwent PFS-TV at rest and during straining. The groups were compared in terms of ultrasound parameters. Results: Patients from both groups differed statistically in a significant way (p < 0.05) in terms of mean distance between the lower edge of the pubic symphysis at rest 19 mm vs 22 mm (Group I vs Group II) and during straining (D1 and D2) 22 mm vs 26 mm, the average value of the γ angle (at rest (γ1) 37.5° vs 40° and during straining (γ2) and 66° vs 58.5°, average difference value of angle γ during straining and at rest (γ2−γ1) 29° vs 14°, and frequency of urethral funneling 89% vs 17%. Two parameters studied during PFS-TV were included in the logistic regression model used to exclude the stress component of urinary incontinence. Diagnostic test parameters of model were sensitivity 86.6%, specificity 90.4%, accuracy 93.1%. Conclusions: PFS-TV makes it possible to exclude the stress component of urinary incontinence. The developed logistic regression model allows for the objectification of the results of ultrasound examination in patients with urinary incontinence