scholarly journals Assessment in Undergraduate Medical Education: Bangladesh Perspectives

2013 ◽  
Vol 12 (4) ◽  
pp. 357-363 ◽  
Author(s):  
M Haque ◽  
R Yousuf ◽  
SM Abu Baker ◽  
A Salam
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
Undergraduate Medical Education ◽  
Curriculum Reform ◽  
Medical Curriculum ◽  
Medical Science ◽  
Undergraduate Curriculum ◽  
Oral Examination ◽  
Formative Assessments ◽  
The Government

Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students. DOI: http://dx.doi.org/10.3329/bjms.v12i4.16658 Bangladesh Journal of Medical Science Vol. 12 No. 04 October ’13 Page 357-363

scholarly journals Need Assessment for Undergraduate Medical Curriculum of Bangladesh Through Exploring The Views of Government Primary Health Care Doctors

1970 ◽  
Vol 7 (2) ◽  
pp. 87-93
Author(s):  
Kazi Khairul Alam ◽  
Tahmina Nargis ◽  
Tabassum Ferdous Khan ◽  
Md Abul Kasem ◽  
Md Faruque
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Health Problems ◽  
Need Assessment ◽  
Undergraduate Medical Curriculum ◽  
Primary Health ◽  
The Government

Objective: To identify the relevancy of contents of undergraduate medical curriculum of Bangladesh for providing service at primary health care (PHC) level through exploring the views of government PHC doctors. Methods: This descriptive study was conducted upon the government doctors who were working at primary health care level of Bangladesh. A total of 545 doctors of 176 upozilas of 62 districts of the country participated in this study by filling mailed self administered semi-structured questionnaires Result: It was found that majority of doctors were satisfied on their skill and knowledge that they acquired at undergraduate level. Their opinions indicated that clinical subjects of MBBS course need more emphasis than basic subjects. On the basis of their opinion a total of 129 health problems are prioritized according to the load of the health problems at the working place of PHC doctors. Conclusion: Curriculum of undergraduate medical education should be reviewed and more emphasis should be given on skills especially on the clinical subjects keeping in mind common health problem of Bangladesh Key words: Need Assessment Medical Curriculum; Medical Education Bangladesh; Undergraduate Curriculum Bangladesh; Health Needs Bangladesh; Curriculum Development Bangladesh.

scholarly journals Doctors’ view about status of Teaching & Learning of Psychiatry at Undergraduate Medical Education in Bangladesh

2021 ◽  
Vol 12 (2) ◽  
pp. 18-22
Author(s):  
M Kumrul Hasan ◽  
Muqbula Tasrin Aktar ◽  
Ara SA ◽  
Fuad Reajwan Kabir ◽  
Md Rafiqul Islam
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Behavioral Science ◽  
Medical Curriculum ◽  
Sampling Technique ◽  
Undergraduate Curriculum ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Content Coverage ◽  
Teaching Learning

