Background: This study assessed knowledge, attitudes and behaviors of medical students toward nosocomial infections, in addition to, evaluation Curriculum through advising information of some items regarding HCAIs(Healthcare-associated infections) from which the medical students received their knowledge during college's study. Methods: This is a cross-sectional study that was carried out on the final year medical students from College of Medicine, which included (106) students, at University of Babylon (Babil -Iraq) in 2013.An anonymous questionnaire consisted of four sections, with 30 items. Students’ knowledge section was designed to explore students' knowledge toward nosocomial infections, while another section was designed to gather information about student's behavior, to explore student attitudes toward precautionary guidelines and perception of the risk of acquiring healthcare-associated infections by multiples questions and to evaluate advising information of some items on healthcare-associated infections for students. The Chi-square test was used for significance, a P-value (<0.05) is considered statistically significant and p <0.01 is considered highly significant. Results: The study showed the overall average of the medical students' knowledge was (68.34%) about healthcare-associated infections, however, the knowledge regarding specific areas was weak, particularly concerning the risk of transmission of infection to the hospital personnel (41.5%) and stethoscopeas a potential source of infections (43.86%). In general, their behaviors were adequate (69.38%) to reduce the risk of infections, whereas, wearing protective materials when contact with patient sometimes were only (49.06%) of them do that. Generally the attitudes were positive (68.68%).Females had (48.87%) better attitudes than males (19.81%). Advising information about some items of healthcare-associated infectionsare generally acceptable (50, 65%), however, about (39.62 %) of the students sometimes have been advised toward safety intravenous inserted devices and only (22.16 %) of them have been advised about stethoscope cleaning.Conclusions: The students have adequate knowledge, positive attitudes and adequate behaviors to reduce nosocomial infections; however, advising information about some items of healthcare-associated infectionswas generally acceptable. These findings emphasize the need of stressing on education about this sort of infections in the health care curricula.

Nosocomial Infection --- Medical Education .

The pharmacology curriculum at the colleges of medicine of the Iraqi universities is drug-group based one and undergoes a revision by a national meeting of Deans and Heads of departments of the colleges of medicine convenes every five years in Baghdad, the last meeting was held in 2002. It is taught the third year of six-year MBChB course, adopting the traditional teaching system with theory (didactic-lecture style) 90 hours, practical 60 hours and discussion 30 hours. The purpose of this work is to report my personal experience in delivering the pharmacology curriculum at the College of Medicine, University of AL-Anbar. Curricular Modes of Learning: formal lectures (traditional didactic lecture-style); practical: actual practical sessions (performed by students), demonstration sessions (Demonstrated by the teaching staff), video sessions, seminars; tutorials; free discussions, pharmacological key issues, and medical problems. Assessment: continuous (tutor review in the tutorial process) and formal (occurs by examination at mid and end of year) It is concluded that 1. Tutorial instructional activities foster better knowledge understanding and skills learning which enhance the ability in reflective practice and in turn eventual self-learning. 2. During the tutorial process, student-generated learning issues may arise as interactional gain from the tutorial to be reviewed by the teaching staff to incorporate modification in the future curricular modes of learning. 3. A better motivation and learning is achieved when interfacing both pharmacology and pathophysiology in the learning process. Appropriate recommendations have been presented. Key words: Medical Education, Passive learning, Tutorial-based learning

إن منهاج الفارماكولوجي في كليات الطب للجامعات العراقية يتبنى مبدأ المجموعة الدوائية و يخضع للمراجعة من قبل اجتماع وطني توافقي لعمداء ورؤساء الأقسام في كليات الطب والذي يُعقد كل خمس سنوات في بغداد. وقد عُقد الاجتماع الأخير في عام 2002. إن مدة الدراسة لنيل درجة البكلوريوس في الطب والجراحة (MBChB) هي ست سنوات ولا تتطلب مؤهلات خاصة سابقة لكلية الطب. الفارماكولوجي يُدرس في السنة الثالثة من منهاج الست سنوات، ومتبنياً لنظام التدريس التقليدي و النظري (اسلوب المحاضرات) 90 ساعة للنظري، و 60 ساعة للعملي و 30 ساعة مناقشة. إن الغرض من هذه الدراسة هو لإبداء و إظهار خبرتي الشخصية في إلقاء منهاج الفارماكولوجي في كلية الطب، جامعة الأنبار. أساليب منهج التعلم: المحاضرات (اسلوب المحاضرات التقليدية النظرية) وللمحاضرات العملية: جلسات عملية فعلية (تؤدى من قبل الطلبة) وجلسات تظاهرية (تؤدى من قبل الهيئة التدريسية)، جلسات فيديو, سمينرات و مناقشات حرة وفترات تدريسية لمجموعة صغيرة من الطلبة، المبادئ الرئيسية في الفارماكولوجي، والمشاكل الطبية. التقييم: مستمر (بشكل عملية مراجعة) و بصورة رسمية من قبل الكادر التدريسي (ويحدث ذلك من خلال الامتحانات في منتصف ونهاية السنة).وقد استنتج و توصل البحث إلى إن 1- النشاطات التعليمية التي تكون بتوجيه المدرس المعني تعزز المعرفة و الفهم الجيدين ومهارات التعلم والتي تقوي القدرة في الممارسة الانعكاسية وبالمقابل تصبح تعلماً ذاتياً فعلياً. 2- أثناء عملية وفترة تدريس مجموعة صغيرة من الطلبة، فأن قضايا و مسائل التعلم التي تتولد عند الطلبة قد تثار باعتبارها كسب تفاعلي ناتج عن فترة تدريس مجموعة صغيرة من الطلبة و تخضع للمراجعة والتنقيح من قبل الهيئة التدريسية لإجراء التعديل المطلوب في أساليب المنهج المستقبلي للتعلم. 3- لقد تم إنجاز تعلم فاعل و جيد بإحداث تداخل لكلٍ من الفارماكولوجي و الفسلجة و الباثولوجي في عملية التعلم. وقد قدمت بعض التوصيات المناسبة

