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Mustafa M, Terair S, Al Ageeli E, Gohal G, Salih S. What are the Attitudes of Medical Students at Jazan University Toward Professionalism? Adv Med Educ Pract 2023; 14:343-354. [PMID: 37057076 PMCID: PMC10089272 DOI: 10.2147/amep.s399888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Accepted: 03/24/2023] [Indexed: 06/19/2023]
Abstract
PURPOSE We assessed the attitudes of Jazan University medical students toward professionalism and evaluated the associations of those attitudes with demographic factors. MATERIALS AND METHODS Seven hundred ninety-seven respondents (88.85% response rate) out of 898 students who were invited to this study (50.7% were men and 49.3% were women) were studied by their response to the Learner's Attitude of Medical Professionalism Scale (LAMPS) that assess their level of agreement with 28 items, each reflecting a single professionalism competency within the subscales of Altruism, Excellence, Duty/Accountability, Honor/Integrity, and Respect for Others. RESULTS Of 797 respondents (88.85% response rate), 50.7% were men and 49.3% were women. Subscales with high agreement scores were Excellence (median, 21.0; range, 6-30) and Duty/Accountability (median, 21.0; range, 7-35). Subscales with slightly lower agreement scores were Respect for Others (median, 15.0; range, 5-25), Altruism (median, 15.0; range, 5-25), and Honor/Integrity (median, 12.0; range, 5-25). No sex differences were observed for most subscales; however, men gave higher agreement scores on the Excellence subscale, and compared with year 3 respondents (preclinical phase), year 6 respondents (clinical phase) gave higher agreement scores on the Excellence, Altruism, and Respect for Others subscales. CONCLUSION Overall, medical students at Jazan University indicated high agreement with all attitudes to professionalism subscales on the LAMPS.
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Affiliation(s)
- Mai Mustafa
- Pediatric Department, Faculty of Medicine, Jazan University, Jazan, Jazan, Kingdom of Saudi Arabia
- Medical Education Department, Faculty of Medicine, Jazan University, Jazan, Jazan, Kingdom of Saudi Arabia
| | - Salaheldin Terair
- Medical Education Department, Faculty of Medicine, Jazan University, Jazan, Jazan, Kingdom of Saudi Arabia
| | - Essam Al Ageeli
- Cinical Biochemistry Department, Faculty of Medicine, Jazan University, Jazan, Jazan, Kingdom of Saudi Arabia
| | - Gassem Gohal
- Pediatric Department, Faculty of Medicine, Jazan University, Jazan, Jazan, Kingdom of Saudi Arabia
| | - Sarah Salih
- Family and Community Medicine Department, Faculty of Medicine, Jazan University, Jazan, Jazan, Kingdom of Saudi Arabia
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Kumar T, Sakshi P, Kumar C. Comparative study between "case-based learning" and "flipped Classroom" for teaching clinical and applied aspects of physiology in "competency-based UG curriculum". J Family Med Prim Care 2022; 11:6334-6338. [PMID: 36618252 PMCID: PMC9810855 DOI: 10.4103/jfmpc.jfmpc_172_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Revised: 04/13/2022] [Accepted: 06/14/2022] [Indexed: 11/11/2022] Open
Abstract
Background The new curriculum is competency-based and revised. The student must be imparted and should have learned these competencies. New teaching-learning methods such as "Case-based learning (CBL)" and "Flipped classroom (FCR)" can help medical students to be competent Indian medical graduates. Aims and Objectives This study was aimed to evaluate the effectiveness of "CBL" over "FCR" for teaching clinical and applied aspects of physiology. Materials and Methods Faculty and residents of the department of physiology and first-year MBBS students were introduced and oriented to the study and concept of CBL and FCR. Students were divided into two groups; one was taught clinical and applied aspects of cardiovascular physiology by CBL and another group by FCR. Pre- and post-test with a validated questionnaire were conducted for both groups. Feedback from the students was collected on 5-point Likert's scale and the marks obtained by them were analyzed statistically by paired t-test. Results Both CBL and FCR improved the post-test marks significantly when compared to pre-test marks (P < 0.0001). CBL and FCR methods showed no significant difference, but the mean post-test marks were higher in FCR. As per the students' feedback, 62% of students strongly agreed that CBL is useful for clinical and applied aspects of physiology. Conclusion CBL and FCR both are equally important and complementary to each other. CBL was found to be slightly more effective for later days of clinical practices, whereas FCR slightly more effective for better performance in university examinations.
