Association of classroom participation and examination performance in a first-year medical school course

The advent of internet-based delivery of basic medical science lectures may unintentionally lead to decreased classroom attendance and participation, thereby creating a distance learning paradigm. In this study, we tested the hypothesis that classroom attendance/participation may be positively correlated with performance on a written examination for first-year medical school instruction. The study subjects consisted of 115 first-year medical students. The introductory respiratory structure-function instruction was designed to include one noncompulsory pretest, four short postinstruction noncompulsory self-evaluation tests that were unannounced as to date and time, and one compulsory comprehensive examination. The relationship between attendance/participation, measured by the number of noncompulsory tests taken, and performance on the comprehensive examination was determined by Pearson's correlation coefficient, one-way ANOVA, and a χ2-test of significance. The average score on the pretest was 28%; for the same items on the comprehensive examination (posttest), the average score was 73%. For the 80 students who took the pretest, this translated to an overall score increase of 161%. Attendance/participation in four or five of the noncompulsory tests resulted in an 83.3% pass rate on the comprehensive exam compared with a rate of 52.9% for attendance/participation in three, two, one, or none of the five noncompulsory tests; the overall pass rate was 60.9%. There was a significant association between a high rate of classroom attendance/participation and a high score on the comprehensive examination (Pearson's χ2 = 8.599, P < 0.01). These findings suggest that classroom attendance/participation may be a significant determinant of performance of medical students on comprehensive examinations in first-year basic medical science courses. It is concluded that a substantial number of first-year medical students in this study could be at risk for poor performance because they may believe that there is an equivalency between internet- and classroom-based instruction in basic medical science courses.

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Medical Students’ Preference, Attitude and Perception toward Basic Medical Science Subjects in a Public University, East Malaysia

Research Journal of Pharmacy and Technology ◽

10.52711/0974-360x.2021.00562 ◽

2021 ◽

pp. 3232-3238

Author(s):

Tin Moe Nwe ◽

Belinda Anak Nojeb ◽

Jeremy Hoo Ting Wang ◽

Mathilda Frances Anak Julius ◽

Nurul Izzah Mawaddah Mohamad Johar ◽

...

Keyword(s):

Medical Students ◽

Pearson Correlation ◽

Medical Science ◽

Public University ◽

Medical Intervention ◽

Cross Sectional ◽

Basic Medical Science ◽

East Malaysia ◽

Significant Difference ◽

Basic Medical

Introduction: Medical students build their clinical knowledge from previously obtained basic medical science knowledge during the pre-clinical year. The pre-clinical performances have some predictive value in the clinical discipline. Basic Medical Science (BMS) taught in pre-clinical years also supported the development of clinical reasoning skills and critical analysis of medical intervention. This study explored the preference, attitude and perception toward BMS subjects among the pre-clinical medical students. Materials and methods: An institution-based cross-sectional study was conducted among 189 pre-clinical students in a public university in East Malaysia by using the nine-scale statements questionnaires by West and co-workers. An independent sample t-test, one-way ANOVA, Pearson correlation and simple linear regression were used to analyze the data. Results: Among 10 BMS subjects, anatomy (29.1%) is the most preferred, followed by pathology (24.9%). Subject preference is influenced by the interesting curriculum with the highest frequency of 100%, followed by clinically useful (75.0%). The majority of students found poor attitude and perception in some items. There is no significant difference in attitude and perception toward BMS subjects between Year 1 and Year 2 students, male and female, different pre-university programs, students with scholarship and self-finance, and having family members in the medical field and those without. Conclusions and recommendation: Different teaching styles of medical faculty along with coordination with clinical departments may help the students to be more interested in learning medical education. Further study on the teaching techniques that aid in positive attitude and perception of pre-clinical students should be done.

