Husain Munawwar, Ghaffar Usama B, Usmani Jawed Ahmad, Rivzi Shameem Jahan
Department of Forensic Medicine, JN Medical College, Aligarh Muslim University, Aligarh 202002.
J Indian Med Assoc. 2010 Aug;108(8):491-4.
This study was undertaken to find out the knowledge of torture in MBBS students. A fair comparison was done by selecting two groups of medical students; one, to whom torture was not taught ie, pretaught group (PrTG, n = 125), and second, to whom torture was taught in classroom ie, post-taught group (PoTG, n = 110) in more than one sessions. The topic on torture was taught under many headings maximising the effort to cover as much as possible; namely, definition, geographical distribution, types of torture (physical, psychological and sexual), post-torture sequelae, sociopolitical environment prevailing in the country, doctors' involvement in torture, rehabilitation of torture victims and the UNO's role in containment of torture. In all a questionnaire was designed having MCQ types on these aspects. It was found that significant level of difference in perception and knowledge about torture existed amongst the groups, and this was further accentuated in medical and non-medical intratopics. 'P' value of each question was computed separately. It was found that the study was statistically significant and reestablished the need of fortifying the gossameric firmament of education specific to torture.
本研究旨在了解医学学士（MBBS）学生对酷刑的认知情况。通过选取两组医学生进行了公平比较；一组是未接受过酷刑相关教学的学生，即预授课组（PrTG，n = 125），另一组是在课堂上接受过不止一次酷刑相关教学的学生，即后授课组（PoTG，n = 110）。关于酷刑的主题在多个标题下进行了讲授，尽可能涵盖更多内容；即定义、地理分布、酷刑类型（身体、心理和性方面）、酷刑后遗症、该国普遍存在的社会政治环境、医生在酷刑中的参与情况、酷刑受害者的康复以及联合国在遏制酷刑方面的作用。总共设计了一份关于这些方面的多项选择题问卷。结果发现，两组学生在对酷刑的认知和了解程度上存在显著差异，并且在医学和非医学的具体主题中这种差异进一步加剧。每个问题的“P”值分别计算。结果发现该研究具有统计学意义，并再次强调了加强针对酷刑的薄弱教育体系的必要性。
