DE LA SALLE HEALTH SCIENCES INSTITUE Dasmarias, Cavite 4114 Philippines

RESEARCH TOPICS

In partial fulfillment of the Course Requirement in FAMILY AND COMMUNITY MEDICINE Presented to The Faculty of the College of Medicine Presented by Abujeula, Mary Rose Angeles, Ma. Kristina Cassandra Bejasa, Monica Maria Castro, Sylvester De La Cruz, Doris Joan Fabian, Jeffrey Michael Gatdula, Joanne Karla Lao, Charles Conrad Luna, Juan Carlos C.

21 June 2011

1. The comparison of perceived level of stress and occurrence of suicidal thoughts between male and female medicine students. a. Is there a difference in the perceived level of stress and occurrence of suicidal thoughts between male and female medicine students, DLS-HSI, SY 2011-2012? b. To compare the perceived level of stress and occurrence of suicidal thoughts between male and female medicine students, DLS-HSI, SY 2011-2012. i. To determine the situations considered stressful by the majority of students taking Medicine. ii. To identify the most common stress management techniques employed by medicine students. iii. To know the average number of days per week that students consider themselves to be experiencing stressful situations that are beyond their control. iv. To compare the number of hours in a day male students consider themselves under stressful situations that are beyond their control with those of female students. v. To know the average number of times a student has considered committing suicide when under stressful situations that they perceive are beyond their control. 2. Comparison of the GWA of medicine students of who study in isolation versus those who study in groups. a. Is there a difference in the GWA of medicine students of DLS-HSI, SY 2011-2012 who study alone with those who attend study groups? b. To compare the GWA of medicine students of DLS-HSI, SY 2011-2012, who study in isolation versus those who study in groups. i. To determine the proportion of medicine students who study in groups. ii. To contrast the study habits of students with a GWA of 85 and above to those with a GWA of 74% and below. iii. To know the average number of hours a student spends in studying alone and the average number of hours spent in studying with a group. iv. To know the reasons perceived by medical students that contributed to them having failed an exam. 3. The comparison of the passing rates of physician licensure exam takers who had their senior internship in private hospitals and those who had their senior internship in public hospitals. a. Is there a variation between the passing rates of physician licensure exam takers during the 2010 Physician Licensure Examination who had their senior internship in private hospitals and those who had their senior internship in public hospitals? b. To compare the passing rates of physician licensure exam takers during the 2010 Physician Licensure Examination who had their senior internship

in private hospitals and those who had their senior internship in public hospitals. i. To know the average number of senior interns who had their internship in private and public hospitals. ii. To know the proportion of senior interns, practicing in both private and public hospitals, who passed the physician licensure examinations after having to take if once. iii. To compare the activities a senior intern in a public hospital does with those of a senior intern in a public hospital. 4. The relationship between studying using only transcriptions of lessons and test scores of medicine students. a. Is there a relationship between using only transcriptions of lessons for studying and actual test scores of medicine students of DLS-HSI, SY 2011-2012? b. To determine the relationship between studying using only transcriptions of lessons and test scores of medicine students of DLS-HSI, SY 20112012. i. To know the percentage of students who study using transcriptions alone. ii. To find out the proportion of students among those who use transcriptions alone who regularly pass quizzes and examinations. iii. To compare the failing rate in quizzes and examinations of students who study using transcriptions alone with those who use other methods (books, powerpoints, etc). 5. The relationship between the type of science-related undergraduate course and current academic performance of medicine students. a. Is there a relationship between the type of science-related undergraduate course and current academic performance of medicine students of DLSHSI, SY 2011-2012? b. To determine the relationship between the type of science-related undergraduate course and current academic performance of medicine students of DLS-HSI, SY 2011-2012. i. To determine the most common science-related undergraduate courses to have been taken by medicine students. ii. To ascertain the percentage of students who achieve grades of 85% and above among those who took human biology, nursing, physical therapy, and other science-related courses. iii. To determine the percentage of students who achieve grades of 74% and below among those who took human biology, nursing, physical therapy, and other science-related courses. iv. To find out the most common reasons why students fail at examinations. 6. The relationship between the amount, quality and timing of food intake to the number of hours a medicine student spends on studying.

