Transcripts of a Medical Education in Humanities Module

2012 ◽  
Vol 2 (3) ◽  
pp. 63-76 ◽  
Author(s):  
P. Ravi Shankar ◽  
Kundan Kr. Singh ◽  
Ajaya Dhakal ◽  
Arati Shakya ◽  
Rano M. Piryani
Keyword(s):  
Medical Education ◽  
Small Groups ◽  
Medical Humanities ◽  
English Language ◽  
Learning Objectives ◽  
First Year ◽  
First Year Students ◽  
Student Groups ◽  
Medical College

A medical humanities (MH) module has been conducted for first year students at KIST Medical College, Lalitpur, Nepal for the last four years. The students are divided into small groups and case scenarios, role-plays, paintings, and activities are used to explore MH. The module for the fourth batch of students was conducted from December 2011 to March 2012. In this article the authors provide a brief overview of the MH module, Sparshanam and the learning objectives of different sessions. They provide transcripts of some of the role plays done during the module. The role plays were conducted in Nepali with the help and guidance of the facilitators and the written transcripts in English language were provided by different student groups.

Role Plays Used During A Humanities In Medicine Module

2014 ◽  
Vol 4 (2) ◽  
pp. 24-33
Author(s):  
Ravi Shankar ◽  
Kundan K Singh ◽  
Arati Shakya ◽  
Ajaya Kumar Dhakal ◽  
Rano M Piryani
Keyword(s):  
Small Groups ◽  
Medical Humanities ◽  
English Language ◽  
Learning Objectives ◽  
Student Groups ◽  
Medical College ◽  
Humanities In Medicine

A medical humanities (MH) module has been conducted at KIST Medical College, Lalitpur, Nepal for the last four years. The students are divided into small groups and case scenarios, role-plays, paintings and activities are used to explore MH. The module for the fourth batch was conducted from December 2011 to March 2012. In this article the authors provide a brief overview of the MH module, Sparshanam and the learning objectives of different sessions. They provide transcripts of certain role plays conducted during the fourth, fifth and sixth sessions of the module. The role plays were conducted in Nepali with the help and guidance of the facilitators and the written transcripts in English language were provided by different student groups.

scholarly journals Student feedback about the use of literature excerpts in Sparshanam, a Medical Humanities module

F1000Research ◽  
2012 ◽  
Vol 1 ◽  
pp. 49
Author(s):  
P Ravi Shankar ◽  
Kundan K Singh ◽  
Ajaya Dhakal ◽  
Arati Shakya ◽  
Rano M Piryani
Keyword(s):  
Student Perceptions ◽  
Urban Areas ◽  
Medical Humanities ◽  
English Language ◽  
Medical Profession ◽  
First Year ◽  
First Year Students ◽  
Medical College ◽  
Health Related ◽  
Developed Nations

Medical humanities (MH) modules have been conducted for first year students at KIST Medical College, Lalitpur, Nepal for the last four years. Literature excerpts are widely used in MH programs in developed nations. In Nepal English language literature excerpts had been used previously in two modules. Problems noted were difficulty in comprehending the excerpts and relating them to the Nepalese scenario. The MH module for the 2011 intake was conducted from December 2011 to March 2012. The present study was conducted in the third week of March to obtain student perceptions about use of literature excerpts and suggestions for further improvement using a questionnaire. Literature excerpts used in the module dealt with Nepal and health-related topics. Sixty-eight of the 80 students (85%) participated in the study. The majority were male, self-financing and from urban areas. Respondents felt the excerpts introduced them to different aspects of the medical profession, prepared them for future practice, and underscored the importance of understanding the patients’ feelings. The literature excerpts with which they could identify the most and the least were noted. There were no differences in median enjoyment and effectiveness scores of the literature excerpts according to subgroups of respondents. The suggested benefits of using literature in medical education were similar to those reported previously. Most respondents were able to appreciate the English language excerpts. They felt that Nepali language excerpts and those by Nepali writers could also be included. The findings would be of interest to educators in other developing nations introducing MH modules.

scholarly journals Assessment of Nutritional Status through Body Mass Index (BMI) among First Year Students of MBBS & BSc Nursing Course of Government Medical Education Institutes in Dhaka

2020 ◽  
Vol 28 (1) ◽  
pp. 11-16
Author(s):  
AHM Mostafa Kamal ◽  
Khadeza Khatun ◽  
Shakil Shams ◽  
Begum Dilruba Kazi ◽  
Kazi Afzalur Rahman ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Medical Education ◽  
Nutritional Status ◽  
Body Mass ◽  
The Body ◽  
First Year ◽  
First Year Students ◽  
Medical College ◽  
Nutritional Health ◽  
Nursing Course

