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Salih KM, Al-Faifi J, Alamri MM, Mohamed OA, Khan SM, Marakala V, Mohammed NA, Mohamed SE, Hashish AA, Sonpol HM, Khalid TB, Elhag WI, Alameer AY, Metwally AS, Yahia AI, Ibrahim ME, Taura MG, El-Ashkar AM. Comparing students' performance in self-directed and directed self-learning in College of Medicine, University of Bisha. J Taibah Univ Med Sci 2024; 19:696-704. [PMID: 38827496 PMCID: PMC11143900 DOI: 10.1016/j.jtumed.2024.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2023] [Revised: 03/06/2024] [Accepted: 05/03/2024] [Indexed: 06/04/2024] Open
Abstract
Background Student-centered learning strategy increases the likelihood of graduation of competent, self-dependent, and problem-solving physicians. The University of Bisha, College of Medicine (UBCOM) adopted self-directed learning (SDL) represented by problem-based learning (PBL), and directed self-learning (DSL) represented by team-based learning (TBL). Aim To compare the students' performance in SDL and DSL among UBCOM students. Methodology A total of 502 multiple choice questions (MCQs) from the mid-course and final exams were collected by the relevant subject experts from nine courses during the period from September 2020 till June 2023 that adopted PBL and TBL; 247 MCQs related to PBL and 255 related to TBL. Psychometric analysis was used to determine difficult, easy, and optimum questions (≤25%, ≥90%, and 26-89%, respectively). Point biserial as <0.19, 0.20-0.29, 0.30-0.39, and >0.40 which indicate poor, marginal, good, and excellent point biserial, respectively. Finally, the number of functional distractors was attempted by >5% of the candidates. Results No significant differences were noted for the students' performance in MCQs related to PBL (representing self-directed, small group learning tool), and TBL (representing directed-self, large group learning tool) regarding difficulty index (DI), point biserial, and distractors functionality. Conclusion It has been observed that there is no difference in students' performance whether PBL or TBL is used for learning Basic Medical Science courses. Small group learning such as PBL needs more resources in comparison to large group learning as in TBL, therefore any institute can decide on the adopted learning strategy depending on its resources and the number of students.
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Affiliation(s)
- Karimeldin M. Salih
- Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia
- Department of Child Health, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Jaber Al-Faifi
- Department of Child Health, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Mohannad M. Alamri
- Department of Family and Community Medicine, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Osama A. Mohamed
- Department of Pharmacology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
- Department of Clinical Pharmacology, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Sameer M. Khan
- Department of Physiology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Vijaya Marakala
- Department of Clinical Biochemistry, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Nahid A. Mohammed
- Department of Physiology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
- Department of Physiology, Faculty of Medicine, University of Gezira, Gezira state, Sudan
| | - Suaad E. Mohamed
- Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia
- Department of Obstetrics and Gynecology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Abdullah A. Hashish
- Department of Clinical Pathology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
- Department of Pathology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Hany M.A. Sonpol
- Department of Anatomy, Faculty of Medicine, Mansoura University, Mansoura, Egypt
- Department of Anatomy, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Tarig B.A. Khalid
- Department of Pathology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Wafa I. Elhag
- Department of Microbiology, Faculty of Medical Laboratory Sciences, Al Neelain University, Khartoum, Sudan
- Department of Microorganisms and Clinical Parasitology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Ahmed Y. Alameer
- Department of General Surgery, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Ashraf S. Metwally
- Department of Microorganisms and Clinical Parasitology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Amar I.O. Yahia
- Department of Pathology, Faculty of Medicine and Health Sciences, University of Kordofan, El Obeid, Sudan
- Department of Pathology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Mutasim E. Ibrahim
- Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia
- Department of Microorganisms and Clinical Parasitology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Magaji G. Taura
- Department of Anatomy, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Ayman M. El-Ashkar
- Department of Microorganisms and Clinical Parasitology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
- Department of Parasitology, Faculty of Medicine, Ain Shams University, Cairo, Egypt
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Al-Sharbatti S, Hamdy H, Kassab SE, Venkatramana M. The effect of access to electronic resources during examination on medical and dental students scores in summative assessment: quasi experimental study. BMC MEDICAL EDUCATION 2022; 22:859. [PMID: 36510209 PMCID: PMC9744029 DOI: 10.1186/s12909-022-03904-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Accepted: 11/17/2022] [Indexed: 06/04/2023]
Abstract
BACKGROUND Access to electronic (E) resources has become an indispensable requirement in medical education and practice. OBJECTIVE Our objective was to assess the effect of E-resources access during examination on end-course-exam scores of medical and dental students. METHODS A quasi-experimental study which included two cohorts of medical (n = 106 & 85) and three cohorts of dental students (n = 66, 64 and 69) who took end-course- exams. Each exam was composed of two- parts (Part I and II), that encompassed equal number of questions and duration. Access to E-resources was allowed in part-II only. Items Difficulty Index (DI), Discrimination Index, (DisI), Point Biserial, (PBS) and cognitive level were determined. RESULTS The study included 390 students. The proportion of items at various levels of DI, DisI, and PBS and the average values for item DI, DisI in both parts of each exam were comparable. The average scores in part-II were significantly higher than part-I (P < 0.001, < 0.001 and 0.04) and lower-order cognitive-level items scores were higher in three exams (P < 0.0001, 0.0001, 0.0001). Higher- order cognitive level items scores were comparable between part I and II in all courses. The significant factor for change in marks were questions cognitive level and type of the course. CONCLUSION Access to E-resources during examination does not make a significant difference in scores of higher-order cognitive level items. Question cognitive level and course type were the significant factors for the change in exam scores when accessing E-resources. Time-restricted E-resources accessed tests that examine higher cognitive level item had no significant academic integrity drawback.
