scholarly journals Introduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Pelagia Kefala-Karli ◽  
Leandros Sassis ◽  
Marina Sassi ◽  
Constantinos Zervides
Keyword(s):  
Teaching Methods ◽  
Medical Curriculum ◽  
Learning Experience ◽  
Statistical Significance ◽  
Cross Sectional Study ◽  
Traditional Teaching ◽  
Cross Sectional ◽  
Graduate Entry ◽  
The University ◽  
Anatomy Teaching

Abstract Background Traditional anatomy teaching methods are based on the models and cadaveric dissections, providing fixed views of the anatomical structures. However, in the last few years, the emerging concept of ultrasound-based teaching in anatomy has started to gain ground among medical curricula. This study aims to evaluate the integration of ultrasound as an adjunct tool to traditional anatomy teaching methods and explore students’ perceptions of whether ultrasound-based teaching enhances their interest and knowledge of anatomy. A cross-sectional study was carried out among the students of the 6-year undergraduate entry (MD) and 4-year graduate entry (MBBS) program of the University of Nicosia. A questionnaire was distributed to them after the delivery of several twenty minutes ultrasound sessions by an expert in the field during anatomy practicals. The data were analyzed utilizing SPSS software, and the statistical significance was determined as p value < 0.05. Results 107 MD and 42 MBBS students completed the questionnaire. Both groups agreed that their ultrasound-based learning experience was good or excellent (79.4% MD students; 92.9% MBBS students), that it enhanced their knowledge of anatomy (68.2% MD students; 90.5% MBBS students) and boosted their confidence regarding their examination skills practice (69.2% MD students; 85.7% MBBS students). Although most students desired more time allocated to the ultrasound station (72% MD students; 85.7% MBBS students), they believed that ultrasound-based teaching is a necessary adjunct to the traditional teaching methods of anatomy (89.7% MD students; 92.9% MBBS students). Conclusions Overall, MBBS students were more confident about the benefits of ultrasound-based teaching. Most of the students agreed that cross-sectional sessions of traditional teaching and ultrasound-based teaching strengthened their knowledge of anatomy and enhanced their confidence concerning their clinical examination skills. Medical schools should embrace the advantages that ultrasound-based teaching offers in order future doctors to be qualified to utilize ultrasound for procedural and diagnostical purposes.

scholarly journals Nonadherence to Antiepileptic Medications: Still a Major Issue to be Addressed in the Management of Epilepsy

2019 ◽  
Vol 10 (01) ◽  
pp. 106-112 ◽  
Author(s):  
Azra Zafar ◽  
Rizwana Shahid ◽  
Saima Nazish ◽  
Danah Aljaafari ◽  
Fahd Ali Alkhamis ◽  
...  
Keyword(s):  
Statistical Analysis ◽  
Seizure Control ◽  
Statistical Significance ◽  
Cross Sectional Study ◽  
Seizure Freedom ◽  
Cross Sectional ◽  
The Social ◽  
Antiepileptic Medications ◽  
The University ◽  
Patients With Epilepsy

ABSTRACT Context: Medication nonadherence is a significant barrier in achieving seizure freedom in patients with epilepsy. There is a deficiency of data about the reasons for nonadherence in Saudi population. Aims: The aim of this study is to prove the existence of nonadherence to antiepileptic drugs (AEDs) in patients with epilepsy and identify the responsible factors. Setting and Design: This is a prospective, cross-sectional study carried in the Department of Neurology at King Fahd Hospital of the University affiliated with Imam Abdulrahman Bin Faisal University. Subjects and Methods: Patients of all ages diagnosed to have epilepsy as mentioned in their medical record and taking antiepileptic medications were interviewed using a questionnaire. Statistical Analysis Used: Statistical analysis was performed using IBM Statistical Package for the Social Sciences version 21 (IBM Corp., Armonk, NY, USA). Statistical significance was defined as two-tailed with a P ≤ 0.05. Results: Among 152 participants, 52.6% were male and 47.4% were female. Mean age of the patients was 28 ± 14.3 (mean ± standard deviation) years. Of 152 patients, 48.7% were found to be nonadherent to their AED therapy. The most commonly identified factor was forgetfulness. Nonadherence was significantly associated with poor seizure control (P = 0.002). Conclusion: Nonadherence to the AED is common among patients with epilepsy and affects seizure control adversely.

