scholarly journals Performance and Preference of Problem Based Learning (Pbl) and Lecture Based Learning Among Selected Medical Students of Nepal

2021 ◽  
Author(s):  
Saroj Adhikari Yadav ◽  
Sangeeta Poudel ◽  
Swotantra Gautam ◽  
Oshna Pandey ◽  
Dhiraj Jaiswal ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Basic Science ◽  
Clinical Medicine ◽  
Problem Based Learning ◽  
Knowledge Retention ◽  
Health Science ◽  
Multiple Choice Questions ◽  
Cross Sectional

Abstract Background: This study aims to compare student’s understanding and knowledge retention when taught through PBL (Problem Based Learning) and Lecture, and compare student’s perception about PBL and Lecture in medical education. Method: This is cross-sectional study done among medical students of PBL based medical school. Ethical approval was taken from IRC-PAHS. To assess understanding and knowledge retention, 50 vignettes based Multiple Choice Questions were administered, half of which were taught through PBL sessions and remaining half were taught in didactic Lectures during basic science years of medical school. To assess student's preference on PBL and Lecture, separate pre-validate perception questionnaire was used.Result: Out of 107 students, 99 participated in understanding and knowledge retention questionnaire and 107 filled perception questionnaires. Understanding and knowledge retention of students was found to be same for topics taught by PBL and Lecture with median score of 17 and 16 respectively. PBL was preferred more for physiology(59.81%), pathology(51.40%) and pharmacology(53.27 %) concepts, and Lecture was more preferred for anatomy(78.50%), biochemistry(45.79%), and microbiology(42.99%) topics. Many students wanted same concepts to be taught through both PBL and Lecture, especially for anatomy. Combined Lecture by group of faculties and community-based programs were preferred for Community Health Science (CHS) contents and hospital ward-based teaching was preferred for Introduction to Clinical Medicine (ICM) rather than PBL or Lectures.Conclusion: Understanding and knowledge retention is same for topics taught by either PBL or Lecture during basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology and pharmacology related concepts, conventional didactic Lecture for physiology and microbiology, and combination of Lecture and PBL sessions for Anatomy.

scholarly journals Depression Among Undergraduate Medical Students

2013 ◽  
Vol 10 (3) ◽  
pp. 56-59 ◽  
Author(s):  
Bibhusan Basnet ◽  
M Jaiswal ◽  
B Adhikari ◽  
PM Shyangwa
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Depression Scale ◽  
Academic Stress ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Prevalence Of Depression ◽  
Inducing Factors ◽  
Major Factors

Background  Psychological stress is common in medical school and associated with depression. Medical education is grooming in Nepal, but only few studies are done concerning mental health of medical students. Objective  To assess the prevalence of depression among medical students at different levels of education and find about their stressors. Methods  A cross sectional, questionnaire-based survey was carried out among the undergraduate medical students of B.P.Koirala Institute of Health Sciences, Nepal. 50 students each from Bachelor of Medicine and Bachelor of Surgery (MBBS) first and third year were enrolled in the study conducted between November 2008 to January2009. The depression levels were assessed using Zung depression scale. Students were asked to complete the questionnaire and then the depression levels calculated .The stress inducing factors during their course of medical education were also assessed. Results  The overall prevalence of depression among the students was 29.78 percent. The prevalence of depression in first and third year was 36.74and 22.22 percent respectively. The prevalence of depression was 32.43 percent among female students versus 28.07 percent in male students. Both first and third year students gave high ratings to academic stress and hectic lifestyle as the main stress inducing factors. Conclusion  The prevalence of depression is seen especially in the first year medical students. So, attempts should be made to alleviate the stressors right from the time they join medical school. Since academic stress proved to be one of the major factors, measures to make the academic curriculum more student-friendly are suggested. Kathmandu University Medical Journal | VOL.10 | NO. 3 | ISSUE 39 | JUL- SEP 2012 | Page 56-59 DOI: http://dx.doi.org/10.3126/kumj.v10i3.8021

scholarly journals Recall of Theoretical Pharmacology Knowledge by 6th Year Medical Students and Interns of Three Medical Schools in Riyadh, Saudi Arabia

2016 ◽  
Vol 2016 ◽  
pp. 1-6
Author(s):  
A. A. Mustafa ◽  
H. A. Alassiry ◽  
A. Al-Turki ◽  
N. Alamri ◽  
N. A. Alhamdan ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Medical Students ◽  
Problem Based Learning ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Correct Score ◽  
Significant Difference ◽  
Learning School

