scholarly journals Mapping the different methods adopted for diagnostic imaging instruction at medical schools in Brazil

2017 ◽  
Vol 50 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Rubens Chojniak ◽  
Dominique Piacenti Carneiro ◽  
Gustavo Simonetto Peres Moterani ◽  
Ivone da Silva Duarte ◽  
Almir Galvão Vieira Bitencourt ◽  
...  
Keyword(s):  
Diagnostic Imaging ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Teaching Methodology ◽  
Teaching Model ◽  
Education Policies ◽  
Cross Sectional ◽  
Formal Curriculum ◽  
Imaging Results ◽  
Elective Course

Abstract Objective: To map the different methods for diagnostic imaging instruction at medical schools in Brazil. Materials and Methods: In this cross-sectional study, a questionnaire was sent to each of the coordinators of 178 Brazilian medical schools. The following characteristics were assessed: teaching model; total course hours; infrastructure; numbers of students and professionals involved; themes addressed; diagnostic imaging modalities covered; and education policies related to diagnostic imaging. Results: Of the 178 questionnaires sent, 45 (25.3%) were completed and returned. Of those 45 responses, 17 (37.8%) were from public medical schools, whereas 28 (62.2%) were from private medical schools. Among the 45 medical schools evaluated, the method of diagnostic imaging instruction was modular at 21 (46.7%), classic (independent discipline) at 13 (28.9%), hybrid (classical and modular) at 9 (20.0%), and none of the preceding at 3 (6.7%). Diagnostic imaging is part of the formal curriculum at 36 (80.0%) of the schools, an elective course at 3 (6.7%), and included within another modality at 6 (13.3%). Professors involved in diagnostic imaging teaching are radiologists at 43 (95.5%) of the institutions. Conclusion: The survey showed that medical courses in Brazil tend to offer diagnostic imaging instruction in courses that include other content and at different time points during the course. Radiologists are extensively involved in undergraduate medical education, regardless of the teaching methodology employed at the institution.

scholarly journals Undergraduate Teaching in Geriatrics and Pediatrics in Portuguese Medical Schools: An Observational Study

2016 ◽  
Vol 29 (12) ◽  
pp. 832
Author(s):  
Mariana Amaral ◽  
Filipa Matias ◽  
Lígia Massena ◽  
Nuno Cardoso
Keyword(s):  
Pediatric Population ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Undergraduate Teaching ◽  
Teaching Methodology ◽  
Geriatric Population ◽  
Cross Sectional ◽  
Accumulation System ◽  
Age Pyramid ◽  
Classical Methodology

Introduction: Motivated by the contracting nature of the Portuguese age pyramid, and thereby the ever increasing geriatric population, the aim of this study was to compare the number of European Credit Transfer and Accumulation System Credits dedicated to Geriatrics with Pediatrics in Portuguese Medical Schools.Material and Methods: An observational, descriptive and cross-sectional study was conducted and included six Portuguese Medical Schools that have six years of training and a total of 360 credits. The study plans were obtained from the medical schools’ websites or requested. Schools were grouped in modular/classic teaching methodology and the courses were categorized in mandatory/optional and specific/related. The credits of Geriatrics and Pediatrics were compared.Results: Four schools had classical methodology and two had a modular one. Overall, they had more credits dedicated to Pediatrics than Geriatrics. Three schools offered mandatory courses specifically oriented to Geriatrics (1.5 - 8 credits) compared to all schools mandatory courses courses on Pediatrics (5.7 - 26.5 credits). The ratio of averages of mandatory specific courses (Pediatrics/Geriatrics) was 12.4 in the classical and 1.5 in the modular group.Discussion: Pediatrics teaching has revealed to be superior to Geriatrics in all categories. Based on our results, we consider the Portuguese Geriatrics’ undergraduate teaching sub-optimal.Conclusion: Nowadays, geriatric population is quantitatively similar to pediatric population. Efforts should be made to adequate Geriatrics teaching to our reality in order to provide a more adequate health care to this age group.

Clinical Elective Course and Its Effects on Medical Students and Graduates of Jordanian Medical Schools

2021 ◽  
Author(s):  
Raed Al-Taher ◽  
Ruba Al-Ani ◽  
Abdullah Al-Ani ◽  
Mohammad Rashdan ◽  
Abderrahman Manasrah ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
The Usa ◽  
Social Media Platforms ◽  
Elective Course ◽  
Unique Experience ◽  
The Uk ◽  
Hashemite University

