scholarly journals RELATION OF EXAMINATION PERFORMANCE AND CLASS ATTENDANCE OF MBBS STUDENTS IN PHARMACOLOGY - A RETROSPECTIVE STUDY

2021 ◽  
Vol 9 (12) ◽  
pp. 536-539
Author(s):  
Sailajapriyadarsini Parlapalli ◽  
◽  
Sekhar Babu Bandar ◽  
Kakarla Swarnalatha ◽  
◽  
...  
Keyword(s):  
Medical Education ◽  
Retrospective Study ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
P Value ◽  
Student Attendance ◽  
Internal Assessment ◽  
Affective Attitude ◽  
Regulatory Perspective ◽  
Second Year

Introduction: Students attendance is considered as an important factor in the academic performance of medical students. Student attendance is an integral part of professional development and, from a regulatory perspective, considered evidence of professionalism.Aim of the undergraduate medical education is to produce competent doctors with adequate medical knowledge, affective attitude for the patients and proper clinical skills for practice Medical education demands high attendance for good understanding and grasps over the subject Aim: To study the relationship between student attendance and their performance in theory examination. Study design: A retrospective study was conducted among Second year MBBS pharmacology students. Student classroom (theory) attendance was compared with their marks secured in the internal assessment conducted by the pharmacology department. Materials and method: The second year MBBS students who attended pharmacology internal assessment were included in the study. The attendance of a total of 145 students was compared with their internal assessment marks. Statistical analysis was performed using ANOVA. Results: Among 145 students more number of students attendance lied between 61-70 percent.Only 2 of them got more than 90 percent attendance, in this one got below 50 percent marks and6 of them got less than 50 percent in both marks and attendance. Discussion: This study clearly demonstrated that the higher the percentage of attendance lesser is the chance of failure in theory internal assessment (P value is 0.002). It shows attending the theory lectures is significant to perform in the examinations.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

scholarly journals The “Zing Factor”—How Do Faculty Describe the Best Pediatrics Residents?

2014 ◽  
Vol 6 (1) ◽  
pp. 106-111 ◽  
Author(s):  
Glenn Rosenbluth ◽  
Bridget O'Brien ◽  
Emily M. Asher ◽  
Christine S. Cho
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Knowledge Integration ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Residency Programs ◽  
Graduate Medical ◽  
Trained Interviewer ◽  
And Behaviors ◽  
Assessment Strategies

Abstract Background Faculty in graduate medical education programs may not have uniform approaches to differentiating the quality of residents, and reviews of evaluations suggest that faculty use different standards when assessing residents. Standards for assessing residents also do not consistently map to items on evaluation forms. One way to improve assessment is to reach consensus on the traits and behaviors that are (or should be) present in the best residents. Methods A trained interviewer conducted semistructured interviews with faculty affiliated with 2 pediatrics residency programs until content saturation was achieved. Interviewees were asked to describe specific traits present in residents they identify as the best. Interviews were recorded and transcribed. We used an iterative, inductive approach to generate a coding scheme and identify common themes. Results From 23 interviews, we identified 7 thematic categories of traits and behaviors: personality, energy, professionalism, team behaviors, self-improvement behaviors, patient-interaction behaviors, and medical knowledge and clinical skills (including a subcategory, knowledge integration). Most faculty interviewees focused on traits like passion, enthusiasm, maturity, and reliability. Examination score or intelligence was mentioned less frequently than traits and behaviors categorized under personality and professionalism. Conclusions Faculty identified many traits and behaviors in the residents they define as the best. The thematic categories had incomplete overlap with Accreditation Council for Graduate Medical Education (ACGME) and CanMEDS competencies. This research highlights the ongoing need to review our assessment strategies, and may have implications for the ACGME Milestone Project.

scholarly journals The Associations Between Residents' Behavior and the Thomas-Kilmann Conflict MODE Instrument

