Yawning is experienced by every one but
rarely discussed. Hence, it was aimed to find
out the knowledge, attitude and behavior of 100
medical residents (M=52&F=48) belonging to
39 medical colleges towards yawning. They were
asked to answer at a stretch, an anonymous
questionnaire which had 10 questions /
statements each related to knowledge, attitude
and beliefs on yawning without prior intimation.
The data was analyzed by simple descriptive
statistics. The knowledge of residents was
suboptimal ; their attitude and beliefs
reflected the existing social system. Since many
like to learn and work on yawning, it is
suggested to have regular classes on yawning in
addition to seminar / symposium and special
lectures on its various aspects and implication
on health, disease and social aspects. To bring
the concepts into practice, yawning should be
discussed in theory classes and practical
sessions as well as in examinations.
Des
connaissances sur le bâillement
doivent-elles être enseignées
pendant les études de
médecine?
Chacun bâille tous les jours et
pourtant il est rarement question de ce
comportement. Le Dr Meenakshi Sundaram a eu
l'idée d'interroger 100 étudiants
en médecine, du niveau de l'internat, de
39 écoles de médecine indiennes
sur leurs connaissances, leurs regards et leurs
interprétations des
bâillements.
Chacun a eu à remplir un
questionnaire anonyme comportant trois registres
différents de 10 questions (sans
connaître la finalité de ce
questionnaire): connaissances théoriques,
leurs perceptions et réactions face
à leurs bâilements et à ceux
d'autrui, leurs croyances s'y rapportant.
Les données recueillies ont
été analysées par simple
analyse statistique descriptive. Il en ressort
que leurs connaissances théoriques
étaient d'assez bon niveau. Pour les deux
autres catégories de questions, leurs
croyances reflétaient les attitudes du
système social d'appartenance. Plusieurs
ont manifesté leur intérêt
pour approfondir leurs connaissances et ont
découvert ainsi différents aspects
de ce comportement qu'ils ignoraient et des
conséquences socio-médicales qui
peuvent en découler.
Il en ressort que la signification
physiologique, clinique et pathologique qui se
rattache au bâillement devrait être
évoquée pendant les études
médicales, tant d'un point de vue
théorique qu'en enseignement clinique
pratique.
INTRODUCTION :
Yawning is phylogenetically old stereo
typical event that occurs in reptiles, fish,
birds and mammals (1). Charcot
(1825-1893) and Gilles
de la Tourette (1857-1904) described yawning
as a clinical sign, long since forgotten (2).
Though enormous publications have come on
yawning, it is not discussed in medical school.
In view of that it was proposed to find out the
knowledge, attitude and behavior of medical
residents towards yawning.
MATERIALS AND METHODS:
In a meeting among medical residents
belonging to various specialities, they were
informed about the proposed study and asked to
go through a pretested questionnaire on yawning.
The questionnaire consisted of 10 statements
each related to knowledge, attitude and behavior
towards yawning. Participants were asked to read
and answer each question in the respective
columns with out revealing their identity and
speciality. They were informed to give their
responses as yes, do not know/no, and no
comments. They were asked to mention the medical
colleges from which they had graduated (MBBS
degree). This survey was conducted at a stretch
among one hundred participants without prior
intimation. The data was analyzed by simple
descriptive statistics.
RESULTS AND DISCUSSION :
Residents included were 58 boys and 42 girls
and all answered to each statement. They were
graduated from 39 different medical colleges at
different periods. Their knowledge, attitude and
beliefs towards yawning were shown in table 1.
Overall their knowledge on yawning was
suboptimal, as it was neither discussed in
theory class (cognitive) nor in clinical case
presentation. More over association between
yawning and neurological or other diseases has
been described as case reports in different
journals.
Yawning and its functions (3) have
phylogenetic and ontogenetic aspects. Available
evidences support the fact that yawning has
endocrine, neurotransmitter and pharmacological
mechanisms (4,5) and also maintains or increases
arousal response. Despite much promulgation, it
is surprising that medical students lack
knowledge on yawning. In a cursory survey of
under graduate and post graduate question papers
(of various specialities of three major medical
universities) over the past 10 years, it was
identified that no consideration was given to
yawning. It looks imperative to provide more
importance on theoretical aspects and clinical
applications of yawning, and motivate students
to work on the same.
Also, their attitude and beliefs towards
yawning reflected the social system. It is
gratifying to know that many are inclined to
learn and work on yawning. Most of them come to
know about yawning from their peers and family
members. Relationship between yawning and
disease status or pharmacological agents (6) was
not at all discussed. Provine (7) suggested
yawning was a potential area to develop, test
theories of mind and better understand certain
neuro and psycho-pathologies. In traditional
indigenous medicine (Naturopathy), chewing has
been suggested as one of the remedial measures
for yawning.
When we discussed on the contributions of
Walusinski and his website on yawning, students
and faculties were surprised on the extensive
works carried out. Overall it is suggested to
teach and train students on various aspects of
yawning and its implication on health and
disease, through regular lecture classes,
seminars/symposia. To bring the concepts of
yawning into practice, these ought to be
discussed in clinical classes while dealing with
patients and students should be motivated to
take up research projects.
