scholarly journals Current Practice of Quality Assurance Scheme (QAS) in Different Medical Colleges of Bangladesh

2017 ◽  
Vol 6 (1) ◽  
pp. 2-7
Author(s):  
Brayan Bankim Halder ◽  
Md Ismail Khan
Keyword(s):  
Quality Assurance ◽  
Faculty Development ◽  
Population Sample ◽  
Research Work ◽  
Current Status ◽  
Cross Sectional ◽  
Teaching Learning ◽  
Assurance Scheme ◽  
Quality Assurance Scheme ◽  
Medical Colleges

This descriptive cross sectional study was carried out to assess the current status of practice of Quality Assurance Scheme(QAS) in different government and non-government medical colleges of Bangladesh. Principals/academic coordinators and students of all the medical colleges were the study population. Sample size were 13 principals/academic coordinators and 760 MBBS students of different phases. Convenience sampling technique was adopted to conduct the study. Two semi-structured self administered questionnaires one for the students and other for the principal/academic coordinator and one checklist were used to collect data from the respondents . Study revealed that 80.8% medical colleges have complete institutional framework of QAS and 68.1% medical colleges have fully functioning operational framework of QAS. Majority of the medical colleges (53.8%) do not have student representatives in academic coordination committee and only 23% medical colleges collected the phase wise evaluation of the course by the students. More than sixty one percent (61.54%) medical colleges have faculty development and review committee and 76.92% medical colleges have faculty development programme. Provision of exchange review visit by the academic coordinators is absent in 84.61% medical colleges. Almost all the medical colleges (92.31%) prepared and submitted the QAS report to NQAB in the last year. Regarding teaching learning 56.7% students were satisfied/very satisfied. A significant number of students (37.9%) gave negative opinion regarding recognition of students opinion in teaching learning. In the present study it was found that 9.1 % teachers of the selected medical colleges were engaged in research work in last year , 15.5% teachers had publication and 14.8% teachers presented scientific paper at various level in last year.Bangladesh Journal of Medical Education Vol.6(1) 2015: 2-7

scholarly journals Quality Assurance Scheme (QAS) in Medical & Dental Colleges in Bangladesh -Teacher's Knowledge

2013 ◽  
Vol 3 (1) ◽  
pp. 6-10
Author(s):  
MHK Talukder ◽  
R Nazneen ◽  
MZ Hossain ◽  
T Nargis ◽  
KK Alam ◽  
...  
Keyword(s):  
Quality Assurance ◽  
Faculty Development ◽  
Simple Random Sampling ◽  
Cross Sectional ◽  
Academic Council ◽  
National Quality ◽  
Operational Frameworks ◽  
Teacher's Knowledge ◽  
Assurance Scheme ◽  
Quality Assurance Scheme

This cross-sectional study was conducted with the objective to assess the teacher's knowledge about ongoing quality assurance scheme (QAS) at different government and nongovernment medical & dental colleges in Bangladesh. Teachers of different categories were the respondents of this study. Self administered structured questionnaire was used to collect data adopting simple random sampling. The study was conducted in 2008 & 2009. The study revealed that both government and nongovernment medical colleges are conducting the QAS in their respective institutions. The academic coordinator play a vital role to run the QAS and for phase coordination. Students also participate as the representative member of the committee. Existing infrastructure of QAS is performing at its best effort but needs further development for upgradation of the services with an aim to improve the performance of the institutes. Principles of QAS are accountability, selfevaluation and external peer review. Major areas of QAS are organizational & operational frameworks. Organizational framework consists of both academic council and course committee. External examiners are appointed by university. External assessors are appointed by academic council but needs faculty approval. Operational framework consists of course appraisal, faculty development, review scheme, & external review. The study recommends that quality assurance scheme (QAS) should be thoroughly implemented and evaluated by the national quality assurance body. Both the organizational and operational frameworks should run along with faculty development and review scheme. Teachers should be more oriented to update their knowledge for better practices of QAS. DOI: http://dx.doi.org/10.3329/bjmb.v3i1.13800 Bangladesh J Med Biochem 2010; 3(1): 6-10

scholarly journals Current Status of Quality Assurance Scheme in Selected Undergraduate Medical Colleges of Bangladesh

2022 ◽  
Vol 13 (1) ◽  
pp. 33-39
Author(s):  
Shamima Rahman ◽  
Mossammat Nigar Sultana ◽  
Pratima Rani Biswas ◽  
Mamata Manjari ◽  
Rokhshana Khatun
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Current Status ◽  
Annual Review ◽  
National Guidelines ◽  
Interview Schedule ◽  
Open Question ◽  
Assurance Scheme ◽  
Quality Assurance Scheme ◽  
Medical Colleges