scholarly journals Non-medical use of methylphenidate among medical students of the University of the Free State

2017 ◽  
Vol 23 (1) ◽  
pp. 5 ◽  
Author(s):  
Roshini Jain ◽  
Ch Chiech Chang ◽  
Mpho Koto ◽  
Alden Geldenhuys ◽  
Richard Nichol ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Free State ◽  
Specific Information ◽  
Undergraduate Medical Students ◽  
Questionnaire Response ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University

<p><strong>Background:</strong> Faced with demanding training programmes, medical students may be more prone to use methylphenidate for non-medical purposes in order to improve concentration, alertness and academic performance.</p><p><strong>Aim:</strong> The study aimed to investigate the prevalence of the non-medical use of methylphenidate and knowledge of this drug among undergraduate medical students of the University of the Free State.</p><p><strong>Methods:</strong> This was a cross-sectional study. A self-administered, anonymous questionnaire was distributed during lectures to all students in the five year groups of the undergraduate medical programme.</p><p><strong>Results:</strong> Of the 643 undergraduate medical students, 541 completed the questionnaire (response rate: 84.1%). Approximately 11.0% of surveyed students were using methylphenidate at the time of the study, of which the majority (67.9%) used it for academic purposes and 70.6% received it from a medical health professional. Less than a third of users had been diagnosed with Attention-Deficit/Hyperactivity Disorder. Methylphenidate users’ median knowledge was greater than non-users, and methylphenidate knowledge increased from first-year and second-year students to third-year to fifth-year students. Median knowledge scores per year group ranged from 52.0% to 60.0%.</p><p><strong>Conclusion:</strong> Methylphenidate is mainly used for non-medical purposes by medical students. Students generally have a low level of knowledge on methylphenidate. Specific information on methylphenidate should be included in lectures on stress management and study methods during the course of the medical curriculum.</p>

scholarly journals Student’s perception about Modular teaching and various instructional strategies in the subject of Obstetrics and Gynecology.

2020 ◽  
Vol 27 (01) ◽  
pp. 40-45
Author(s):  
Umber Fatima ◽  
Mubashra Naz ◽  
Humaira Zafar ◽  
Anees Fatima ◽  
Rizwan Rasool Khan
Keyword(s):  
Instructional Strategies ◽  
Teaching Methods ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Obstetrics And Gynecology ◽  
Cross Sectional ◽  
The Subject ◽  
Teaching Learning ◽  
Almost All

Many modifications have been introduced in the field of medical education in recent past with a shift from didactic to more student focused teaching strategies. Modular study system for final year MBBS students was introduced in the subject of Obstetrics and Gynecology in 2018 session. Objectives: To determine the students′ perception about modular teaching and various instructional strategies through feedback in the subject of Obstetrics and Gynecology at undergraduate level. Study Design: Cross sectional study. Setting: University Medical and Dental College, Faisalabad. Period: 1st January to 30th October 2018. Material & Methods: Eight modules were designed in the subject of obstetrics and gynecology for final year MBBS students. In order to ascertain the quality of teaching and to monitor the effectiveness of teaching methodologies, feedback was obtained.  A written questionnaire was designed to collect feedback. Interpretation of collected data was performed on SPSS 20. Results: Total 136 students participated in study by giving back properly filled questionnaire. Modular teaching was appreciated as an effective method by 93.4% students. Case based teaching, small group sessions and problem based learning were considered most favored teaching methods (97.7%, 97.1% and 94.85%) respectively by the students. Conclusion: Modular teaching was found to be an interesting and a useful teaching - learning experience by majority of students. Almost all students showed positive acceptance for various teaching methods. Students’ feedback was also useful in identifying course components that need improvement so that appropriate measures can be made to improve the overall quality and effectiveness of the course in future.

scholarly journals The 'Digital Access Divide' at a South African Dental School - A cross-sectional study - Part 1