Abstract Background: Elective course is one of 6th-year medical schools curriculum in Jordan. Students choose the specialty they wish to spend 8 weeks in and choose the place even if it is outside their universitys' affiliated hospitals. In this study, we try to understand students' choices regarding the country of elective, their specialty, type of placements (observership/ clerkship), and participants' perspectives about the elective course and its general value.Methods: Cross-sectional study. The survey distributed through social media platforms (mainly Facebook and Whatsapp) targeting 6th-year medical students and doctors who graduated from one of the 5 Jordanian medical schools (the University of Jordan, Jordan University of Science and Technology, Mutah University, Yarmouk University, Hashemite University). Results: The majority of participants had international elective (69.6%), mainly in the USA followed by the UK. Internal medicine was the field of interest for 14.8%, followed by general surgery 11.2%. 241 (62.6%) actively participated in the elective as they had a clerkship/ hands-on experience. In contrast, 142 (36.9%) were observers. The majority indicated that the elective is worth time, money, and effort. Moreover, they had adequate supervision throughout the course and could achieve their preset objectives. Conclusions: the elective course gives a unique experience to our students. The general satisfaction is an indicator of the success of the course in exposing medical students to clinical practice actively.

scholarly journals Variation in performance on common content items at UK medical schools

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
David Hope ◽  
David Kluth ◽  
Matthew Homer ◽  
Avril Dewar ◽  
Richard Fuller ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Standard Setting ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Pass Rates ◽  
Cross Sectional ◽  
Study Results ◽  
Institutional Differences ◽  
Common Content ◽  
The Impact

Abstract Background Due to differing assessment systems across UK medical schools, making meaningful cross-school comparisons on undergraduate students’ performance in knowledge tests is difficult. Ahead of the introduction of a national licensing assessment in the UK, we evaluate schools’ performances on a shared pool of “common content” knowledge test items to compare candidates at different schools and evaluate whether they would pass under different standard setting regimes. Such information can then help develop a cross-school consensus on standard setting shared content. Methods We undertook a cross-sectional study in the academic sessions 2016-17 and 2017-18. Sixty “best of five” multiple choice ‘common content’ items were delivered each year, with five used in both years. In 2016-17 30 (of 31 eligible) medical schools undertook a mean of 52.6 items with 7,177 participants. In 2017-18 the same 30 medical schools undertook a mean of 52.8 items with 7,165 participants, creating a full sample of 14,342 medical students sitting common content prior to graduation. Using mean scores, we compared performance across items and carried out a “like-for-like” comparison of schools who used the same set of items then modelled the impact of different passing standards on these schools. Results Schools varied substantially on candidate total score. Schools differed in their performance with large (Cohen’s d around 1) effects. A passing standard that would see 5 % of candidates at high scoring schools fail left low-scoring schools with fail rates of up to 40 %, whereas a passing standard that would see 5 % of candidates at low scoring schools fail would see virtually no candidates from high scoring schools fail. Conclusions Candidates at different schools exhibited significant differences in scores in two separate sittings. Performance varied by enough that standards that produce realistic fail rates in one medical school may produce substantially different pass rates in other medical schools – despite identical content and the candidates being governed by the same regulator. Regardless of which hypothetical standards are “correct” as judged by experts, large institutional differences in pass rates must be explored and understood by medical educators before shared standards are applied. The study results can assist cross-school groups in developing a consensus on standard setting future licensing assessment.

Appraisal of the Current Pharmacology Curriculum, Teaching Methodology and Effectiveness in Undergraduate Medical Education: A Student-Centric, Questionnaire-Based Study

2021 ◽  
Vol 8 (1) ◽  
pp. 30-33
Author(s):  
Sujit Kumar Sarker ◽  
Geethanjali Bhas ◽  
Priyanka Moitra ◽  
Ratna Paul ◽  
Md. Abdullah Yusuf ◽  
...  
Keyword(s):  
Medical Education ◽  
Cross Sectional Study ◽  
Course Delivery ◽  
Teaching Methodology ◽  
Sectional Study ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Medical College ◽  
Constructive Feedback ◽  
Medical Graduates

Background: Periodic students’ feedback ensures and enhances the effectiveness of the curriculum of medical subject. Objective: This study was designed to obtain students appraisal of the undergraduate pharmacology curriculum and teaching methodology. Methodology: This cross-sectional study was conducted in the Department of Pharmacology at Colonel Malek Medical College, Manikganj, Bangladesh from May to June, 2019 for a period of two months. Questionnaire-based data were collected from students of both sexes who had completed 3rd Professional examination. Likert Scale was applied to collect students’ feedback on pharmacology. Results: A total number of 40 students were recruited for this study of which 60.0% students were strongly agreed about organized teaching. About 47.5% students were agreed that the course was appropriate at their level and achieved their goals in Pharmacology. However, 55% of them strongly agreed that teacher provided clear constructive feedback during class. Total 60%, were agreed that the course improved their problem-solving skills. Overall, 55% students were agreed regarding their satisfaction on Pharmacology course delivery and conduction. Conclusion: In conclusion, periodic appraisal from students regarding evaluation of the student-centric undergraduate pharmacology curriculum is vital in developing efficient medical graduates. Journal of Current and Advance Medical Research, January 2021;8(1):30-33

scholarly journals Medical students utilization of e-learning re-sources; is it an informal curriculum?