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Affiliation(s)
- Shatha Al-Sharbatti
- Community Medicine Department, College of Medicine, Gulf Medical University, Ajman, UAE.
| | - Hossam Hamdy
- Surgery and Medical Education, Gulf Medical University, Ajman, UAE
| | - Salah Eldin Kassab
- Department of Physiology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
- Physiology and Medical Education, Gulf Medical University, Ajman, UAE
| | - Manda Venkatramana
- Consultant Surgeon, Thumbay Hospital, Ajman, UAE
- Gulf Medical University, Ajman, UAE
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Chaudhuri JD. An initial preparation for human cadaveric dissection ameliorates the associated mental distress in students. ANATOMICAL SCIENCES EDUCATION 2022; 15:910-927. [PMID: 34143562 DOI: 10.1002/ase.2112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 05/31/2021] [Accepted: 06/06/2021] [Indexed: 06/12/2023]
Abstract
It is universally recognized that cadaveric dissection is an essential part of anatomy training. However, it has been reported to induce mental distress in some students and impair their intrinsic motivation (IM) to study. One of the postulated reasons for this behavior is the lack of adequate information and preparation of students for cadaveric dissection. Therefore, it is hypothesized that providing relevant information prior to cadaveric dissection will ameliorate the mental distress, enhance the IM of students, and improve their academic performance. A cohort of occupational therapy students enrolled in an anatomy course were psychologically prepared for cadaveric dissection. Students were provided with a curated list of YouTube videos and peer-reviewed journal articles related to cadaveric dissection prior to the commencement of the anatomy course. All students were also required to attend an oral presentation immediately before commencing dissection. The control group included students who had not been provided with any resources in preparation for cadaveric dissection. Compared to the control group, students who had been prepared demonstrated better quality of cadaveric dissection, improved academic performance, reported less mental distress and greater IM. Moreover, students reported the oral presentation to be most relevant and journal articles to be least useful in their preparation. Therefore, this is an effective approach in the amelioration of mental distress and improvement of performance in anatomy students. Consequently, this study represents a paradigm shift in the pedagogy of anatomy, and could represent a vital element in the evolution of a revitalized anatomy curriculum.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine, USA
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Chaudhuri JD. Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection. Clin Anat 2020; 34:437-450. [PMID: 32893909 DOI: 10.1002/ca.23673] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2020] [Revised: 08/14/2020] [Accepted: 08/26/2020] [Indexed: 11/08/2022]
Abstract
The teaching of anatomy is challenging due to the constraints of material and personnel resources. Research has established that the learning preferences of students are malleable and determined by the requirements of the course. Further, drawing has been reported to aid learning in anatomy by facilitating problem solving and reducing the cognitive overload in students. Considering these issues, the aims of the study were to investigate (a) if positive changes occur in the learning styles and approaches following the incorporation of drawing during cadaveric dissection, and (b) whether they are associated with improved learning outcomes. One cohort of students in an anatomy course received training in creating scientific drawings from dissected human cadavers, while two cohorts of students did not receive such training. The learning preferences of students and their final examination grades were assessed at the commencement and conclusion of the course. Majority of student who had training in drawing transitioned from being bimodal, to trimodal or quadrimodal learners. This was associated with efficient learning approaches and a significant (p < .05) improvement in learning outcomes in these students. There were no changes in any parameters in students who had not received training in drawing. Therefore, the modulation of learning preferences of students through drawing is a pragmatic approach in anatomy teaching.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine, USA
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