2010 ◽  
Vol 2 (1) ◽  
pp. 118-125 ◽  
Author(s):  
Dotun Ogunyemi ◽  
Susie Fong ◽  
Geoff Elmore ◽  
Devra Korwin ◽  
Ricardo Azziz
Keyword(s):  
Medical Education ◽  
Communication Skills ◽  
Faculty Evaluation ◽  
Medical Knowledge ◽  
Problem Based Learning ◽  
Learning System ◽  
P Value ◽  
Faculty Evaluations ◽  
Positive Correlations ◽  
Knowledge Communication

Abstract Objective To assess if the Thomas-Kilmann Conflict MODE Instrument predicts residents’ performance. Study Design Nineteen residents were assessed on the Thomas-Kilmann conflict modes of competing, collaborating, compromising, accommodating, and avoiding. Residents were classified as contributors (n  =  6) if they had administrative duties or as concerning (n  =  6) if they were on remediation for academic performance and/or professionalism. Data were compared to faculty evaluations on the Accreditation Council for Graduate Medical Education (ACGME) competencies. P value of < .05 was considered significant. Results Contributors had significantly higher competing scores (58% versus 17%; P  =  .01), with lower accommodating (50% versus 81%; P 5 .01) and avoiding (32% versus 84%; P  =  .01) scores; while concerning residents had significantly lower collaborating scores (10% versus 31%; P  =  .01), with higher avoiding (90% versus 57%; P  =  .006) and accommodating (86% versus 65%; P  =  .03) scores. There were significant positive correlations between residents’ collaborating scores with faculty ACGME competency evaluations of medical knowledge, communication skills, problem-based learning, system-based practice, and professionalism. There were also positive significant correlations between compromising scores and faculty evaluations of problem-based learning and professionalism with negative significant correlations between avoiding scores and faculty evaluations of problem-based learning, communication skills and professionalism. Conclusions Residents who successfully execute administrative duties are likely to have a Thomas-Kilmann profile high in collaborating and competing but low in avoiding and accommodating. Residents who have problems adjusting are likely to have the opposite profile. The profile seems to predict faculty evaluation on the ACGME competencies.

scholarly journals Classic clinical descriptions of disease: curing medical education with a dose of the past

2021 ◽  
Vol 9 (37) ◽  
pp. 54-59
Author(s):  
Erin Choi ◽  
Sonia Khan ◽  
Laxmi Chintakayala ◽  
Katherine Holder ◽  
Bernardo Galvan ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
The United States ◽  
School Curriculum ◽  
Laboratory Findings ◽  
Medical Licensing ◽  
Usmle Step 1 ◽  
Texas Tech University ◽  
Diagnostic Technologies

The importance of clinical skills, including obtaining patient history and performing physical examination, has been de-emphasized in the modern medical school curriculum. With advancements in diagnostic technologies, the clinical presentation of diseases in medical textbooks has been simplified, diminished, and largely replaced with detailed pathophysiology and laboratory findings. The implementation of the United States Medical Licensing Exam (USMLE) Step 1 has also contributed in pushing medical education toward classroom-based learning rather than emphasizing clinical experience. Clinical skills competency is crucial to accurately diagnose patients and simultaneously lowers health care costs by not relying on unneeded diagnostic tests. To address this gap in medical knowledge, a group of students at Texas Tech University Health Sciences Center, Lubbock, Texas, have created a website documenting classic clinical disease descriptions written by some of the renowned physicians from the 19th and 20th centuries, including Osler, Flint, Gowers, etc. This website will continue to grow and will be a useful tool for professors, physicians, and medical students.

scholarly journals Students’ perception regarding skill lab training in medical education

2019 ◽  
Vol 26 (06) ◽  
Author(s):  
Shezadi Sabah Imran ◽  
Musarat Ramzan ◽  
Fatima Tuz Zahra ◽  
Farhana Kausar ◽  
Benish Khan ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Goodness Of Fit ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Demographic Data ◽  
Clinical Skill ◽  
P Value ◽  
Goodness Of Fit Test ◽  
Cross Sectional

