MBBS Enrichment Year 2018-19

Enrichment Year Public Health Leadership What is Public Health Leadership? Four major learning areas • Epidemiology, Health information & Research methods • Leadership & Management • Health Economics & Policy • Leadership Team Projects In theory and in practice, learn leadership skills, followership, teamwork skills, and develop self- awareness. Poverty alleviation programme in Yongping, Yunnan • Consultancy report to improve health services provision • Build behavioural risks database • Public health research o Compare the effectiveness of two mnemonics on stroke signs recognition • Public health education o Stroke knowledge and first aid education o Smoking cessation campaign Major activities Research Consultancy report • Problems identification o High fall risk in elderly o High cesarean rate and high prevalence of perinatal depression in pregnant women o Routine IV drip treatment for children with mild diseases o Prevalent mental health problems and smoking in senior secondary school students o Low health literacy in students o Cardiovascular and cerebral vascular diseases the leading causes of death • Suggest future health service development o Geriatric health service o Chronic disease prevention o Health education to increase health awareness and health literacy o Development of psychiatric health services o Development of primary healthcare o Development of rehabilitation medicine • Use of clinical indicators to assess health service availability and reediness o No provision of some drugs on WHO’s list of essential medicine WƌĞƐĞŶƚĂƚŝŽŶ ŽĨ ĐŽŶƐƵůƚĂŶĐǇ ƌĞƉŽƌƚ ƚŽ ůŽĐĂů ŽĨĨŝĐŝĂůƐ Introduction : Stroke is one of the top causes of hospitalization and mortality in Yongping. Timely recognition of stroke onset is associated with better patient outcome from thrombolysis and thrombectomy. Interventions to increase stroke awareness have been shown to reduce pre-hospital delays. This study aims to find out the stroke literacy in secondary school students in the county, to compare the effectiveness of 1-2-0 and SSUT (Speech, Smile, Use, Troop) mnemonics, and to assess whether the intervention has the same level of effect on Arts and Science stream students. Methods: Classes were randomly assigned to either the 1-2-0 mnemonic group or the SSUT mnemonic group. Students in each group participated in a 20-minutes long lecture to learn about stroke symptoms, risk factors, and the importance of calling emergency service if one had symptom onset of stroke. The lecture consisted of videos, lecturer’s instruction and a group activity. Students’ knowledge was assessed three times: one week before, immediately after and one month after the intervention. Statistical tests including Mann-Whitney U’s test, Wilcoxon signed - rank test and Cochrane Q’s test were used. Results: The SSUT mnemonic was more effective than the 1-2-0 mnemonic. The difference in knowledge level before the intervention between Arts and Science stream students was reduced to a statistically insignificant level after the intervention. The increase in knowledge level after the lecture was statistically significant. Knowledge was retained one month after the lecture. ϭ͘ϬϬϮ ϭ͘ϬϬϰ ϭ͘ϬϬϲ ϭ͘ϬϬϴ ϭ͘Ϭϭ ϭ͘ϬϭϮ ϭ͘Ϭϭϰ ϭ͘Ϭϭϲ Unilateral numbness Unilateral arm/leg weakness Facial droop Slurred speech ĨĨĞĐƚ ƐŝǌĞ ŽĨ ĞĚƵĐĂƚŝŽŶ ŽŶ ƐƚƵĚĞŶƚƐΖ ŬŶŽǁůĞĚŐĞ ŽŶ ƐƚƌŽŬĞ ƐǇŵƉƚŽŵƐ ϭͲϮͲϬ ŐƌŽƵƉ ^^hd ŐƌŽƵƉ Teaching students Heimlich maneuver) Cheng Yuen Chun 41