scholarly journals Konsensus Dokter Umum Mengenai Materi Inti Anatomi Sistem Reproduksi Wanita Untuk Mahasiswa Kedokteran

2019 ◽  
Vol 1 (2) ◽  
pp. 73
Author(s):  
INTAN PRATIWI ◽  
YUNIA HASTAMI ◽  
NANANG WIYONO ◽  
SITI MUNAWAROH
Keyword(s):  
Medical Students ◽  
General Practitioners ◽  
Reproductive System ◽  
Delphi Method ◽  
Medical Curriculum ◽  
Core Material ◽  
Female Reproductive System ◽  
Additional Material ◽  
Delphi Round ◽  
The Subject

<p><strong><em>Introduction</em></strong><strong><em>:</em></strong><strong><em> </em></strong><em>The anatomy of the female reproductive system is one of the basic sciences of medical clinical practice needed by general practitioners. Until now there has been no standardization regarding anatomical material of the female reproductive system that medical students need to know. Meanwhile, the medical curriculum has undergone many changes that have impacted on reduced learning time resulting in a reduction in anatomical material given to students. This causes the different emphasis on anatomical material given to be different for each medical institution. This study aims to compile the subject matter of the anatomy of the female reproductive system in order to facilitate anatomical learning for medical students.</em><em> </em></p><p><strong><em>Methods</em></strong><strong><em>:</em></strong><strong><em> </em></strong><em>This research is a qualitative research with Delphi method two rounds. </em><em>The s</em><em>ubjects were general practitioners </em><em>from 9 institutions </em><em>in Indonesia selected through purposive sampling as many as 20 people. The initial Delphi questionnaire was compiled based on three anatomical textbooks, one anatomic terminology, and one study on the anatomical core material. Delphi round I panel is asked to choose material that are important and can add material if it doesn't already exist. Delphi round II panel was asked to rank 1-4 in each material. Researchers set a consensus level of 53%</em><em>.</em><em></em></p><p><strong><em>Result</em></strong><strong><em>s: </em></strong><em>The results of Delphi round I obtained 176 materials from a total of 178 materials and no additional material was obtained. Delphi round II obtained 84 (47.72%) core anatomical materials from 176 material.</em><em></em></p><p><strong><em>Conclusion</em></strong><strong><em>: </em></strong><em>General practitioners consensus of core materials of female reproductive system anatomy is 84 materials.</em><em></em></p>

scholarly journals Identification of Anatomy Contents for Medical Students Using DELPHI Technique

2017 ◽  
Vol 6 (2) ◽  
pp. 98
Author(s):  
Siti Munawaroh ◽  
Gandes Retno Rahayu ◽  
Efrayim Suryadi
Keyword(s):  
Medical Students ◽  
Delphi Technique ◽  
Sampling Method ◽  
Delphi Panel ◽  
Original Material ◽  
Additional Material ◽  
Text Book ◽  
Delphi Round ◽  
Course Material ◽  
The Subject

Background: Anatomy is one of basic science in medicine. As doctors are obligated to assure their service is safe and efficient, they need to master anatomy science to support their work on comprehend the patient condition. In another condition, there is a shifting on medical curricula that impacted on decrease of anatomy instructional hours. This condition result in lower of anatomy academic achievement among medical students. The third of ten question Harden in curriculum development, that is what content should be included? need to be resolved so that the limited time available can be utilized as well as possible. This study aims to achieve national scope consensus among anatomical expert about anatomical material course that must be delivered to medical students.Method: This study was design in qualitative approach with specified method of two round Delphi Technique. Using purposive sampling method, the subject of study involved was 20 experts of anatomical science in Indonesia. The questionnaire as instrument in this study arranged based on anatomy text book. The first Delphi purpose to select the anatomical course material and additional course material. The second Delphi round intent to provide level range from 1-4. The consensus level established by the researcher at 80% point.Results: The first Delphi round result in 760 anatomy topics consist of 636 original material arranged by researcher and 124 additional material added by the Delphi panel. Additional materials are osteomyology and sesnsory system. The second Delphi round agree 64% material of first Delphi round (489).Conclusion: Indonesian anatomical experts agree in which not all of anatomy material need to be learned by medical student. Their consensus is about 64% of all the material that must be learned.