a. Is there a relationship between the amount, quality and timing of food intake to the number of hours a medicine student of DLS-HSI, SY 20112012, spends on studying? b. To determine the relationship between the amount, quality and timing of food intake to the number of hours a medicine student of DLS-HSI, SY 2011-2012, spends on studying. i. To find out the average number of hours a medicine student spends on studying. ii. To know the usual amount and type of food and the times during which a medicine student, who studies for more than 8 hours a day, eats. iii. To compare the eating habits of students who study for more than 8 hours a day with those who spend 8 hours (the average number of hours a medicine student attends classes) or less in studying. 7. The relationship of extracurricular activities and academic performance of medicine students. a. Is there a relationship between extracurricular activities and academic performance of medicine students of DLS-HSI, SY 2011-2012? b. To determine the relationship of extracurricular activities and academic performance of medicine students of DLS-HSI, SY 2011-2012. i. To know the percentage of the population of medicine students who are members of school organizations. ii. To ascertain the number of medicine students who are members of school organizations who passed all of the subjects last year without having to take removal examinations. iii. To determine what takes up most of the time of students who failed and took the removal exams last year. 8. Comparison of the mental concentration and retention of medicine students who study before they sleep and those who sleep before they study. a. Is sleeping before studying more effective to medicine students of DLSHSI, SY 2011-2012, in terms of mental concentration and retention as opposed to studying before sleeping? b. To compare the mental concentration and retention of medicine students of DLS-HSI, SY 2011-2012, who study before they sleep with students who sleep before they study. i. To determine the percentage of people regularly study after class hours. ii. To know the average number of students, among those who study after class hours, who study before going to bed. iii. To determine the average test scores of students who study before sleeping. 9. The relationship of reading topics in advance and topic retention. a. Is there a relationship between advanced topic reading and retention of medicine students of DLS-HSI, SY 2011-2012? b. To determine the relationship between reading topics in advance and topic retention of medicine students of DLS-HSI, SY 2011-2012.

i. To find out the average number of hours a student spends in studying outside of class hours. ii. To find out the number of medicine students who read topics in advance. iii. To know the percentage of students, among those who regularly pass post-lecture quizzes, who read topics in advance. 10. Comparison of number of sick days of medicine students who are physically active with those who are not. a. Will being physically active prevent medicine students of DLS-HSI, SY 2011-2012, from being absent during school days? b. To compare the number of sick days of medicine students of DLS-HSI, SY 2011-2012, who are physically active with those who are not. i. To descry the percentage of medicine students who actively engage in sports and other similar activities. ii. To learn the proportion of students who are physically active among those who have taken leaves of absence due to sickness. iii. To know the common reasons why a student becomes sick. 11. Comparison of the academic performance of students who have been pushed by their relatives into entering medical school and those who enrolled of their own choosing. a. Is there a difference between the academic performance of medicine students of DLS-HSI, SY 2011-2012, who have been pushed by their relatives to enter medical school and those who got willingly enrolled in medical school? b. To compare the academic performance of medicine students of DLS-HSI, SY 2011-2012, who have been pushed by their relatives into entering medical school and those who enrolled of their own choosing. i. To know the proportion of students who received an average grade of 85% and above. ii. To ascertain most common reasons for enrolling in medical school of students with an average of 85% and above. iii. To learn the rate at which students leave medical school. iv. To discover the most prevalent reasons why students decide to leave medical school. 12. The relationship of test scores and listening to classical music. a. Is there a relationship between test scores of medicine students of DLSHSI, SY 2011-2012, and listening to classical music? b. To determine the relationship between test scores of medicine students of DLS-HSI, SY 2011-2012, and listening to classical music. i. To identify the percentage of students who have had to take a removal exam. ii. To learn the most popular genre of music students who took removal exams listen to. iii. To descry the effect to test scores of students who are made to listen for a month to classical music.

