Contraceptive use and quality of life among women of reproductive age, attending a general outpatient clinic in a Nigerian tertiary hospital

Background: In Sub-Saharan Africa, unplanned pregnancies, sexually transmitted infections (STIs) and low use of modern contraceptives are major reproductive health problems affecting women of reproductive age. However, there is evidence of an increase in contraceptive use over the past decade. This study was carried out to assess the pattern of contraceptive use, and its association with quality of life among women of reproductive age, attending a general outpatient clinic, at the University College Hospital (UCH), Ibadan, Nigeria.Methods: A descriptive, cross-sectional study conducted with 323 women aged 15-49 years for three months. Data were retrieved using a semi-structured questionnaire and analyzed using the Statistical Package for Social Sciences (SPSS) version 23.Results: The mean age of the participants was 34.9±8 years. The prevalence of contraceptive use was 43.7%, and out which, 34.4% accounted for modern methods. At least 72.4% ever heard about a method of contraceptive. Male condom was the most heard (96.6%) and most used (39.0%) contraceptive method. Majority of the quality of life parameters had higher mean scores, with significant mean values in vitality and social functioning categories among contraceptive users (72.41±14.82 and 72.07±18.39 respectively, p=0.029) compared with non-contraceptive users.Conclusions: Despite a higher mean quality of life scores among contraceptive users, less than half of the respondents made use of contraceptives. Therefore, the need for more orientation on the use of contraceptives to promote safe sexual practice and birth control is required

Physicochemical assessment and bacteriological studies of hand-dug wells of major markets in south western, Nigeria

Rapid population in developing nations has imposed stress on groundwater resources, thus the need to assess physicochemical and bacteriological impact of microbes on hand-dug wells along some major markets in Ibadan Southwestern Nigeria. Water samples from hand-dug wells were measured sequentially, and total dissolved solute (TDS), pH, electrical conductivity (EC), salinity, and temperature were measured in situ. Water samples were analyzed at a Microbiology Laboratory. Most probable techniques used for micro-organism analysis were in three stages: presumptive test used for confirmation of Escherichia coli, confirmed test for total viable bacteria count (TVBC), and complete test to reconfirm the presence of coliform. Presumptive test showed high rate of E. coli in most of the hand-dug wells with (37.5 %). Confirmed test revealed Staphylococcus aureus to be 25 %, followed by Proteus vulgaris (14.6 %), Bacillus species (12.5 %), Pseudomonas aeruginosa (8.3 %), and Klebsiella spp. (2.1 %) respectively. Total viable bacteria counts are 500 to 192,000. Physicochemical results (total dissolved solute (TDS), pH, electrical conductivity (EC), salinity, temperature) when compared with WHO (2006) and SON (2007) revealed all the parameters to be within the permissible limits except pH (5.8 to 9.56), and high values of the parameters were caused by organic matter. High E. coli in the study area revealed influence of human and animal fecal that coul

Exploring UK medical school differences: the MedDifs study of selection, teaching, student and F1 perceptions, postgraduate outcomes and fitness to practise