Psychiatry in the Medical Curriculum

1985 ◽  
Vol 30 (8) ◽  
pp. 586-592 ◽  
Author(s):  
Philip G. Ney ◽  
Lynda S. Jones
Keyword(s):  
General Practitioner ◽  
Medical Students ◽  
Medical School ◽  
General Practitioners ◽  
Medical Curriculum ◽  
School Education ◽  
Student Groups ◽  
Medical School Education ◽  
Remarkable Agreement

When medical students of three universities, house surgeons, general practitioners, psychiatrists, and surgeons were asked in what order would they rank the importance of various subjects in the medical school education of a general practitioner, there is remarkable agreement regarding the first three. In all, 1402 respondents rank medicine, then pediatrics, then psychiatry as most important. There are differences which reflect cultural and curriculum diversity among the student groups. The majority of respondents believe psychiatry should occupy 11% or more of the curriculum.

Teaching Aids in Clinical Psychiatry

1952 ◽  
Vol 98 (412) ◽  
pp. 477-482
Author(s):  
W. M. Millar ◽  
Max Valentine
Keyword(s):  
Medical Students ◽  
Effective Teaching ◽  
Clinical Psychiatry ◽  
Future Development ◽  
Medical Curriculum ◽  
Teaching Method ◽  
Teaching Aids ◽  
Major Subject ◽  
Teachers And Students ◽  
The Subject

The effective teaching of Psychiatry to medical students remains a formidable problem for many reasons apart from the actual methods employed by the teacher. Allocation of adequate time to the subject, the attitude of other teachers and students towards it, the facilities provided by local hospitals, clinics and other institutions alike contribute to the difficulty in establishing Psychiatry as a major subject within the medical curriculum. It is with the problem of teaching method alone that this paper wishes to deal: first to outline the inherent difficulties commonly encountered; secondly to describe the design of structures and equipment found useful in overcoming these difficulties in some measure; and thirdly to point the way for possible future development.

The provision of ENT teaching in the undergraduate medical curriculum: a review and recommendations

2021 ◽  
pp. 1-6
Author(s):  
B Patel ◽  
S R Saeed ◽  
S Smith
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
General Practitioners ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Clinical Environment ◽  
Structured Interviews ◽  
Barriers To Learning ◽  
Learning And Teaching ◽  
E Learning

Abstract Objective The existing provision of ENT teaching in the undergraduate curriculum is deemed inadequate by medical students, general practitioners and ENT surgeons alike. This study aims to explore the perceptions of a variety of stakeholders on how undergraduate ENT provision can be optimised. Methods This study involved semi-structured interviews with seven participants (two medical students, two general practitioners, two ENT surgeons and a curriculum developer). Inductive thematic analysis was used to identify key themes that emerged from the interviews. Results The four emergent themes were evaluation of current ENT provision, barriers to learning and teaching, alternate means of delivery of ENT education, and professional identity development. A number of barriers to learning and teaching in the clinical environment were identified including student-related, teacher-related and environmental factors. Conclusion The existing ENT provision should be re-considered to help students achieve a basic level of competence in managing common ENT conditions. This can be achieved by ENT teaching in additional contexts including general practice, e-learning and simulation workshops.

scholarly journals Collaborative Meaning-making in Arts-based Research: Data Interpretation with an Artist, a Physician, and an Art Historian

2016 ◽  
Vol 1 (1) ◽  
pp. 234 ◽  
Author(s):  
Kaisu Koski ◽  
Fenna Heyning ◽  
Robert Zwijnenberg
Keyword(s):  
Medical Students ◽  
Reproductive System ◽  
Meaning Making ◽  
Data Interpretation ◽  
Research Data ◽  
Professional Roles ◽  
Female Reproductive System ◽  
Arts Based Research

This article discusses collaborative meaning-making in arts-based research. It introduces a project in which an artist-researcher invited a physician and an art historian to help to interpret medical students’ hand-made drawings of the female reproductive system and the conception process. The authors elaborated on different viewpoints and modes of talking during the data interpretation, and discussed how these were founded on, and disrupted, their professional roles in various ways. The article discusses how these different viewpoints about the students’ drawings complemented or conflicted with each other. It also discusses the use of associations and humor in these interpretations, and the experiences of emotional discomfort during the process.

scholarly journals LEARNING OBJECTIVE OF THE ANATOMY CIRCULATION SYSTEM FOR THE MEDICAL STUDENTS: A DELPHI STUDY

2020 ◽  
Vol 9 (3) ◽  
pp. 222
Author(s):  
Marwatunnisa Al Mubarokah ◽  
Siti Munawaroh ◽  
Yunia Hastami ◽  
Nanang Wiyono
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Delphi Method ◽  
Medical Science ◽  
Circulatory System ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Core Material ◽  
Circulation System ◽  
Learning Material

