scholarly journals Final Year 5 Students’ Exit Evaluation of the Asia Metropolitan University MBBS Program

Author(s):  
Amaluddin Ahmad ◽  
Soe Soe Aye ◽  
Roy RilleraMarzo

Introduction: An exit evaluation study by the final year graduating students was done Just prior to the completion of the third batch of the MBBS program at Asia Metropolitan University (AMU).Objective: (1) To determine whether the MBBS program had enabled the students to (a)attain the eight Program Learning outcomes (PLO); (b)to achieve the eight major competency areas expected upon completion of the program; and (2) To look into the strengths and weaknesses of the program from the graduating final year students’ perspectives.Methods: A descriptive study was done among 18 medical students who were doing senior clerkship posting. A self-administered questionnaire including one open ended question was used for the study. Informed consent was obtained from the participants, assuring them on confidentiality. Data gathered were analysed using SPSS version 23.Results: Most of the students (77%) feel that the program had enabled them to attain each one of the eight Program Learning Outcomes(PLO); between 60-78% achieved competencies in each one of the eight major areas expected at the end of course. The strengths included experienced lecturers, smooth implementation of the program, well designed curriculum while weakness was deficiency in clinical skills, training facilities, number of lecturers, case mix and adequacy of clinical exposure. The weaknesses include readiness to be a self-directed learner.Conclusion: Majority of the students attained each of the eight (PLO) competencies. The strengths were identified and discussed. The study has paved the way for a more detailed indepth study with more samples among the future graduating batches.International Journal of Human and Health Sciences Supplementary Issue: 2021 Page: S12

Resuscitation ◽  
2008 ◽  
Vol 77 ◽  
pp. S55
Author(s):  
B. Langham ◽  
S. Canaway ◽  
D. Jones ◽  
M. Dawson ◽  
M. Riyat

2013 ◽  
Vol 88 (2) ◽  
pp. 192-197 ◽  
Author(s):  
David Topps ◽  
Joyce Helmer ◽  
Rachel Ellaway

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.


2019 ◽  
pp. 1379-1392 ◽  
Author(s):  
Halima E. Samra ◽  
Alice S. Li ◽  
Ben Soh ◽  
Mohammed A. AlZain

Cloud-based technologies play a significant role in the technology-enhanced learning domain. The adoption of cloud technologies in the educational environment has a positive impact on the learning process by offering new tools and services to improve and support the learning life cycle, including interactivity. In specific fields, such as clinical skills training, that involve computer-intensive training scenarios, there is an increased demand to deliver training services to a larger number of learners, therefore the need for cloud services. However, to date there has been a lack of a formalized framework relating to the use of cloud computing for on-demand interactive e-training resources. This paper is to formalize a theoretical framework for an interactive e-training system particularly for clinical skills training, taking into consideration e-training system requirements and with a focus on applying cloud technologies to ensure the dynamic scalability of services and computing power while maintaining QoS and security


1970 ◽  
Vol 14 (2) ◽  
pp. 203-212 ◽  
Author(s):  
Gwi Hwa Park ◽  
Hi Jung Koh ◽  
In Suck Choi ◽  
Young Don Lee ◽  
Yoon Myung Yim ◽  
...  

2000 ◽  
Vol 2 (3) ◽  
pp. 125-129 ◽  
Author(s):  
SL Hatcher ◽  
JA Chamberlain

2017 ◽  
Vol 7 (7) ◽  
pp. 66 ◽  
Author(s):  
Cecilie Haraldseid ◽  
Karina Aase

Background and objective: The use of technology has become the norm in nursing education. While technology has opened up for more flexible, active, student-focused teaching methods, its introduction has also brought challenges regarding its use and implementation. Recent literature has concentrated on how to best implement technology, but little attention has focused on observing student practices during technology use. Therefore, it is unknown how to optimize technology use within clinical skills training. The objective of this study was to investigate how groups of nursing students utilize a technology-based learning tool.Methods: An observational study with an exploratory design was implemented using video recordings as the data material.Results: The results indicated a high level of variability in nursing students’ performance and ability to utilize a technological tool while working in groups. The variability during clinical skills training was associated with four factors: level of competence, motivation to learn, role clarification, and collaborative problem-solving skills.Conclusions: The results of the study indicated variability in groups of nursing students’ ability to employ a technological tool during a selected procedure—namely, wound care and dressing. These findings suggest that a set of implications for faculty members should be developed. Specifically, staff and students should be prepared prior to using technology by focusing on group dynamics, group composition, development of collaborative problem-solving skills, and role modeling. 


2018 ◽  
Vol 29 (1) ◽  
pp. 173-179 ◽  
Author(s):  
Josephine Seale ◽  
Madeleine Knoetze ◽  
Anita Phung ◽  
David Prior ◽  
Colin Butchers

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