scholarly journals Second Teachers’ Training Workshop: Feedback of the Participant Faculty Members

2021 ◽  
Vol 9 (02) ◽  
pp. 89-93
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Narayan Gautam
Keyword(s):  
Group Work ◽  
Faculty Members ◽  
Development Programs ◽  
Training Workshop ◽  
Medical Sciences ◽  
Teaching Learning ◽  
Almost All ◽  
Teachers Training ◽  
And Training ◽  
Structured Questionnaire

INTRODUCTION: Teachers training is amongst the faculty development programs that facilitates in acquiring, and updating educational skills, thereby improving teaching learning practices. Universal College of Medical Sciences (UCMS) Bhairahawa, Nepal organized second teachers training workshop in September 8-13, 2019. The objective of this study was to seek the immediate reaction of the participant faculty members and assess it MATERIAL AND METHODS: The valid semi-structured questionnaire was used for taking feedback of the participants. The questionnaire was composed of four parts: A) demographic information, B) overall feedback on training workshop, C) feedback on specific group of sessions and D) Feedback regarding strengths, area for improvement, immediate impact and application in practice. Data was analyzed using SPSS version 21.  RESULTS: The participants rated training on scale 1-10 (1=poor, 10=excellent) regarding its usefulness (7.88±1.58), content (7.44±1.55), relevance of session & content (7.69±1.49), facilitation (7.25± 1.69) and training as overall (7.94± 1.44). The rating was notable. The rating on Likert scale 1-4 (1= not important, 4= extremely important) for “sessions on curriculum” (3.38±0.50), “sessions on teaching/learning methods” (3.25±0.68), “sessions on PBL” (3.06±0.68), “sessions on microteaching” (3.56±0.51) and sessions on assessment (3.19±0.75) was also remarkable. All participants strongly agreed (4.00±0.0), training has transformed them as better educator. The participants shared adequate content delivered systematically, group work exercises were best resources, and resource persons were friendly and competent, and suggested to reduce time of training and include more group work. Almost all participants except one perceived training has enormous impact on them academically, professionally and personally and all committed what’s learnt/acquired will apply in practice. CONCLUSION: Overall, reaction of the participants was constructive and they acknowledged the importance of training and agreed training has transformed them as better educators. Almost all participants perceived training has immense impact on them academically and they committed what’s learnt will apply in practice.

scholarly journals Training teachers to teach bioethics: evaluation using Kirkpatrick model

2018 ◽  
Vol 5 (2) ◽  
pp. 103-106
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Shital Bhandary
Keyword(s):  
Core Curriculum ◽  
Descriptive Analysis ◽  
Faculty Members ◽  
Written Feedback ◽  
Training Workshop ◽  
Group Discussions ◽  
Practice Teaching ◽  
Kirkpatrick Model ◽  
Teachers Training ◽  
Structured Questionnaire

Bioethics helps define the values and guidelines governing decision making in health profession practice. Teaching ethics to medical students demand teachers trained in bioethics. With this aim, “Teachers Training Workshop on Bioethics” was arranged with the objective to get feedback from the participants on effectiveness of bioethics teaching. Twelve faculty members participated in four days Teachers Training Workshop on Bioethics during Dec 27-30, 2016, at Patan Academy of Health Sciences, Nepal. Sixteen thematic topics were chosen from UNESCO Bioethics Core Curriculum. There were four rounds of presentations, and each round had four topics. Small group discussions, presentations and case scenarios were main methods used in the training. Written feedback was taken on semi-structured questionnaire with items- four closed ended and three open ended. Descriptive analysis was done.  The level of confidence of the participants after participation in training workshop enhanced for teaching Bioethics, taking ethical decision and resolving ethical dilemma. As per participants open ended responses, “Active participation of the participants” and “Interactive sessions” were good points whereas “More references required, not only of UNESCO curriculum” was the area for improvement. The training enhanced overall confidence level of the participants.

scholarly journals Trainings to Train Teachers Helping Dental Students Learn Ethics: Feedback of the Participants

2020 ◽  
Vol 8 (1) ◽  
pp. 80-82
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani
Keyword(s):  
Positive Impact ◽  
Likert Scale ◽  
Dental Students ◽  
Faculty Members ◽  
Medical Sciences ◽  
Short Term ◽  
Ethics Teaching ◽  
Interactive Session ◽  
And Training ◽  
Structured Questionnaire

