scholarly journals Performance of Pediatrics’ residents as clinical teachers: A student-based assessment

2019 ◽  
Vol 35 (6) ◽  
Author(s):  
Muhammad Faheem Afzal ◽  
Abrar Ashraf Ali ◽  
Asif Hanif
Keyword(s):  
Medical Students ◽  
Clinical Teaching ◽  
Development Program ◽  
Learning Climate ◽  
Teaching Skills ◽  
Self Directed Learning ◽  
Clinical Teachers ◽  
Directed Learning ◽  
The Mean ◽  
Teacher's Knowledge

Objective: To assess the clinical teaching skills of Pediatrics’ residents as rated by final year MBBS students by using augmented Stanford Faculty Development Program questionnaire (SFDPQ) in a teaching hospital, Lahore. Methods: This cross- sectional survey was conducted in the Department of Pediatrics, King Edward Medical University, Lahore in six months in 2016. Total of 265 students of final year MBBS, attending the teaching sessions organized by residents during their four weeks rotation in Pediatrics were included by non-probability purposive sampling. The augmented SFDPQ was emailed to the study participants after the completion of the clinical rotation, following several encounters with the resident. The data was entered in SPSS 22 for statistical analysis. Scores for each domain (learning climate, control of session, communication of goals, promoting understanding and retention, evaluation, promoting self-directed learning, teacher’s knowledge and teacher’s attitude) were also presented as mean and standard deviation. One-sample Kolmogorov-Smirnov test was applied to observe the normality of data. Where normality of data was observed, independent sample t-test was applied and where normality of data was not observed, Mann-Whitney U test was applied to compare the score between genders. Score of four was considered as cut off score for satisfactory results. Results: Out of 265 students, 250 responded with response rate of 94.3%. Out of 250 medical students, 105 (42.0%) were male and 145(58.0%) were female. The internal consistency (Cronbach’s alpha) of this score was excellent (0.973). The mean score for all SFDPQ domains was also sub-optimal (2.90±0.611). The mean total score was sub-optimal for learning climate (3.39±0.69), control of session (3.25±0.77), communication of goals (3.26±0.86), promoting understanding and retention (3.26±0.77), evaluation (2.25±0.67), promoting self-directed learning (3.17±0.90), teacher’s knowledge (3.14±0.93) and teacher’s attitude (3.31±0.89), while it was good only for feedback (4.03±0.11). The mean total score for all SFDPQ domains in males and females was 3.05±0.54 and 2.79±0.64 respectively. Although sub-optimal in both the genders, the score was significantly higher in males with p-value 0.001. Conclusion: We found suboptimal clinical teaching skills of Pediatrics’ residents as rated by final year MBBS medical students. doi: https://doi.org/10.12669/pjms.35.6.830 How to cite this:Afzal MF, Ali AA, Hanif A. Performance of Pediatrics’ residents as clinical teachers: A student-based assessment. Pak J Med Sci. 2019;35(6):1499-1504. doi: https://doi.org/10.12669/pjms.35.6.830 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Performance of Residents Serving as Clinical Teachers: A Student-Based Assessment

2014 ◽  
Vol 6 (1) ◽  
pp. 123-126 ◽  
Author(s):  
Mayowa O. Owolabi ◽  
Adefemi O. Afolabi ◽  
Akinyinka O. Omigbodun
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Clinical Teaching ◽  
Development Program ◽  
Teaching Skills ◽  
Validity And Reliability ◽  
Faculty Development Program ◽  
Clinical Teachers ◽  
Internal Medicine Residents ◽  
Tertiary Teaching

Abstract Background Little is known about the competences of residents as clinical teachers in African health care institutions. Objective We evaluated the clinical teaching skills of internal medicine residents from the perspective of medical students in a tertiary teaching institution in Africa. Methods We used the augmented Stanford Faculty Development Program Questionnaire, which has evidence of validity and reliability. To avoid a Hawthorne effect, students completed the questionnaire anonymously and confidentially after clinical teaching sessions by residents. A minimum score of 4 on a scale of 1 to 5 was defined a priori as possession of good clinical teaching skills. Results Sixty-four medical students assessed all 20 internal medicine residents in the Department of Medicine, University of Ibadan. Mean performance scores for the domains ranged from 3.07 to 3.66. Residents performed best in creating a good learning climate and worst in the promotion of understanding and retention. Sex of the resident, duration of residency, and rank had no significant impact (.09 < P < .94) on their teaching skills. Conclusions Consistent with other observations in the literature, residents' clinical teaching skills were suboptimal, particularly in their ability to promote understanding and retention. To enhance these skills, we recommend the integration of appropriately tailored programs to teach pedagogic skills programs in residency training.