BACKGROUND: Medical schools differ, particularly in their teaching, but it is unclear whether such differences matter, although influential claims are often made. The Medical School Differences (MedDifs) study brings together a wide range of measures of UK medical schools, including postgraduate performance, fitness to practise issues, specialty choice, preparedness, satisfaction, teaching styles, entry criteria and institutional factors. METHOD: Aggregated data were collected for 50 measures across 29 UK medical schools. Data include institutional history (e.g. rate of production of hospital and GP specialists in the past), curricular influences (e.g. PBL schools, spend per student, staff-student ratio), selection measures (e.g. entry grades), teaching and assessment (e.g. traditional vs PBL, specialty teaching, self-regulated learning), student satisfaction, Foundation selection scores, Foundation satisfaction, postgraduate examination performance and fitness to practise (postgraduate progression, GMC sanctions). Six specialties (General Practice, Psychiatry, Anaesthetics, Obstetrics and Gynaecology, Internal Medicine, Surgery) were examined in more detail. RESULTS: Medical school differences are stable across time (median alpha = 0.835). The 50 measures were highly correlated, 395 (32.2%) of 1225 correlations being significant with p < 0.05, and 201 (16.4%) reached a Tukey-adjusted criterion of p < 0.0025. Problem-based learning (PBL) schools differ on many measures, including lower performance on postgraduate assessments. While these are in part explained by lower entry grades, a surprising finding is that schools such as PBL schools which reported greater student satisfaction with feedback also showed lower performance at postgraduate examinations. More medical school teaching of psychiatry, surgery and anaesthetics did not result in more specialist trainees. Schools that taught more general practice did have more graduates entering GP training, but those graduates performed less well in MRCGP examinations, the negative correlation resulting from numbers of GP trainees and exam outcomes being affected both by non-traditional teaching and by greater historical production of GPs. Postgraduate exam outcomes were also higher in schools with more self-regulated learning, but lower in larger medical schools. A path model for 29 measures found a complex causal nexus, most measures causing or being caused by other measures. Postgraduate exam performance was influenced by earlier attainment, at entry to Foundation and entry to medical school (the so-called academic backbone), and by self-regulated learning. Foundation measures of satisfaction, including preparedness, had no subsequent influence on outcomes. Fitness to practise issues were more frequent in schools producing more male graduates and more GPs. CONCLUSIONS: Medical schools differ in large numbers of ways that are causally interconnected. Differences between schools in postgraduate examination performance, training problems and GMC sanctions have important implications for the quality of patient care and patient safety

The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning

BACKGROUND: What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL). METHOD: The Analysis of Teaching of Medical Schools (AToMS) survey used detailed timetables provided by 25 schools with standard 5-year courses. Timetabled teaching events were coded in terms of course year, duration, teaching format, and teaching content. Ten schools used PBL. Teaching times from timetables were validated against two other studies that had assessed GP teaching and lecture, seminar, and tutorial times. RESULTS: A total of 47,258 timetabled teaching events in the academic year 2014/2015 were analysed, including SSCs (student-selected components) and elective studies. A typical UK medical student receives 3960 timetabled hours of teaching during their 5-year course. There was a clear difference between the initial 2 years which mostly contained basic medical science content and the later 3 years which mostly consisted of clinical teaching, although some clinical teaching occurs in the first 2 years. Medical schools differed in duration, format, and content of teaching. Two main factors underlay most of the variation between schools, Traditional vs PBL teaching and Structured vs Unstructured teaching. A curriculum map comparing medical schools was constructed using those factors. PBL schools differed on a number of measures, having more PBL teaching time, fewer lectures, more GP teaching, less surgery, less formal teaching of basic science, and more sessions with unspecified content. DISCUSSION: UK medical schools differ in both format and content of teaching. PBL and non-PBL schools clearly differ, albeit with substantial variation within groups, and overlap in the middle. The important question of whether differences in teaching matter in terms of outcomes is analysed in a companion study (MedDifs) which examines how teaching differences relate to university infrastructure, entry requirements, student perceptions, and outcomes in Foundation Programme and postgraduate training

The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning

Background What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL). Method The Analysis of Teaching of Medical Schools (AToMS) survey used detailed timetables provided by 25 schools with standard 5-year courses. Timetabled teaching events were coded in terms of course year, duration, teaching format, and teaching content. Ten schools used PBL. Teaching times from timetables were validated against two other studies that had assessed GP teaching and lecture, seminar, and tutorial times. Results A total of 47,258 timetabled teaching events in the academic year 2014/2015 were analysed, including SSCs (student-selected components) and elective studies. A typical UK medical student receives 3960 timetabled hours of teaching during their 5-year course. There was a clear difference between the initial 2 years which mostly contained basic medical science content and the later 3 years which mostly consisted of clinical teaching, although some clinical teaching occurs in the first 2 years. Medical schools differed in duration, format, and content of teaching. Two main factors underlay most of the variation between schools, Traditional vs PBL teaching and Structured vs Unstructured teaching. A curriculum map comparing medical schools was constructed using those factors. PBL schools differed on a number of measures, having more PBL teaching time, fewer lectures, more GP teaching, less surgery, less formal teaching of basic science, and more sessions with unspecified content. Discussion UK medical schools differ in both format and content of teaching. PBL and non-PBL schools clearly differ, albeit with substantial variation within groups, and overlap in the middle. The important question of whether differences in teaching matter in terms of outcomes is analysed in a companion study (MedDifs) which examines how teaching differences relate to university infrastructure, entry requirements, student perceptions, and outcomes in Foundation Programme and postgraduate training