INTRODUCTION: Short-term trainings for faculty members in ethics at different contexts have been shown positive impact. The objective of this study was to assess the feedback of the participant faculty. MATERIAL AND METHODS: Three short trainings to train teachers helping dental students learn ethics were organized in Jan-Feb 2019 in Universal College of Medical Sciences Bhairahawa Nepal. Twenty-five dental faculty members participated in these training; each training was of four hours. At the end of each training feedback was taken from the participants on semi-structured questionnaire. RESULTS: The rating of participants was notable on scale 1-10 for usefulness (8.84±1.03), content (8.36±1.35), relevance (8.68±0.90), facilitation (8.72± 1.21) and overall 8.92± 0.91. Their confidence level in conducting and facilitating "Think-Pair- Share" interactive session (3.68±0.69) and "Group-Work Discussion" (3.76±0.83) have increased on Likert scale 1-5. Participants rated teaching dental clinical ethics session as extremely important (3.96±0.20) on Likert scale 1-4. The participants also expressed they understand the importance of ethics teaching and practices and gained confidence to teach ethics to students. CONCLUSION: The rating on the training is notable; the perception of participants was positive regarding training and training enhanced their confidence to teach students.

scholarly journals Training workshop on performance-based assessment: feedback of the participants faculty

2019 ◽  
Vol 9 (1) ◽  
pp. 61-65
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani
Keyword(s):  
Nursing Faculty ◽  
Group Work ◽  
Healthcare Professionals ◽  
Descriptive Analysis ◽  
Training Session ◽  
Faculty Members ◽  
Training Workshop ◽  
Assessment Feedback ◽  
Performance Based Assessment ◽  
Structured Questionnaire

Background: Performance-based assessment (PBA) concentrate on “Does” level of Miller’s Triangle Model of assessment and assess the ability of healthcare professionals to practice safely in different situations and context. It is essential to train faculty members how to conduct PBA. Methods: One-day training workshop on PBA was organized at Liaquat Uni­versity of Medical & Health Sciences Jamshoro, Sindh Pakistan in November 08, 2017 with objective “participants learn to apply PBA tools in practice”. There were two sessions of training; session one covered basics, levels and tools of assessment and blueprinting for assessment and session two PBA and its tools. Tutorial, brainstorming and activity based small group work were methods utilized for the training. Feedback of the participants was taken on semi-structured questionnaire. Descriptive analysis was done using SPSS. Results: Twenty-two participants selected from basic, clinical, and dental sciences and nursing faculty. The participants rated workshop on scale of 1-10 (1=poor, 10=excellent) for usefulness of training (8.64 ± 1.62), content of training (8.27 ± 1.52), relevance of training & content (8.59 ± 1.40), facilitation of training (8.77 ± 1.34) and overall (8.77 ± 1.38). After training participants were very confident in developing blueprint for assessment (3.91±0.61), using mini-CEX (3.64±0.58), and confident using DOPS (3.63±0.73), MSF (3.55±0.74) and Portfolio (3.68±0.84). More than one third of the partici­pants recommended to arrange more training workshop on different aspects of medical education. Conclusions: It was observed from feedback that participants realize the importance of PBA training and stress to have trainings for various aspects of health profession education.

Information Literacy Skills among Faculty Members in the College of Horticulture, Bagalkote, Karnataka: A Study

2019 ◽  
Vol 9 (2) ◽  
pp. 71-75
Author(s):  
K. N. Hemavathi ◽  
M. Chandrashekara
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Faculty Members ◽  
Survey Method ◽  
Total Response Rate ◽  
Information Literacy Skills ◽  
Training Programmes ◽  
College Library ◽  
And Training ◽  
Structured Questionnaire

The present study explores the information literacy skills among the faculty members of the College of Horticulture, Bagalkote, Karnataka. A survey method was adopted in the study. The structured questionnaire was designed for data collection. A total of 110 questionnaires were distributed and 90 questionnaires were received back. The total response rate was 81.81 percent. The study found that the majority of the faculty members have better knowledge and skills about the use of different types of sources, tools, and services. The respondents suggested that the college library should conduct seminars, workshops, and training programmes from experts to improve information literacy skills.

scholarly journals Self-reported Confidence of the Dental Faculty Participants of “Training Workshop on Objective Structured Clinical Examination (OSCE)”