2017 ◽  
Vol 5 (1) ◽  
pp. 132
Author(s):  
Maria Yaseen ◽  
Misbah Bano ◽  
Masood Jawaid
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Online Resources ◽  
Discussion Forums ◽  
Cross Sectional ◽  
Formal Curriculum ◽  
Informal Curriculum ◽  
E Learning ◽  
21St Century Learners

Background: E-learning refers to the use of Internet technologies to deliver a broad range of solutions that enhance knowledge and per-formance of learners. This mode of learning can be used by institutions to improve the efficiency and effectiveness of educational inter-ventions in the face of the social, scientific, and pedagogical challenges. Worldwide, it has gained popularity in the past few decades; however, its use is highly variable among the medical schools of Pakistan. Currently, a very few number of institutions have adopted it officially in their curriculum. Despite this, many students use different E Learning resources to enhance their learning.Objective: To find out about the online resources utilized by the medical students in addition to their traditional medical curriculum to enhance their learning.Method: In this cross-sectional study, 300 participants from Dow Medical College and Jinnah Sindh Medical Universities were included after taking informed consent. A self-administered questionnaire which consists of demographic information, years of study and online resources with their usage details by the students for different subjects of basic and clinical sciences were documented.Results: Almost all the students reported to use some form of eLearning to enhance their medical understanding. The most frequently used electronic resources were Google images (61.7%) and Wikipedia (50.3%). Mostly, the students used YouTube (25.7%) for animations; Kaplan (27%) and Dr. Najeeb (15.6%) for video lectures. However, Audio lecture by Goljan (17.7%) was the only resource for podcast learning. Among discussion forums, Facebook groups (16.3%) were most popular and among static websites, Medscape (4.3%), PubMed (2.5%), WebMD (1.3%) were the most commonly used ones.Conclusion: All of the medical students used some form of eLearning in medical education in addition to their formal curriculum. This way of learning should be further implemented in the form of formal curriculum as e-learning modules for basic and clinical sciences to make learning easier, engaging and innovative for the 21st century learners.

scholarly journals Profilaxia Pré-Exposição para o Vírus da Imunodeficiência Humana no Currículo Médico em Portugal: Uma Análise Transversal

2022 ◽  
Vol 35 (13) ◽  
Author(s):  
Francisco Duarte ◽  
Nuno Rua ◽  
David Gomes ◽  
Vasco Ricoca Peixoto ◽  
Daniela Azevedo ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Survey ◽  
Descriptive Analysis ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Factors Associated ◽  
School Year ◽  
Exposure Prophylaxis

Introduction: Pre-exposure prophylaxis (PrEP) has gained relevance as a method of prevention for HIV in certain people and settings. Following the publication of the guideline on PrEP prescribing in Portugal, we aimed to assess the knowledge of Portuguese Medical Students about PrEP.Material and Methods: An online survey was sent to Medical students of Portuguese Medical Schools. We conducted a descriptive analysis of the results and an analytic cross-sectional study to identify factors associated with “knowing about PrEP”, “having had one class about PrEP” and “identifying eligible groups correctly”.Results: Of the 796 students that responded to the survey, 64.6% were aware of what PrEP is. Of these, 34.44% acquired this knowledge during their training. Out of the total amount of respondents, 4.77% could identify correctly and completely the eligible groups for PrEP. As the training years went by, the probability of being aware of PrEP, having had one class about PrEP, and identifying the eligible groups correctly, increased. Of the sixth-year students, 43.48% had had one class about PrEP and among the students that were aware of PrEP, 28% identified what the eligible groups were. After adjusting for the school year, we found differences between Medical Schools regarding the outcomes. The association between the different ways of learning about PrEP and the ability to correctly identify eligible groups for PrEP was not statistically significant.Conclusion: The differences between Medical Schools could be harmonized through changes in the medical curricula that would allow this topic to be addressed more often.

scholarly journals Current status of faculty development in under graduate medical education of Bangladesh

2017 ◽  
Vol 8 (2) ◽  
pp. 2-6
Author(s):  
Shamima Rahman ◽  
Soofia Khatoon ◽  
Mossammat Nigar Sultana ◽  
Farhana Noman ◽  
Sayed Golam Samdani
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Journal Club ◽  
Cross Sectional Study ◽  
Current Status ◽  
Teaching Methodology ◽  
Related Activity ◽  
Development Activity ◽  
Cross Sectional ◽  
Self Administered Questionnaire