2020 ◽  
Vol 75 (7) ◽  
pp. 373-376
Author(s):  
Thomas C Postma ◽  
Leanne M Sykes ◽  
André Uys ◽  
Paul Brandt ◽  
Elmine Crafford
Keyword(s):  
South African ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Cross Sectional ◽  
Targeted Interventions ◽  
Digital Devices ◽  
University Of Pretoria ◽  
The University

This study sought to investigate the digital divide, from an access perspective, of dental students at the University of Pretoria. Second to final year students (n= 218 (87.2% response rate) completed a custom-designed survey at the end of 2017. The investigation enquired about the digital devices and infra-structure they owned and used for study purposes. They were also asked to reveal the networks and resources they used to access online platforms and to comment on any other related access issues such as the quality of the Internet, speed and reliability, as well as cost and personal implications related to usage. A clear divide could be detected for a minority of students (±1/7). Individually targeted interventions will be required to ensure an equitable and fair online learning experience.

scholarly journals Status of implementation of short answer question in anatomy examination of MBBS course in Bangladesh

2019 ◽  
Vol 12 (2) ◽  
pp. 69-72
Author(s):  
Jesmin Akhter ◽  
Sharmina Sayeed
Keyword(s):  
Assessment Tool ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Cognitive Domain ◽  
Systematic Evaluation ◽  
Cross Sectional ◽  
Short Answer ◽  
Medical College ◽  
Short Answer Question ◽  
The University

Background and objective: Short answer question (SAQ) format has been introduced as a major component of summative professional examinations of MBBS (Bachelor of Medicine and Surgery) course in Bangladesh over a decade. No systematic evaluation has yet been conducted on implementation of SAQ as directed in curriculum to assess the medical students in the summative examination of MBBS course. The present study assessed the weightage given to the different components of cognitive domain in SAQs in anatomy in first Professional MBBS Examination under the University of Dhaka. Materials and method: This cross-sectional study was conducted in the Department of Anatomy, Ibrahim Medical College. Anatomy SAQ papers, Paper I and Paper II, from January 2009 to July 2014 of University of Dhaka were selected. A total of 24 SAQ papers containing 572 questions were included in this study. Every question in a paper was categorized as recall, understanding application types. Then the total number of marks allocated for each of the type of questions were calculated and compared with the total marks (98) allocated for the questions in a paper. Then the resultant weightage of marks were compared with the curricular directive weightage of marks allotted for SAQ. Result: On analysis it was found that during the period from 2009 to 2014 76.58% and 23.42% SAQ were recall and understanding types respectively. No question was found to assess the application component of the cognitive domain of the students. Conclusion: The study revealed that SAQ introduced as an assessment tool in undergraduate medical curriculum was not properly implemented and its desired objectives were not fully achieved. IMC J Med Sci 2018; 12(2): 69-72

scholarly journals Are Medical Students willing to Patronize Traditional Bone Setters in the Future? A Study among Medical Students of Ebonyi State University Abakaliki, Nigeria

2021 ◽  
Vol 33 (1) ◽  
pp. 89-101
Author(s):  
E.N. Ossai ◽  
C.I. Agu ◽  
I.I. Eze ◽  
A.T. Alo
Keyword(s):  
Medical Students ◽  
Low Cost ◽  
Statistical Significance ◽  
Cross Sectional Study ◽  
P Value ◽  
State University ◽  
Cross Sectional ◽  
Orthopedic Surgeons ◽  
The Future ◽  
The University