Introduction: Clinical skills refer to the skills required for a clinician to manage a complete patient encounter. Clinical skill laboratories provide the facility to medical students and medical staff to learn the clinical skills before applying them on patients. Objectives: To evaluate perception of medical students regarding skill lab training. Study Design: Cross -sectional study. Study Setting: Wah Medical College. Period: January 2017 to June 2017. Study Subject: Students of Final Year M.B.B.S. Sample Size: 114 students. Sampling Technique: Convenient sampling. Data Collection Procedure: With informed consent of participants, questionnaires were filled by students themselves. Questionnaire was comprised of two parts; first part comprised of demographic data, second part comprised of 18 questions to determine perception of medical students about skill lab training. The responses of 18 questions were measured on four-point Likert scale from strongly disagree to agree. Data Analysis: Data was analyzed by using SPSS version 19, frequencies and percentages were calculated. The Chi square- goodness of fit test for one sample was applied on various levels of agreement. The p value of less than 0.05 was considered as significant. Results: The mean age of 114 students was 23.4 years with minimum age of 21 years and maximum of 26 years. Male students were 45(39%) and 69(61%) were female students. Out of 114 medical students108 (94.8%) students preferred to practice in skill lab before performing it on patient and they also had an opinion that the mentor must be friendly and helpful during teaching. Among them 107 (93.9%) students desired that procedures in the skill lab should be performed by the mentors first in front of students and 103 (90.4%) students thought that training of practical skills improve their learning. Out of them 94(82.5%) students believed that skill lab training increased their motivation to become a doctor, 102 (89.5%) students thought that skill lab practice provides a feeling of security for learning process and 100 (87.7%) students had an opinion that it should be a compulsory part of medical curriculum and even it should be started from the first year of the medical education. P value of level of agreement of all the variables regarding perception about skill lab training was found to be < 0.001 which was statistically significant. Conclusion: The students believed that skill lab training is very useful for them and they preferred to practice on manikin before dealing with the patients.

Flipping the Medical School Classroom

2019 ◽  
pp. 305-315
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This chapter identifies tools and strategies of how to incorporate flipped lectures into medical education.

scholarly journals A Comparison of the Clinical and Radiological Extent of Denosumab (Xgeva®) Related Osteonecrosis of the Jaw: A Retrospective Study

2021 ◽  
Vol 10 (11) ◽  
pp. 2390
Author(s):  
Zineb Assili ◽  
Gilles Dolivet ◽  
Julia Salleron ◽  
Claire Griffaton-Tallandier ◽  
Claire Egloff-Juras ◽  
...  
Keyword(s):  
Retrospective Study ◽  
Cumulative Incidence ◽  
Side Effect ◽  
Osteonecrosis Of The Jaw ◽  
Exposed Group ◽  
Severe Side Effect ◽  
Dental Arch ◽  
P Value ◽  
The Difference ◽  
Bone Exposure

Medication-related osteonecrosis of the jaw (MRONJ) is a severe side effect of antiresorptive medication. The aim of this study was to evaluate the incidence of denosumab-related osteonecrosis of the jaw and to compare the clinical and radiological extent of osteonecrosis. A retrospective study of patients who received Xgeva® at the Institut de Cancérologie de Lorraine (ICL) was performed. Patients for whom clinical and radiological (CBCT) data were available were divided into two groups: “exposed” for patients with bone exposure and “fistula” when only a fistula through which the bone could be probed was observed. The difference between clinical and radiological extent was assessed. The p-value was set at 0.05, and a total of 246 patients were included. The cumulative incidence of osteonecrosis was 0.9% at 6 months, 7% at 12 months, and 15% from 24 months. The clinical extent of MRONJ was significantly less than their radiological extent: in the “exposed” group, 17 areas (45%) were less extensive clinically than radiologically (p < 0.001) and respectively 6 (67%) for the “fistula” group (p < 0.031). It would seem that a CBCT is essential to know the real extent of MRONJ. Thus, it would seem interesting to systematically perform a CBCT during the diagnosis of MRONJ, exploring the entire affected dental arch.