This descriptive type of cross-sectional study was carried out at different Upazilla levels hospitals of Dhaka, Chattogram, Khulna, Sylhet, Rajshahi, Barisal & Rangpur divisions. It was conducted to find out the views of the doctors serving at primary health care level about the status of teaching & learning of Psychiatry at undergraduate medical education level in Bangladesh. The contents, teaching-learning hours, teaching-learning methods & assessment needed for Psychiatry of undergraduate medical curriculum 2002 & 2012 of Bangladesh were also reviewed & compared by the researcher. The study period was July 2019 to June 2020. A self-administered semi-structured questionnaire with five-point Likert scale was used. Convenience sampling technique was adopted & total 307 doctors participated in this study with their valuable opinions. After reviewing and comparing of undergraduate curriculum 2002 & 2012, it was found that content coverage & 20 hours lecture in psychiatry was same in both curricula. But block posting was reduced from 5 days to 3 days & ward placements was reduced from 4 weeks to 3 weeks in the curriculum of 2012 from curriculum of 2002. In curriculum 2002, there were 17.5 marks in written and 01 OSCE station in practical for Psychiatry and one examiner from either Psychiatry or Dermatology in paper II of Medicine in final professional MBBS examination. But there is no such provision for psychiatry in curriculum 2012. Among 307 doctors, 287 (86.9%) agreed that behavioral science should be taught by Psychiatrist instead of Community Medicine Specialist. Only 36 (11.8%) respondents agreed that their learning & training in psychiatry were sufficient during MBBS. Although, 227 (73.9%) doctors agreed that in their practice, a major portion of the patients were suffering from psychiatric problem, only 84 (27.4%) of them were confident enough to manage common Psychiatric cases. Among respondents, 238 (77.6%) agreed that placement of MBBS students in psychiatry should be from 3rd year and 260 (84.7%) agreed that Psychiatry should be given more weightage in MBBS curriculum. Around 180 (58.4%) doctors agreed that Psychiatry should be a separate subject as per standard set by WFME. Regarding examinership, 69% (212) respondents agreed that there should be one examiner from psychiatry in MBBS final Professional examination and 86.9% (267) of the respondents agreed that the Psychiatric part of MBBS curriculum should be updated immediately. The study recommended to update the psychiatric portion of MBBS Curriculum considering psychiatry as a separate subject as per the directive of WFME & like many countries of the world. Bangladesh Journal of Medical Education Vol.12(2) July 2021: 18-22

Pathology in Irish medical education

2019 ◽  
Vol 73 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Hilary Humphreys ◽  
Niall Stevens ◽  
Desmond Leddin ◽  
Grace Callagy ◽  
Louise Burke ◽  
...  
Keyword(s):  
Medical Education ◽  
Curriculum Reform ◽  
Medical Curriculum ◽  
Medical Schools ◽  
Hospital Staff ◽  
Full Time ◽  
Multiple Choice Questions ◽  
Potential Threat ◽  
Graduate Entry ◽  
Irish Medical

Pathology is the study of disease and is an important component in medical education. However, with medical curriculum reform, its role and contribution to medical courses is under potential threat. We surveyed the status of pathology in all six Irish medical schools. Information was received from five direct undergraduate and four graduate entry programmes. Pathology was recognisable as a core subject in all but one of the medical schools, was generally taught in years two or three, and the greatest contact hours were for histopathology (44–102 hours). Lectures were the most common teaching modality, and all used single best or extended matching answer multiple-choice questions as part of assessments. Currently, pathology is very visible in Irish medical education but needs to remain relevant with the move to theme and case-based teaching. There is heavy reliance on lectures and on non-academic/full-time hospital staff to deliver teaching, which may not be sustainable.

scholarly journals Problem-based psychiatry in a new undergraduate medical curriculum

1999 ◽  
Vol 23 (7) ◽  
pp. 436-439 ◽  
Author(s):  
Rajan Nathan ◽  
Trevor J. Gibbs ◽  
Kenneth C. M. Wilson
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Vertical Integration ◽  
Medical Curriculum ◽  
Basic Sciences ◽  
Medical Specialties ◽  
Undergraduate Medical Curriculum ◽  
Traditional Format ◽  
Lecture Theatre

Traditional British undergraduate medical education has evolved with the development of medicine as a profession. However, despite dramatic progress in the provision of healthcare, the medical curriculum has remained mostly unchanged until recently. Conventional medical courses rely on the teacher-centred didactic setting of a lecture theatre to transmit vast quantities of information. This one-way traffic of facts is divided initially into the preclinical basic sciences and later into the medical specialties, with relatively little horizontal or vertical integration. Much of the assessment of students relies on their reproducing information as accurately as possible. This traditional format has been widely criticised (Lowry, 1992).