Background: Anatomy is basic science that is important for preclinical students, clinics, and specialists. The development of medical science led to a reduced allocation of learning time in Anatomy. The imbalance between the amount of learning material with time allocation makes various effective teaching methods carried out and examined. The learning objectives guide the faculty in selecting teaching methods as well as appropriate evaluation to measure the progress of student understanding. This study aims to obtain detailed anatomical learning objectives regarding the circulation system for medical students as part of the development of the medical curriculum in Indonesia.Method: This research is qualitative research with the modified Delphi method. The research subjects were anatomy lecturers in Indonesia who. The first round of the Delphi questionnaire was filled out by selecting the Bloom cognition domain between C1-C6 and the respondent composing the sentence of learning objectives according to the core material. The second round of respondents was asked to choose an important level from each point of learning objectives on the Likert Scale 1-4. The consensus level chosen is that 60% of the panel chooses on level 3 or 4.The results of the second round are then processed to ensure the most appropriate selection of operational verbs and cognitive domains.Results: The first Delphi round resulted in 74 learning objectives from 110 core material points with the cognitive domain between C1-C3. While the second round, Delphi generates 59 learning objectives. The third round which was not part of the Delphi method, these results were then consulted to anatomists of the circulatory system and came up with the 32 learning objectives.Conclusion: The learning objectives of the circulation system that need to be known are 32 learning objectives, with cognitive domains varying between C1-C3, include cor, pericardium, mediastinum, arteries, veins, lymphatics system, prenatal and postnatal circulation, dan hepatic portal  system. Keywords: anatomy of circulatory system, Delphi method, anatomy learning objectives, lecturer consensus 

scholarly journals Is it just semantics? Medical students and their ‘first patients’

2019 ◽  
Vol 45 (6) ◽  
pp. 411-414 ◽  
Author(s):  
Natalie Cohen
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Environment ◽  
Clinical Experiences ◽  
Multiple Factors ◽  
The Subject ◽  
Detached Concern ◽  
Patient Values ◽  
Cultural Shifts ◽  
Anatomy Lab

There have been multiple factors involved in the decline of the anatomy course’s central role in medical education over the last century. The course has undergone a multitude of changes, in large part due to the rise in technology and cultural shifts away from physical dissection. This paper argues that, as the desire of medical schools to introduce clinical experiences earlier in the curriculum increased, anatomy courses began implementing changes that would align themselves with the shifting culture towards incorporating humanistic values early on in the medical curriculum. One of these changes, argued as a product of this shift, included calling a cadaver a ‘patient’ and introducing the cadaver as a student’s ‘first patient’. This change has been seen in different universities and textbooks. This paper argues that the use of the words ‘patient’ to describe the cadaver in order to promote principled habits in medical students may in fact create an environment that does the opposite. By equating an environment in which the subject of dissection is lifeless and incapable of participation, and the space is discouraging of emotions and conducive to untested coping mechanisms to the clinical environment through using the word ‘patient’, values like detached concern, a controversial practice in medicine, can be implicitly encouraged. An ethical analysis of the use of the word ’patient’ to describe the cadaver shows that this practice can promote unethical habits in students and that changing this aspect of anatomy lab culture could improve ethical dispositions of future physicians.

scholarly journals Community medicine learning - medical student’s perspective

2018 ◽  
Vol 6 (1) ◽  
pp. 367
Author(s):  
Angeline Grace G. ◽  
Gopalakrishnan S. ◽  
Umadevi R.
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Medical Students ◽  
Learning Community ◽  
Medical Curriculum ◽  
Social Recognition ◽  
Community Medicine ◽  
Medical College ◽  
Primary Health ◽  
The Subject

Background: The goal of teaching Community Medicine in undergraduate medical curriculum is to ensure that medical graduates acquire competencies needed to solve common health problems of the community. This study aims to determine the perceptions of medical students in learning Community Medicine as part of their MBBS curriculum and to assess their preference of the subject for post-graduate studies.Methods: This study was conducted among third year MBBS students of a private Medical College. Universal sampling method was adopted and data was collected using a pre-tested, self-administered questionnaire. A three-point Likert scale was used to assess the perceptions of the medical students in learning Community Medicine. Data analysis was done using SPSS version 16.0.Results: Out of 183 students, 166 students participated in the study of which 42.8% were males and 57.2% were females. Nearly 89% of students agreed that learning community medicine during MBBS is very essential. About 83.7% felt more field visits or practical assignments need to be added to the curriculum to enhance students’ interest in the subject. Community medicine was preferred for post-graduation by only 12% of students. Interest in clinical specialties, limited career growth and less social recognition was the main reasons quoted by the students for not choosing the specialty for post-graduation.Conclusions: Learning Community Medicine is essential to produce community oriented primary health care physicians. Community Medicine as a future career option was found to be limited among the medical students. More exposure is needed on the wide career opportunities available after post-graduation. Community Medicine learning should be made more interesting, highlighting its importance in public health, primary health care & family medicine services.

