scholarly journals Students’ perceptions of the instructional quality of district hospital-based training

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Shehla Jabbar Memon ◽  
Jakobus Murray Louw ◽  
Martin Bac ◽  
Jannie Hugo ◽  
Waqar-un Nisa Rauf ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Healthcare Workers ◽  
District Hospital ◽  
Instructional Quality ◽  
Learning Opportunities ◽  
Education Student ◽  
District Hospitals

Background: An innovative, three-year training programme, the Bachelor of Clinical Medical Practice (BCMP), for mid-level medical healthcare workers was started in 2009 by the Department of Family Medicine, University of Pretoria.Aim: To measure the students’ perceptions of the instructional quality of district hospitalbased training. Setting: Training of students took place at clinical learning centres in rural district hospitals in the Mpumalanga and Gauteng provinces.Methods: A survey using the MedEd IQ questionnaire was performed in 2010 and 2011 to measure BCMP second- and third-year students’ perceptions of instructional quality of district hospital-based training. The MedEd IQ questionnaire is composed of four subscales: preceptor activities, learning opportunities, learner involvement and the learning environment. Composite scores of instructional quality were used to present results.Results: The preceptor activities, learning opportunities and the learning environment were considered by second- and third-year BCMP students to be of consistently high instructional quality. In the area of learner involvement, instructional quality increased significantly from second to third year.Conclusion: Overall, instructional quality of district hospital-based training was high for both second- and third-year BCMP students, and the instructional quality of learner involvement being significantly higher in third year students. The MedEd IQ tool was a useful tool for measuring instructional quality and to inform programme quality improvement.Keywords: clinical associates, evaluation of medical education, mid-level healthcare workers, rural learning centres, rural medical education, student satisfaction.

scholarly journals Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital

2019 ◽  
Vol 6 ◽  
pp. 238212051988684
Author(s):  
Anthonio Adefuye ◽  
Matthew Benedict ◽  
Johan Bezuidenhout ◽  
Jamiu O Busari
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Medical Curriculum ◽  
District Hospital ◽  
Clinical Skills ◽  
Ethnographic Study ◽  
Hard Copy ◽  
Community Based ◽  
Structured Questionnaire

Background: The adoption of community-based medical education (CoBME) into the undergraduate medical curriculum is in line with the SPICE model for medical curriculum proposed by Harden and colleagues. Students are the consumers of medical education and are, thus, the ideal evaluators of the efficacy of their own course and learning environment. To evaluate the quality of the CoBME programme in Botshabelo District Hospital (BDH), this study investigated student’s perceptions of their experience during their CoBME training at BDH. In addition, suggestions on how to enrich students’ experience during the CoBME posting were obtained from the participants. Methods: This research was designed as a qualitative (ethnographic) study that used a structured questionnaire, to obtain written statements from 120 fourth-year undergraduate medical students describing their experience during their CoBME training at BDH. The structured questionnaire in the form of an evaluation form was self-administered, consisted of only open-ended questions grouped into 4 main sections and was distributed manually (hard copy) to the participants. Results: Of the 120 questionnaires distributed, 84 were returned, giving a response rate of 70.0%. When asked to indicate what they liked or disliked about their CoBME training, ‘Good educators/staff’ and the ‘Poor attitude of some doctors’ were the themes that scored highly (25.1% and 19.4%) in the ‘likes’ and ‘dislikes’ category, respectively. Some of the major challenges faced during the CoBME training at BDH included: exposure to new learning environment (14.2%), clinical practice context (12.6%), and language barrier (7.2%). Participants stated that they gained knowledge of how to perform certain clinical procedures and acquired core clinical skills in the areas of formulating management and managing some medical emergencies during their training at BDH. Increasing the duration of training (25.6% coverage) was suggested as a major way to enrich students’ experience during the training at BDH. Conclusion: Findings by this study reveal that CoBME is a valuable pedagogical tool to enhance learning in undergraduate medical education and that more work is required to improve the quality of CoBME training in BDH. We believe that the findings by this study will inform future planning of CoBME training programmes in BDH.

scholarly journals Evaluating the community-based medical education programme in a rural district hospital: The students’ perspectives

2019 ◽  
Author(s):  
ANTHONIO O Oladele ADEFUYE ◽  
Matthew Abiodun Benedict ◽  
Johan Bezuidenhout ◽  
Jamiu Busari
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Medical Curriculum ◽  
District Hospital ◽  
Clinical Skills ◽  
Education Programme ◽  
Ethnographic Study ◽  
Community Based ◽  
Training Programmes

