1
|
Alzayani S, Alsayyad A, Al-Roomi K, Almarabheh A. Innovations in Medical Education During the COVID-19 Era and Beyond: Medical Students' Perspectives on the Transformation of Real Public Health Visits Into Virtual Format. Front Public Health 2022; 10:883003. [PMID: 35769788 PMCID: PMC9234203 DOI: 10.3389/fpubh.2022.883003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Accepted: 05/13/2022] [Indexed: 11/23/2022] Open
Abstract
Background At the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University (AGU), Bahrain, the Public Health Program comprises two core components, namely, lectures and field visits (consumer products safety, communicable diseases control, and food safety). Digital transformation has innovated the medical educational activities during the COVID-19 pandemic where the real public health field visits were transformed into a virtual format. This study is aimed to examine the potential effect of converting the real public health field visit programs into a virtual format during the COVID-19 pandemic. Methods All medical students who have submitted online feedback evaluation forms upon completing the Public Health Program in the academic years 2019–2020 (180 students; before the COVID-19 pandemic) and 2020–2021 (167 students; during the COVID-19 pandemic) were included in the study, a total sample size of 347 responses. Independent samples t-test was employed to compare students' feedback on Public Health Program before and during the COVID-19 pandemic while the Pearson chi-square test was used for categorical data. A p-value of <0.05 was considered statistically significant. Results The mean score of students' satisfaction from the virtual program during the COVID-19 pandemic toward the consumer products safety and food safety field visits was significantly higher than that for students before the COVID-19 pandemic (the real field visits). However, there was no observed statistically significant difference for the Communicable Diseases Control visit. In addition, no significant differences were detected between the mean responses of male and female students toward all field visits, whether the feedback was provided before or during the COVID-19 pandemic. Conclusion Transformation of real public health field visits into virtual format is acceptable and applicable during the COVID-19 era and maybe beyond.
Collapse
Affiliation(s)
- Salman Alzayani
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- *Correspondence: Salman Alzayani
| | - Adel Alsayyad
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Public Health Directorate, Ministry of Health, Manama, Bahrain
| | - Khaldoon Al-Roomi
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Amer Almarabheh
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| |
Collapse
|
2
|
Tayem YI, Almarabheh AJ, Abo Hamza E, Deifalla A. Perceptions of Medical Students on Distance Learning During the COVID-19 Pandemic: A Cross-Sectional Study from Bahrain. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:345-354. [PMID: 35478974 PMCID: PMC9037435 DOI: 10.2147/amep.s357335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Accepted: 03/18/2022] [Indexed: 06/14/2023]
Abstract
PURPOSE The COVID-19 pandemic resulted in a sudden shift from face-to-face to distance learning. We explored medical students' views of online learning during this pandemic at the Arabian Gulf University in Bahrain. METHODS This was a cross-sectional study of students in years two, three and four (n= 559) using an electronic questionnaire. Data were collected from April 10 to May 5, 2021. The survey included three domains: behavioral, affective, and cognitive. We also analyzed the association between students' perceptions and certain demographic and institutional factors. RESULTS The number of respondents was 311 (response rate: 55.6%; 27.7% males, 72.3% females). Participants were generally satisfied with distance learning (54.6%), although they had less motivation (46.3%) and required more effort (32.2%). Most students preferred distance learning for theoretical parts, and face-to-face approach for practical components (73.3%). Participants reported that distance learning, improved interaction with instructors and classmates (45.6% and 48.9%, respectively), small group learning (47.6%), independent learning (75.3%) and problem-solving skills (44.7%). The students were comfortable with online assessment (60.1%), and reported improved achievement in written (42.1%) and practical examinations (46%), but not in professional skills grades (21.6%). There was no association between students' perceptions and gender (p= 0.079), year of study (p= 0.28) or attendance of live or recorded sessions (p= 0.904), but there was a positive association with the availability of WiFi (p< 0.01) and attendance of college-organized activities (p< 0.0001). CONCLUSION Distance learning was successfully implemented during the COVID-19 pandemic. Students were generally satisfied with distance learning and online assessment, but they had concerns about the clinical skills learning. After the pandemic is over, theoretical components of the curriculum can be delivered using distance learning, whereas hands on elements should be offered face-to-face. However, those curricular reforms will likely need investing in the information technology infrastructure.