Background: A large proportion of fractures are still managed by traditional bone setters in developing nations. The study was designed to determine the willingness to patronize traditional bone setters in the future among medical students of Ebonyi State University Abakaliki, Nigeria.Methods: This was a descriptive cross-sectional study of all preclinical and clinical medical students of the university. Information was obtained using a pretested, self- administered questionnaire. Data were analyzed using IBM SPSS statistical software version 22.0 and level of statistical significance was determined by a p value of < 0.05.Results: A total of 385 students participated in the study (response rate; 83.7%). Mean age of respondents was 23.2±3.4 years. One quarter of the respondents, 82 (25.0%) have patronized traditional bone setters before. About half indicated that traditional bone setters receive more patronage than orthopedic surgeons, however three-quarters of them preferred services of Surgeons. Two-thirds opined that bone setters have more treatment failures, and only 72 (18.7%) were willing to patronize traditional bone setters in future. Major reasons to patronize them included skilled/good service delivery, 34 (47.2%) and low cost, 21 (29.2%). Predictor of willingness to patronize traditional bone setters in future was previous use of traditional bone setters, (AOR=8.3, 95%CI: 4.7-14.9, p<0.001)Conclusion: The practice of traditional bone setting is widespread and enjoys much acceptance in the society despite high rates of treatment failures associated with it. Thus, there is the need to monitor the activities of traditional bone setters to enhance competence and encourage referral.

scholarly journals Undergraduate medical students’ interest in specialising in Family Medicine at the University of the Free State, 2014

2017 ◽  
Vol 59 (3) ◽  
pp. 37
Author(s):  
D T Hagemeister ◽  
A Pal ◽  
U Kristen ◽  
N Mokgosana ◽  
G Joubert
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Response Rate ◽  
Medical Curriculum ◽  
Poor Response ◽  
Cross Sectional Study ◽  
Free State ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
The University

Background: There is a large demand for Family Medicine specialists, yet not enough medical students specialise in this field. This study investigated the interest of undergraduate medical students at the University of the Free State in pursuing a career in Family Medicine, factors associated with this interest, and their opinion of Family Medicine as a specialty. Methods: In this prospective cross-sectional study, anonymous, self-reporting questionnaires, available in English and Afrikaans, were distributed to first- to fifth-year undergraduates. Data were collected on demographic variables and interest in Family Medicine and other disciplines. The students had to rate the likelihood of them selecting 15 different specialties as a future career according to a five-point Likert scale. Opinions concerning Family Medicine were tested with a yes/no response as to the agreement to five statements. Results: Fifth-year students were excluded due to poor response rate (13.6%). The response rate for the first- to fourth-year groups was 86.4%. Interest in Family Medicine decreased from first to third year (22.4, 21.2 and 14.0%, respectively), but increased again in the fourth year (23.3%). Females and speakers of African languages showed the most interest in this field. Medical students, especially first years, generally had poor knowledge regarding Family Medicine. Conclusion: Family Medicine is not a preferred specialty in any of the four year groups, and students had insufficient knowledge of the field. Family Medicine should be introduced earlier into the medical curriculum. (Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp) S Afr Fam Pract 2017; DOI: 10.1080/20786190.2017.1317977

scholarly journals Non-medical use of methylphenidate among medical students of the University of the Free State

2017 ◽  
Vol 23 ◽  
Author(s):  
Roshini Jain ◽  
Ch Chiech Chang ◽  
Mpho Koto ◽  
Alden Geldenhuys ◽  
Richard Nichol ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
First Year ◽  
Specific Information ◽  
Undergraduate Medical Students ◽  
Questionnaire Response ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University

Background: Faced with demanding training programmes, medical students may be more prone to use methylphenidate for non-medical purposes in order to improve concentration, alertness and academic performance.Aim: The study aimed to investigate the prevalence of the non-medical use of methylphenidate and knowledge of this drug among undergraduate medical students of the University of the Free State.Methods: This was a cross-sectional study. A self-administered, anonymous questionnaire was distributed during lectures to all students in the five year groups of the undergraduate medical programme.Results: Of the 643 undergraduate medical students, 541 completed the questionnaire (response rate: 84.1%). Approximately 11.0% of surveyed students were using methylphenidate at the time of the study, of which the majority (67.9%) used it for academic purposes and 70.6% received it from a medical health professional. Less than a third of users had been diagnosed with Attention-Deficit/Hyperactivity Disorder. Methylphenidate users’ median knowledge was greater than non-users, and methylphenidate knowledge increased from first-year and second-year students to third-year to fifth-year students. Median knowledge scores per year group ranged from 52.0% to 60.0%.Conclusion: Methylphenidate is mainly used for non-medical purposes by medical students. Students generally have a low level of knowledge on methylphenidate. Specific information on methylphenidate should be included in lectures on stress management and study methods during the course of the medical curriculum.