scholarly journals Readiness for self-directed learning among undergraduate medical students of Andhra Medical College, Visakhapatnam

2017 ◽  
Vol 4 (8) ◽  
pp. 2836
Author(s):  
K. V. Phani Madhavi ◽  
B. Devi Madhavi
Keyword(s):  
Medical Students ◽  
Tertiary Care ◽  
The Self ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Medical College ◽  
Directed Learning ◽  
The Mean

Background: Self-directed learning (SDL) has been identified as an important skill for medical graduates. To meet the challenges in today's healthcare environment, self-directed learning is most essential. Readiness for SDL is the degree to which an individual possesses attitudes and abilities necessary for SDL. The present study was taken to assess the self-directed learning readiness (SDLR) among 4th semester medical students in a tertiary care teaching hospital. The objectives of the study were to assess the self-directed learning readiness among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam using SDLR instrument; to find out the association if any between readiness for SDL and students’ demographic characteristics.Methods: A cross-sectional analytical study was conducted among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam, Andhra Pradesh in the month of June 2016 to assess the self-directed learning readiness, using Fishers’40–item self-directed learning readiness scale (SDLRS) which contains 3 domains. The student’s response was collected in a 5‑point Likert scale. The readiness for SDL was categorized as high (>150 scores) and low (<150).Results: The mean SDLRS score was 145.17±18.181 with 105 (64%) students scoring <150 indicating low readiness. The mean sores in the 3 domains of self-management (SM), desire for learning (DL), self-control (SC) were 43.81±7.134, 45.88±6.916, and 55.26±8.296 respectively.Conclusions: Self-directed learning readiness appeared to be low among medical students. This study points out the need to address SDL skills among medical students, and need to find ways to build SDL skills among them. 

Assessing knowledge and practice of self-directed learning among medical students, UNIMAS

2021 ◽  
Vol 14 (1) ◽  
pp. 303-307
Author(s):  
Myat San Yi ◽  
Khin Than Yee ◽  
Soe Lwin ◽  
Mya Mya Thwin ◽  
Win Thura Win ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Knowledge And Practice

scholarly journals Penerapan Self-Directed Learning Melalui Sistem PBL Pada Mahasiswa Fakultas Kedokteran di Asia: Suatu Kajian Literatur

2017 ◽  
Vol 6 (3) ◽  
pp. 133
Author(s):  
Nur Meity ◽  
Titi Savitri Prihatiningsih ◽  
Efrayim Suryadi
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Human Resources Management ◽  
World Federation ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Medical Specialties ◽  
Life Long Learning ◽  
Directed Learning ◽  
The Right

Background: Medical student need to develop self-directed learning skills in order to promote life-long learning skill which important for medical professionality.  Rate of progression and innovation in science along with future medical world challenge incresingly strengthen self-directed learning and life-long learning as something that need to be noted.  The importance of SDL can be discerned   when American Board of Medical Specialties and World Federation for Medical Education put it as something that need to be evaluate in medical student during their time of study. The aims of this study is to gain explanation about self-directed learning implementation through PBL system and self-directed learning readiness in medical institutions in Asia.Method: This study is a literature review, that is a study been held by searching, collect, analyze and summarize a number of articles concerning  self-directed learning implementation through problem-based learning to medical students in Asia.Results: Self-directed learning readiness medical students in Asia is found inferior, especially in first year students. In addition, self-directed learning implementation for Asian context, found  that influence of lecturer exceedingly intense, where the right insight of self-directed learning will have an impact to succeed it implementation. Moreover, self-directed learning acquaintance have to be accompanied with accurate human resources management as well as support of facility and infrastructure, where the successfulness of self-directed learning implementation required entailment  and commitment of all party.