The aim of this research is to provide some insights into the ability of the sixth year medical students and interns to recall theoretical knowledge of pharmacology. A cross-sectional study was conducted among students who graduated from three different medical schools in Riyadh, Saudi Arabia. A questionnaire was distributed to male and female students in 3 different colleges of medicine. The questionnaire included demographic information and ten multiple choice questions (MCQs) on basic pharmacology. Out of the 161 students, there were 39 females (24%) and 122 males (76%). A total of 36 (22%) students studied at a traditional learning school whereas 125 (78%) students studied at problem based learning (PBL) schools. The students were recruited from three universities: KSU, KSAU-HS, and KFMC-COM. In general, 31 students (19%) of the participants scored ≥ 7 out of 10, 77 students (48%) of them obtained a correct score of (4–6) out of 10, and 53 students (33%) scored less than 4. The study showed no statistically significant difference in recalling pharmacology between traditional school and problem based learning school except for those who prepared for exams. Results suggest that pharmacology is a difficult subject. Reevaluations are needed in the way of teaching pharmacology.

scholarly journals Utilization of high-fidelity simulation to address challenges with the basic science immunology education of preclinical medical students

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Marie Cavuoto Petrizzo ◽  
Maria-Louise Barilla-LaBarca ◽  
Youn Seon Lim ◽  
Artemio M. Jongco ◽  
Michael Cassara ◽  
...  
Keyword(s):  
Medical Students ◽  
Education Reform ◽  
Medical School ◽  
Clinical Reasoning ◽  
Basic Science ◽  
Clinical Medicine ◽  
Clinical Manifestations ◽  
Primary Immunodeficiency Disease ◽  
Theory And Practice ◽  
Science Content

Abstract Background Immune function and dysfunction are highly complex basic science concepts introduced in the preclinical medical school curriculum. A challenge for early learners is connecting the intricate details and concepts in immunology with clinical manifestations. This impedes relevance and applicability. The impetus in medical education reform is promoting consolidation of basic science and clinical medicine during the first two years of medical school. Simulation is an innovation now widely employed in medical schools to enhance clinical learning. Its use in basic science curriculums is largely deficient. The authors piloted simulation as a novel curricular approach to enhance fundamental immunology knowledge and clinical integration. Methods The authors introduced a Primary Immunodeficiency Disease (PIDD) simulation during a basic science immunology course for second-year medical students at the Zucker School of Medicine at Hofstra/Northwell. The simulation tasked small groups of students with evaluating, diagnosing and managing an infant with previously undiagnosed immunodeficiency. Joint facilitation by clinical and science faculty during terminal debriefings engaged students in Socratic discussion. Debriefing aimed to immerse basic science content in the context of the clinical case. Students completed a post-simulation Likert survey, assessing utility in reinforcing clinical reasoning, integration of basic science and clinical immunology, enhanced knowledge and understanding of immunodeficiency, and enhanced learning. A summative Immunodeficiency Objective Structured Clinical Examination (OSCE) question was created by faculty to assess students’ recognition of a PIDD and clinical reasoning. Results The simulation was well received by students with > 90% endorsing each of the objectives on the post-simulation survey. The authors also determined a statistically significant score variance on the summative OSCE question. Higher scores were achieved by the cohort of students completing the OSCE post-simulation versus the cohort completing the OSCE pre-simulation. Conclusions The innovative use of simulation in a highly complex basic science immunology course provides relevance and consolidation for preclinical learners. Additional data will be collected to continuously assess application of concepts and proficiency stemming from this novel curricular intervention. The authors advocate the initiation and/or expansion of simulation in non-clinical basic science courses such as immunology to bridge the gap between theory and practice.

scholarly journals Health numeracy skills of medical students:cross-sectional and controlled before-and-after study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Ivan Buljan ◽  
Ružica Tokalić ◽  
Matko Marušić ◽  
Ana Marušić
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Research Methodology ◽  
First Year ◽  
Cross Sectional ◽  
Numeracy Skills ◽  
Before And After ◽  
First Year Medical Students ◽  
Before And After Study

Abstract Background Although numeracy, defined as understanding and handling numbers, is an important skill for the medical profession, it is not clear whether it changes during graduate medical education and whether it can be improved by specific interventions. The objective of this study was to assess objective and subjective numeracy levels at different stages of medical education and explore whether a research methodology/statistics course improves numeracy levels in a longer period. Methods We performed cross-sectional and controlled before-and-after studies. First-year sociology students and first- to sixth-year medical students from the in the cross sectional study and two groups of first-year medical students in a controlled before-and-after study. The intervention was a course on biostatistics and research methodology using blended approach. Numeracy was measured using Subjective Numeracy Scale (Cronbach α = 0.70) and Numeracy Understanding in Medicine instrument (Cronbach α = 0.75). Results Whereas first-year medical students did not differ from first-year sociology students in objective numeracy, medicine students had higher results on subjective numeracy. Students from higher years of medical school had generally higher subjective and objective numeracy scores. In the controlled before-and-after study, the intervention group improved more in subjective numeracy (median difference on a 0–8 scale = 0.5, 95% CI 0.3 to 0.7 vs − 0.4, 95% CI − 0.4 to − 0.1, P < 0.001) but not in objective numeracy. Conclusions Although the numeracy levels at the beginning of the medical school are within the range of non-medical population, both objective and subjective numeracy improve during the higher years of medical school. Curriculum during medical school may help in numeracy increase, while research methodology training may help to increase subjective but not objective numeracy skills.