Collapse
Affiliation(s)
- Yasin I Tayem
- Department of Pharmacology and Therapeutics, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Amer J Almarabheh
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Eid Abo Hamza
- Department of Learning and Developmental Disabilities, College of Graduate Studies, Arabian Gulf University, Manama, Bahrain
- Department of Mental Health, Faculty of Education, Tanta University, Tanta, Egypt
| | - Abdelhalim Deifalla
- Department of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| |
Collapse
|
3
|
Bindayna KM, Qareeballa A, Joji RM, Al Mahmeed A, Ezzat H, Yousif Ismaeel A, Tabbara KS. Student Perception of Microbiology Laboratory Skills Learning Through a Problem-Based Learning Curriculum: Arabian Gulf University Experience. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:963-968. [PMID: 33363425 PMCID: PMC7753173 DOI: 10.2147/amep.s276221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Accepted: 12/01/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The curriculum at medical school at Arabian Gulf University is centered on small group learning and real-life problems provided to students and guiding students to learn actively. In microbiology, laboratory skills are taught in an innovative manner using mini cases and different lab sessions and are integrated with other basic sciences. This article describes the format and pattern of laboratory skills sessions conducted using PBL methods at Arabian Gulf University and discusses the perception of students towards PBL in laboratory skill learning and way forward for the same. METHODS The study sample size was 110. The students' perception of the laboratory skills teaching methods was assessed through an exit survey at the end of each session. A semi-structured self-administered survey instrument was prepared, and the questions were arranged in two sessions and focused on identifying the relevance, timing, strengths, and weaknesses of the teaching method and recommendations to improve the same. RESULTS We observed that more than 50% of the participants agreed or strongly agreed that the time given for PBL was adequate, topics discussed were relevant, presentations were clear, pre-session briefing and Case-Based Studies (team-based learning (TBL)) helped in their learning. The participants identified the demonstration of experiments and hands-on experience provided in the laboratory were most helpful. When enquired about the difficulty, among 48% of the participants, 80% observed that the slides used in the learning/teaching were lengthy. CONCLUSION The use of PBL in a lab setting promotes active learning. In the heart of PBL, TBL is a powerful tool in the educational process offering the students deep comprehension and allowing them to gain practical and intellectual skills.
Collapse
Affiliation(s)
- Khalid Mubarak Bindayna
- Microbiology, Immunology and Infectious Diseases Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Ahmed Qareeballa
- Microbiology, Immunology and Infectious Diseases Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Ronni Mol Joji
- Microbiology, Immunology and Infectious Diseases Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Ali Al Mahmeed
- Microbiology, Immunology and Infectious Diseases Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Hicham Ezzat
- Microbiology, Immunology and Infectious Diseases Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Abdulrahman Yousif Ismaeel
- Microbiology, Immunology and Infectious Diseases Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Khaled S Tabbara
- Microbiology, Immunology and Infectious Diseases Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| |
Collapse
|
4
|
Sopaul T. An Interpretative Phenomenological Analysis of Families Affected by Autism in Dubai. DUBAI MEDICAL JOURNAL 2019. [DOI: 10.1159/000501770] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
<b><i>Background:</i></b> The prevalence of autism spectrum disorders (ASD) in the Middle East region is suggested to be comparable with rates reported in the Western World; however, in the United Arab Emirates (UAE), autism is under-diagnosed and over-looked. <b><i>Objectives:</i></b> This qualitative study based in Dubai, UAE, aimed to explore personal experiences of autism and investigate the decision-making process of parents. A focus group interview with 6 UAE national mothers who have an autistic child was conducted; the semi-structured interview was audio-recorded and transcribed. <b><i>Method:</i></b> Interpretative phenomenological analysis was performed on the interview transcript and 3 main themes emerged: Education, Support and Social Stigma. <b><i>Results:</i></b> The research concluded that the majority of mothers are primary caregivers and the challenges faced by autistic families include: a lack of understanding and research; family reputation; stigma-associated discrimination; and maternal stress. <b><i>Conclusions:</i></b> Mothers with autistic children experience a number of stressors and would benefit from educational workshops, including ASD-specific training. A call for further investigation into the role and impact of maids as primary caregivers for autistic children in the UAE is advocated.