scholarly journals The Impact of an Educational Program on Medical Students’ Knowledge and Awareness of Elder Abuse

2021 ◽  
Vol 8 ◽  
pp. 238212052110164
Author(s):  
Abbie West ◽  
Cara Cawley ◽  
Elizabeth Crow ◽  
Alexis M. Stoner ◽  
Natalie M. Fadel ◽  
...  
Keyword(s):  
Medical Students ◽  
Educational Program ◽  
Survey Methodology ◽  
Elder Abuse ◽  
P Value ◽  
Significant Difference ◽  
Survey Results ◽  
Second Year ◽  
College Of Osteopathic Medicine ◽  
The Impact

Objective: Approximately 1 in 6 adults 60 and older have experienced a form of abuse in the past year. Many cases remain under-reported due to lack of knowledge and awareness. This study created an educational program on elder abuse for medical students to determine if participation would increase knowledge and awareness of elder abuse. Methods: This study used a pre and post survey methodology to evaluate students’ knowledge and awareness of elder abuse before and after participating in this educational program. Sixty first and second year osteopathic medical students at the Edward Via College of Osteopathic Medicine, Carolinas Campus participated in this study. Students were emailed a pre-survey to evaluate their pre-existing knowledge and awareness. The survey was, previously created by the Student Training on Preventing Domestic Violence (STOP-DV) team using validated measures. Participants then attended educational events about various forms of elder abuse and recognizing its associated signs, and afterward completed the post-survey. The results were compared using t-tests to determine if there was a significant difference. Results: First and second year students differed significantly in pre-survey results of knowledge but not post-survey results. The results showed a significant difference in overall mean knowledge ( P-value < .001) and awareness scores ( P-value < .001) in all students. Conclusion: These results suggest education on elder abuse can enable future physicians to better recognize, understand, and support older adults regarding elder maltreatment.

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

scholarly journals Validity of the Diabetes, Hypertension and Hyperlipidaemia (DHL) Knowledge Instrument among Medical Students of Karachi

2016 ◽  
Vol 9 (1) ◽  
pp. 265
Author(s):  
Muhammad Bilal ◽  
Abdul Haseeb ◽  
Aleena Zehra Merchant ◽  
Muhammad Ahad Sher Khan ◽  
Arsalan Majeed Adam ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Knowledge Score ◽  
Educational Status ◽  
Educational Programs ◽  
P Value ◽  
Medical College ◽  
Knowledge Based ◽  
The Mean ◽  
Knowledge Levels

BACKGROUND: While there have been a number of studies on DM, hypertension and hyperlipidaemia, an instrument which assesses knowledge based on all three conditions has neither been established nor authorized in Pakistan. Hence, the focus of this study was to establish a pre- tested extensive questionnaire to evaluate medical students’ understanding of DM, hypertension, hyperlipidaemia and their medications for use.METHODS: A pre-validated and pre-tested DHL instrument was employed on 250 students of Dow Medical and Sindh Medical College and on 45 physicians working in a leading teaching hospital of Karachi. The DHL knowledge instrument was then distributed a second time to the very same set of students, after a period of 2 months, at the end of the foundation module, once they had received some basic formal medical education including diabetes and CVS diseases.RESULTS: The overall internal consistency for the DHL instrument failed to comply with the set standard of more than or equal to 0.7 as our results yielded Cronbach’s α of 0.6. Overall the average difficulty factor of 28 questions is 0.41, which highlighted that the instrument was moderately tough. The mean scores for all domains were substantially lower in the students section in comparison to that of the professional section, which had remarkable impact on the overall mean(SD) knowledge score (40.58 ± 14.63 vs. 63.49 ± 06.67 ; p value = 0.00).CONCLUSION: The instrument can be used to recognize people who require educational programs and keep an account of the changes with the passage of time as it could help in differentiating the knowledge levels among its participants based on their educational status.

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