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Affiliation(s)
- Tarun Kumar
- Department of Physiology, Indira Gandhi Institute of Medical Science, Patna, Bihar, India
| | - Pooja Sakshi
- Department of Physiology, Indira Gandhi Institute of Medical Science, Patna, Bihar, India,Address for correspondence: Dr. Pooja Sakshi, Department of Physiology, Indira Gandhi Institute of Medical Science, Patna - 800 014, Bihar, India. E-mail:
| | - Chandan Kumar
- Department of Physiology, Indira Gandhi Institute of Medical Science, Patna, Bihar, India
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Almonacid-Fierro A, Valdebenito K. Learning and quality of life in undergraduate nursing students: An exploratory study in Chile during the COVID-19 pandemic. J Educ Health Promot 2022; 11:216. [PMID: 36177409 PMCID: PMC9514265 DOI: 10.4103/jehp.jehp_295_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Accepted: 03/24/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Coronavirus disease 2019 (COVID-19) is a global pandemic that has modified all social and, especially, learning instances. The purpose of this study was to determine the perception of final-year nursing students at a university in southern Chile regarding the impact of the pandemic on their learning, and consequently on their quality of life, in the context of the COVID-19 pandemic. MATERIALS AND METHODS This is a qualitative study. The research was conducted on 14 nursing students who were selected from a university located in the province of Talca, Maule Region, Chile. Data collection was done through semi-structured interviews conducted during July and September 2021. The data were analyzed using the inductive logic of theoretical categorization; this process was assisted by the Nvivo 10 program. RESULTS Two mega categories were generated that accounted for the nursing students' experience during the COVID-19 pandemic: objective factors category and subjective factors category. Six subcategories were derived from these two categories: free time, social relationships, learning from practice, physical exercise, eating habits, and emotional state. CONCLUSION The research findings indicate that the students, in addition to feeling upset about not being able to do the internship, also feel that they have not been able to acquire all the knowledge necessary for their training and professional development, since the virtual classes fail to deliver adequate learning as they lack the practical component that is so important in their careers. This has repercussions in the physical, social, and psychological areas, affecting their quality of life.
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Affiliation(s)
- Alejandro Almonacid-Fierro
- Department of Physical Activity Sciences, Faculty of Education Sciences, Universidad Católica del Maule, Talca, Chile
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Kern P, Tague DB. Students' Perception of Online Learning During COVID-19: A U.S.-Based Music Therapy Survey. J Music Ther 2022; 59:127-155. [PMID: 35325173 DOI: 10.1093/jmt/thac003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The Coronavirus disease 2019 (COVID-19) global pandemic affected music therapy education, with many university programs instantly shifting from in-person to remote online teaching. As literature related to various aspects of COVID-19 is emerging, none has yet examined music therapy students' responses to the sudden modification of teaching modalities. The aim of this study was to understand how the music therapy learning environment changed during the COVID-19 pandemic; students' experiences with unexpected remote learning, clinical training, and examination; and their perception of barriers and benefits of online learning. American Music Therapy Association students attending courses from Spring 2020 through Spring 2021 were invited to participate in this national survey. In total, 230 music therapy students across seven regions responded to the 26-item questionnaire through Qualtrics®. Seven questions were further explored with a student focus group. Results indicated that courses were mainly altered to synchronous lectures, clinical training changed to varied telepractice experiences, and examination was modified across universities. Students spent about the same time in remote learning and found synchronous lectures mostly engaging. Commonly perceived barriers included screen fatigue, physical isolation from peers, and poor internet connection. Safety during COVID-19, no traveling time, and being more comfortable at home were noted as key benefits. In conclusion, online learning allowed the continuation of music therapy education during the COVID-19 pandemic. Moving forward, the development of effective online courses and research-based guidelines for tele-interventions is desirable to improve the music therapy educational landscape during future crises and to prepare students for competent services in a digital world.