13. Comparison of the number of licensure examination passers who took classes at review centers and those who attended in-house reviews. a. Is there a difference between the passing rates of licenesure examination passers among medicine students of DLS-HSI, SY 2011-2012, who took classes at review centers and those who attended in-house reviews? b. To compare the number of licensure examination passers among medicine students of DLS-HSI, SY 2011-2012, who took classes at review centers with those who attended in-house reviews. i. To learn the proportion of licensure examination passers among those who took licensure examinations. ii. To determine the percentage of licensure examination passers who enrolled at review centers. iii. To compare the number of board topnotchers who studied at review centers with those who studied at in-house reviews. iv. To contrast the average number of students who failed licensure examinations who studied at review centers with those who studied at in-house reviews. 14. Comparison of the academic standing of medicine students who use electronic devices in taking down notes and those who write on paper. a. Is there a distinction between the academic standing of medicine students of DLS-HSI, SY 2011-2012, who use electronic devices in taking down notes with those who use paper? b. To compare the academic standing of medicine students of DLS-HSI, SY 2011-2012, who use electronic devices in taking down notes with those who use paper. i. To know the prevailing method of note-taking among medicine students. ii. To determine the proportion of medicine students who get grades of 85% and above among those who use electronic devices in taking down notes and those who use pen and paper. iii. To descry the accurateness of notes made by students using electronic devices and those who use pen and paper. iv. To find out how students who have been receiving less than satisfactory grades in their subjects take down notes during classes. 15. The relationship between intestinal parasitism and academic standings of grade 1 pupils. a. Is there a relationship between intestinal parasitism and academic standing of grade 1 pupils, Sections 1 to 3, of Kadiwa Elementary School, SY 2011-2012? b. To determine the relationship between intestinal parasitism and academic standing of grade 1 pupils, Sections 1 to 3, of Kadiwa Elementary School, SY 2011-2012. i. To know the number of grade 1 pupils who have poor academic standing in class. ii. To learn the most prominent diseases affecting grade 1 pupils who have poor academic standing.

iii. To contrast the proportion of students who have poor academic standing and have intestinal parasitism with those who do not have intestinal parasitism. 16. The relationship between the perceived stress level of 1st year DLSHSI medicine students of SY 2011-2012 and their academic performance. a. Is there a relationship between the perceived stress level of 1st year DLSHSI medicine students of SY 2011-2012 and their academic performance? b. To determine the relationship between the perceived stress level of 1st year DLSHSI medicine students of SY 2011-2012 and their academic performance. i. To know which ones are the most popular among the list of situations that are considered to be stressful by first year medicine students. ii. To cognize the average number of times a students perceives himself/herself under stressful situations in a week. iii. To recognize the various ways students use to address stressful situations. iv. To discern any similarities or differences in the academic performance of first year students who are under stress to those who are not. 17. The relationship among dormitory location, stress management techniques and academic performance of medicine students. a. Is there a relationship among dormitory location, stress management techniques and academic performance of medicine students of DLS-HSI, SY 2011-2012? b. To determine if there is a relationship among dormitory location, stress management technique(s) and academic performance of medicine students of DLS-HSI, SY 2011-2012. i. To list the prevailing stress management techniques used by medicine students. ii. To compare the prevalent stress management techniques in the different dormitories. iii. To identify the parameters with which students judge the effectiveness of their respective stress management technique(s). iv. To ascertain the stress management technique(s) used by medicine students who get average grades of 85% and above. 18. Comparison between the test scores of medicine students who reside in dormitories with those who return to their houses everyday during school days. a. Is there a difference between the test scores between medicine students of DLS-HSI, SY 2011-2012, who live in dormitories with those who return to their houses everyday during school days? b. To compare the test scores of medicine students of DLS-HSI, SY 20112012, who reside in dormitories with those who return to their houses everyday during school days. i. To know the proportion of students who reside in dormitories during school days.

