1
|
Ali Z, Ghafoor HB, Ayub Khan MN, Atiq M, Akhlaq S. Educational climate of a pathology residency program at a tertiary care hospital. PLoS One 2024; 19:e0303534. [PMID: 38781154 PMCID: PMC11115291 DOI: 10.1371/journal.pone.0303534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Accepted: 04/26/2024] [Indexed: 05/25/2024] Open
Abstract
Evaluating educational climate (EC) is imperative for ensuring postgraduate trainees' competencies and quality in residency training programs. This study assessed the EC experiences of pathology postgraduate residents (PGRs) during their postgraduate training in pathology residency programs-a cross-sectional study design assigned EC scores in the pathology residency program at a prestigious institution in Islamabad, which were measured using the Dutch Residency Educational Climate Test (D-RECT) questionnaire. Scores from the D-RECT were employed to conduct descriptive statistics and comparison of means across groups to evaluate EC scores by years of training and compared to assess where the differences were located. Among FCPS-II pathology residents, most of whom were females (94.4%), the mean age was 28.11±2.91 years. A mean positive score was observed among all pathology residents (M≥3.6) for all D-RECT subscales except for the feedback subscale: the average score for feedback was below the average mean score of 3.6 (M = 3.19). A significant difference p = 0.016 was observed in EC scores across different groups through the Analysis of Variances (ANOVA) test. The most significant difference was between less than two and greater than two groups p = 0.027, followed by the difference between equal to two groups and greater than two groups p = 0.052. Overall, positive scores for EC in the pathology residency program were observed. Thus, targeted interventions are needed to increase feedback scores and address observed differences in EC scores by years of training.
Collapse
Affiliation(s)
- Zafar Ali
- Division of Pathology, Department of Histopathology, Shifa International Hospital, Islamabad, Pakistan
| | - Hashaam Bin Ghafoor
- Department of Anaesthesia, Al-Khor Hospital, Hammad Medical Corporation, Doha, Qatar
| | | | - Muslim Atiq
- Department of Gastroenterology, Shifa International Hospital, Islamabad, Pakistan
| | - Saira Akhlaq
- Master’s in Health Professions Education, Shifa School of Health Professions Education, Shifa Tameer-e-Millat University, Islamabad, Pakistan
| |
Collapse
|
2
|
Gupta SK, Srivastava T. Assessment in Undergraduate Competency-Based Medical Education: A Systematic Review. Cureus 2024; 16:e58073. [PMID: 38738047 PMCID: PMC11088485 DOI: 10.7759/cureus.58073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/11/2024] [Indexed: 05/14/2024] Open
Abstract
BACKGROUND Studies that have methodically compiled the body of research on the competency-based medical education (CBME) assessment procedure and pinpointed knowledge gaps about the structure of the assessment process are few. Thus, the goals of the study were to create a model assessment framework for competency-based medical education that would be applicable in the Indian setting as well as to thoroughly examine the competency-based medical education assessment framework. METHODS PubMed, MEDLINE (Ovid), EMBASE (Ovid), Scopus, Web of Science, and Google Scholar were the databases that were searched. The search parameters were restricted to English language publications about competency-based education and assessment methods, which were published between January 2006 and December 2020. A descriptive overview of the included research (in tabular form) served as the foundation for the data synthesis. RESULTS Databases provided 732 records; out of which 36 fulfilled the inclusion and exclusion criteria. Thirty-six studies comprised a mix of randomized controlled trials, focus group interviews, and questionnaire studies, including cross-sectional studies, qualitative studies (03), mixed-method studies, etc. The papers were published in 10 different journals. The greatest number was published in BMC Medical Education (18). The average quality score for included studies was 62.53% (range: 35.71-83.33%). Most authors are from the UK (07), followed by the USA (05). The included studies were grouped into seven categories based on their dominant focus: moving away from a behavioristic approach to a constructive approach of assessment (01 studies), formative assessment (FA) and feedback (10 studies), the hurdles in the implementation of feedback (04 studies), utilization of computer or online based formative test with automated feedback (05 studies), video feedback (02 studies), e-learning platforms for formative assessment (04 studies), studies related to workplace-based assessment (WBA)/mini-clinical evaluation exercise (mini-CEX)/direct observation of procedural skills (DOPS) (10 studies). CONCLUSIONS Various constructivist techniques, such as concept maps, portfolios, and rubrics, can be used for assessments. Self-regulated learning, peer feedback, online formative assessment, an online computer-based formative test with automated feedback, the use of a computerized web-based objective structured clinical examination (OSCE) evaluation system, and the use of narrative feedback instead of numerical scores in mini-CEX are all ways to increase student involvement in the design and implementation of the formative assessment.