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Affiliation(s)
- Petra Kern
- Music Therapy Consulting, Santa Barbara, CA, USA
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Aristotle S, Subramanian S, Jayakumar S. Effectiveness of flipped classroom model in teaching histology for first-year MBBS students based on competency-based blended learning: An interventional study. J Educ Health Promot 2021; 10:152. [PMID: 34222527 PMCID: PMC8224505 DOI: 10.4103/jehp.jehp_467_20] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Accepted: 07/26/2020] [Indexed: 06/13/2023]
Abstract
BACKGROUND With recent changes in the curriculum of bachelor of medicine and bachelor of surgery (MBBS) course to meet the global trends and to fulfill the standards expected from an Indian medical graduate, introduction of newer teaching methodologies becomes mandatory. The usage of flipped classroom (FCR) in medical education has always been rewarding. This study was to evaluate the effectiveness of FCR as a teaching method in comparison with traditional lectures in histology sessions in Sri Ramaswamy Memorial (SRM) Medical College Hospital and Research Centre, Chennai, Tamil Nadu, India. MATERIALS AND METHODS This interventional study was conducted among the 1st year MBBS students in SRM Medical College Hospital and Research Centre for a period of 1 year (2018-2019 academic year). The histology sessions were taught using both traditional lectures and FCR methodology. Pre- and posttests were conducted for each traditional and FCR session with ten multiple-choice questions pertaining to that topic. Students' performance was assessed by paired t-test (for pre- and posttest comparisons) and independent t-test (for traditional and FCR posttest mark comparison) using SPSS software version 26. A feedback survey based on Likert scale was also conducted on the students and was analyzed. P < 0.05 was considered statistically significant. RESULTS Posttest marks had statistically significantly improved when compared to pretest marks (P < 0.0001) in both traditional and FCR teaching methods. Comparison of posttest marks showed statistically significantly higher marks in FCR when compared to traditional teaching (P < 0.0001). Similarly, students' feedback survey showed that FCR benefitted the students in achieving the competency required. CONCLUSION FCR methodology of teaching histology had a very impressive outcome and the students' perception was very positive.
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Affiliation(s)
- Sharmila Aristotle
- Department of Anatomy, Sri Ramaswamy Memorial Medical College Hospital and Research Center, Chengalpattu, Tamil Nadu, India
| | - Sundarapandian Subramanian
- Department of Anatomy, Sri Ramaswamy Memorial Medical College Hospital and Research Center, Chengalpattu, Tamil Nadu, India
| | - Saikarthik Jayakumar
- Department of Basic Medical Sciences, Majmaah University, Al Majma'ah, Saudi Arabia
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Langebæk R, Berendt M, Tipold A, Engelskirchen S, Dilly M. Evaluation of the Impact of Using a Simulator for Teaching Veterinary Students Cerebrospinal Fluid Collection: A Mixed-Methods Study. J Vet Med Educ 2021; 48:217-227. [PMID: 32149589 DOI: 10.3138/jvme.2019-0006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The collection of cerebrospinal fluid (CSF) plays a pivotal role in the diagnosis of central nervous system diseases. Prior training in this invasive procedure is essential to minimize the risk of harming animals. Because of this risk, stress and anxiety can influence the learning process. Simulators can be used to teach and learn invasive procedures. The aim of this mixed-methods study was to validate a CSF collection simulator and investigate students' perceptions of the simulator as an educational tool. The quantitative approach validated the simulator for face and content validity, and students provided a general evaluation of the simulator using surveys. The simulator's construct validity was measured by means of a global rating scale. Students' perceptions were investigated qualitatively using semi-structured interviews. Experts (n = 13) confirmed the simulator's face and content validity. Students (n = 16) evaluated the simulator as supportive of their learning. Results for construct validity demonstrated higher global rating scores from experts than from students. The scores for procedural performance and procedural knowledge and flow showed significant differences (p ≤ .05). Analysis of interviews with students (n = 10) revealed four main themes: emotions, learning process, evaluation of the model, and CSF collection procedure. In conclusion, this study validated the use of the CSF simulator as an educational tool that can help students overcome some of their anxiety in relation to performing an invasive procedure.