Yesterday a Learner, Today a Teacher Too: Residents as Teachers in 2000

PEDIATRICS ◽  
2000 ◽  
Vol 105 (Supplement_2) ◽  
pp. 238-241
Author(s):  
Elizabeth H. Morrison ◽  
Janet Palmer Hafler
Keyword(s):  
Medical Students ◽  
Rating Scales ◽  
Clinical Teaching ◽  
Teaching Skills ◽  
Learning Needs ◽  
Educational Benefits ◽  
Medical Centers ◽  
Resident Physicians ◽  
Academic Medical ◽  
Rigorous Research

Resident physicians spend numerous hours every week teaching medical students and fellow residents, and only rarely are they taught how to teach. They can, however, be taught to teach more effectively. Teaching skills improvement initiatives for residents are taking a more prominent place in the educational literature. Limited evidence now suggests that better resident teachers mean better academic performance by learners. A small but important body of research supports selected interventions designed to improve residents' teaching skills, but not all studies have demonstrated significant educational benefits for learners. An increasing number of valid and reliable instruments are available to assess residents' clinical teaching, including objective structured teaching examinations and rating scales. In all specialties, rigorous research in evidence-based teacher training for residents will help prepare academic medical centers to meet the diverse and changing learning needs of today's physicians-in-training.resident physicians, medical students, fellow residents, teaching, graduate medical education.

scholarly journals Library Usage by the Medical Students of a Tertiary Medical College in Chattogram

2020 ◽  
Vol 19 (1) ◽  
pp. 38-42
Author(s):  
Maliha Ata ◽  
Rozina Hoque ◽  
Asma Mostafa ◽  
Happy Rani Barua
Keyword(s):  
Medical Students ◽  
Daily Basis ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Medical College ◽  
Self Study ◽  
Directed Learning ◽  
The Impact ◽  
Medical Student Learning ◽  
College Library

Background: The medical college library plays an important role in enhancing theacademic achievements of medical students. In order to improve the quality oflibrary services this study provided an assessment of the impact of the libraryservices on undergraduate medical student learning behavior. Materials and methods: This was a cross-sectional descriptive type of study. Thestudy used a self-designed questionnaire. The study sample was 200 undergraduatemedical students. The questionnaire was administered to them at the end of theirlecture class. Results: The primary reason for going to the library was self study (68%) refer text(37%) and group study (36%). Only 38.55% of the respondents visited the library ona daily basis, 50.5% students visit library when necessary and 10.5% student uselibrary 2-3 times a week. All students (100%) are aware about availability of textbooks in the library. 60.5% students know that journals are available in their library,52% know about dictionaries, 56.55% know of having internet, 62.5% students knowthat computers are available in library. 46.5% students said that their internet ofinstitutional library is somewhat helpful. Noise (67.5%), insufficient space (66%),lack of interent access (46%) and lack of computers(44.5%) might have negativeinfluence on the students in library visit. Conclusion :The study suggested that fulfillment of more needs to be done topromote self directed learning. The usage of library, its resources and services needto be increased. Chatt Maa Shi Hosp Med Coll J; Vol.19 (1); January 2020; Page 38-42

scholarly journals FACEBOOK® GROUP USAGE TO SUPPORT FLIPPED-CLASSROOM LEARNING ON OCULAR TRAUMA

2020 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Muhamad Reza Utama ◽  
Deny Yuliawan ◽  
Yoyo Suhoyo ◽  
Widyandana Doni
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Ocular Trauma ◽  
Cognitive Engagement ◽  
Traditional Learning ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Active User ◽  
Directed Learning

Background: Facebook has been acknowledged as an alternative media in supporting traditional learning activities. However, its potential in enhancing students’ cognitive engagement on flipped-classroom’ activities is still not much known. This study aims to measure undergraduate medical students’ cognitive engagement changes after joining an ocular trauma flipped-classroom’ Facebook group.Methods: This pre-experimental study was involving 45 third-year undergraduate medical students of Muhammadiyah Surabaya' University who were joining the ocular trauma flipped-classroom' Facebook group. Three cognitive engagement variables were measured before students were joining the group and after the flipped-classroom’ face to face session ended. Finally, metrics data of the group members’ activities, which had been collected using Facebook Insight, used to shown changes between the active and passive user.Results: All users’ (n = 45) cognitive engagement were rising significantly after join the Facebook group (motivation, p = 0,000; self-directed learning readiness, p = 0,000; knowledge towards ocular trauma topic, p = 0,000). Increase in average active user knowledge was 11.09 points higher than passive users. Self-efficacy aspect of the students’ learning motivation and self-management aspects of the students’ self-directed learning readiness were the most increased sub-components.Conclusion: Facebook group has the potential to improve students’ cognitive engagement on ocular trauma’ flipped classroom.  

Sign in / Sign up

Export Citation Format

Share Document