This descriptive cross sectional study was carried out to determine the current status of faculty development in undergraduate medical education of Bangladesh. This study was carried out in eight (four Government and four Non- Government) medical colleges in Bangladesh over a period from July 2015 to June 2016. The present study had a semi-structured self-administered questionnaire for individual teacher. Total 181 teachers responded to the questionnaire. 56% of teachers said that faculty development activities were regularly conducted. About duration of faculty development activity 74% of teachers said it was 1-3 days duration. 42% of the teachers said faculty development activity conducted once in a week and 39% said occasional conduction of faculty development activity in their institute About the type of faculty development activity clinical meeting was commonest (65%), related to medical education (48%) and related to research (53%). About the topics of medical education related activities were teaching methodology (46%), assessment (32%). Research related activities were journal club (91%) and research methodology (67%). Faculty development activity was conducted through teachers association (53%) and medical education unit (50%). In conclusion some parts of FD activity are present in most of the colleges like clinical meeting, few medical education related session, and research related activity. For upgrading of medical education faculty development programme should be conducted regularly, monitoring of present programme and development of qualified resource person should be ensured.Bangladesh Journal of Medical Education Vol.8(2) 2017: 2-6

National Trends in Diagnostic Imaging for Appendicitis: A Cross-Sectional Analysis Using NSQIP

2019 ◽  
Vol 85 (6) ◽  
pp. 625-630
Author(s):  
Alexandra Z. Agathis ◽  
Michael Miller ◽  
Celia M. Divino
Keyword(s):  
Diagnostic Imaging ◽  
Cross Sectional Study ◽  
Patient Specific ◽  
Childbearing Age ◽  
Cross Sectional ◽  
Predictive Values ◽  
Chi Squared ◽  
Underweight Patients ◽  
Acs Nsqip Database ◽  
National Trends

Prior studies elucidate a high predictive value of imaging to diagnose appendicitis in small, regional cohorts. This cross-sectional study uniquely analyzes diagnostic imaging in a national appendectomy population. Using the 2016 ACS NSQIP database, positive predictive values (PPVs) for CT, ultrasound (US), and MRI were evaluated using chi-squared tests. Univariate and multivariate analyses considered patient-specific factors. Imaging was performed in 94.63 per cent of 11,841 appendectomy cases; most frequently via CT (78.69%), then combination CT and US (7.52%), US (7.15%), and MRI (0.30%). CT PPV was higher in overweight (98.70%) versus underweight patients (94.85%) ( P = 0.01). Gender and age did not impact CT PPV. Imaging from a referral site did not change CTor US PPV. Our study describes imaging frequencies and confirms high PPV. We found imaging equally predictive in women of childbearing age and elderly individuals compared with the general population. Furthermore, repeat scanning is unnecessary with prior positive imaging at outside sites.

scholarly journals Students' Perception on Teaching Performances of Trained Teachers focusing undergraduate lecture classes in Bangladesh

2017 ◽  
Vol 7 (1) ◽  
pp. 14-19
Author(s):  
Shamima Parvin ◽  
Md Ahsan Habib ◽  
Md Humayun Kabir Talukder ◽  
Rukshana Ahmed
Keyword(s):  
Medical Education ◽  
Training Programme ◽  
Cross Sectional Study ◽  
Problem Area ◽  
Teaching Methodology ◽  
Cross Sectional ◽  
Public And Private ◽  
Positive Statements ◽  
Trained Teachers ◽  
Teachers Training

Background: Teachers' training is a kind of education that helps the teachers to understand the basic theories of teachinglearning for escalating their knowledge, skills and abilities according to the learner's need.Objectives: The present study was undertaken to identify the students' perception about the teaching performances of the teachers who had gone through the training on teaching methodology at Centre for Medical Education (CME) in Bangladesh.Methods: This descriptive type of cross sectional study was conducted in thirteen public and private medical colleges of Bangladesh. A structured questionnaire based on 5-point Likert scale was used to collect the students' perceptions which included 13 separate positive statements regarding classroom performances. Statements having mean score of 4 or more are considered as positive aspect of performance. Statements with mean score 3 or less indicate the problem area of performance. Statement with a mean score in-between 3 and 4 might be emphasized for further improvement.Results: According to students' aggregated view, 38% of the teaching performances were excellent, 43% were good, 16% were satisfactory and 3% were unsatisfactory.Conclusion: To ensure excellence in all aspects of teaching performances a well-designed, updated and contextual training programme needs to be adopted for further improvement of teaching-learning.Bangladesh Journal of Medical Education Vol.7(1) 2016: 14-19

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