‘Capable of being in uncertainties’: applied medical humanities in undergraduate medical education

2021 ◽  
pp. medhum-2020-012127
Author(s):  
Neepa Thacker ◽  
Jennifer Wallis ◽  
Jo Winning
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Humanities ◽  
Medical Curriculum ◽  
Real Life ◽  
General Medical Council ◽  
Vital Role ◽  
Medical Council ◽  
Wide Range ◽  
Clinical Complexity

Numerous medical schools have been updating and modernising their undergraduate curricula in response to the changing health needs of today’s society and the updated General Medical Council competencies required for qualification. The humanities are sometimes seen as a way of addressing both of these requirements. Medical humanities advocates would argue that the humanities have a vital role to play in undergraduate medical education, allowing students to develop the critical tools required by the 21st-century clinician to deliver the best person-centred care. While we endorse this view, we contend that such training must be taught authentically to have maximal impact. This article arises from a collaboration between Imperial College London and Birkbeck, University of London, which aimed to embed the humanities into Imperial’s undergraduate medical curriculum. Here, we use a teaching session on graphic medicine and narrative as a case study to illustrate how the humanities can be a powerful tool for students to explore professional clinical complexity and uncertainty when taught in a transdisciplinary way. In this session, uncertainty operated on several different levels: the introduction of unfamiliar concepts, materials, and methods to students, transdisciplinary approaches to teaching, and the complexities of real-life clinical practice. Further, we argue that to manage uncertainty, medical students must cross from a scientific training based on positivist understandings of evidence and knowledge, to one which foregrounds multiplicity, nuance, interpretive critical thinking, and which understands knowledge as contingent and contextually produced. In facilitating such learning, it is crucial that the teaching team includes experts from both medical and humanities fields to scaffold student learning in an intellectually dynamic way, drawing on their disciplinary knowledge and wide range of personal professional experiences.

scholarly journals Views of Medical Educators and Intern Doctors on the Existing MBBS Curriculum

2014 ◽  
Vol 3 (1) ◽  
pp. 8-11
Author(s):  
Abu Syed Md Mosaddek ◽  
Waheeda Nargis ◽  
Borhan Uddin Ahamed ◽  
Md Zakirul Islam ◽  
Habib S Chaudhury ◽  
...  
Keyword(s):  
Medical Education ◽  
Qualitative Analysis ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Training System ◽  
Public And Private ◽  
Undergraduate Medical Curriculum ◽  
Medical Educators ◽  
Medical Colleges ◽  
Internship Training

This study was carried out to get an idea about the views of medical educators and intern doctors regarding the current undergraduate medical curriculum. A partially descriptive open ended questionnaire was distributed among teachers of all three phases and intern doctors in undergraduate curriculum in different public and private medical colleges in Bangladesh and was returned by 120 teachers and 663 intern doctors. Qualitative analysis of data was done. Among teachers 70% agreed to need for changes, 68.4% were in favor of present internship training system and 85% were against ‘carry on’ system. But 94% and 51% of intern doctors were in favor of need changes of curriculum and present internship training respectively. 91% were against ‘carry on’ system. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18589 Bangladesh Journal of Medical Education Vol.3(1) 2012: 8-11

scholarly journals Need of Integrating Sonoscopy in Undergraduate Medical Education in Developing Countries

2020 ◽  
Vol 18 (3) ◽  
pp. 556-559
Author(s):  
Amit Thapa
Keyword(s):  
Developing Countries ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Curriculum ◽  
Point Of Care ◽  
Image Interpretation ◽  
Point Of Care Ultrasound ◽  
Medical Specialities ◽  
Mind's Eye

Early exposure to technical knowledge improves dexterity and encourages ingenuity. We see the role of ultrasound as a “sonoscope”. Use of sonoscope improves anatomical understanding and improves virtual image interpretation (mind’s eye). Early sonoscope use does not interfere with learning physical examination rather it improves one’s sensitivity as one sees what lies underneath one’s hand. Sonoscope is being used by various medical specialities not only to make diagnosis, but also to monitor and guide interventions. Medical schools worldwide have realised the need and relevance of sonoscope in medical curriculum and hence this needs to be integrated in undergraduate medical education in developing countries. Keywords: Medical education; point of care ultrasound (POCUS); sonoscope

scholarly journals Improving Neurosurgery education using Social-Media Case-based discussions: A Pilot Study (Preprint)