2020 ◽  
Vol 8 (1) ◽  
pp. 34-39
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Nitasha Sharma
Keyword(s):  
Clinical Examination ◽  
Clinical Skills ◽  
Health Professions ◽  
Assessment Tools ◽  
Objective Structured Clinical Examination ◽  
Demographic Information ◽  
Training Workshop ◽  
Medical Sciences ◽  
Course Content ◽  
Structured Questionnaire

Background and Objectives: Objective Structured Clinical Examination (OSCE) is one of the assessment tools used to assess the clinical skills. Health Professions Training Committee (HPTC), Universal College of Medical Sciences (UCMS), Bhairahawa, Nepal organized 2-days Training Workshop on OSCE in Feb 13-14, 2020 for dental faculty. The objective of this study was to assess the feedback of the participants of training workshop on OSCE and their self-reported confidence using retro-pre-questionnaire. Material and methods: The feedback was taken on the pretested semi-structured questionnaire comprised of four parts: A. Demographic Information, B. Overall feedback on the training workshop- (closed-ended questions), C. Feedback on specific sessions conducted in the training workshop on retro-pre-questionnaire and D. Feedback on good points/strengths of the raining workshop and areas for improvement- (open-ended questions). Analysis was done with SPSS-21. Results: The rating of the participants on training workshop for usefulness, course content of training, relevance of session & content, facilitation and overall was notable. Participants’ self-reported confidence remarkably enhanced after participation in the training workshop(before vs after)on all four skills; develop blueprint for the assessment (1.33±0.5 vs 3.33±0.50), develop blueprint and test map for OSCE (1.22±0.44 vs 3.11±0.33), develop OSCE station (33±0.70 vs 3.67±0.50) and conduct OSCE examination (1.22±0.67 vs 3.33±0.50). Participants stated “the training workshop was interactive and participatory” and suggested to include more dental related tasks in training. Conclusion: Overall the feedback of the participants was positive and noteworthy. Participants’ self-reported confidence remarkably enhanced after participation in the training workshop.

scholarly journals Designing a non-clinical model of professionalism in education for faculty members of a medical sciences university in Iran: A grounded theory study

2019 ◽  
Vol 8 (1) ◽  
pp. 48-57
Author(s):  
Monireh Sabouri ◽  
Behnam Talebi ◽  
Zarrin Daneshvar Harris ◽  
Mahasti Alizadeh
Keyword(s):  
Grounded Theory ◽  
Clinical Education ◽  
Social Trust ◽  
Personal Characteristics ◽  
Faculty Members ◽  
Social Infrastructure ◽  
Medical Sciences ◽  
Clinical Model ◽  
Grounded Theory Study ◽  
Teaching Learning

Background: Today, professionalism is considered a competitive advantage and its observance at a university is the guarantee of the teaching -learning process in education. The purpose of this study was to design an educational model of professionalism for faculty members at the Tabriz University of Medical Sciences. Methods: This grounded theory study was conducted using a qualitative approach in 2018. The participants of this study were 16 faculty members of the Tabriz University of Medical Sciences. Sampling was purposeful and continued until data saturation. Data was collected by semistructured interviews. Two methods of reviewing participants and reviewing non-participant experts were used in the data validation. Interview data were analyzed by Strauss and Corbin method. Results: The central core theme of the present study is that ethics in non-clinical education can be categorized in four components: personal characteristics, social interactions, teaching skills, and professional characteristics. Based on casual, contextual and interaction conditions, some strategies were developed and the final model is based on this information. Conclusion: Considering the positive implications of professionalism, increasing productivity in the university, the educational system dynamism, promoting professionalism and developing strategic plans, authorities must focus more on academic and social infrastructure to achieve educational quality and social trust.

scholarly journals Student’s Accreditation of integrated Medical Education in Nepal

2011 ◽  
Vol 2 (1) ◽  
pp. 49-52 ◽  
Author(s):  
Indrajit Banerjee ◽  
Akhilesh Chandra Jauhari ◽  
Ajay Chandra Johorey ◽  
Sudesh Gyawali ◽  
Archana Saha
Keyword(s):  
Medical Education ◽  
Pilot Study ◽  
Medical Studies ◽  
Main Study ◽  
Medical Sciences ◽  
Policy Makers ◽  
Evaluation Procedures ◽  
The Government ◽  
Teaching Learning ◽  
Structured Questionnaire