Southwestern Nigeria 1

Petrographic and geotechnical properties of Lateritic Soil

Geophysical evaluation of groundwater potential in part of southwestern Basement Complex terrain of Nigeria

Abstract The geophysical assessment of groundwater in Awa-Ilaporu, near Ago Iwoye southwestern Nigeria was carried out with the aim of delineating probable areas of high groundwater potential. The area falls within the Crystalline Basement Complex of southwestern Nigeria which is predominantly underlain by banded gneiss, granite gneiss and pegmatite. The geophysical investigation involves the very low frequency electromagnetic (VLF-EM) and Vertical Electrical Sounding (VES) methods. The VLF-EM survey was at 10 m interval along eight traverses ranging between 290 and 700 m in length using ABEM WADI VLF-EM unit. The VLF-EM survey was used to delineate areas with conductive/fractured zones. Twenty-three VES surveys were carried out with the use of Campus Ohmega resistivity meter at different location and at locations areas delineated as high conductive areas by VLF-EM survey. The result of VLF-EM survey along its traverse was used in delineating high conductive/fractured zones, it is, however, in agreement with the delineation of the VES survey. The VES results showed 3–4 geoelectric layers inferred as sandy topsoil, sandy clay, clayey and fractured/fresh basement. The combination of these two methods, therefore, helped in resolving the prospecting location for the groundwater yield in the study area

Performance, serum biochemical indices and crude protein utilisation by broiler chickens fed diets based on two varieties of cassava (Manihot esculenta Crantz) grits I. Starter Phase

Effect of dietary inclusion of cassava grits (Manihot esculenta Crantz) from two cassava varieties TME 419 and TMS 01/1371 as replacement for maize on performance, serum biochemical indices and crude protein utilization of broiler chicks was investigated in a three-week trial with Abor Acre plus broiler chicks (n=210). In a completely randomized design, birds were allotted to seven treatments, each replicated thrice with 10 birds per replicate. Diet 1 comprised 50 % maize and 0 % cassava grits, diets 2, 3 and 4 had their respective maize content replaced at 25, 50 and 75 % with cassava grits&nbsp; from TMS 01/1371 while diets 5, 6 and 7 was replaced correspondingly with cassava grits from TME 419 at 25, 50 and 75 %, respectively for a duration of 21-day. Increased dietary cassava grits significantly lowered (P&lt;0.05) weight gain and metabolizable crude protein of broiler chicks. Birds on diets 3, 4, 6 and 7 had similar weight gain, feed conversion ratio and metabolizable crude protein. Except for significantly increased (P&lt;0.05) total&nbsp; protein and alkaline phosphatase due to interactions of cassava varieties and inclusion levels, effects of cassava varieties and inclusion levels on other serum indices were similar (P&gt;0.05). Regression of metabolizable crude protein on graded cassava grit inclusion for both varieties were negative and significant (P&lt;0.05) for TME 419 (R2=0.355) and highly significant (P&lt;0.01) for TMS 01/1371 (R2=0.6639). Both graphs clearly depicted decreased metabolizable crude protein due to increased cassava grits in the diets. Increased dietary cassava grits of both varieties resulted in lowered metabolizable crude protein and serum indices with concomitant increased feed conversion ratio of broiler starter chicks. Keywords: Performance, serum biochemical indices, cassava grits, metabolizable crude protein, starter phas