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Needs Assessment of Medical Students During Clerkship About Basic Medical Science: Focused on 'Learning Outcome of Basic Medical Education: Scientific Concept and Principle-centered'

Korean Medical Education Review ◽

10.17496/kmer.2016.18.2.65 ◽

2016 ◽

Vol 18 (2) ◽

pp. 65-82

Author(s):

Hye Jin Park ◽

Dae Hyun Kim ◽

Won Kyun Park ◽

Dong yoon Kum ◽

Seon Young Kwon ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Needs Assessment ◽

Medical Science ◽

Learning Outcome ◽

Scientific Concept ◽

Basic Medical Science ◽

Basic Medical Education ◽

Basic Medical

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Epilepsy perception amongst university students: a survey

Arquivos de Neuro-Psiquiatria ◽

10.1590/s0004-282x2007001000007 ◽

2007 ◽

Vol 65 (suppl 1) ◽

pp. 43-48 ◽

Cited By ~ 10

Author(s):

Juliana Caixeta ◽

Paula T. Fernandes ◽

Gail S. Bell ◽

Josemir W. Sander ◽

Li M. Li

Keyword(s):

Medical Students ◽

University Students ◽

Inverse Relationship ◽

Training Programs ◽

First Year ◽

Science Students ◽

Science Courses ◽

Ideal Situation ◽

First Year Medical Students ◽

Different Levels

PURPOSE: To evaluate the information that university students have on epilepsy and to compare the differences in attitudes and perception among groups with different levels of information. METHODS: A questionnaire with 13 questions regarding knowledge, attitudes and perception about epilepsy was completed by first, third and sixth year medical students and to students from Arts and Science courses. RESULTS: First year medical students gave inadequate answers, especially with regard to information about epilepsy and actions to take during seizures. Answers of third and sixth year medical students were more adequate. Arts and Science students gave the poorest responses in relation to specialist information and attitudes regarding epilepsy. DISCUSSION: This study suggests that there is an inverse relationship between knowledge and stigma on epilepsy. Nevertheless, the best results did not reflect an ideal situation, revealing an urgent need for an improved level of overall health education programs. This can be achieved by implementing educational policies, training programs and the universal inclusion of these subjects in the global educational program.

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Assessing the Effects of Basic Medical Science Courses on the Knowledge and Attitude towards Antibiotic Usage among Pre-Professional Students in Saudi Arabia

Pharmacy ◽

10.3390/pharmacy9020108 ◽

2021 ◽

Vol 9 (2) ◽

pp. 108

Author(s):

Ismail Memon ◽

Azzam Abdulaziz Alrashid ◽

Hamad Saadi Alshammari ◽

Dur-e-Shewar Rehman ◽

Zeeshan Feroz ◽

...

Keyword(s):

Phase Ii ◽

Medical Science ◽

Antibiotics Resistance ◽

P Value ◽

Professional Students ◽

Science Courses ◽

Basic Medical Science ◽

Level Of Knowledge ◽

Knowledge And Attitude ◽

Basic Medical

The curriculum of medical schools includes courses on antibiotics. Therefore, it is worth exploring information related to the knowledge and attitudes about antibiotics. In this cross-sectional study the questionnaire was administered to the undergraduates in two phases, before and after attending the basic medical science courses. The data were collected on demographic variables, source of antibiotics, level of knowledge, and changes in attitude statements. Data analysis was implemented using SPSS. The mean age of participants was 19.87 and 20.15 in phases I and II, respectively. Most of the participants’ parents had education at the university level and a monthly income above 15,000 SAR. Generally, students had good knowledge and attitude about antibiotics. A significant improvement in students’ knowledge in phase-II was noticed in “level of knowledge” (p-value = 0.044), “paracetamol is considered an antibiotic” (p-value < 0.001) and “overuse of antibiotics can cause antibiotics resistance” (p-value = 0.003). The overall knowledge and attitude of pre-professional students were good in both phases, but their attitude did not improve at a significant level in phase-II. There is a need to put more focus on antimicrobial therapy in their training.