Objective: Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers in education ministry without consulting the students for whom it is made. Student’s Accreditation of curriculum may be useful in further modification of teaching & learning methods. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree is going on for more than two decades, until now no Accreditation has been done as to what type of Doctors we are producing. The aim of the study was to find out whether integrated teaching or classical medical studies produce better doctors. Material & Methods: The study was conducted from November 2009 to February 2010 at Manipal college of Medical Sciences, Pokhara, Nepal. The present study was done to asses the teaching/learning and evaluation procedures adopted by getting Accreditation from students of 2nd, 3rd and 4th semester A structured questionnaire was prepared and a pilot study consisting of 10 students from each batch (randomly selected) was done. Results were analyzed and discussed by the authors before undertaking the main study. Later in the main study accreditation of 186 medical students was collected by same multigraded questionnaire and analyzed for the benefit of further modification of medical education by universities and medical colleges in Nepal in particular and general elsewhere. Results: All the results of the study were discussed in detailed one by one in discussion .Out of them for example one of the result of the study was that subjects like Pathology, Microbiology & Pharmacology should be reduced or not at all taught in first 2 semesters and should be continued till 7th semester like community medicine when the students attend clinical subjects for better understanding of medicine and producing better doctors. Conclusion: Overall the results were alarming & may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future. Key Words: Medical Education; Multigraded Questionnaire; Bachelor of Medicine & Bachelor of Surgery DOI: 10.3126/ajms.v2i1.3592 Asian Journal of Medical Sciences 2 (2011) 49-52

scholarly journals Inquiry survey regarding awareness of the faculty members about curriculum

2018 ◽  
Vol 8 (2) ◽  
pp. 1-5
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Gopendra Prasad Deo
Keyword(s):  
Health Professionals ◽  
Faculty Members ◽  
Research Center ◽  
Training Workshop ◽  
Medical College ◽  
Teachers Training ◽  
Medical Colleges

Introduction: The main objectives of this inquiry survey were to get information from the participants of 4th, 5th & 6th teachers training workshop about the types of curriculum implemented in medical colleges in Nepal and whether they possess the copy of curriculum and study it. Methods: Inquiry survey regarding awareness of the faculty members about curriculum was done during 4th, 5th & 6th teachers training workshop held in February 27–March 3, 2016, September 5–10, 2016, and March 25- 30, 2017 respectively at Health Professionals’ Education and Research Center, Chitwan Medical College, Bharatpur, Nepal. Questionnaire was developed and piloted in 3rd teachers training workshop held in July 26–31, 2015 and subsequently used in 4th,5th & 6th workshop for inquiry survey. Results: Around 20% participants didn’t respond to question 1 (What types of curriculum is being implemented in medical colleges in Nepal?) and 2 (whether they possess the copy of curriculum and study it?), while around 11% and 18% had no idea on question 1 & 2 respectively. Response of around 20% participants on question 1 & 2 was acceptable while response of around 48% and 42% participants on question 1 & 2 respectively was vague. Two of 45 participants possessed the copy of curriculum while seven of 43 participants seen the curriculum. All participants agreed to have copy of curriculum and understand it. Conclusion: Majority of the participants didn’t aware of the curriculum, so authors recommended to management to provide copy of curriculum to faculty members and students too.

scholarly journals Blog as supporting tools in the teaching-learning process of clinical semiology

2018 ◽  
Vol 2 (1) ◽  
pp. 114
Author(s):  
Natália Mendonça ◽  
Natalia Fonseca
Keyword(s):  
Public Health ◽  
Group Work ◽  
Personal Growth ◽  
Technical Skills ◽  
Faculty Members ◽  
Main Difficulty ◽  
High Quality ◽  
School Of Medicine ◽  
Teaching Learning ◽  
Technology Advance

Background: By technology advance, the medical teaching needed an update to support all changing, araising new tools for learning and medical practice. Summary: The Clinical Semiology Blog is a project developed by monitors of the discipline Clinical Semiology I, together with faculty members from the Bahiana School of Medicine and Public Health with the purpose of developing skills and disclosure of a high quality content. The blog is divided in sections making possible the development of many skills. Summary of the results: The Semiology Blog works as a source of learning to students and monitors. The development of each publication demands different skills, making possible the continuos update and sourcing for knowledge. Keeping active is a difficult choir, so is group work, those are the main difficulty to continue with the project. Conclusion: The Semiology blog has shown to be an important tool of learning to monitor and students. The difficulty inherited to this project turns out to be an important way of developing technical skills, to personal growth and bounding.

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