scholarly journals The role of formative objective structured clinical examinations on students’ performance in clinical years

2021 ◽  
Vol 9 (8) ◽  
pp. 2231
Author(s):  
Misbah Riaz ◽  
Fazal Hussain ◽  
Mah Muneer Khan
Keyword(s):  
Medical Students ◽  
Gold Standard ◽  
Medical Curriculum ◽  
Medical Assessment ◽  
Chi Square ◽  
Medical College ◽  
Chi Square Test ◽  
Objective Structured Clinical Examinations ◽  
The Subject

Background: Objective structured clinical examinations are the gold standard of modern medical assessment for students. The aim of our study was to determine the effect of formative OSCEs on students’ performance in summative OSCEs in final year medical exams.Methods: This observational study was conducted at surgical B Unit, MTI, Khyber teaching hospital, Peshawar from January to December 2019. A total of 297 consecutive students of final year MBBS, studying in Khyber medical college were included in the study. Students who had repeated the year were excluded. Examination scores of formative OSCEs taken in the ward and the subsequent summative OSCEs taken in the subject of surgery were analyzed to determine the effect on summative OSCE performance. Data was analyzed using SPSS 23. Chi square test was used and p>0.05 was taken as statistically significant.Results: Out of 297 students, 188 (63.3%) were males and 109 (36.7%) were females. Of these, 243 (81.8%) students appeared in the formative OSCEs whereas 54 (18.2%) students did not appear in the formative OSCEs. The result of the subsequent summative OSCEs showed that those students who appeared in formative OSCEs showed a better performance in summative OSCEs (p<0.001) with majority of students (53.5%) having scores above 80%.Conclusions: Formative OSCEs enhance students’ performance in summative OSCEs. Repetitive formative OSCE sessions along with regular feedback should be incorporated in the medical curriculum for better performance of medical students in their final year undergraduate exams.  

FEMALE ENDOCRINE CONTROL MECHANISMS DURING THE NEONATAL PERIOD

1972 ◽  
Vol 70 (2) ◽  
pp. 396-408 ◽  
Author(s):  
K.-D. Schulz ◽  
H. Haarmann ◽  
A. Harland
Keyword(s):  
Protein Synthesis ◽  
Reproductive System ◽  
Rna Synthesis ◽  
Neonatal Period ◽  
High Dose ◽  
Female Reproductive System ◽  
Endocrine Control ◽  
Hypothalamic Region ◽  
Rna And Protein Synthesis ◽  
Physiological Dose

ABSTRACT The present investigation deals with the oestrogen-sensitivity of the female reproductive system during the neonatal period. Newborn female guinea pigs were used as test animals. At different times after a single subcutaneous injection of a physiological dose of 0.1 μg or an unphysiologically high dose of 10 μg 17β-oestradiol/100 g body weight, the RNA- and protein-synthesis was examined in the hypothalamic region, pituitary, cerebral cortex, liver, adrenal gland, ovary and uterus. With a physiological dose an increase in organ weight, protein content, RNA-and protein-synthesis was found only in the uterus. These alterations turned out to be dose-dependent. In addition to the findings in the uterus an inhibition of the aminoacid incorporation rate occurred in the liver following the injection of the high oestradiol dose. As early as 1 hour after the administration of 0.1 μg 17β-oestradiol an almost 100% increase in uterine protein synthesis was detectable. This result demonstrates a high oestrogen-sensitivity of this organ during the neonatal period. All the other organs of the female reproductive system such as the hypothalamus, pituitary and ovary did not show any oestrogen response. Therefore the functional immaturity of the uterus during post partem life is not the result of a deficient hormone sensitivity but is correlated with the absence of a sufficient hormonal stimulus at this time. The investigation on the effects of actinomycin resulted in different reactions in the uterus and liver. In contrast to the liver a paradoxical actinomycin effect was found in the uterus after treatment with actinomycin alone. This effect is characterized by a small inhibition of RNA-synthesis and a 50% increase in protein synthesis. The treatment of the newborn test animals with actinomycin and 17β-oestradiol together abolished the oestrogen-induced stimulation of the uterine RNA-and protein-synthesis. Consequently, the effect of oestrogens during the neonatal period is also connected with the formation of new proteins via an increased DNA-directed RNA-synthesis.

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