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Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The dissertation explores relationships between social mobility and tribal identification, based on observations made among a sample of medical trainees at the University of Ibadan (formerly, the University College, Ibadan) in Western Nigeria. The thirteen-month study was carried out during 1962-63. Data were collected on 270 Southern Nigerians entering medical training in the years 1952-1960. Material was taken from university records, personal observations, unstructured interviews, and formal interviews with a sub-sample of 103 trainees drawn from among graduates or potential graduates in the years 1960-1965. Social background characteristics were compared with performance in training. Based on the ability to sit for and to pass all parts of the standard Second M. B. and Final M.B.-B.S. examinations and to graduate in the minimum five-year training period, representatives of large triues (Ibos, Yorubas) had a significantly higher pass rate than representatives of small tribes (Binis, Ijaws, Efiks, Ibibios, and several smaller groups). Corrections for caliber and location of secondary schools attended showed no variations in this pattern. Nor was it possible to account for these differential performances in terms of examination procedures, faculty bias, degree of exposure of various groups historically to foreign impact, or feelings of social isolation during training. [TRUNCATED] / 2031-01-01

In light of Accessibility for Ontarians with Disabilities Act, 2005, medical schools witnessed increased number of students with disabilities matriculating in their program. However, the administrators face challenges because ensuring accessibility in dynamic clinical settings may not always be feasible or ideal while considering the resource implication and patient safety. There is little consensus and established guidance on how to provide responsible accommodations for otherwise-qualified medical students with disabilities. To understand the development of resilience in medical students with disabilities as they confront potential institutional barriers and social or self-imposed stigma, we asked: how do medical students with disabilities identify and communicate their learning needs to negotiate necessary accommodations with the Student Accessibility Services and/or the MD program? The Constructivist Grounded Theory approach by Charmaz (2006) served as the methodological guide. In-depth individual interviews were conducted capturing the students’ perspective on accommodations arranged by the program, inclusion challenges in medical education and their recommendations on how to enhance program accessibility. Three major themes emerged: 1) creating a dialogue to devise learner-centered accommodation strategies, 2) recognizing available extrinsic and intrinsic resources, and 3) optimizing available extrinsic and intrinsic resources. Self-reflection was the key underlying ingredient driving students’ resilience development in partnership with inclusive learning environment and supportive faculty. Student diversity present in the medical schools merits further research. Diminishing stigma towards health professionals with disabilities is imperative. Endorsement of cross-departmental and institutional collaboration that enables dissemination of cost-effective and comprehensive accommodation strategies is recommended. / Thesis / Master of Science (MSc)

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The character of the professional socialization experience is a subject of debate in the literature; one of the primary issues being the relative contributions of trainees to the nature of their socializing experience. As crucial as the clinical education experience is to the educational and professional development of medical students, it has received relatively little attention in the literature on professional socialization of physicians. The goals of this research were to understand, from the students' perspective, the character of the first clinical learning experience in the medical school career of a group of medical students and, given the character of that context, the role of student negotiations in their own education and professional socialization. This study employed a symbolic interactionist framework and the data collection methods of participant observation and unstructured interview. The data collection was conducted over a six-week period during which time the researcher experienced along with a group of six medical students their first clinical learning experience. These students perceived the clinical learning environment to be challenging, complex and frequently too busy to easily accommodate their learning needs. They recognized the enormity of their learning task and of their own incompetence. These were the basic perceptions that prompted the students to negotiate their clinical learning experience. Student negotiations took three basic forms: the creation of new learning opportunities, the manipulation of existing learning resources, and interpretation of events and behaviors. Students' negotiations were constrained by the structure of the education program and the students' own assertiveness. The study's findings indicate that the students were active negotiators of the content and the conduct of their own professional education and professional socialization. Even in the face of overwhelming demands on their intellectual and emotional resources, the students expressed their individual and collective intent for their educational experience. The study findings were similar to those of earlier studies of professional socialization, although new behaviors and behaviors inconsistent with those found in previous research were uncovered. Contributions to the literature on professional socialization and to an understanding of this phenomenon were made through the explanation of these inconsistencies.

Class of 2009 Abstract / OBJECTIVES: To assess the ability of pharmacy, medicine, and nursing students to identify prescribing errors METHODS: Pharmacy, medicine, and nursing students from the University of Arizona were asked to participate in this prospective, descriptive study. Pharmacy and medical students in the last didactic year of their program and traditional bachelor of nursing students in the fourth semester of their program were eligible to participate. Subjects were asked to assess a questionnaire containing three sample prescriptions, evaluate if each was correct and indicate the type of error found, if any. The primary outcome measure was the number of correctly identified prescribing errors. The secondary outcome measure was the number of correct types of error found. Error identification rates for each group were calculated. Comparisons in these rates were made between pharmacy, medicine and nursing students. Chi square tests were used to analyze the nominal data gathered from various groups. RESULTS: Pharmacy students were significantly better able to identify errors than medical and nursing students (p<0.001). Pharmacy students were significantly better able to determine the type of error (p<0.001). CONCLUSIONS: Overall, pharmacy students had higher prescribing error identification rates than medical and nursing students. More studies need to be done to determine the most appropriate way to increase prescribing error identification rates.