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van Houwelingen AH, Kusurkar RA, Engels F. Evaluation of a Multidisciplinary Bachelor Course on Pain with Autonomy-Supportive Teaching Strategies through the Lens of Self-Determination Theory. Pharmacy (Basel) 2021; 9:pharmacy9010066. [PMID: 33806950 PMCID: PMC8006036 DOI: 10.3390/pharmacy9010066] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Revised: 03/08/2021] [Accepted: 03/18/2021] [Indexed: 11/22/2022] Open
Abstract
To stimulate learners’ autonomy, autonomy-supportive teaching strategies were included in the design of a multidisciplinary elective course on pain. During this course, students explored pain from different disciplinary angles, i.e., from biomedical, psychological, arts, philosophical, and anthropological perspectives. In the course, autonomy was stimulated by giving students freedom of choice, especially in their final assignments. The aim of this study was to explore students’ freedom of choice and students’ perceptions of the multidisciplinary course on pain, particularly students’ perception of autonomy in the light of self-determination theory (SDT). To address the aim of this study, a mixed methods approach was used. Directed content analysis was conducted on a reflective part of the final individual assignment and was used to find categories fitting within SDT and also outside it. In addition to this, the diversity of topics as well as different disciplines present in the final individual assignments was explored to demonstrate students’ freedom of choice. This study shows that the course setup supported students’ autonomy and relatedness and stimulated students’ interest in and relevance to pain. Moreover, it stimulated students’ freedom of choice and stimulated curiosity towards disciplines such as arts and philosophy. Therefore, it can be concluded that we successfully developed a multidisciplinary course on pain in which students are exposed to different autonomy-supportive teaching strategies based on the SDT framework.
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Affiliation(s)
- Adriana H. van Houwelingen
- Division of Pharmacology, Department of Pharmaceutical Sciences, Science Faculty, Utrecht University, 3584 GC Utrecht, The Netherlands;
- Correspondence: ; Tel.: +31-620251156
| | - Rashmi A. Kusurkar
- Amsterdam UMC, Research in Education, Faculty of Medicine, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands;
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
| | - Ferdi Engels
- Division of Pharmacology, Department of Pharmaceutical Sciences, Science Faculty, Utrecht University, 3584 GC Utrecht, The Netherlands;
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Romano L, Angelini G, Consiglio P, Fiorilli C. The Effect of Students' Perception of Teachers' Emotional Support on School Burnout Dimensions: Longitudinal Findings. Int J Environ Res Public Health 2021; 18:ijerph18041922. [PMID: 33671176 PMCID: PMC7922948 DOI: 10.3390/ijerph18041922] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/09/2021] [Revised: 02/10/2021] [Accepted: 02/12/2021] [Indexed: 11/16/2022]
Abstract
School burnout is linked to relevant adverse consequences for students’ academic careers. Thus, several authors have focused on the internal and external factors that reduce burnout, highlighting the role of teachers’ support. Nonetheless, few studies addressed how students’ perception of teachers’ emotional support protects them from school maladaptive behaviors. The present study aimed to longitudinally investigate in a final sample of 295 Italian high school students (F = 78.6%; M = 15.78, SD = 1.48) the protective role of students’ perception of teachers’ emotional support dimensions on school burnout across a school year. We expected that teachers’ emotional support dimensions had a significant inverse effect on students’ burnout. We preliminarily investigated the study variables’ associations and whether the mean levels of burnout dimensions increased throughout the school year. Correlation analysis supported the associations among the study variables, and repeated-measures analysis of variance (ANOVA) analyses highlighted that the mean levels of school burnout dimensions increased over time. Moreover, hierarchical multiple regression analyses have shown that at the beginning of the school year (T1), the teacher sensitivity dimension significantly and inversely affected emotional exhaustion by the end of the school year (T2). Our findings shed light on the role played by teacher emotional support and give suggestions on which specific facet should have to be improved to shield students from later burnout-related exhaustion.