Collapse
Affiliation(s)
- Sandeep K Gupta
- Pharmacology, Heritage Institute of Medical Sciences, Varanasi, IND
| | | |
Collapse
|
3
|
Ras T, Stander Jenkins L, Lazarus C, van Rensburg JJ, Cooke R, Senkubuge F, N Dlova A, Singaram V, Daitz E, Buch E, Green-Thompson L, Burch V. "We just don't have the resources": Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa. BMC MEDICAL EDUCATION 2023; 23:832. [PMID: 37932732 PMCID: PMC10629100 DOI: 10.1186/s12909-023-04840-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 11/02/2023] [Indexed: 11/08/2023]
Abstract
BACKGROUND South Africa (SA) is on the brink of implementing workplace-based assessments (WBA) in all medical specialist training programmes in the country. Despite the fact that competency-based medical education (CBME) has been in place for about two decades, WBA offers new and interesting challenges. The literature indicates that WBA has resource, regulatory, educational and social complexities. Implementing WBA would therefore require a careful approach to this complex challenge. To date, insufficient exploration of WBA practices, experiences, perceptions, and aspirations in healthcare have been undertaken in South Africa or Africa. The aim of this study was to identify factors that could impact WBA implementation from the perspectives of medical specialist educators. The outcomes being reported are themes derived from reported potential barriers and enablers to WBA implementation in the SA context. METHODS This paper reports on the qualitative data generated from a mixed methods study that employed a parallel convergent design, utilising a self-administered online questionnaire to collect data from participants. Data was analysed thematically and inductively. RESULTS The themes that emerged were: Structural readiness for WBA; staff capacity to implement WBA; quality assurance; and the social dynamics of WBA. CONCLUSIONS Participants demonstrated impressive levels of insight into their respective working environments, producing an extensive list of barriers and enablers. Despite significant structural and social barriers, this cohort perceives the impending implementation of WBA to be a positive development in registrar training in South Africa. We make recommendations for future research, and to the medical specialist educational leaders in SA.
Collapse
Affiliation(s)
- Tasleem Ras
- University of Cape Town, Cape Town, South Africa.
| | | | | | | | - Richard Cooke
- Witwatersrand University, Johannesburg, South Africa
| | | | | | | | - Emma Daitz
- University of Cape Town, Cape Town, South Africa
| | - Eric Buch
- Colleges of Medicine of South Africa, Johannesburg, South Africa
| | - Lionel Green-Thompson
- University of Cape Town & South African Committee Of Medical Deans, Cape Town, South Africa
| | - Vanessa Burch
- Colleges of Medicine of South Africa, Johannesburg, South Africa
| |
Collapse
|
4
|
Noorali AA, Inam M, Shahbaz H, Rauf H, Aamir FB, Khalid F, Abbas S, Saeed A, Musharraf MD, Merchant AAH, Hasan BS, Rasheed MA, Jehan F, Tariq M, Haider AH. A Nationwide Virtual Research Education Program for Medical Students in Pakistan: Methodological Framework, Feasibility Testing, and Outcomes. Front Public Health 2022; 9:812130. [PMID: 35083193 PMCID: PMC8784886 DOI: 10.3389/fpubh.2021.812130] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Accepted: 12/03/2021] [Indexed: 12/01/2022] Open
Abstract
Introduction: Equipping young medical trainees with fundamental research skills can be a promising strategy to address the need for professionals who can understand and responsibly communicate evolving scientific evidence during a pandemic. Despite an ardent interest to partake in research, most educational institutions in Pakistan and other low-middle income countries have not yet adopted a comprehensive strategy for research skills education. The authors aimed to design and assess the feasibility of implementing the first nation-wide virtual research workshop for medical students in Pakistan. Methods: The course “Beginners Guide to Research,” designed as a nation-wide virtual research