<sec>
<title>Objectives</title>
<p>This study aimed to determine the relationship between assertion and aggression with addiction potential among students in Shahroud University of Medical Sciences.</p></sec>
<sec>
<title>Methods</title>
<p>In this cross-sectional study conducted in 2019, 500 students of Shahroud University of Medical Sciences, were selected by multistage random sampling, for a study using the Addiction Potential Scale, and Assertion and Aggression Questionnaires. Data were analyzed using ANOVA, Chi-square, <italic>t</italic> test, Pearson’s correlation coefficient, and the linear regression model.</p></sec>
<sec>
<title>Results</title>
<p>The mean scores of addiction potential, aggression, and assertion were 32.7 ± 17.2, 41.5 ± 12.9 and 139.4 ± 22.3, respectively. In this study, 38.8% (<italic>N</italic> = 194) of students had high aggression and 76.8% (<italic>N</italic> = 384) had high assertion. In the regression model, aggression, history of drug and addictive substances abuse, history of tobacco use, and history of alcohol abuse were significantly related to addiction potential (<italic>p</italic> ≤ 0.05). There was a negative relationship between assertion and addiction potential so that with one-unit increase in the assertion score, the addiction potential score decreased by −0.11.</p></sec>
<sec>
<title>Conclusion</title>
<p>Given the direct relationship between aggression and addiction potential, and since more than three-quarters of the students had moderate to high aggression, it is necessary to pay more attention to this issue. Interventions may play an important role in improving the current situation.</p></sec>
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<sec>
<title>Objectives</title>
<p>To assess the knowledge and attitude of medical students towards road safety and to determine their driving behavior and its relation to different related factors.</p></sec>
<sec>
<title>Methods</title>
<p>This cross-sectional study involved 480 medical students at Mansoura University, Egypt. A self-administered questionnaire was used to collect student personal data, knowledge about road safety, attitude towards road safety, and driving practices.</p></sec>
<sec>
<title>Results</title>
<p>More than 40% of students experienced an injury in the previous year, mainly as a pedestrian (56%), and 15.2% practiced driving, although only 9.6% had a driving licence. Most of the students had correct road safety knowledge except for awareness that the safe time to read maps is when your vehicle is parked (44%), one should drive in the left lane (29.6%), and one should overtake from the right-hand lane only (25.8%). The majority of the students reported that road traffic injuries can be prevented (89.2%). The mean score of the driving practices of the students ranged from 0.66±1.04 to 2.44±6.28 and rural residents showed significantly higher score regarding errors and lapses.</p></sec>
<sec>
<title>Conclusion</title>
<p>Good road safety knowledge and a favorable, low risk attitude, did not translate into improved road traffic behavior and this highlights the importance of stricter implementation of the existing rules and including road safety in medical education programs.</p></sec>
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A STUDY ON BASIC KNOWLEDGE AND PRACTICES FOR ROAD TRAFFIC SAFETY MEASURES AMONG UNDERGRADUATE MEDICAL STUDENTS OF UTTAR PRADESH SOM NATH, SANDEEP KUMAR, KAMRAN JAVED NAQUVI, MANJUSHA NATH Asian Journal of Pharmaceutical and Clinical Resea.2022; : 110. CrossRef
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Objectives
The purpose of this study is to identify the types of perception of emotional intelligence among nursing and medical students and their characteristics using Q methodology, and to build the basic data for the development of a program for the would-be medical professionals to effectively adapt to various clinical settings in which their emotions are involved. Methods
Data were collected from 35 nursing and medical students by allowing them to classify 40 Q statements related to emotional intelligence and processed using the PC QUANL program. Results
The perceptions of emotional intelligence by nursing and medical students were categorized into three types: “sensitivity–control type”, “sympathy–motivation type”, and “concern–sympathy type”. Conclusion
The perceptions of emotional intelligence by nursing and medical students can represent an effective coping strategy in a situation where emotion is involved. In the medical profession, an occupation with a high level of emotional labor, it is important to identify the types of emotional intelligence for an effective coping strategy, which may have a positive effect on the performance of an organization. Based on the findings of this study, it is necessary to plan an education program for vocational adaptability for nursing and medical students by their types.
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