Medical Education --- Passive learning --- Tutorial-based learning

ABSTRACT:BACKGROUND:The use of computer and internet by people in all walks of life increase day by day, The internet plays a crucial role in access to information resources especially for medical students. OBJECTIVE: The purpose of current study is to determine the pattern of internet use among Hawler medical university students .METHODS:A cross sectional study started between 10/4-8/5/2014 involve 400 undergraduate students in four colleges of Hawler medical university. A self-administered questionnaire was used to collect data and analyzed using Microsoft Excel and open-info version 2.3 to find the association between variables at p value ≤ 0.05 to be significant.RESULTS :Out of 400 students, 298(74.5%) use internet daily,252(63%) of users were females.192(48%) were from first stage,372(93%) access internet at home ,235(58%) connecting to internet using either smart phone or personal laptop,225(56%) of students fathers and 166(41.5%) of mothers educational level were college degree. 313(78.3%) of students were from families with medium socioeconomic status ,335(84%) preferred facebook sector of internet,145(36.%)thought that internet interfere negatively with their study,213 (53%) want and 120(30%) want strongly to use internet in medical education in future..The main barriers to internet use is time constraints 280(70%) while only 48(12%) report poor computer and internet skills .CONCLUSION :It was seen that there is under utilization of the potential of internet resources to augment learning. Increase awareness is mandatory for correct manner of better utilization of internet resources in medical education.

KEYWORDS: medical education --- internet user --- social communication.

Background: The educational environment has a major impact on students' learning and educational activity hence it is important for evaluation and description. The objective of this study was to explore the quality of the educational environment in Basra College of Medicine. Methods: The Arabic translation of the Dundee Ready Education Environment Measure (DREEM) was used to evaluate students' perception of the educational environment. Results: The overall mean score was 93.57 and that for students' perceptions of learning 23.89, students' perceptions of teachers 16, students' academic self-perception 15.53, students' perception of atmosphere 20.5, and students' social self-perception 13.61. Gender was not statistically significant variable. Conclusion: All results in every parameter of the educational environment inventory, whether total mean score or the five subscales, show presence of low values probably related to the traditional system of teaching which need consideration and solutions.

الخلفية: تؤثر البيئة التعليمية بشكل كبيرعلى تعلم الطلاب و فعالياتهم المختلفة ومن هنا تنبثق أهمية تقييمها ووصفها. و الغرض من هذه الدراسة هو استطلاع البيئة التعليمية في كلية طب البصرة.الطريقة: أستخدمت الترجمة العربية لمقياس دندي للبيئة التعليمية لتقييم أدراك الطلبة لهذه البيئة في كلية طب البصرة. حيث تم توزيع قائمة الأسئلة أو الأستبيان على طلبة المرحلة الرابعة و كانت المشاركة طوعية بعد شرح أهمية المشاركة في هذا البحث.النتائج: عدد المشاركين في البحث 91 طالبا حيث تم تحليل أستبياناتهم فكان المقدارالكمي الكلي لمقياس دندي 93.57 وبلغ أنطباع الطلاب عن العملية التعليمية 23.89، وأنطباع الطلاب عن التدريسيين 16، أنطباع الطلاب عن التعلم الذاتي 15.53، أنطباع الطلاب عن الجو التعليمي 20.5، أنطباع الطلاب الذاتي عن الأوضاع الأجتماعية 13.61. لم يكن هناك فرق أحصائي مهم بين الجنسين.ألاستنتاج : أظهرت كل النتائج سواء المعدل الكلي العام أو معدل الفروع الخمسة وجود نواقص تحتاج الى تدارك و حلول.

Medical education --- students perception --- DREEM --- مقياس دندي التعليم،الطب، البصرة