ii. To contrast the study habits of students who live in dormitories with those who return to their houses everyday. iii. To identify the percentage of students, among those who get grades of 85% and above, who live in dormitories during school days. iv. To determine the most common reasons why students choose to live in dormitories or to return to their houses during school days. 19. The comparison of the academic performance of medicine students who have OFW parents with those whose parents are working in the country. a. How is the academic performance of medicine students of DLS-HSI, SY 2011-2012, who have OFW parents different with those whose parents are working in the country? b. To compare the performance of medicine students of DLS-HSI, SY 20112012, whose parents are OFWs with those whose parents are working in the country. i. To determine the percentage of medicine students whose parents are OFWs. ii. To know the rate of students who receive grades of 74% and below. iii. To find out, among medicine students whose parents are OFWs, the proportion of those who have had to take removal examinations. iv. To identify the prevalent occupation of the parents of students whose average grades are 85% and above. 20. The comparison between the academic performance of male and female medicine students who use and do not use of illegal substances. a. Is there a difference between the academic performance of male and female medicine students of DLS-HSI, SY 2011-2012, who use and do not use of illegal substances? b. To compare the academic performance of male and female medicine students of DLS-HSI, SY 2011-2012 who use and do not use of illegal substances. i. To know the percentage of medicine students who use illegal substances. ii. To determine rate of students, among those who use illegal substances, who regularly pass examinations. iii. To ascertain the prevailing reasons for the usage of illegal substances. 21. The comparison of academic performance between 2nd year medicine students who drink and do not drink coffee. a. Is there a connection between academic performance and coffee drinking of 2nd medicine students of DLS-HSI, SY 2011-2012? b. To compare the academic performance between 2nd year medicine students of DLS-HSI of SY 2011-2012, who drink and do not drink coffee. i. To known the average number of students who regularly drink coffee.

ii. To find out the average coffee consumption of students. iii. To determine, among regular coffee drinkers, the percentage of students who usually get grades of 85% and above. iv. To list the most common reasons why students drink coffee. 22. Comparison of the effectiveness between doctors in UMC who smoke and those who do not smoke in advocating smoking cessation. a. Are doctors who do not smoke, in between clinic hours, more effective than those who smoke in advocating smoking cessation? b. To compare the effectiveness between doctors in UMC who smoke, in between clinic hours, with those who do not smoke in advocating smoking cessation. i. To learn the percentage of doctors who are smokers. ii. To determine the most common reasons why doctors smoke. iii. To know how often a patients decision to quit smoking is influenced by whether or not his/her doctor smokes. 23. The association of alcohol consumption and perceived level of stress after a major examination among medicine students. a. Is there a relationship between alcohol consumption and perceived level of stress after a major examination among medicine students of DLS-HSI, SY 2011-2012? b. To determine the association of alcohol consumption and perceived level of stress after a major examination among medicine students of DLS-HSI, SY 2011-2012. i. To know the usual activities medicine students engage in after major examinations. ii. To determine the prevailing reasons why students drink after major examinations. iii. To ascertain the percentage of student who, after alcohol consumption, experience a significant reduction in stress. 24. Comparison of the academic performance of students who have parents working in the medical field with those who do not. a. Is there a difference between the academic performance of medicine students of DLS-HSI, SY 2011-2012, who have parents working in the medical field and those who do not? b. To compare the academic performance of medicine students of DLS-HSI, SY 2011-2012, who have parents working in the medical field with those who do not. i. To know the proportion of medicine students whose parents work in the medical field. ii. To determine, among medicine students whose parents work in the medical field, the percentage of those who regularly receive grades of 85% and above. iii. To identify, among medicine students whose parents do not work in the medical field, the percentage of those who regularly receive grades of 85% and above.

iv. To compare the percentage of students who receive grades of 74% and below among students whose parents are in the medical field with those whose parents are not in the medical field.