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Islam M. Are Students Really Cautious about Food Waste? Korean Students' Perception and Understanding of Food Waste. Foods 2020; 9:foods9040410. [PMID: 32252229 PMCID: PMC7230177 DOI: 10.3390/foods9040410] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2020] [Revised: 03/18/2020] [Accepted: 03/19/2020] [Indexed: 11/16/2022] Open
Abstract
The amount of food wasted by Korean households is significant and to some extent could be preventable. It is not well illustrated how Korean students perceive food waste and how much they know about the consequences of food waste. This study aimed to examine Korean students’ perception of food waste. Overall, results show that students’ perception of food waste varies in different clusters. Considerate food wasters (cluster 1) are knowledgeable and have much information regarding food waste. This paper suggests that additional information about how to preserve food and about issues related to food wastes, which cause a bigger environmental problem over the long term, could influence the behavior of this cluster, reducing perhaps further food waste. On the other hand, unwitting and ruthless food wasters, who are in clusters 2 and 3, need extra attention. Marketers should initiate educational campaigns to raise awareness of food waste for students and youth. Students who fall under these two clusters may need to pay extra attention to their shopping behavior. They should be more connected to their food, and to their purchase behavior, which may reduce food waste.
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Affiliation(s)
- Maidul Islam
- Department of E-Trade, College of Social Science, Keimyung University, Dalseo-gu, Daegu 42601, Korea
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Parvu S. Sociodemographic Determinants and Students' Perception Regarding Legislative Changes. J Med Life 2020; 13:16-20. [PMID: 32341695 PMCID: PMC7175445 DOI: 10.25122/jml-2019-0082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
The frequency of legislation changes and their utility is a subject of interest and always under debate with pro and contra arguments. In the current study, the perception of students regarding medical legislation changes was analyzed. In general, no statistically significant differences were found between the sub-groups of students, thus underlining a unitary perception. The general perception is that changes in legislation are made too often. Moreover, only a small part of the analyzed group agrees on the utility of these changes. Finally, it seems that income is the main driver for students as future employees in the medical system. Also, significant differences between males and females’ perceptions are emphasized, and legislation changes should take into account the primary drivers. Other issues, such as corruption, stability, and performances should be the key points in legislation changes. These results should be a challenge for all stakeholders, in particular for policymakers.
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Affiliation(s)
- Simona Parvu
- Corresponding Author: Simona Parvu, MD Dr. Anastasievici Leonte Street, 1-3 050463, Bucharest, Romania E-mail: Phone: 0040724943392
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Angadi NB, Kavi A, Shetty K, Hashilkar NK. Effectiveness of flipped classroom as a teaching-learning method among undergraduate medical students - An interventional study. J Educ Health Promot 2019; 8:211. [PMID: 31807601 PMCID: PMC6852382 DOI: 10.4103/jehp.jehp_163_19] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 03/22/2019] [Accepted: 07/23/2019] [Indexed: 06/01/2023]
Abstract
BACKGROUND Attempts to put the available teaching-learning time to better use and address the needs of students by increasing active involvement led to the evolution of the flipped classroom (FC). It involves providing study resources for students to use outside the class so that class time is freed up for instructional activities. This study was done to assess the effectiveness of flipped classroom activity as a teaching-learning method. MATERIALS AND METHODS In this interventional study, 98 students were divided into two batches of flipped class and conventional small group teaching (SGT). An online Google group was created for the batch of FC. Brief introduction and prerecorded videos related to the assigned topic were posted in the Google group. Discussion was carried out in the form of solving cases and problem-solving exercises. Pretest and posttest were conducted at each session, and an end of module test was conducted for both the groups. RESULTS There was a significant difference between the pre- and posttest scores and also the mean scores of summative test between two groups (P < 0.001). The perception of the students regarding FC was also evaluated. Eighty-two percent strongly agreed that FC was more engaging and interesting in comparison to traditional class. Seventy-six percent strongly agreed that more such classes should be conducted in the future. CONCLUSION Flipped classroom improved the student performance and learning experience effectively as compared to conventional SGT, and students' response was also largely positive.