Collapse
|
5
|
Tayem YI, Altabtabaei AS, Mohamed MW, Arrfedi MM, Aljawder HS, Aldebous FA, James H, Al Khaja KAJ, Sequeira RP. Competence of medical students in communicating drug therapy: Value of role-play demonstrations. Indian J Pharmacol 2017; 48:37-41. [PMID: 26997720 PMCID: PMC4778204 DOI: 10.4103/0253-7613.174517] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
Objectives: This study used role-play demonstrations to train medical students to communicate drug therapy and evaluated the perceptions on this instructional approach. Materials and Methods: The second-year medical students who attended a prescription writing session (n = 133), participated in this study. Prescription communication was introduced by using role-play demonstrations. Participant's perceptions were explored by a self-administered questionnaire and focus group discussion. The academic achievement of attendees and nonattendees was compared with an objective structured performance evaluation (OSPE) station that tested students’ competence in this skill. Results: Most attendees responded to the questionnaire (81.2%). Almost all respondents expressed their desire to have similar demonstrations in other units. A large proportion of participants reported that role-play demonstrations helped them develop their communication skills, in general, confidence to communicate drug-related information in a prescription, and the ability to explain the aim of drug therapy to patients. Most trainees thought also that they developed skills to communicate instructions on drug use including drug dose, frequency of administration, duration of therapy, adverse drug reactions, and warnings. During the focus group interviews, students thought that role-play was useful but would be more beneficial if conducted frequently in small group as part of the curriculum implementation. The majority of students also reported improved competence in writing a complete prescription. Analysis of attendees and nonattendees grades in the OSPE showed that the former scored higher than the latter group (P = 0.016). Conclusions: Role-play demonstrations were well accepted by medical students and led to the development of their competence in communicating drug therapy to patients.
Collapse
Affiliation(s)
- Yasin I Tayem
- Department of Pharmacology and Therapeutics, Arabian Gulf University, Manama, Kingdom of Bahrain
| | | | - Mohamed W Mohamed
- Medical Students, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Mansour M Arrfedi
- Medical Students, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Hasan S Aljawder
- Medical Students, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Fahad A Aldebous
- Medical Students, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Henry James
- Department of Pharmacology and Therapeutics, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Khalid A J Al Khaja
- Department of Pharmacology and Therapeutics, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Reginald P Sequeira
- Department of Pharmacology and Therapeutics, Arabian Gulf University, Manama, Kingdom of Bahrain
| |
Collapse
|
6
|
Gosselin K, Norris JL, Ho MJ. Beyond homogenization discourse: Reconsidering the cultural consequences of globalized medical education. MEDICAL TEACHER 2016; 38:691-9. [PMID: 26571353 DOI: 10.3109/0142159x.2015.1105941] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
INTRODUCTION Global medical education standards, largely designed in the West, have been promoted across national boundaries with limited regard for cultural differences. This review aims to identify discourses on cultural globalization in medical education literature from non-Western countries. METHODS To explore the diversity of discourses related to globalization and culture in the field of medical education, the authors conducted a critical review of medical education research from non-Western countries published in Academic Medicine, Medical Education and Medical Teacher from 2006 to 2014. Key discourses about globalization and culture emerged from a preliminary analysis of this body of literature. A secondary analysis identified inductive sub-themes. RESULTS Homogenization, polarization and hybridization emerged as key themes in the literature. These findings demonstrate the existence of discourses beyond Western-led homogenization and the co-existence of globalization discourses ranging from homogenization to syncretism to resistance. CONCLUSIONS This review calls attention to the existence of manifold discourses about globalization and culture in non-Western medical education contexts. In refocusing global medical education processes to avoid Western cultural imperialism, it will also be necessary to avoid the pitfalls of other globalization discourses. Moving beyond existing discourses, researchers and educators should work towards equitable, context-sensitive and locally-driven approaches to global medical education.
Collapse
Affiliation(s)
- K Gosselin
- a National Taiwan University College of Medicine , Taiwan
| | - J L Norris
- a National Taiwan University College of Medicine , Taiwan
| | - M-J Ho
- a National Taiwan University College of Medicine , Taiwan
| |
Collapse
|
7
|
Tayem YI, James H, Al-Khaja KAJ, Razzak RLA, Potu BK, Sequeira RP. Medical Students' Perceptions of Peer Assessment in a Problem-based Learning Curriculum. Sultan Qaboos Univ Med J 2015; 15:e376-81. [PMID: 26355668 DOI: 10.18295/squmj.2015.15.03.012] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2014] [Revised: 03/22/2014] [Accepted: 04/19/2015] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVES Peer assessment (PA) is believed to support learning and help students develop both professionally and personally. The aim of this study was to examine medical students' perceptions of intragroup PA in a problem-based learning (PBL) setting. METHODS This study was carried out between September and November 2014 and involved six random groups of fourth-year undergraduate medical students (n = 60) enrolled at the Arabian Gulf University in Manama, Bahrain. While working on set tasks within a curriculum unit, each student evaluated a randomly selected peer using an English language adapted assessment tool to measure responsibility and respect, information processing, critical analysis, interaction and collaborative skills. At the end of the unit, students' perceptions of PA were identified using a specifically-designed voluntary and anonymous self-administered questionnaire in English. RESULTS A total of 55 students participated in the study (response rate: 92%). The majority of students reported that their learning (60%), attendance (67%), respect towards group members (70%) and participation in group discussions (71%) improved as a result of PA. Regarding problem analysis skills, most participants believed that PA improved their ability to analyse problems (65%), identify learning needs (64%), fulfil tasks related to the analysis of learning needs (72%) and share knowledge within their group (74%). Lastly, a large proportion of students reported that this form of assessment helped them develop their communication (71%) and self-assessment skills (73%), as well as collaborative abilities (75%). CONCLUSION PA was well accepted by the students in this cohort and led to self-reported improvements in learning, skills, attitudes, engagement and other indicators of personal and professional development. PA was also perceived to have a positive impact on intragroup attitudes.
