A cross-sectional study of online medical education in the COVID-19 era

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

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

PERSPECTIVES IN MEDICAL RESEARCH - 2 ◽

10.47799/pimr.0803.11 ◽

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.

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

Medicine Today ◽

10.3329/medtoday.v28i2.32923 ◽

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

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Undergraduate medical students’ perspectives of skills, uses and preferences of information technology in medical education: A cross-sectional study in a Saudi Medical College

Medical Teacher ◽

10.1080/0142159x.2018.1465537 ◽

2018 ◽

Vol 40 (sup1) ◽

pp. S68-S76 ◽

Cited By ~ 6

Author(s):

Nehal Khamis ◽

Rawabi Aljumaiah ◽

Alla Alhumaid ◽

Hiba Alraheem ◽

Dalal Alkadi ◽

...

Keyword(s):

Information Technology ◽

Medical Education ◽

Medical Students ◽

Cross Sectional Study ◽

Sectional Study ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Medical College

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Factors related to the role of programme directors in association with quality in postgraduate medical education – a cross-sectional study

BMC Medical Education ◽

10.1186/s12909-019-1885-3 ◽

2019 ◽

Vol 19 (1) ◽

Author(s):

Hanna Wijk ◽

Sari Ponzer ◽

Hans Järnbert-Pettersson ◽

Lars Kihlström ◽

Jonas Nordquist

Keyword(s):

Medical Education ◽

Postgraduate Medical Education ◽

Classification Tree ◽

Cross Sectional Study ◽

Sectional Study ◽

High Quality ◽

Cross Sectional ◽

Programme Director ◽

Factors Associated

Abstract Background Educational leaders have been pointed out as being important for quality of medical education. However, their actual influence on the education can be limited. At the postgraduate level, educational leadership and its connection with quality is underexplored and knowledge about how to increase its impact is lacking. An increased understanding could be used in order to prioritize actions for strengthening the role. The aim of this study was to investigate factors related to the role of programme director associated with quality in postgraduate medical education. Methods A cross-sectional study was carried out. A questionnaire was sent to programme directors in Sweden (n = 519) comprising questions about background factors, work characteristics, work tasks, hindering and enabling factors, and the Utrecht Work Engagement Scale. A logistic regression and classification tree were used to identify factors associated with high qualitative education, defined as compliance with national regulations. Results The response rate was 54% (n = 279). In total, 62% of the programme directors reported high quality and factors associated with high quality included experiences of communication with residents, superiors and supervisors, and support from the supervisors. Other factors were consensus regarding postgraduate medical education at the workplace, adequate financial resources, the programme directors’ competence, and their perceived impact on education. Factors of particular importance seemed to differ depending on whether the programme directors were responsible for one or for multiple units. Most high-quality education was found in cases where programme directors were responsible for a single unit and perceived sufficient impact on education. Conclusions These results indicated that there was an association between factors related to programme director and quality in postgraduate medical education. The findings pointed out the importance of combining activities at both individual, group and organizational levels. Relational aspects should not be underestimated; faculty development and involvement are crucial.

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Chinese medical students and residents' perspectives on medical education for professional role formation: an exploratory cross-sectional study

The Lancet ◽

10.1016/s0140-6736(19)32431-6 ◽

2019 ◽

Vol 394 ◽

pp. S95

Author(s):

Lihong Fan ◽

Russell O Kosik ◽

Angela P Fan ◽

Xudong Zhao ◽

Yunung Hsu ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Professional Role ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Chinese Medical Students

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Continuing Medical Education: A Cross Sectional Study on a Developing Country’s Perspective

Science and Engineering Ethics ◽

10.1007/s11948-017-9900-8 ◽

2017 ◽

Vol 24 (1) ◽

pp. 251-260 ◽

Cited By ~ 2

Author(s):

Syed Arsalan Ali ◽

Shaikh Hamiz ul Fawwad ◽

Gulrayz Ahmed ◽

Sumayya Naz ◽

Syeda Aimen Waqar ◽

...

Keyword(s):

Medical Education ◽

Continuing Medical Education ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional

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Continuing Medical Education for Primary Care Physicians in Israel: A Cross-Sectional Study

Journal of Biomedical Education ◽

10.1155/2013/843691 ◽

2013 ◽

Vol 2013 ◽

pp. 1-10

Author(s):

Pesach Shvartzman ◽

Howard Tandeter ◽

Daniel Vardy ◽

Eran Matz ◽

Anthony Heymann ◽

...

Keyword(s):

Primary Care ◽

Medical Education ◽

Continuing Medical Education ◽

Primary Care Physicians ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Personal Initiative ◽

Rural Clinic ◽

Self Administered Questionnaire

Acquiring a medical degree is only the beginning of a prolonged learning process. At some point, formal studies end, and continuing medical education (CME) may be left to personal initiative. To assess lifetime learning (LL) and CME among primary care physicians in Israel, a self-administered questionnaire, based on the Jefferson Scale of Physician Lifelong Learning (JSPLL), was mailed to 4,104 primary care physicians. A total of 979 completed the study, 53.4% males with a mean age of 51.8 ± 8.3 (range 31–79). A logistic regression model showed that male gender (OR = 1.5, P<0.05), teaching (OR = 4.5, P<0.0001), and not working in a rural clinic (OR = 0.6, P<0.01), increased the LL score. The results of the study demonstrate a need to address special subgroups that have a lower tendency to engage in LL activities. Policymakers should develop strategies to increase these physicians' interest in LL activities and the accessibility of these activities to them, including the availability of LL resources at home so physicians can get updates at their convenience. Primary care physicians should also be encouraged to become involved in teaching of any type, as this is a facilitating factor for LL activities.

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Virtual Anatomy Classes among the First and Second Year Medical and Dental Students of a Medical College: A Descriptive Cross-sectional Study

Journal of Nepal Medical Association ◽

10.31729/jnma.6575 ◽

2021 ◽

Vol 59 (240) ◽

Author(s):

Sarbada Makaju ◽

Chandra Kala Rai

Keyword(s):

Medical Education ◽

Cross Sectional Study ◽

Dental Students ◽

Sectional Study ◽

Cross Sectional ◽

Medical College ◽

Virtual Anatomy ◽

Virtual Classes ◽

Second Year ◽

Medical And Dental Students

Introduction: The pandemic of COVID-19 affected every single person in the world. This pandemic also affected the academics of medical and dental colleges of Nepal. In these conditions, the virtual study was used as an emergency measure during the COVID-19 period, with an adaptation to the “new normal” to deliver preclinical medical education. This has brought both challenges and opportunities to medical education. The objective of the study is to find out whether the anatomy virtual classes were helpful among the first and second year medical and dental students of a medical college. Methods: The descriptive cross-sectional study was conducted on 206 first and second-year medical and dental students of a medical college between 1st May 2021-31st May 2021 after getting the ethical clearance from the Institutional Review Committee (reference no. 0504202109). The convenient sampling was done. The data were analyzed with Statistical Package for the Social Sciences 20 version. Point estimate at 95% Confidence Interval was calculated along with frequency and percentage for binary data. Results: Out of the total 206 students, 173 (84%) (78.99-89.01 at 95% Confidence Interval) found that virtual anatomy classes were not helpful for the study of the anatomy classes. Conclusions: From the study, we conclude that more than half of the students found that virtual classes were not helpful for the study of anatomy classes. Students have difficulty in studying dissection, cadaveric, and embryological structures via virtual classes. Physical class is better for studying anatomy than virtual classes for medical and dental students.

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