Evaluation of feedback from 2nd professional medical students on various teaching-learning and assessment methods in Pharmacology

Background: Bangladesh, A country with scintillating beauty of nature burdened with a dense population. Along with infectious diseases, tropical diseases are also prevalent here with a higher trend of non- communicable diseases as a result of industrialization. Practicing and prescribing as a doctor is a quite challenging profession here particularly when to deal with vast rural populations in a low resource facility. Medical education system is well developed in Bangladesh which follows traditional curriculum of teaching learning. Students are not accustomed with problem-based learning as it does not exist in curriculum. In order to confront with diverse disease pattern and overloaded population in this arduous backdrop of Bangladesh, problem- based learning can be a very effective tool for preparing medical students as an efficient, self- directed and insightful prescriber. This study was a primary step to introduce problem- based learning (PBL) to medical students of Bangladesh to evaluate the effectiveness of PBL in context of Bangladesh. Methods: Around 117 students of 4th year from 6 different medical colleges were randomly assigned for this study. Among them, half of the students attended PBL session for three days on a topic of Pharmacology and other students participated traditional lecture class. Following classes, odds ratio of performance was determined. MCQ, SAQ and total scores of assessment were compared. Comparison of scores was also done between male and female students of PBL group. Results: PBL students performed better than the LBL students. Odds ratio of their assessment performance was 252.08; with 95% confidence interval and lower range 53.89 and upper range 1179.28. The odds ratio showed strong association between PBL and student performance in Bangladesh context. Mean of total score was 30.7 ± 4.3 in PBL group and 17.2 ± 4.8 in LBL group. Total score was significantly higher (p= 0.000) in PBL group. Mean SAQ score in PBL and LBL group was 17.2 ± 2.2 and 5.3 ± 1.9 respectively which was extremely significant (p= 0.000). MCQ score mean was 13.4 ± 3.4 in PBL group versus 11.8 ± 3.7 in LBL group which was significantly higher in PBL group (p= 0.02). Among PBL group, total score and SAQ score was significantly higher in female students over male students. Conclusion: Significant findings of this study revealed PBL as an effective tool in Bangladesh context. Thereby, it is recommended from this study to take approaches for further study and initiative to incorporate PBL in curriculum as well. Bangladesh Journal of Medical Education Vol.12(1) 2021: 22-31

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Common mental disorders among medical students at Universidade Federal de Sergipe: a cross-sectional study

Brazilian Journal of Psychiatry ◽

10.1590/s1516-44462010000100005 ◽

2010 ◽

Vol 32 (1) ◽

pp. 11-19 ◽

Cited By ~ 19

Author(s):

Edméa Fontes de Oliva Costa ◽

Tarcísio Matos de Andrade ◽

Annibal Muniz Silvany Neto ◽

Enaldo Vieira de Melo ◽

Ana Carolina Aquino Rosa ◽

...

Keyword(s):

Medical Students ◽

Mental Disorder ◽

Learning Process ◽

Common Mental Disorder ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Good Doctor ◽

Teaching Learning ◽

Self Reporting Questionnaire

OBJECTIVE: Estimate the prevalence of common mental disorder and its associated factors among medical students of the Universidade Federal de Sergipe. METHOD: A cross-sectional study was carried out, applying Self Reporting Questionnaire-20 to 473 students from the 512 medical students enrolled in 2006 and compared with compared with a structured questionnaire by the authors containing information on the socio-demographic characteristics, the teaching-learning process and the psycho-emotional experiences of the students. Freshmen were excluded after initial comparison with the students already exposed to the medical course. Statistical analysis by multiple logistic regression after calculating simple and adjusted odds ratio (OR). RESULTS:The general prevalence of common mental disorder was 40% (n = 473); after exclusion of the freshmen it increased to 42.5% among students from the 2nd to the 12th semester. It was higher among those who did not have faith in their acquisition of the skills needed to become a good doctor (OR = 2.82), who felt less comfortable about course activities (OR = 3.75), who considered themselves emotionally stressed (OR = 2.14), among those who did not consider themselves happy (OR = 2.85), who believed that the course did not match their expectations (OR = 1.64) and those who had a prior diagnosis of mental disorder by a psychiatrist (OR = 3.78). CONCLUSION: The results suggest the necessity of changes to the teaching-learning process and the establishment of a preventive mental health program for medical students.

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

10.25259/aujmsr_28_2021 ◽

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.

