scholarly journals Audio Visual Aids-Quality Use in Lecture Classes of Undergraduate Medical Education in Bangladesh

2017 ◽  
Vol 28 (2) ◽  
pp. 48-51
Author(s):  
Md Sajedul Haque ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Effective Teaching ◽  
Undergraduate Medical Education ◽  
Cross Sectional Study ◽  
Visual Aids ◽  
Sectional Study ◽  
Learning Session ◽  
Cross Sectional ◽  
Different Types ◽  
Teaching Learning

This descriptive type of cross sectional study was conducted to explore the use of AV aids in undergraduate medical education in 7 government & 5 non-government medical colleges of Bangladesh by convenient sampling. Sixty (60) lecture classes were observed to estimate the proportion of the uses of different AV aids & to identify the quality use of different types of AV aids by observation checklists. Views were also taken from 20 teachers regarding the quality use of different types of AV aids by open ended questions. Study revealed that 20% teachers used CB/WB, 15% used OHP and 65% used PPT. Most of the CB/WB & PPT users maintained the quality use of these media but not OHP. Readability and legibility of handwriting or text of all media were acceptable in 78% lectures but it was 33% in OHP lectures. Students' attention was also less in OHP. Regarding number of words per acetate sheet/slide, only 33% OHP lectures met the standard criteria & 72% PPT slides met this criterion. In open ended questions, 25% teachers choose CB/WB, 10% Choose OHP and 65% choose PPT. Study recommended that use of clean, multi-color and good quality chalk/marker & board/screen are essential for effective teaching learning session. Adequate lighting, AC lecture class/gallery, proper sound systems & training on different AV aids are also needed to standardize the quality use of AV aids in lecture classes.Medicine Today 2016 Vol.28(2): 48-51

scholarly journals Perception towards Online Teaching-learning in Medical Education among Medical Students during COVID-19 Outbreak in Nepal: A Descriptive Cross-sectional Study

2021 ◽  
Vol 59 (234) ◽  
Author(s):  
Rakesh Singh ◽  
Madhusudan Subedi ◽  
Smriti Pant ◽  
Pragya Rai ◽  
Krishna Gupta ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Teaching ◽  
Online Survey ◽  
Electronic Device ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Teaching Learning ◽  
Medical Colleges

Introduction: The outbreak of coronavirus disease in Nepal led medical colleges to suspend in person teaching-learning activities and ultimately online platform was introduced to deliver the contents of medical education. The objective of this study was to describe the perception of medical students towards online teaching-learning introduced during the COVID-19 outbreak in Nepal. Methods: An online survey using a descriptive cross-sectional study design was carried out among 515 undergraduate medical students currently enrolled in medical colleges in Nepal. A semi-structured questionnaire in Google form was utilized to collect data. The link of the Google form was sent to the potential respondents through email and social media. Descriptive statistics, including frequency, percentage, mean, and standard deviation were used to analyze data in SPSS vs20. Ethical approval was sought from Nepal Health Research Council to conduct this study, and digital informed consent was taken from study respondents. Results: The overall score of perception of online teaching-learning was 17.61±7.19, which indicated many problems in this method of teaching-learning. The mean score of perception of online teaching-learning was found to be different across sex, location of enrolled medical colleges, having a personal electronic device, having an internet connection at residence, having separate room/space for attending online classes, and self-rated computer skills. Moreover, only 28 (5.4%) of respondents had perceived online teaching-learning as a better method of delivering content of medical curricula. Conclusions: Surveyed medical students in Nepal were found to perceive many problems in online teaching-learning. Moreover, management and faculty members need to take the necessary measures for enhancing the online teaching-learning quality.

scholarly journals Barriers of faculty development in under graduate medical education of Bangladesh

2018 ◽  
Vol 9 (1) ◽  
pp. 10-13
Author(s):  
Shamima Rahman ◽  
Farhana Noman ◽  
Abida Sultana ◽  
Soofia Khatoon
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Undergraduate Medical Education ◽  
Active Role ◽  
Cross Sectional Study ◽  
Development Programme ◽  
Sectional Study ◽  
Cross Sectional ◽  
Individual Teacher ◽  
Self Administered Questionnaire

This descriptive cross sectional study was carried out to identify the existing barriers of faculty development in undergraduate medical education of Bangladesh. This study was conducted in eight (four Government and four Non- Government) medical colleges in Bangladesh over a period from July 2015 to June 2016. A semi-structured self-administered questionnaire was used for collecting data from individual teacher. Total 103 teachers responded to the questionnaire. Regarding barriers of faculty development about 47% respondents opined that insufficient initiatives by the institute, 38% of teachers opined too much workload. About 24% teachers opined lack of recognition and reward, 19% opined about lack of fund, 14% teachers' opined lack of organized programme, 12% about lack of qualified resource person for faculty development programme. From the findings of present study it is evident that medical institutes of Bangladesh should play a bit more active role for faculty development programme, should organize arrangement for adequate resources particularly faculty development instructors and funding for faculty development.Bangladesh Journal of Medical Education Vol.9(1) 2018: 10-13

scholarly journals Teachers views about the preparation of questions for question bank on the basis of subject content for the formative assessment of the department.