Collapse
Affiliation(s)
- Yasin I Tayem
- Departments of Pharmacology & Therapeutics, Arabian Gulf University, Manama, Bahrain
| | - Henry James
- Departments of Pharmacology & Therapeutics, Arabian Gulf University, Manama, Bahrain
| | - Khalid A J Al-Khaja
- Departments of Pharmacology & Therapeutics, Arabian Gulf University, Manama, Bahrain
| | | | | | - Reginald P Sequeira
- Departments of Pharmacology & Therapeutics, Arabian Gulf University, Manama, Bahrain
| |
Collapse
|
8
|
Hamdy H, Telmesani AW, Wardy NA, Abdel-Khalek N, Carruthers G, Hassan F, Kassab S, Abu-Hijleh M, Al-Roomi K, O'Malley K, El Din Ahmed MG, Raj GA, Rao GM, Sheikh J. Undergraduate medical education in the Gulf Cooperation Council: a multi-countries study (Part 2). MEDICAL TEACHER 2010; 32:290-295. [PMID: 20353324 DOI: 10.3109/01421591003673730] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
BACKGROUND The Gulf Cooperation Council (GCC) countries have witnessed over the last 40 years a rapid and major social, cultural, and economic transformation. The development of medical education in the region is relatively new, dating from the late 1960s. An important goal among the medical colleges in the region is to graduate national physicians who can populate the healthcare service of each country. AIM The aim of this study is to provide understanding of undergraduate medical education in each of the six GCC countries and the challenges that each face. METHODS This is a descriptive cross-sectional study. Fourteen senior medical faculty were requested to submit information about undergraduate medical education in their own countries, focusing on its historical background, student selection, curriculum, faculty, and challenges. RESULTS The information provided was about 27 medical colleges: 16 from the Kingdom of Saudi Arabia (KSA), five from the United Arab Emirates, two from the Kingdom of Bahrain, two from Sultanate of Oman, one from Kuwait and one from the State of Qatar. It was found that older colleges are reviewing their curriculum while new colleges are developing their programs following current trends in medical education particularly problem-based learning and integrated curricula. The programs as described 'on paper' look good but what needs to be evaluated is the curriculum 'in action'. Faculty development in medical education is taking place in most of the region's medical colleges. CONCLUSION The challenges reported were mainly related to shortages of faculty, availability of clinical training facilities, and the need to more integration with the National Health Care services. Attention to quality, standards, and accreditation is considered essential by all colleges.
Collapse
Affiliation(s)
- H Hamdy
- University of Sharjah, Sharjah, UAE.
| | | | | | | | | | | | | | | | | | | | | | | | | | | |
Collapse
|
9
|
Abstract
The AMEE Guide by Taylor & Miflin (2008) in this issue of Medical Teacher offers an excellent critical review on PBL as it is understood and implemented in 2008, reflecting the experience, understanding and position of the authors. As an advocate of PBL and with personal experience of working for 30 years in three medical schools adopting integrated PBL curricula-The Suez Canal University, Egypt, Arabian Gulf University, College of Medicine, Bahrain and the University of Sharjah, College of Medicine, U.A.E. - I have witnessed its evolution and implementation in different contexts and cultures. While keeping an open mind about variabilities in its implementation, and without being entrenched in the orthodoxy of the original philosophy, perhaps I may be able to reflect on some aspects of this controversial and challenging educational strategy.
Collapse
Affiliation(s)
- Hossam Hamdy
- University of Sharjah, College of Medicine, United Arab Emirates.
| |
Collapse
|