scholarly journals PENILAIAN KEEFEKTIFAN KELOMPOK DISKUSI TUTORIAL MAHASISWA KEDOKTERAN UNIVERSITAS JAMBI MENGGUNAKAN TUTORIAL GROUP EFFECTIVENESS INSTRUMENT

2020 ◽  
Vol 8 (1) ◽  
pp. 85-93
Author(s):  
Nyimas Natasha A Shafira ◽  
Amelia Dwi Fitri
Keyword(s):  
Qualitative Research ◽  
Medical Education ◽  
Medical Students ◽  
Student Perceptions ◽  
Quantitative Research ◽  
Problem Based Learning ◽  
Cross Sectional Study ◽  
Group Effectiveness ◽  
Tutorial Group ◽  
Cross Sectional

ABSTRACT Background: Tutorial is one of the learning methods that is used in the implementation of Problem Based Learning (PBL) in the medical education. The effectiveness of PBL tutorial discussions is influenced by three basic aspects, i.e. students, tutors, and scenario. The effectiveness of the group tutorial must be ensured because it determines the success of PBL learning in medical education.  Research Objective : This study aims to look at the effectiveness of  tutorials  groups discussion on medical students at the Faculty of Medicine and Health Sciences University of Jambi (FKIK UNJA) based on students’ perceptions. Method : This research is a combination of quantitative research and qualitative research. Quantitative research conducted was a cross sectional study using,  using the Tutorial Group Effectiveness Instrument (TGEI) questionnaire. The use of the TGEI questionnaire in this study was to find out the effectiveness of tutorials groups discussion on FKIK UNJA medical students based on students’ perceptions. Furthermore, qualitative research was conducted with focus group discussions (FGD) to confirm and explore students’ perceptions based on the results of the questionnaire analysis. Results : Overall, based on the cognitive, motivational and demotivational aspects, the  majority of the effectiveness of  tutorial discussion of medical students of FKIK, belongs to moderate category (>95%) based on student perceptions. Conclusion : The results of the study show that the tutorial discussion of medical students of FKIK UNJA  was going quite efficient and effective. Keywords : PBL, tutorials, medical students, TGEI   ABSTRAK Latar Belakang: Tutorial merupakan salah satu metode pembelajaran  yang digunakan dalam pelaksanaan Problem Based Learning (PBL) di pendidikan kedokteran. Keefektifan diskusi tutorial PBL dipengaruhi oleh tiga aspek dasar yaitu, mahasiswa, tutor, dan skenario.  Keefektifan kelompok tutorial harus dipastikan karena menentukan kesuksesan pembelajaran PBL di pendidikan kedokteran. Tujuan Penelitian: Penelitian ini bertujuan untuk melihat keefektifan kelompok diskusi tutorial pada mahasiswa kedokteran Fakultas Kedokteran dan Ilmu Kesehatan  Universitas Jambi (FKIK UNJA) berdasarkan persepsi mahasiswa Metode: Penelitian ini merupakan gabungan antara penelitian kuantitatif dan penelitian kualitatif. Penelitian kuantitatif yang dilakukan merupakan, studi cross sectional dengan menggunakan kuesioner Tutorial Group Effectiveness Instrument (TGEI). Penggunaan kuesioner TGEI pada penelitian ini untuk mengetahui gambaran keefektifan kelompok diskusi tutorial pada mahasiswa kedokteran FKIK UNJA berdasarkan persepsi mahasiswa. Selanjutnya  dilakukan penelitian kualitatif dengan diskusi kelompok terfokus (DKT) untuk mengkonfirmasi dan mengeksplorasi persepsi mahasiswa tersebut berdasarkan hasil analisis kuesioner Hasil: Secara keseluruhan dari segi aspek kognitif , motivasi dan demotivational , berdasarkan persepsi mahasiswa , kefektifan diskusi tutorial mahasiswa kedokteran FKIK masuk dalam kategori sedang (>95%). Kesimpulan: Hasil penelitian menunjukkan diskusi tutorial mahasiswa kedokteran FKIK UNJA sudah berjalan cukup baik dan efektif. Kata kunci: PBL, tutorial, mahasiswa kedokteran, TGEI