2021 ◽  
Vol 12 (2) ◽  
pp. 23-29
Author(s):  
Sanjida Tasnim ◽  
Saria Tasnim ◽  
Kazi Khairul Alam ◽  
ABM Rizwanur Rahman ◽  
Raihan Kibria
Keyword(s):  
Medical Education ◽  
Formative Assessment ◽  
Rating Scales ◽  
Cross Sectional Study ◽  
Faculty Members ◽  
Sectional Study ◽  
Cross Sectional ◽  
Different Types ◽  
Study Population ◽  
Structured Questionnaire

This descriptive type of cross-sectional study was conducted to find out the teachers views about the preparation of questions for question bank on the basis of subject content for the formative assessment of the department. The study was conducted in four government and four non-government dental colleges. The teachers of the selected dental colleges were the study population and sample size was total of a 165 in which were 53 head of the department and 112 lecturers. Data was collected from the teachers with a self-administered semi-structured questionnaire and analyzed by using SPSS 19. The questionnaire included different types of opinion about the question bank. In this study, tried to extract the information mainly about how a full phased question bank works in a dental college including question pattern and answer key preparation, moderation & constant development of the question bank, key personnel who directly involved with question preparation. Faculty members expressed their valuable opinions about different types of formative questions where it was found that Assistant Professors were closely involved with question preparation rather than other faculty members. The study also explores that even if formative questions were well prepared but lack of standard answers, rating scales and accepted checklist made the ultimate process of accessing question bank becomes challenging to conduct specific exams. Bangladesh Journal of Medical Education Vol.12(2) July 2021: 23-29

scholarly journals A ROLE OF UNDERGRADUATE STUDENT FEEDBACK IN MEDICAL TEACHING EVALUATION: A CROSS SECTIONAL STUDY.

2019 ◽  
Vol 3 (8) ◽  
Author(s):  
Dr. Ramakoteswara Rao N ◽  
Dr. Indrajeet P. Shah
Keyword(s):  
Medical Education ◽  
Cross Sectional Study ◽  
Student Feedback ◽  
First Year ◽  
Sectional Study ◽  
Learning Methods ◽  
Cross Sectional ◽  
Subject Knowledge ◽  
The Subject ◽  
Teaching Learning

Background: For medical student, first year is crucial in the academic’s performance of students, as they enter in the medical education for the first time. The students should have solid understanding of first year MBBS subjects. Understanding the student’s perspective is essential for understanding the subject knowledge. In this study we have taken students feedback for evaluation of teachers. Aims and Objectives: to increase the quality of teaching by the instrument of students’ feedback. To determine the first year MBBS student’s perception understand topics with better concept and to the effectiveness of various teaching-learning methodologies during lectures. Methods: 75 undergraduate students from first MBBS were included in the study. Cross sectional study was conducted with predesigned questionnaire with questions pertaining to students’ perception of first year subject and the various teaching learning methods used by the faculties. Results: In this study we have taken student’s feedback for evaluation of teachers to understanding the student’s perspective for understanding the subject knowledge. Feed was taken under 6 different domain of teaching 1) Command over subject 2) use of Black Board/AV Aids 3) Interaction & involvement 4) Voice/Language 5) Classroom Discipline 6) Teacher punctuality. Common adaptive modes of teaching learning methods were Power-point presentations (80%), black board teaching (20%). Based on the feedback, the changes suggested by the students were informed to the faculty about their strengths and weaknesses. Conclusion: Student feedback in medical education is an effective technique for overall assessment of a faculty. It plays an important role to make modification and delivery in an effective form. By students feedback it revealed that they were positive and constructive in learning.  Key words: Feedback, learning methods, ANOVA test, Bonferroni test, Medical education

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

scholarly journals Current practice in the Histology practical classes of Anatomy inthe undergraduate medical education in 15 Bangladesh

2017 ◽  
Vol 5 (1) ◽  
pp. 15-19
Author(s):  
Rukshana Ahmed ◽  
Khondker Manzare Shamim ◽  
Md Humayun Kabir Talukder ◽  
Kazikhairul Alam ◽  
Tahmina Nargis
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Current Practice ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Adequate Knowledge ◽  
Organ Systems ◽  
Teaching Learning ◽  
Good Standard

