scholarly journals Implementation of problem-oriented learning sessions in para-clinical years of medical college

2019 ◽  
Vol 8 (1) ◽  
pp. 38-40
Author(s):  
Saurabh RamBihariLal Shrivastava ◽  
Prateek Saurabh Shrivastava
Keyword(s):  
Medical Students ◽  
Health Care Professionals ◽  
Undergraduate Education ◽  
Faculty Members ◽  
Problem Solving Skills ◽  
Medical College ◽  
Additional Information ◽  
Second Year ◽  
Teaching Learning ◽  
Competent Health Care

Background: In order to develop competent health care professionals and to help medical students to acquire clinical reasoning, critical thinking and problem-solving skills, it was decided to initiate problem-oriented learning (POL) sessions as a part of implementation of integrated learning in the second year of undergraduate education of medical students in a medical college. Methods: A group of 150 students in the second year of their undergraduate education was divided into 10 sets of 15 members each. For each weekly POL session, one lead department was identified and from that department, one faculty member was assigned for each of the 10 groups for clarity and guidance. Four to five departments in all were involved in these POL sessions based on the topic and were instructed to frame their objectives and share these with the lead department at least one week prior to each session to develop appropriate problems for discussion. Results: Initial results failed to meet the desired objectives. The entire exercise was restructured and attention was given to the areas where weaknesses were identified. Faculty members were provided with additional information about POL and the number of sessions was reduced to two per month. Faculty members were instructed to be discussion facilitators rather than to become involved in didactic teaching. Subsequently, a significant improvement was observed both in terms of outcomes and student participation. Conclusion: It is relatively easy to start a new mode of teaching-learning; however, outcomes improve when efforts are planned systematically and implementation is revisited after challenges and gaps are identified.

scholarly journals A STUDY ON THE EVALUATION OF SECOND YEAR UNDERGRADUATE MEDICAL STUDENT'S PERCEPTIONS AND THEIR FEEDBACK REGARDING TEACHING LEARNING METHODOLOGIES IN PHARMACOLOGY AT GOVERNMENT MEDICAL COLLEGE, SRINAGAR.

2020 ◽  
pp. 1-3
Author(s):  
Sabahat Farooq ◽  
Samina Farhat
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Teaching ◽  
Government Medical College ◽  
Learning Methods ◽  
Medical College ◽  
Second Year ◽  
Teaching Learning ◽  
Student's Perceptions

The Medical education has been undergoing intense reforms globally. As a result numerous Teaching-learning (T-L) methods are adopted worldwide. Therefore, reforms in undergraduate teaching are of extreme importance. Understanding of current perceptions and opinions of medical students is important for the improvement of teaching-learning methodologies in pharmacology subject. This study completed with the objective to determine the perception and feedback of teaching learning methods in pharmacology.

scholarly journals Antibiotic Resistance: KAP Study on Medical and Non-Medical Students of Lahore, Pakistan

2020 ◽  
Vol 10 (1) ◽  
pp. 24-31
Author(s):  
Muhammad Talha Iqbal ◽  
Maryam Habib Ahmed ◽  
Naureen Omar ◽  
Muhammad Raza Ahmed ◽  
Muhammad Fahad ◽  
...  
Keyword(s):  
Antibiotic Resistance ◽  
Medical Students ◽  
Health Care Professionals ◽  
Ethical Considerations ◽  
Medical College ◽  
Kap Study ◽  
Validated Questionnaire ◽  
Global Issue ◽  
Minimal Difference ◽  
Second Year

Background: Antibiotics are believed to be safe drugs implying unawareness of people regarding implications of their unchecked overuse, health care professionals being no exception attributed to their attitude and differential practices. Objective was to assess knowledge, attitude and practices regarding antibiotic resistance among medical and non-medical students. Methods: Descriptive study was conducted in Lahore from March to August 2018. A total of 384 first and second year medical and bachelor students of Fatima Memorial medical college and Nur university were enrolled. Validated questionnaire adopted from WHO survey was used to interview students. Data was analyzed using SPSS version 23. Individual and institutional ethical considerations were fulfilled. Results: Mean age was 19.89±1.4. 94 medical (49%) and 77 (40.1%) non-medical students claimed to have taken antibiotics in the previous month, 63.6% using a prescription, 76% buying from medical store. Majority 91.7% (176) medical students were aware of the term “Antibiotic Resistance” compared to 64.1% (123) non-medical. Antibiotics becomes less effective once resistance develops leading to difficulty in treatment of infections; medical 145(76%) and nonmedical 137 (71.4%). Commonest treated diseases sore throat 102(53.1%) medical and fever 89(46.4%) non-medical students. Antibiotic resistance is a global issue; 77.6% (149) medical and 75% (144) non-medical students. Conclusion: Majority of students were aware of antibiotics and resistance developing against them with a minimal difference between medical and non-medical.