Abstract Backgrounds: The adoption of community-based medical education (CBME) into the undergraduate medical curriculum is in line with the SPICE model for medical curriculum proposed by Harden and colleagues. Students are the consumers of medical education and are, thus, the ideal evaluators of the efficacy of their own course and learning environment. To evaluate the quality of the CBME programme in Botshabelo District Hospital (BDH), this study investigated student’s perceptions of their experience during their CBME training at BDH. In addition, suggestions on how to enrich students’ experience during the CBME posting was obtained from the participants. Methods: This research was designed as a qualitative (Ethnographic) study that used a questionnaire survey to qualitatively explore the perceptions of fourth-year undergraduate medical student at BDH. Results: Of the 120 questionnaires distributed, 84 were returned, giving a response rate of 70.0%. When asked to indicate what they liked or disliked about their CBME training, “Good educators/staff” and the “Attitude of some doctors” were the themes that scored highly (25.1% and 19.4%) in the “likes” and “dislikes” category respectively. Some of the major challenges faced during the CBME training at BDH included; Exposure to new learning environment (14.2%); Clinical practice context (12.6%) and; Language barrier (7.2%). Participants stated that they gained knowledge of how to perform certain clinical procedures and acquired core clinical skills in the areas of formulating management and managing some medical emergencies during their training at BDH. Increasing the duration of training (25.6% coverage) was suggested as a major way to enrich students’’ experience during the training at BDH. Conclusions: Findings from this study reveal that CBME is a valuable pedagogical tool to enhance learning in undergraduate medical education and that more work is required to improve the quality of CBME training in BDH. We believe that the findings from this study will inform future planning of CBME training programmes in BDH.

scholarly journals Postgraduate training for family medicine in a rural district hospital in South Africa: Appropriateness and sufficiency of theatre procedures as a sentinel indicator

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Dawie Du Plessis ◽  
Paul Alfred Kapp ◽  
Louis S. Jenkins ◽  
Laurel Giddy
Keyword(s):  
Family Medicine ◽  
Rural Areas ◽  
Postgraduate Training ◽  
District Hospital ◽  
Learning Opportunities ◽  
Rural District ◽  
Procedural Skills ◽  
District Hospitals ◽  
National Unit ◽  
Unit Standards

Background: Since 2007, the postgraduate training of family physicians for South African district hospitals has been formalised. This training differs from European and North American programmes as up to 30% of the skills needed rely on district hospital surgical, obstetrics and anaesthetics procedures, particularly in rural areas, as outlined in the national unit standards. The aim of this study was to evaluate the appropriateness and sufficiency of learning opportunities for these skills in a rural district hospital.Methods: A descriptive, cross-sectional study was undertaken of the number and type of procedures performed in theatre for a 1-year period and compared with the required procedural skills stipulated in the national unit standards. Descriptive statistical analyses were used to analyse categorical data.Results: Three thousand seven hundred and forty-one procedures were performed during the study period. Anaesthesia was the most common procedure, followed by Caesarean section. There were adequate opportunities for teaching most core skills.Conclusions: Sufficient and appropriate learning opportunities exist for postgraduate family medicine training in all the core skills performed in a theatre according to the national unit standards.Keywords: Post Graduate Training, Family Medicine, Procedural Skills, Rural, District hospitals

scholarly journals Engaging with assessment: Increasing student engagement through continuous assessment

2017 ◽  
Vol 19 (1) ◽  
pp. 23-34 ◽  
Author(s):  
Naomi Holmes
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Curriculum Design ◽  
Student Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Continuous Assessment ◽  
The Impact

Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are ‘assessment-driven’, a low-stakes continuous weekly summative e-assessment was introduced to a module. The impact this had on student engagement was measured by studying student activity within the module virtual learning environment. It was found that introduction of the e-assessments led to a significant increase in virtual learning environment activity compared to the virtual learning environment activity in that module the previous year, and also compared to the virtual learning environment activity of two other modules studied by the same student cohort. As many institutions move towards greater blended or online deliveries, it will become more important to ensure that virtual learning environments encourage high levels of student engagement in order to maintain or enhance the student experience.

scholarly journals Attitude Towards and Adoption of the Novel Learning Environment Among Undergraduate Medical Students During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Sonja Mohr ◽  
Birgit Küfe ◽  
Anke Rheingans ◽  
Jennifer Guse
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Large Scale ◽  
Digital Learning ◽  
The Novel ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Digital Formats

Higher education has changed significantly since the beginning of the COVID-19 pandemic. Medical education programs with extensive practical and interactive components faced major challenges to protect students, faculty and patients. In response to COVID-19, many medical schools worldwide shut down undergraduate medical education and converted most of their teaching to digital formats. The aim of this paper is to assess the attitude towards and adoption of the novel learning environment among undergraduate medical students during COVID-19. Two studies were conducted to analyze specific aspects of the adaption of digital teaching during the digital summer semester 2020 (study 1), and to compare student satisfaction and their feeling of preparedness for exams in the digital semester compared to traditional semesters (study 2). Results show that there are numerous pros and cons of digital teaching. Pros were the large flexibility and large-scale availability of digital teaching materials. Cons were the lack of interactions with peers, professionals, and patients in practice. Results also show that female students as well as year 1 students seemingly coped better with the digital learning environment. Students with childcare or job obligations also benefited from the large flexibility. While student satisfaction decreased in the digital semester, they did not feel less prepared for exams. Cross-sectional comparisons revealed that student satisfaction and agreement gradually decreased in the comparison of the different cohorts with fourth year students being the least satisfied and showing the least agreement regarding the feeling of preparedness for exams. Altogether, our results indicate that students were able to cope with digital teaching, but clearly, some groups of students were able to better adapt to the novel learning environment. This might demand the introduction of tailored educational support services for different groups of students during COVID-19 as they progress through medical school.