Background: Histology in the broader sense is devoted to the study of the micro anatomical structure of cells, tissues and organ systems. One of the major areas of laboratory teaching in the medical curriculum is Histology. This study aimed to assess the current practice of teaching learning in Histology practical classes of Anatomy in undergraduate medical education in Bangladesh.Methods: This descriptive type of cross sectional study was carried out in ten (four government and six non-government) medical colleges from January 2014 to December 2014. Direct observation of 30 Histology practical classes were made by the researcher herself. Different aspects of the classes were scored following a structured checklist by using a four point rubric.Results: The study findings revealed that the status of the 'light' of the classroom required very minimal efforts for attaining a good standard. On the other hand, observations revealed that considerable efforts are needed to reach a good standard towards 'grouping' of the students in the class and making proper 'conclusion' of the teaching session. Regarding the rest of the issues, it was found that only some or moderate efforts are required for getting to such standards.Conclusions: The common barriers found in this study were lack of training of teachers, large number of students and inadequacy of modernized teaching-learning aids. So in order to increase the effectivity of the practical classes modern techniques should be practiced. In addition teachers should be equipped with adequate knowledge on teaching pedagogies through frequent training and orientation programme in laboratory teaching.Bangladesh Journal of Medical Education Vol.5(1) 2014: 15-19

scholarly journals The hidden curriculum in under graduate medical education in Bangladesh: medical students' perception

2017 ◽  
Vol 4 (1) ◽  
pp. 20-24
Author(s):  
Tahmina Nargis ◽  
Md Humayun Kabir Talukder ◽  
Kazi Khairul Alam
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Graduate Medical Education ◽  
Hidden Curriculum ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Structured Questionnaire

This descriptive cross sectional study was conducted among 386 students of 3rd phase of selected 2 government and 2 non government medical colleges of Bangladesh in 2013. The objective of the study was to find out the perceptions of the students regarding hidden curriculum in undergraduate medical education. Sampling technique was convenient. A self administered structured questionnaire was used and it consisting of 43 items in relation to hidden curriculum in the likert scale. Perceptions of the respondents were positive about 27 items that is the issues on these item areas were satisfactory in their institutes. Mean scores of these items were more than 3 for each. On the contrary perceptions of the respondents were negative for 16 items that is the issues on these item areas were not satisfactory in their institutes. Mean scores of these items were less than 3 for each. The study result can be used to sensitize and aware the concerned teachers/ authorities for valuing the importance of hidden curriculum and address the issues accordingly.Bangladesh Journal of Medical Education Vol.4(1) 2013: 20-24

Appraisal of the Current Pharmacology Curriculum, Teaching Methodology and Effectiveness in Undergraduate Medical Education: A Student-Centric, Questionnaire-Based Study

2021 ◽  
Vol 8 (1) ◽  
pp. 30-33
Author(s):  
Sujit Kumar Sarker ◽  
Geethanjali Bhas ◽  
Priyanka Moitra ◽  
Ratna Paul ◽  
Md. Abdullah Yusuf ◽  
...  
Keyword(s):  
Medical Education ◽  
Cross Sectional Study ◽  
Course Delivery ◽  
Teaching Methodology ◽  
Sectional Study ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Medical College ◽  
Constructive Feedback ◽  
Medical Graduates

Background: Periodic students’ feedback ensures and enhances the effectiveness of the curriculum of medical subject. Objective: This study was designed to obtain students appraisal of the undergraduate pharmacology curriculum and teaching methodology. Methodology: This cross-sectional study was conducted in the Department of Pharmacology at Colonel Malek Medical College, Manikganj, Bangladesh from May to June, 2019 for a period of two months. Questionnaire-based data were collected from students of both sexes who had completed 3rd Professional examination. Likert Scale was applied to collect students’ feedback on pharmacology. Results: A total number of 40 students were recruited for this study of which 60.0% students were strongly agreed about organized teaching. About 47.5% students were agreed that the course was appropriate at their level and achieved their goals in Pharmacology. However, 55% of them strongly agreed that teacher provided clear constructive feedback during class. Total 60%, were agreed that the course improved their problem-solving skills. Overall, 55% students were agreed regarding their satisfaction on Pharmacology course delivery and conduction. Conclusion: In conclusion, periodic appraisal from students regarding evaluation of the student-centric undergraduate pharmacology curriculum is vital in developing efficient medical graduates. Journal of Current and Advance Medical Research, January 2021;8(1):30-33

Sign in / Sign up

Export Citation Format

Share Document