Context: Adequate knowledge about nutritional status of a community is necessary to have a comprehensive idea about its development process, as under-nutrition is one of the major health problems in developing countries. As an individual’s height and weight can be readily and inexpensively measured, body mass index (BMI) has become a popular heuristic approximation for body fatness in epidemiology and clinical practice. The BMI is the most common surrogate measure of obesity as well as nutritional assessment for individual. For this reasons an attempt has been taken to assess the nutritional status through the body mass index (BMI) among first year students of MBBS and B sc nursing course of government medical education institutes in Dhaka. Material and Methods: This descriptive type of analytic study was conducted in the Anatomy Department of Dhaka Medical College, Dhaka. The study sample was 177 individuals of first year students of MBBS and B.Sc nursing course admitted in the session of 2017-2018 in the Dhaka Medical College & Dhaka Nursing College, Dhaka. Body Mass Index (BMI) was calculated as student’s weight in kilograms divided by the square of the student’s height in meters (kg/m2). The warning sign of poor nutritional health was calculated according to the checklist adapted by the Nutrition Screening Initiative, American Academy of Family Physicians July 2001. With the help of statistical software SPSS-20 comparisons between the two groups were done. Result: The mean (±SD) height (meter), weight (kg) and BMI of groups MBBS and B Sc nursing were 1.63±0.09, 61.65±11.22, 23.11±3.53 and 1.56±0.07, 49.05±9.42, 20.15±3.47 respectively. Good nutritional health status was found 61.80% in MBBS and 53.30% in B Sc nursing groups. Conclusion: The present study showed that the BMI of first year students of MBBS course is higher than first year students of B Sc nursing course. J Dhaka Medical College, Vol. 28, No.1, April, 2019, Page 11-16

scholarly journals Student feedback about the use of role plays in Sparshanam, a medical humanities module

F1000Research ◽  
2012 ◽  
Vol 1 ◽  
pp. 65 ◽  
Author(s):  
P Ravi Shankar ◽  
Rano M Piryani ◽  
Kundan K Singh ◽  
Bal Man S Karki
Keyword(s):  
Communication Skills ◽  
Group Dynamics ◽  
Medical Humanities ◽  
Student Feedback ◽  
First Year ◽  
Health Issues ◽  
Positive Role ◽  
First Year Students ◽  
Medical College ◽  
Important Health

Background: At KIST Medical College, Lalitpur, Nepal, a Medical Humanities module for first year medical students has been conducted. Role plays are used to explore social, medical and sexual issues in the Nepalese context. The present study obtained student feedback about the role plays used in the module, the difficulties faced, and obtained suggestions for further improvement. Method: The module was conducted from January to August 2011 using a total of 15 role plays. Student feedback was obtained using a semi-structured questionnaire. Informal discussions were held and a questionnaire was circulated among the first year students who had participated in the module. Results: Ninety-eight of the 100 students in the module participated in the study. The overall opinion regarding the role plays was positive. Students stated role plays helped to make module objectives concrete and interesting, made students identify with the problem being investigated and improved communication skills. Role plays were designed to address important health issues in Nepal and prepare students for addressing these issues in future practice. A lack of sufficient time for preparing the role plays and initial problems with group dynamics were mentioned by the respondents during the study. Conclusions: Student feedback about the use of role plays during the module was positive. Role plays helped in making module objectives more concrete and interesting, improved communication skills and addressed important health issues in Nepal. Role plays are not resource intensive and can be considered for use in medical schools in developing nations.

scholarly journals Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English

2017 ◽  
Vol 19 (_sup1) ◽  
pp. 81-97
Author(s):  
Thana Hmidani
Keyword(s):  
Linguistic Competence ◽  
First Year ◽  
Language Awareness ◽  
Intensive English ◽  
First Year Students ◽  
Medical College ◽  
Temporal System ◽  
Post Test ◽  
And Control ◽  
Selection Of

This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocubulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence.

scholarly journals Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

2017 ◽  
Vol 17 (1) ◽  
pp. 60
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Teaching Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Private University ◽  
First Year ◽  
Motivational Strategies ◽  
English Language Education ◽  
First Year Students ◽  
Efl Writing

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

scholarly journals Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

2020 ◽  
Vol 19 (10) ◽  
pp. 194-213
Author(s):  
Daflizar Daflizar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Autonomous Learning ◽  
Learning Activities ◽  
First Year ◽  
English Language Learning ◽  
First Year Students ◽  
Significant Difference ◽  
English Major ◽  
Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

scholarly journals A cross-sectional study of factors determining empathy levels among undergraduate medical students of a medical college in Northern Telangana

2021 ◽  
Vol 8 (3) ◽  
pp. 49-55
Author(s):  
Shiv Kumar R ◽  
Puli SK ◽  
P. Kishan ◽  
Sanjay ND ◽  
Pusukuri Sphurthi ◽  
...  
Keyword(s):  
Medical Education ◽  
Well Being ◽  
Cross Sectional Study ◽  
First Year ◽  
Sectional Study ◽  
Global Functioning ◽  
Cross Sectional ◽  
Clinical Rotations ◽  
Medical College ◽  
Second Year