Improving the technology of work of heads of therapeutic departments of Central district hospitals

2020 ◽  
pp. 9-18
Author(s):  
R. S. Gadzhiev ◽  
◽  
L. S. Agalarova ◽  
Keyword(s):  
Medical Care ◽  
District Hospital ◽  
Working Time ◽  
Organization Of Work ◽  
District Hospitals ◽  
Number Of Patients ◽  
Central District ◽  
Quality Of Medical Care ◽  
Therapeutic Care

The article presents the results of studying the organization of work of heads of departments of central district hospitals (CRH) and the quality of therapeutic care for the rural population. The study was conducted in 2017–2019. on the basis of 26 Central District Hospital of the Republic of Dagestan. The quality of therapeutic care was studied through an expert assessment of 1,085 inpatient and 748 outpatient patient records. The timing of the working time spent by the heads of the departments of the Central District Hospital for 845 hours. It was found that under the current conditions the heads of departments devote up to 50.7% of their working time to the fulfillment of the main duties. Waste of time is 15.1%. In the therapeutic departments of the Central District Hospital, an untimely and complete examination of a significant part of the patients took place; treatment is not always complete and complete, there is no continuity in the examination and treatment of the patient between the clinic and the hospital. On the basis of the research materials, a set of recommendations was developed to improve the technology of work of heads of departments of the Central District Hospital and improve the quality of medical care. Experimental verification of the recommendations confirmed their effectiveness: the time spent on the main work increased from 51.2% to 72.4%, the share of time spent on organizing and managing the treatment and diagnostic process increased by 15.5%. Improving the organization of work of heads of departments during the experiment had a positive effect on the quality of medical care: the proportion of patients examined at the prehospital stage increased by 25.4%; the number of those fully surveyed increased from 58.4% to 90.3%; the number of patients who received full treatment increased by 14.7%.

Academic Integrity and Student Satisfaction in an Online Environment

2013 ◽  
pp. 1-19 ◽  
Author(s):  
Michele T. Cole ◽  
Daniel J. Shelley ◽  
Louis B. Swartz
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Academic Integrity ◽  
Student Attitudes ◽  
Online Course ◽  
Online Learning Environment ◽  
Level Of Satisfaction ◽  
Ready Access

Universities are experiencing continued growth in the demand for online course offerings. Increasingly, students expect convenience and ready access. In response, institutions are developing policies to support courses that are being designed to maximize learning in an environment that preserves academic integrity. To determine how effectively both goals are being met at one institution, researchers surveyed students in multiple courses over a period of two years. With regard to the level of satisfaction with online learning, students liked the convenience but were not satisfied with the amount and quality of interaction. With regard to student attitudes toward what constitutes acceptable behavior in online learning, results raised concerns about what constitutes academic integrity in the online learning environment.

scholarly journals Utjecaj kvalitete i zadovoljstva studenata na namjeru daljnjeg korištenja usluga visokog obrazovanja na primjeru Visoke škole eMPIRICA

2017 ◽  
Vol 6 (2) ◽  
pp. 21
Author(s):  
Adis Puška ◽  
Selma Berbić ◽  
Aleksandar Maksimović
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Mobility ◽  
Private Higher Education ◽  
Education Student ◽  
Subsequent Increase ◽  
Quality Of Higher Education ◽  
Quality In Higher Education ◽  
Insight Into

During the last two decades, quality in higher education became increasingly important. The reasons for that can be observed in the development of the information society and globalization itself. By applying the Bologna Declaration to higher education an increase in student mobility occurred, together with the emergence of more private higher education institutions and the subsequent increase in competition. The aim of the paper is to analyze the relation between the quality of service in higher education, student satisfaction and the intent to further use these services by the students. The study was conducted at the College eMPIRICA by surveying a total of 95 students. By using factor analysis a grouping of statements in three factors was performed within the quality of services variable, while the proposed hypothesis were tested by applying a multiple regression analysis. It has been proved that the quality of higher education affects the satisfaction of students and furthers the intent of using these services, while the satisfaction of students is associated with the further intention of using these services. The results presented in this work provide an important insight into the understanding of quality in higher education and its impact on the satisfaction and intention of using these services by students.

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