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Affiliation(s)
- Netravathi Basavaraj Angadi
- Department of Pharmacology, Jawaharlal Nehru Medical College, KLE Academy of Higher Education and Research, Belagavi, Karnataka, India
| | - Avinash Kavi
- Department of Community Medicine, Jawaharlal Nehru Medical College, KLE Academy of Higher Education and Research, Belagavi, Karnataka, India
| | - Kimi Shetty
- Department of Pharmacology, Jawaharlal Nehru Medical College, KLE Academy of Higher Education and Research, Belagavi, Karnataka, India
| | - Nayana Kamalnayan Hashilkar
- Department of Pharmacology, Jawaharlal Nehru Medical College, KLE Academy of Higher Education and Research, Belagavi, Karnataka, India
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Majumder MAA, Kumar A, Krishnamurthy K, Ojeh N, Adams OP, Sa B. An evaluative study of objective structured clinical examination (OSCE): students and examiners perspectives. Adv Med Educ Pract 2019; 10:387-397. [PMID: 31239801 PMCID: PMC6556562 DOI: 10.2147/amep.s197275] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2018] [Accepted: 04/25/2019] [Indexed: 05/26/2023]
Abstract
Background: The objective structured clinical examination (OSCE) is the gold standard and universal format to assess the clinical competence of medical students in a comprehensive, reliable and valid manner. The clinical competence is assessed by a team of many examiners on various stations of the examination. Therefore, it is found to be a more complex, resource- and time-intensive assessment exercise compared to the traditional examinations. Purpose: The objective of this study was to determine the final year MBBS students' and OSCE examiners' perception on the attributes, quality, validity, reliability and organization of the Medicine and Therapeutics exit OSCE held at the University of the West Indies (Cave Hill) in June 2017. Methods: At the end of the OSCE, students and examiners were provided with a questionnaire to obtain their views and comments about the OSCE. Due to the ordinal level of data produced by the Likert scale survey, statistical analysis was performed using the median, IQR and chi-square. Results: A total of 52 students and 22 examiners completed the questionnaire. The majority of the students provided positive views regarding the attributes (eg, fairness, administration, structure, sequence, and coverage of knowledge/clinical skills), quality (eg, awareness, instructions, tasks, and sequence of stations), validity and reliability (eg, true measure of essential clinical skills, standardized, practical and useful experiences), and organization (eg, orientation, timetable, announcements and quality of examination rooms) of the OSCE. Similarly, majority of the examiners expressed their satisfaction with organization, administration and process of OSCE. However, students expressed certain concerns such as stressful environment and difficulty level of OSCE. Conclusion: Overall, the OSCE was perceived very positively and welcomed by both the students and examiners. The concerns and challenges regarding OSCE can be overcome through better orientation of the faculty and preparation of the students for the OSCE.