Background: The development of an ideal doctor-patient relationship requires empathy. Empathetic conversation aids in the formation of an open and trusting equation between doctor and patient. Furthermore, this leads to accurate diagnoses and more compliance to the advised treatment. In this manner, empathy helps in overall recovery of the patient and improves global functioning and generalised well-being. This study aims to make note of the fluctuation in empathy levels during medical education. Studies done in various countries have found factors such as curriculum, clinical rotations timing and gender to progressively influences empathy levels in students throughout their medical training. The recent trend of violence against healthcare professionals in India calls for an urgent action into the gap between doctors and patients communication. Empathy towards patients and attendants will reduce such untoward events. In this current context, we should improve empathy levels among the training doctors. As a first step, we should assess various factors affecting empathy among health care professionals. Method: This cross sectional study was done among undergraduates of a rural medical college in Northern Telangana during the time period of October to December 2019. Their empathy levels were assessed using Jefferson’s Scale for Empathy- Student version (JSE-S). Result: Of the 470 students surveyed, 227 were males and 243 females. Female students were having higher empathy among first year and second years (p<0.001). Empathy levels seem to decline from first year to second year following which the mean empathy remains similar throughout the remaining years in students of both sexes. There is no significant relation between mean empathy scores and choice of future speciality (p>0.05). Conclusion: Female undergraduate students are found to be more empathetic than their male counterparts. A fall in empathy scores from the first to second year of MBBS is seen, which is when students enter their clinical rotations. Targeted intervention at this time may go a long way in the creation of a new generation of more empathetic physicians. Hence, there is a need for evaluation of teaching and learning techniques in medical education. Further, there is a call for more research into the determinants of decline in empathy amongst medical professionals.

Designing a Service-Learning Design Project for a First-Year Engineering Course

2009 ◽  
Author(s):  
Christopher B. Williams ◽  
Janis P. Terpenny ◽  
Richard M. Goff
Keyword(s):  
Service Learning ◽  
Resource Constraints ◽  
Learning Objectives ◽  
First Year ◽  
First Year Students ◽  
Design Project ◽  
For Profit ◽  
Structured Design ◽  
Detail Design ◽  
Conceptual Design Phase

The creation of an appropriate, meaningful design experience for a first-year engineering design course is challenging as the instructor must balance resource constraints with broad learning objectives and a diverse, and often very large, enrollment. In this paper, the authors present the task of developing a design project for a first-year engineering course as a problem of design. Following a structured design process, the authors articulate the requirements for a successful first-year design project including: learning objectives that are appropriate for a multi-disciplinary group of first-year students and common budgetary and time constraints. Several project alternatives are generated and evaluated in a conceptual design phase. In their description of the embodiment and detail design phases, the authors present the implementation of the selected project concept: ROXIE (“Real Outreach eXperiences In Engineering”). The ROXIE project, a service-learning themed project, tasks first-year students with serving as design consultants to not-for-profit community partners. Through this partnership, students are able to practice principles and tools of design methodology and project management. Preliminary survey data and excerpts of student reflection essays are provided as a means of supporting the instructors’ project selection.

scholarly journals MALAYSIAN STUDENTS’ PERCEPTIONS OF THEIR INTERACTIONS IN UK SEMINARS

2020 ◽  
Vol 5 (2) ◽  
pp. 384-405
Author(s):  
Zurina Khairuddin ◽  
Zulaikha Khairuddin ◽  
Nadia Ibrahim
Keyword(s):  
Language Proficiency ◽  
International Student ◽  
English Language ◽  
Group Discussion ◽  
Educational Background ◽  
First Year ◽  
Verbal Interactions ◽  
First Year Students ◽  
Academic Cultures ◽  
Malaysian Students

Background and Purpose: Coming from different social and academic cultures, students may exhibit perceptions which are in contrast to the convention of the targeted culture. Hence, this study aims to explore how first-year Malaysian students perceive their interactions in UK seminars.   Methodology: Employing qualitative research method, nine Malaysian students were chosen based on two criteria: they have to be first-year students and registered in content modules in UK university. The data were collected from interview and focus group discussion, and the audio-recordings were transcribed and analysed utilising thematic analysis.   Findings: The participants of this study perceive their interactions differently. Semek, Enot, Fatin, Ammar, Ming and Izlin mentioned that they responded during seminar discussion if they were nominated by the tutor and most agreed that they did not ask questions because information was provided to them or they could ask the tutor or their friends after the seminar. Fatin however disagreed and asserted that students should ask questions if they did not understand the academic content well. Qaisara, Puspa and Semek also shared that their lack of English language proficiency influenced their lack of contribution which was not the case for Fatin and Ming. Being marginalised as an international student was one of the reasons Semek did not contribute to the seminar discussions in contrast to Qaisara who felt the need to contribute.   Contributions: The findings of this study suggest that academic institutions should be flexible in encouraging students to be engaged in seminars as coming from different educational background, these students may require additional help to socialise in academic setting and consequently become expert members.   Keywords: Malaysian students, students’ perceptions, students’ interactions, UK seminars, verbal interactions.   Cite as: Khairuddin, Z., Khairuddin, Z., & Ibrahim, N. (2020). Malaysian students’ perceptions of their interactions in UK seminars.  Journal of Nusantara Studies, 5(2), 384-405. http://dx.doi.org/10.24200/jonus.vol5iss2pp384-405

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