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Effectiveness of Revised Pharmacology Record Books as a Teaching-Learning Method for Second Year Medical Students

JOURNAL FOR CLINICAL AND DIAGNOSTIC RESEARCH ◽

10.7860/jcdr/2016/15206.7054 ◽

2016 ◽

Author(s):

Dhanya Sasidharan Palappallil

Keyword(s):

Medical Students ◽

Learning Method ◽

Second Year ◽

Teaching Learning

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A spectrum of assessments

10.14742/ascilite2020.0118 ◽

2020 ◽

Author(s):

Rina Shvartsman ◽

Stephen Abblitt

Keyword(s):

Subject Matter ◽

Best Practice ◽

Assessment Methods ◽

Academic Disciplines ◽

Knowledge Domain ◽

Assessment Design ◽

Practice Teaching ◽

Academic Courses ◽

Working Together ◽

Teaching Learning

Different methods of assessment are used to measure learning outcomes in different academic disciplines. Many learning designers, despite being predisposed to certain assessment methods as they draw on their own specific academic background, work with a broad range of academic disciplines. This can result in difficulties advising academics from a discipline with which they are less familiar on best-practice teaching, learning, and assessment. This paper offers a tool for learning designers and subject matter experts to use when working together to design assessments in various academic courses, based on the characteristics of subject matter within the relevant disciplines. Specifically, we map a set of disciplines and a set of assessment methods on two axes: Pure vs. Applied and Hard vs. Soft (PAHS). For the set of disciplines, we can justify our choice of map locations based on attributes required by relevant accreditation organisations. The scattering of the assessment methods on the map is based on a proposed taxonomy of assessment design and common practice as observed by the authors. Learning designers are encouraged to refer to this paper as a guide when designing assessments for courses outside their knowledge domain.

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Medical Ethics and Undergraduate Training

Leadership and Personnel Management ◽

10.4018/978-1-4666-9624-2.ch090 ◽

2016 ◽

pp. 2025-2031

Author(s):

Ayesha Ahmad ◽

Pareesa Rabbani ◽

Shipra Kanwar ◽

Ranoji Vijaysingh Shinde ◽

Tamkin Khan

Keyword(s):

Medical Students ◽

Medical Ethics ◽

Undergraduate Students ◽

Medical Curriculum ◽

Organ Trafficking ◽

Cross Sectional ◽

Professional Misconduct ◽

Institutional Ethics ◽

Case Presentations ◽

Teaching Learning

The study of Medical Ethics [ME] is mandatory for health practitioners because there is hardly an area in medicine that doesn't pose an ethical dilemma. There is lack of awareness among physicians. Training of medical students should equip them to provide the best care to patients in an ethical manner without harm. The aim of this chapter was to assess the awareness of undergraduate students to ME and take inputs about curricular changes as they are important stake holders. A prospective, cross sectional, observational study through a confidential questionnaire was utilized. 86 proformas were fit for analysis. Majority [68.6%] failed to define ME. Most had been exposed to ME in the college or through the print or visual media. Majority could not recall any incident of professional misconduct witnessed by them, while others recounted incidents such as taking gifts from pharmaceutical companies, rudeness to poor patients, mis-diagnosis due to casual approach towards patients, becoming personal with female patients, organ trafficking, conducting sex determination tests etc. Most were unaware about the existence or purpose of an institutional ethics committee. Regarding the need for studying ME 86.04% said they thought it is important. Majority suggested be interactive case presentations as a method of teaching ME. There is gross unawareness among medical students about the definition, scope and purpose of teaching ME. A drastic change in the medical curriculum is required and new and interesting teaching learning methods need to be evolved in order to train our students in ME.

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Medical Ethics and Undergraduate Training

International Journal of User-Driven Healthcare ◽

10.4018/ijudh.2015010104 ◽

2015 ◽

Vol 5 (1) ◽

pp. 47-54

Author(s):

Ayesha Ahmad ◽

Pareesa Rabbani ◽

Shipra Kanwar ◽

Ranoji Vijaysingh Shinde ◽

Tamkin Khan

Keyword(s):

Medical Students ◽

Medical Ethics ◽

Undergraduate Students ◽

Medical Curriculum ◽

Organ Trafficking ◽

Cross Sectional ◽

Professional Misconduct ◽

Institutional Ethics ◽

Case Presentations ◽

Teaching Learning

The study of Medical Ethics [ME] is mandatory for health practitioners because there is hardly an area in medicine that doesn't pose an ethical dilemma. There is lack of awareness among physicians. Training of medical students should equip them to provide the best care to patients in an ethical manner without harm. The aim of this paper was to assess the awareness of undergraduate students to ME and take inputs about curricular changes as they are important stake holders. A prospective, cross sectional, observational study through a confidential questionnaire was utilized. 86 proformas were fit for analysis. Majority [68.6%] failed to define ME. Most had been exposed to ME in the college or through the print or visual media. Majority could not recall any incident of professional misconduct witnessed by them, while others recounted incidents such as taking gifts from pharmaceutical companies, rudeness to poor patients, mis-diagnosis due to casual approach towards patients, becoming personal with female patients, organ trafficking, conducting sex determination tests etc. Most were unaware about the existence or purpose of an institutional ethics committee. Regarding the need for studying ME 86.04% said they thought it is important. Majority suggested be interactive case presentations as a method of teaching ME. There is gross unawareness among medical students about the definition, scope and purpose of teaching ME. A drastic change in the medical curriculum is required and new and interesting teaching learning methods need to be evolved in order to train our students in ME.

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