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Affiliation(s)
| | - Alok Kumar
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill, Barbados
- Department of Pediatrics, The Queen Elizabeth Hospital, Bridgetown, Barbados
| | - Kandamaran Krishnamurthy
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill, Barbados
- Department of Pediatrics, The Queen Elizabeth Hospital, Bridgetown, Barbados
| | - Nkemcho Ojeh
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill, Barbados
| | - Oswald Peter Adams
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill, Barbados
| | - Bidyadhar Sa
- Faculty of Medical Sciences, The University of the West Indies, St. Augustine, Trinidad and Tobago
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Ahmed Y, Taha MH, Al-Neel S, Gaffar AM. Students' perception of the learning environment and its relation to their study year and performance in Sudan. Int J Med Educ 2018; 9:145-150. [PMID: 29805119 PMCID: PMC6129164 DOI: 10.5116/ijme.5af0.1fee] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2017] [Accepted: 05/07/2018] [Indexed: 05/15/2023]
Abstract
OBJECTIVES To evaluate students' perceptions of the learning environment and to assess any differences in perception related to students' performance and their year of study. METHODS A descriptive cross-sectional study was performed of 638 students from the second, sixth and tenth semesters at the Faculty of Medicine at Gezira University, Sudan. This study employed the Arabic-translated Dundee Ready Education Environment Measure. The main predictor variables were the study year and academic performance. Descriptive statistics and one-way analysis of variance with a post hoc Tukey-Kramer multiple comparisons test were used for data analysis. RESULTS The overall score for this study was 122/200 (SD=16.6), indicating a positive perception of the learning environment. The overall mean score was 109.94/200 (SD=21.2) for Semester 2 students, 122.9/200 (SD=20.29) for Semester 6 students, and 116.53 (SD=20.12) for Semester 10 students, reflecting a significant difference in students' perceptions in different years of study (F (2,2422) = 3.21, p=0.04). There was also a significant difference between the mean overall scores with respect to academic performance. High-achieving students' mean DREEM score was 126 (SD=24.4); while low-achieving students' mean DREEM score was 102 (SD=26.25) (F(2,2453) = 3.53, p=0.029). CONCLUSIONS High achievers' perceptions of the learning environment are significantly better than those of low achievers. A significant difference was observed between students in different years of study. The differences in students' academic performance should be further investigated, targeting specific domains. A large-scale study is required to differentiate between the weakness and the strength of each academic level.
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Affiliation(s)
- Yasar Ahmed
- Medical Oncology Department, Sligo University Hospital, Ireland
| | - Mohamed H. Taha
- Medical Education Department, College of Medicine, Qassim University, Saudi Arabia
| | - Salma Al-Neel
- Education Development and Research Centre, Faculty of Medicine, University of Gezira, Sudan
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Abstract
AIM The purpose of the study was to evaluate students' perceptions of conditions prevailing in Tagore Dental College. METHODS Data were collected from all students enrolled in 2013, using the Dundee Ready Education Environment Measure (DREEM) forms filled in by them. For this exercise, prior approval from the Tagore Dental College Ethics Committee was obtained. RESULTS The global score for EC was 124 (interpretation: predominantly positive). The scores obtained in the different domains were 31.03 in Learning (interpretation: a more positive perception); 26.69 in Teachers (interpretation: moving in the right direction); 21.48 in Academics (interpretation: feeling more in the positive side); 28.23 in Atmosphere (interpretation: a more positive atmosphere); and 16.52 in Social (interpretation: acceptable), all the points indicate that the institution is moving in the right direction. The DREEM score assigned by female students was significantly greater (P=0.048) than that assigned by male students. The second-year students were more positive in their perception of EC than students of the other classes. CONCLUSION Overall, Tagore Dental College students felt the EC to be acceptable. Admittedly, some areas need to be revisited to make improvements.
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Affiliation(s)
- Chitraa R Chandran
- Department of Periodontics, Tagore Dental College and Hospitals, Tamil Nadu, India
- Correspondence: Chitraa R Chandran, Department of Periodontics, Tagore Dental College and Hospitals, Rathinamangalam, Melakkottaiyur Post, Vandalur, Chennai 600127, Tamil Nadu, India, Tel +91 9840425789, Email
| | - Rakesh Ranjan
- Department of Periodontics, Tagore Dental College and Hospitals, Tamil Nadu, India
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