scholarly journals Student Perception Regarding the Utility of Information Technology as a Facilitator of Learning in Medical Education

2021 ◽  
Author(s):  
Vatsala Khurana ◽  
Rashmi Verma ◽  
Binita Goswami ◽  
Vikas Malhotra
Keyword(s):  
Information Technology ◽  
Medical Education ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Educational Process ◽  
First Year ◽  
Traditional Teaching ◽  
Cross Sectional ◽  
Traditional Teaching Methods ◽  
E Learning

Introduction: Information Technology (IT) has influenced all fields including healthcare and Medical Education (ME). The present generation of students have grown up in an IT enriched atmosphere and are comfortable with most IT tools and gadgets. Aim: To understand the perception of first year MBBS students regarding role of IT in ME. Materials and Methods: A cross-sectional, questionnaire based study was carried out on 250 first year MBBS students from August 1st, 2019 to August 31st, 2019 over a period of one month. A questionnaire containing three sections was administered to the students before the starting of IT module in foundation year. The responses to the items of the questionnaire were assessed on the basis of the student responses on the likert scale. Results: The study revealed that students acknowledged the utility of IT for academic purposes and were primed for its inclusion as an essential component of the medical curriculum. The students conceded to browsing internet on their computers and smartphones for social media handles. However, when it came to teaching methods, students were not comfortable with the idea of replacing traditional teaching methods with e-learning. Also, students were more comfortable in reading hard copies instead of e-books. Conclusion: It was concluded that there is a need to amalgamate the traditional teaching methods with the innovative e-learning platforms in such a way that they become mutually inclusive and facilitate the learning process. Also, ME practices need to be continuously re-evaluated to make the educational process more effective for learners, teachers and for the society in general.

scholarly journals How Large is The Burden of Depression in A Medical School? A Cross-Sectional Study Among Medical Students in Nigeria

2020 ◽  
Author(s):  
Edmund Ndudi Ossai ◽  
Irene Ifeyinwa Eze ◽  
Rejoice Chinecherem Onyenakazi ◽  
Elias Ifeyinwa Ugebe ◽  
Basil C Eze ◽  
...  
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Medical School ◽  
Medical Curriculum ◽  
Statistical Significance ◽  
Cross Sectional Study ◽  
P Value ◽  
Sectional Study ◽  
Cross Sectional ◽  
Prevalence Of Depression

Abstract Background: Mental health of students deteriorate when they begin studies in a medical school and remains poor throughout the period of training. Notwithstanding that medical students of today are the physicians of tomorrow who need to have stable mental health for effective performance, mental status of this group have not been adequately explored in the Nigeria context. The study aimed to determine the prevalence of depression and associated factors among medical students in Nigeria. Methods: A cross-sectional study was carried out on all matriculated medical students of Ebonyi state University Abakaliki, Nigeria. Information was obtained from 522 medical students that were eligible to participate in the study using self-administered structured questionnaire. Becks Depression Inventory was used to determine the prevalence of depression. Chi square test was used in the analysis to ascertain association between variables. Level of statistical significance was determined by a p value of <0.05.Results: Mean age of the students was 23.2±3.3 years and majority, 60.2% were males. Prevalence of depression was 17.4%. Third-year class (major examination class) had the highest proportion of students who were depressed, 24.2% while final year class had the least, 8.8%. Coping mechanisms for low moods included sleeping, 50.4% and having interactions with colleagues, 46.9%. Factors associated with depression included being <25 years, (p=0.008), being in clinical school, (p=0.023) and being afraid some students may not graduate from medical school, (p=0.030).Conclusions: Burden of depression was high among the students and most pronounced among third year students. There is need for proper orientation of newly admitted medical students on the medical curriculum by authorities of the university. Medical students preparing for major examinations should be well supported and encouraged by their colleagues and efforts should be made to decrease undue anxiety among the students. Adequate measures should be put in place for early detection and prompt management of cases of depression among the students.

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