scholarly journals A comparative study on perceptions of medical students from the different curriculum on team-based learning

2021 ◽  
Vol 0 ◽  
pp. 1-6
Author(s):  
Vijayalakshmi S. Bhojaraja ◽  
B. K. Manjunatha Goud ◽  
Joan Kumar ◽  
Anand Srinivasan ◽  
Jeevan K. Shetty
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Curriculum ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Team Based Learning ◽  
Teaching Learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

scholarly journals Hepatitis B Awareness Among Medical Students And Their Vaccination Status In A Medical College In Western UP.

2019 ◽  
pp. 57-59
Author(s):  
Rajni Dawar ◽  
Tabassum Yasmin ◽  
Ajay Kumar Jha
Keyword(s):  
Medical Students ◽  
High Risk ◽  
Data Collection ◽  
Hepatitis B ◽  
Health Care Professionals ◽  
Hepatitis B Surface Antigen ◽  
Vaccination Status ◽  
Hepatitis B Vaccination ◽  
Universal Precautions ◽  
Medical College

Background: India is in the intermediate hepatitis B virus endemicity zone with hepatitis B surface antigen prevalence among the general population ranging from 2% to 8%.Health care professionals are at a high risk of getting .Hep B infection which can be prevented by strategies like vaccination, increasing awareness and following universal precautions. The present study was conducted on medical students (3rd Semester) to evaluate their knowledge regarding HBV and to know their vaccination status. Also along with data collection, students were educated about hepatitis B vaccine and about universal precautions before they start with their clinical postings. Methods: Cross sectional study was carried out on 3rd semester MBBS students (batch 2012-2013). All the students present on the day of data collection were included in the study and interviewed using pretested questionnaire. Data was analyzed using percentages. Results: Most of the students had good knowledge about disease and modes of transmission & prevention. Surprisingly only 56.6 percent were aware of high risk of transmission to health professional and doctors. Main source of information was media (85.4percent).Nearly 82% of the students were immunized and main reason among those unimmunized was unawareness about vaccine availability. Conclusions: It is recommended that Hepatitis B vaccination should be made available for all unimmunized students who enter medical profession. The orientation and sensitization programm should be held to create awareness regarding HBV infection preferably at the time of admission into medical college ,else no later than start of their clinical posting.

scholarly journals Efficacy of Standardized Extract ofBacopa monnieri(Bacognize®) on Cognitive Functions of Medical Students: A Six-Week, Randomized Placebo-Controlled Trial

2016 ◽  
Vol 2016 ◽  
pp. 1-8 ◽  
Author(s):  
Navneet Kumar ◽  
L. G. Abichandani ◽  
Vijay Thawani ◽  
K. J. Gharpure ◽  
M. U. R. Naidu ◽  
...  
Keyword(s):  
Medical Students ◽  
Cognitive Functions ◽  
Controlled Trial ◽  
Bacopa Monnieri ◽  
Normal Range ◽  
Double Blind ◽  
Double Blind Placebo ◽  
Medical College ◽  
Second Year ◽  
To Receive

Rationale.Bacopa monnieri, popularly known as Brahmi, has been traditionally used in Ayurveda since ages for its memory enhancing properties. However, data on placebo-controlled trial ofBacopa monnierion intellectual sample is scarce. Hence this study was planned to evaluate the effect ofBacopa monnierion memory of medical students for six weeks.Objective. To evaluate the efficacy ofBacopa monnierion memory of medical students with six weeks’ administration.Method and Material. This was a randomized double blind placebo-controlled noncrossover, parallel trial. Sixty medical students of either gender from second year of medical school, third term, regular batch, were enrolled from Government Medical College, Nagpur, India. Baseline biochemical and memory tests were done. The participants were randomly divided in two groups to receive either 150 mg of standardized extract ofBacopa monnieri(Bacognize) or matching placebo twice daily for six weeks. All baseline investigations were repeated at the end of the trial. Students were followed up for 15 days after the intervention.Results. Statistically significant improvement was seen in the tests relating to the cognitive functions with use ofBacopa monnieri. Blood biochemistry also showed a significant increase in serum calcium levels (still within normal range).

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