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Question formulation skills training using a novel rubric with first-year medical students

Journal of the Medical Library Association JMLA ◽

10.5195/jmla.2021.935 ◽

2021 ◽

Vol 109 (1) ◽

Author(s):

Jonathan Eldredge ◽

Melissa A. Schiff ◽

Jens O. Langsjoen ◽

Roger N. Jerabek

Keyword(s):

Medical Students ◽

Training Session ◽

Skills Training ◽

Average Score ◽

First Year ◽

Post Test ◽

Quasi Experimental ◽

Based Medicine ◽

First Year Medical Students ◽

Instructional Session

Objective: The research used an assessment rubric to measure medical students’ improvement in question formulation skills following a brief evidence-based medicine (EBM) training session conducted by a health sciences librarian.Method: In a quasi-experimental designed study, students were assessed on their pre-instructional skills in formulating answerable EBM questions, based on a clinical scenario, using a rubric. Following their training, they were assessed using the same scenario and rubric. Student pre- and post-test scores were compared using a paired t-test.Results: Students demonstrated statistically significant improvement in their question formulation skills on their post-instructional assessments. The average score for students on the pre-test was 45.5 (SD 11.1) and the average score on the post-test was 65.6 (SD 5.4) with an increase of 20.1 points on the 70-point scale, p<0.001.Conclusion: The brief instructional session aided by the rubric improved students’ performance in question formulation skills.

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Medical Students’ Attitude and Perception Towards Basic Medical Science Subjects at Wollo University, Northeast Ethiopia

Advances in Medical Education and Practice ◽

10.2147/amep.s309440 ◽

2021 ◽

Vol Volume 12 ◽

pp. 431-438

Author(s):

Daniel Teshome ◽

Chalachew Tiruneh ◽

Leykun Berhanu ◽

Gete Berihun

Keyword(s):

Medical Students ◽

Medical Science ◽

Basic Medical Science ◽

Northeast Ethiopia ◽

Basic Medical

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Multiple Case Scenarios Based Integrated Teaching among First Year Medical Students- A Cross-sectional Study

JOURNAL FOR CLINICAL AND DIAGNOSTIC RESEARCH ◽

10.7860/jcdr/2021/48157.14818 ◽

2021 ◽

Author(s):

Ashwin Kulkarni ◽

Vanitha Gowda ◽

Chandrika Rao ◽

Medhay Rao

Keyword(s):

Medical Students ◽

Medical Science ◽

Cross Sectional Study ◽

First Year ◽

Cross Sectional ◽

Validated Questionnaire ◽

Organ Systems ◽

Multiple Case ◽

First Year Medical Students ◽

Clinical Cases

Introduction: Integrated teaching helps the students to understand the concepts well and conceptualise the subject well. Clinical cases introduced in the first year are interesting and stimulative for the student but may overwhelm and confuse the student. Aim: To know the perception and acceptance of integrated teaching among the first year MBBS students which include multiple case scenarios. Materials and Methods: This educational research is a cross-sectional observational study involving first year medical students in Ramaiah Medical College, Bangalore. Study was conducted for a period of one year (August 2018 to June 2019). Horizontal integration of a system in the first year MBBS subjects were done. This was followed by an interactive session conducted by a Clinician basically comprising of multiple case scenarios on the particular system. The sessions focussed on integration of basic medical science subjects and their application in the case scenarios. Six organ-systems were similarly covered. The integrated sessions involved in-class discussions of the clinical cases and were designed, implemented and moderated by two faculties (clinicians and basic science faculty). Collected data were entered into MS Excel, and analysis was done using SPSS software. The students’ feedback regarding the perception of integrated teaching was collected on the Five point likerts scale using a validated questionnaire and analysed. Results: The number of students included in the study was 140. About 135 (96.4%) of the students felt that integrated teaching using multiple case scenarios motivates them to learn in a better way. About 133 (95%) of students felt that integrated teaching helps them to understand concepts well, stimulates the critical thinking. About 136 (97.14%) of students felt that integrated teaching helped them to understand the topic in a holistic way. Conclusion: The students felt that the integrated teaching using multiple case scenarios enhanced their perception and comprehension of the diseases and helped them to understand the relevance of application of pre-clinical knowledge in clinicalpractise.

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