2020 ◽  
Author(s):  
Nicola Newall ◽  
Brandon George Smith ◽  
Ollie Burton ◽  
Brainbook Brainbook Charity ◽  
Aswin Chari ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Curriculum ◽  
Demographic Data ◽  
Undergraduate Curriculum ◽  
Learning Needs ◽  
Medical Undergraduate ◽  
School Teaching ◽  
Acceptable Method ◽  
Case Based

BACKGROUND The increasing shift towards a more generalised medical undergraduate curriculum has led to limited exposure to sub-specialities including neurosurgery. The lack of standardised teaching may result in insufficient coverage of the core learning outcomes. Case-based discussions (CbDs) are often utilised in the undergraduate medical curriculum to link theory to practice and develop clinical reasoning. Social media (SoMe) in medical education is becoming an increasingly accepted and popular way for students to meet learning objectives outside of formal medical school teaching. OBJECTIVE We delivered a series of CbDs over SoMe to attempt to meet core learning needs in neurosurgery and determine whether SoMe-based CBDs were an efficient and acceptable method of education. METHODS Twitter was used as a medium to host nine CbDs pertaining to common neurosurgical conditions in practice. A sequence of informative and interactive ‘Tweets’ were formulated prior to the live CbDs and were tweeted in progressive order. Users interacted by replying to tweets to answer questions and raise discussions, as well as liking and retweeting. Moderation was performed by a neurosurgery resident, with oversight from an attending. Demographic data and participant feedback were collected using Qualtrics (Qualtrics LLC. USA). RESULTS 277 participants were recorded across the nine CbDs with 654,584 impressions generated. Feedback responses were received from 135 participants (48.7%). Participants indicated an increase of 77% in their level of knowledge after participating. 57% (n=77) had previous CbD experience as part of traditional medical education, with 62% (n=84) receiving a form of medical education previously through SoMe. All participants (n=135, 100%) felt the CbDs objectives were met and would attend future sessions and 99% of participants (n=134) indicated that their expectations were met by the SoMe CbDs. CONCLUSIONS SoMe has been demonstrated to be a favourable and feasible medium to host live, text-based interactive CbDs. Delivering CbDs over SoMe is a useful approach to teaching undergraduate neurosurgery and is easily translatable to all domains of medicine and surgery. CLINICALTRIAL

scholarly journals Visual Analytics in healthcare education: Exploring novel ways to analyze and represent big data in undergraduate medical education

2014 ◽  
Author(s):  
Christos Vaitsis ◽  
Gunnar Nilsson ◽  
Nabil Zary
Keyword(s):  
Medical Education ◽  
Big Data ◽  
Learning Outcomes ◽  
Undergraduate Medical Education ◽  
Teaching Methods ◽  
Visual Analytics ◽  
Medical Curriculum ◽  
Assessment Methods ◽  
Healthcare Education ◽  
Teaching Activities

Big data in undergraduate medical education that consist the medical curriculum are beyond human abilities to be perceived and analyzed. The medical curriculum is the main tool used by teachers and directors to plan, design and deliver teaching activities, assessment methods and student evaluation in medical education in a continuous effort to improve it. It remains unexploited mainly for medical education improvement purposes. The emerging research field of Visual Analytics has the advantage to combine data analysis and manipulation techniques, information and knowledge representation, and human cognitive strength to perceive and recognize visual patterns. Nevertheless, there is lack of findings reporting use and benefits of Visual Analytics in medical education. We analyzed data from the medical curriculum of an undergraduate medical program concerning teaching activities, assessment methods and results and learning outcomes in order to explore Visual Analytics as a tool for finding ways of representing big data from undergraduate medical education for improvement purposes. We used Cytoscape to build networks of the identified aspects and visualize them. The analysis and visualization of the identified aspects resulted in building an abstract model of the examined data from the curriculum presented in three different variants; (i) learning outcomes and teaching methods, (ii) examination and learning outcomes and (iii) teaching methods, learning outcomes, examination results and gap analysis This study identified aspects of medical curriculum. The implementation of VA revealed three novel ways of representing big data from undergraduate medical education. It seems to be a useful tool to explore such data and may have future implications on healthcare education. It also opens a new direction in medical informatics research.

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