This descriptive cross sectional study was carried out to determine the current status of Quality Assurance Scheme in undergraduate medical colleges of Bangladesh. This study was carried out in eight (four Government and four Non- Government) medical colleges in Bangladesh over a period from July 2015 to June 2016. The present study had an interview schedule with open question for college authority and another interview schedule with open question for head of department of medical college. Study revealed that 87.5% of college had Quality Assurance Scheme (QAS) in their college, 75% of college authority had regular meeting of academic coordination committee in their college, 50% of college had active Medical Education Unit in their college, 87.5% of college authority said positively on publication of journal in their college. In the present study researchers interviewed 53 heads of department with open question about distribution, collection of personal review form, submission with recommendation to the academic co-coordinator, and annual review meeting of faculty development. The researchers revealed from the interviews that there is total absence of this practice which is directed in national guidelines and tools for Quality Assurance Scheme (QAS) for medical colleges of Bangladesh. Bangladesh Journal of Medical Education Vol.13(1) January 2022: 33-39

scholarly journals Teaching Performances of Trained Teachers at Tutorial Classes of Selected Medical Colleges in Bangladesh: Student's View

2019 ◽  
Vol 14 (1) ◽  
pp. 46-49
Author(s):  
Shamima Parvin ◽  
Md Ahsan Habib ◽  
Humayun Kabir Talukder ◽  
Rukshana Ahmed
Keyword(s):  
Faculty Development ◽  
Armed Forces ◽  
Teaching Methodology ◽  
Learning Session ◽  
Cross Sectional ◽  
Medical College ◽  
Positive Statements ◽  
Trained Teachers ◽  
Teaching Learning ◽  
Medical Colleges

Introduction: Faculty development has become an essential part of any medical college for effective teaching-learning session. Centre for Medical Education (CME) has been organizing ‘teaching methodology’ workshop to train up the medical teachers in Bangladesh as a part of the faculty development programme. Objectives: To assess the students’ views regarding teaching performances of the teachers who had attended the workshop of CME. Materials and Methods: A cross-sectional descriptive study was conducted in thirteen selected medical colleges of Bangladesh. Students’ opinions were collected by a structured questionnaire of 5-point Likert scale that included 13 separate positive statements regarding teaching performances. For each statement, the mean score was calculated and interpreted as, excellent ≥ 4, Good ≥ 3 to ≤ 4, satisfactory ≥ 2 to ≤ 3, unsatisfactory ≤ 2. But mean score ≤3 indicates deficit aspect of performances. Results: According to students’ aggregated views, teaching performances of 15% teachers were excellent, 51% were good, 25% were satisfactory and 9% were unsatisfactory. Conclusion: The trained teachers are not practising the expected standards in the tutorial classes in all aspects. Initiatives should be taken to pay more attention to deficit aspect of performances. Journal of Armed Forces Medical College Bangladesh Vol.14(1) 2018: 46-49

scholarly journals Present Status of Activities of Quality Assurance Scheme (QAS) in Medical and Dental Colleges of Bangladesh

1970 ◽  
Vol 5 (2) ◽  
pp. 5-7
Author(s):  
MHK Talukder ◽  
T Nargis ◽  
MZ Hossain ◽  
R Nazneen
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Present Status ◽  
Continuing Professional Development ◽  
Cross Sectional Study ◽  
Student Outcome ◽  
Cross Sectional ◽  
Key Words Quality Assurance ◽  
Assurance Scheme ◽  
Quality Assurance Scheme

This cross-sectional study was conducted with the objective to assess the present status of activities related to quality assurance scheme (QAS) in medical and dental colleges of Bangladesh. The Principal or Vice principal or Academic coordinator was respondent and any one of them from each medical or dental college filled up a questionnaire. The study was conducted in 2008. Regarding the on going activities related to quality assurance scheme in their colleges, majority of the respondents mentioned that there are formal phase committees and course committee to run the quality assurance scheme, functioning faculty development and review scheme, continuing professional development activities like seminar etc., and mechanism to collect students' feedback through structured questionnaire. Majority of them also mentioned that phase committees & course committee meetings held regularly, academic coordinator regularly met with the phase coordinators, student outcome analyzed, annual sports and cultural functions held regularly and recently they have submitted a report on the status of QA scheme to the Director Medical Education and  Health Manpower Development (ME & HMPD). On the other hand most of them mentioned that the teachers of their respective medical colleges did not have adequate training on QAS, did not have adequate resources, designated staff for running QAS and functioning medical skill centre in the colleges and did not collect external examiners' report. Most of the respondents recommended that teachers should be adequately trained on QAS, staff should be designated to run QAS and adequate resources should be allocated to run QAS and activities should be monitored and evaluated regularly. Key words: Quality assurance, medical education. DOI: 10.3329/jafmc.v5i2.4574 JAFMC Bangladesh Vol.5(2) (December) 2009, pp.5-7

scholarly journals Evaluation of Internship Assessment in Medical Colleges of Bangladesh

2017 ◽  
Vol 8 (1) ◽  
pp. 14-17
Author(s):  
Farhana Noman ◽  
AKM Asaduzzaman ◽  
Humayun Kabir Talukder ◽  
ASM Shamsul Arefin ◽  
Shamima Rahman
Keyword(s):  
Feedback System ◽  
Descriptive Study ◽  
Current Status ◽  
Cross Sectional ◽  
Medical Practitioners ◽  
Assessment Feedback ◽  
Assessment Techniques ◽  
Major Discipline ◽  
Medical Colleges