workshop series, was conducted for medical students across Pakistan in June 2020. Four interactive live workshops took place online on alternate days from June 22nd, 2020, to June 27th, 2020, each lasting 1–2 h. Outcomes included: (i) reach, (ii) efficacy as indexed by pre-post change in score pertaining to knowledge and application of research and (iii) self-rated perceptions about understanding of research on a Likert scale. Results: 3,862 participants enrolled from 41 cities and 123 institutions. Enrolled participants belonged to the following provinces: Sindh (n = 1,852, 48.0%), Punjab (n = 1,767, 45.8%), Khyber Pakhtunkhwa (n = 109, 2.8%), Azad Jammu and Kashmir (n = 84, 2.2%) Balochistan (n = 42, 1.1%). We also saw a few registrations from international students (n = 8, 0.2%). Mean (SD) age of enrolled medical students was 21.1 (2.1) years, 2,453 (63.5%) participants were female and 2,394 (62.0%) were from private-sector medical colleges. Two thousand ninety-three participants participants filled out all four pre-test and post-test forms. The total median knowledge score improved from 39.7 to 60.3% with the highest improvements in concepts of research bioethics and literature search (p < 0.001) with greater change for females compared to males (+20.6 vs. +16.2%, p < 0.001) and private institutions compared to public ones (+16.2 vs. +22.1%, p < 0.001). Conclusion: The overwhelming enrollment and significant improvement in learning outcomes (>50% of baseline) indicate feasibility of a medical student-led research course during a pandemic, highlighting its role in catering to the research needs in the LMICs.
Collapse
Affiliation(s)
- Ali Aahil Noorali
- Department of Medicine, Medical College, Aga Khan University, Karachi, Pakistan
- Health Data Science Center, Clinical and Translational Research Incubator, Medical College, Aga Khan University, Karachi, Pakistan
- Dean's Office, Medical College, Aga Khan University, Karachi, Pakistan
- *Correspondence: Ali Aahil Noorali
| | - Maha Inam
- Medical College, Aga Khan University, Karachi, Pakistan
| | - Hamna Shahbaz
- Dean's Office, Medical College, Aga Khan University, Karachi, Pakistan
- Department of Surgery, Washington University in St. Louis, St. Louis, MO, United States
| | - Hareem Rauf
- Medical College, Aga Khan University, Karachi, Pakistan
| | | | - Farah Khalid
- Department of Paediatrics, Medical College, Aga Khan University, Karachi, Pakistan
| | - Saadia Abbas
- Medical College, Aga Khan University, Karachi, Pakistan
| | | | | | | | - Babar S. Hasan
- Department of Paediatrics, Medical College, Aga Khan University, Karachi, Pakistan
| | - Muneera A. Rasheed
- Department of Paediatrics, Medical College, Aga Khan University, Karachi, Pakistan
| | - Fyezah Jehan
- Department of Paediatrics, Medical College, Aga Khan University, Karachi, Pakistan
| | - Muhammad Tariq
- Department of Medicine, Medical College, Aga Khan University, Karachi, Pakistan
- Department for Educational Development, Medical College, Aga Khan University, Karachi, Pakistan
| | - Adil Hussain Haider
- Dean's Office, Medical College, Aga Khan University, Karachi, Pakistan
- Department of Surgery and Community Health Sciences, Medical College, Aga Khan University, Karachi, Pakistan
| |
Collapse
|
5
|
Lee AY. Fostering pathology as a medical discipline among medical students and graduates. Br J Hosp Med (Lond) 2021; 82:1-3. [PMID: 34726936 DOI: 10.12968/hmed.2021.0504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Dwindling interest in pathology as a career is a notable concern among medical students and graduates. Proposed reasons include the lack of exposure during their medical education and the unfavourable view of the discipline. This article discusses the barriers for adoption of pathology as a career and strategies to overcome this.
Collapse
Affiliation(s)
- Adrian Ys Lee
- Department of Immunology, Westmead Hospital, Westmead, Australia.,Institute of Clinical Pathology and Medical Research, NSW Health Pathology, Westmead, Australia.,Westmead Clinical School, University of Sydney, Westmead, Australia
| |
Collapse
|