Quantifying empathy levels among UK undergraduate medical students: an online survey

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711293
Author(s):  
Sarah Garnett ◽  
Hajira Dambha-Miller ◽  
Beth Stuart
Keyword(s):  
Medical Students ◽  
Health Outcomes ◽  
Medical School ◽  
Curriculum Design ◽  
Online Survey ◽  
Mental Wellbeing ◽  
Reactivity Index ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Cross Sectional

BackgroundEmpathy is a key health care concept and refers to care that incorporates understanding of patient perspective’s, shared decision making, and consideration of the broader context in which illness is experience. Evidence suggests experiences of doctor empathy correlate with improved health outcomes and patient satisfaction. It has also been linked to job satisfaction, and mental wellbeing for doctors. To date, there is a paucity of evidence on empathy levels among medical students. This is critical to understand given that it is a key point at which perceptions and practices of empathy in the longer term might be formed.AimTo quantify the level of empathy among UK undergraduate medical studentsMethodAn anonymised cross-sectional online survey was distributed to medical students across three universities. The previously validated Davis’s Interpersonal Reactivity Index was used to quantify empathy. The survey also collected information on age, sex, ethnicity, year of medical school training and included a free-text box for ‘any other comments’.ResultsData analysis is currently underway with high response rates. Mean empathy scores by age, sex, year of study and ethnic group are presented. A correlation analysis will examine associations between age and year of study, and mean empathy sores.ConclusionThese data will help to provide a better understanding of empathy levels to inform the provision of future empathy training and medical school curriculum design. Given previous evidence linking experiences of empathy to better health outcomes, the findings may also be significant to future patient care

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

scholarly journals Survey of Osteopathic Medical Students Regarding Physician Shadowing Experiences Before and During Medical School Training

2019 ◽  
Vol 6 ◽  
pp. 238212051985204
Author(s):  
Erik Langenau ◽  
Sarah B Frank ◽  
Sarah J Calardo ◽  
Michael B Roberts
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
Student Experiences ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Care Experience ◽  
Ensure Patient Safety ◽  
College Of Osteopathic Medicine

Introduction: Shadowing a physician is an observational experience which includes a student observing a licensed healthcare provider caring for patients. Shadowing is commonly done by students before and during medical school, but little is known about the nature or extent of these extra-curricular observational experiences. Objective: We hypothesized that shadowing experiences were common yet variable. We investigated the prevalence, nature, and perceived value of medical student experiences with shadowing physicians (both before and during medical school). Methods: This survey-based study was non-experimental with a cross-sectional convenience sample of osteopathic medical students about their shadowing experiences before and during medical school. The survey was sent to all matriculated osteopathic medical students (OMS1-4) for the 2017 to 2018 academic year from two medical schools: Philadelphia College of Osteopathic Medicine (PCOM) (1084 total students) and PCOM-Georgia (554 total students). The final survey instrument included three sections: demographics (6 questions), pre-medical shadowing experiences (21 questions), and medical student shadowing experiences (24 questions). Results: Respondents (357) identified themselves as OMS1 (96), OMS2 (89), OMS3 (73), OMS4 (95) and other (2, OMS5) with enrollment at PCOM-Philadelphia (242) and PCOM-Georgia (115). Among survey respondents, 339 (95.5%) reported shadowing a physician as a pre-medical student, and 110 (30.8%) reported shadowing (outside of their required clinical rotations) a physician during medical school. Requirements to participate were inconsistent; fewer than 50% of shadowing experiences required Health Insurance Portability and Accountability Act of 1996 (HIPAA) training, proof of vaccination, or purified protein derivative (PPD) documentation. In addition to observation, pre-medical and medical students, respectively, participated in history taking (44 [13%], 47 [42.7%]), physical examinations (45 [13.3%], 44 [40%]) and procedures (13, [3.8%], 20 [18.2%]) during their shadowing experiences. Motivations to participate in shadowing varied between pre-medical and medical student experiences, but both groups mentioned their desire to learn more about a particular discipline, obtain letters of recommendation, and gain patient care experience. Students recommended both pre-medical (273 [80.5%]) and medical school (93 [84.5%]) shadowing to future students. Conclusion: Shadowing remains a common and important tool for students to learn about patient care, medicine and careers. The nature of each shadowing experience and participation requirements are quite variable. Measures to ensure patient safety, confidentiality, liability and supervision are inconsistently applied. Promoting guidelines, as well as codes of conduct, for shadowing could serve as a helpful resource for students, academic advisors and supervising clinicians.

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