This study aimed to evaluate the current status of the internship assessment in medical colleges of Bangladesh. Internship acts as the pathway from being a medical student to becoming a registered doctor. Hence, a rigorous and robust internship leads to producing better doctor and in turn better healthcare. Thus, proper assessment is necessary to ensure the quality of the future medical practitioners. Unfortunately, no study has been done in Bangladesh related to this context. A cross-sectional descriptive study with pre-tested self-administered questionnaires covering study place and population and factors relevant to intern assessment (assessment after each major discipline completion, assessment techniques, and feedback) was performed. The study was carried out in 8 medical colleges (4 public and 4 non-government; 4 inside Dhaka and 4 outside). 300 completed questionnaires (250 interns, 50 supervisors) were analyzed. All the collected data were analyzed and presented with SPSS v 19.0 software. Results revealed that there was no assessment present after completion of major placement rotation (about 54% interns and 24% teachers). Furthermore, only logbook was signed as the prevailing assessment technique (more than 66% interns and 72% doctors). Moreover, assessment feedback system was not fully functional (48.7% respondent views). Hence, the overall scenario is shabby and poses questions on our future doctors' skill set.Bangladesh Journal of Medical Education Vol.8(1) 2017: 14-17

Quality assurance procedures in assessment - a descriptive study of medical colleges in Pakistan

2021 ◽  
pp. 1-14
Author(s):  
Nighat Murad ◽  
Syed Moyn Aly ◽  
Admin
Keyword(s):  
Quality Assurance ◽  
Item Analysis ◽  
Internal Audit ◽  
Cross Sectional Study ◽  
Assessment System ◽  
Cross Sectional ◽  
Assessment Policy ◽  
Barriers And Challenges ◽  
Difficulty Index ◽  
Medical Colleges

Abstract Objective: Objective of the present study was to identify and describe the quality assurance procedures being implemented in assessment system of medical colleges in Pakistan. Methods: A cross-sectional study was conducted from March 2015 to December 2017 in 49 medical colleges of Pakistan, using mixed method technique. A semi-structured questionnaire was filled after informed consent. Data was analyzed by using SPSS version 21 (IBM). Results: In this study, 35(71.4%) of institutions followed a written assessment policy provided by the affiliated university, 09 (18%) never did so, 22 (44.8 %) participants reported that content experts checked if the questions matched the objectives, 17 (34.7%) reported that content expert would never/rarely check that. Majority, 42(85.7%) of institutions took strict steps to prevent cheating in exam, 26 (53.1%) institutions analyzed theory exam statistically. Discrimination index, difficulty index, reliability, and point biserial were calculated in 14(28.6%), 13(26.5%), 12(24.4%), and 7(14.3%) of the medical colleges respectively. Only 12(24.5%) of the institutions provided written feedback on the results, 15 (30.6%) institutions conducted internal audit annually. Themes belonging to assessment domain including, training for assessment, barriers and challenges, feedback and audit were identified. Conclusion: General issues related to quality assurance procedures in assessments (e.g. overall awareness about assessment policy) were in place in 60% of the colleges however, a large proportion did not have them. QA in assessments during exams was ensured by almost all medical colleges with only few exceptions. After exams QA was below average in terms of item analysis and feedback. Continuous...

scholarly journals Current status of faculty development in under graduate medical education of Bangladesh

2017 ◽  
Vol 8 (2) ◽  
pp. 2-6
Author(s):  
Shamima Rahman ◽  
Soofia Khatoon ◽  
Mossammat Nigar Sultana ◽  
Farhana Noman ◽  
Sayed Golam Samdani
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Journal Club ◽  
Cross Sectional Study ◽  
Current Status ◽  
Teaching Methodology ◽  
Related Activity ◽  
Development Activity ◽  
Cross Sectional ◽  
Self Administered Questionnaire

This descriptive cross sectional study was carried out to determine the current status of faculty development in undergraduate medical education of Bangladesh. This study was carried out in eight (four Government and four Non- Government) medical colleges in Bangladesh over a period from July 2015 to June 2016. The present study had a semi-structured self-administered questionnaire for individual teacher. Total 181 teachers responded to the questionnaire. 56% of teachers said that faculty development activities were regularly conducted. About duration of faculty development activity 74% of teachers said it was 1-3 days duration. 42% of the teachers said faculty development activity conducted once in a week and 39% said occasional conduction of faculty development activity in their institute About the type of faculty development activity clinical meeting was commonest (65%), related to medical education (48%) and related to research (53%). About the topics of medical education related activities were teaching methodology (46%), assessment (32%). Research related activities were journal club (91%) and research methodology (67%). Faculty development activity was conducted through teachers association (53%) and medical education unit (50%). In conclusion some parts of FD activity are present in most of the colleges like clinical meeting, few medical education related session, and research related activity. For upgrading of medical education faculty development programme should be conducted regularly, monitoring of present programme and development of qualified resource person should be ensured.Bangladesh Journal of Medical Education Vol.8(2) 2017: 2-6

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