PERCEPTION OF STUDENTS AND TEACHERS REGARDING ACADEMIC FAILURE OF UNDERGRADUATE MEDICAL STUDENTS IN LAHORE, PAKISTAN: A QUALITATIVE EXPLORATORY INVESTIGATION

Background: Academic failure adds extra pressure to emotional intelligence of students and this may lead to psychological disturbance. The objective of this study was to explore perception of students and teachers regarding academic failure of undergraduate medical students in Lahore, Pakistan. Materials & Methods: This qualitative exploratory study was conducted at Department of Medical Education, University College of Medicine and Dentistry, University of Lahore, Pakistan from January 2018 to October 2018. Sample included nine MBBS students who took their last examination in year 2017 and five teachers, all from University College of Medicine and Dentistry, University of Lahore. Sampling was purposive. These nine students included five who graduated without failure and four who experienced two/more failures. Medical students were interviewed via two focus groups, whereas face to face semi-structured, audio-recorded interviews were done for teachers. Interview questionnaires were designed on basis of attribution theory. The fundamental question of study was “What are the reasons behind undergraduate medical students’ failure in annual examination?” with five more questions. The interviews were transcribed in English and sent back to participants for member checking. The interviews were organized in ATLAS.ti software for thematic analysis based on Weiner’s Attribution Theory. Open coding was done after familiarization of data, leading to formation of categories, sub-themes and themes related to our conceptual framework. Results: 160 open codes were condensed to 35 axial codes leading to two themes. Main reasons for students’ failure in examinations perceived by both students and teachers were lack of ability, lack of effort and lack of motivation. Additionally, the students attributed bad luck to academic failure. Other factors included were teachers’ related factors, curriculum related factors and negative students’ attitude. Conclusion: Medical institutions must take into account reasons for academic failure among medical students and address those issues to improve their performance.

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Workshops in Healing for Senior Medical Students: A 5 Year Experience

International Journal of Whole Person Care ◽

10.26443/ijwpc.v1i1.13 ◽

2014 ◽

Vol 1 (1) ◽

Author(s):

John Henry Kearsley ◽

Elizabeth Lobb

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Repeated Reading ◽

Contemporary Literature ◽

Art Music ◽

Undergraduate Medical Students ◽

Music And Literature ◽

South Wales ◽

Open Coding ◽

The University

Objectives: To provide a 5-year (2008-2012) overview and appraisal of a novel course for senior undergraduate medical students (Workshops in Healing) at the University of New South Wales, Sydney, Australia within the context of a traditional 6-year curriculum. In these innovative workshops, 8-12 self-selected students per year participate over 6 hours in two sessions, several days apart. The sessions use artwork and other evocative images, poetry, music, statues and classic/contemporary literature to illustrate points of discussion relating to suffering, healing and the doctor-patient relationship. Methods: A written open-ended reflection was requested from 48 students in the final year of their 6-year medical course within a few weeks of the second workshop. The study employed an emergent qualitative design. Open coding involved repeated reading of the sections of the student’s feedback and a line-by-line analysis of this data. Selective coding was then used to link data together and develop the themes.Results: Students identified the following benefits from the workshops: 1) the opportunity to re-affirm their commitment to their chosen career path; 2) the value of listening to other students share their stories; 3) the importance of the timing of the Workshops to occur after exams; 4) the use of various mediums such as art, music and literature to present concepts of suffering and healing; and 5) the creation of a safe and confidential space.Conclusions: Students reported that the workshops gave them a renewed sense of drive and enthusiasm for their chosen career. They highlighted the importance of addressing an aspect of Medicine (healing) not covered in the traditional medical curriculum. For many students the workshops provided a broader understanding of the meaning of concepts such as suffering and healing, and helped them to rediscover a deeper meaning to Medicine, and their roles as healthcare professionals.

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Comparison of OSCE Scores of Surgical Clinical Education after Face-to-face vs. Blended Learning Methods among undergraduate medical students

Journal of the Pakistan Medical Association ◽

10.47391/jpma.571 ◽

2021 ◽

pp. 1-13

Author(s):

Masood Jawaid ◽

Lubna Baig ◽

Syed Moyn Aly ◽

Admin

Keyword(s):

Medical Students ◽

Blended Learning ◽

Student Performance ◽

Clinical Education ◽

Teaching Method ◽

P Value ◽

Undergraduate Medical Students ◽

Learning Program ◽

Face To Face ◽

Significant Difference

Abstract Objective: Clinical education is an important component of undergraduate medical education. This study compares the efficacy of blended learning (BL) with contemporary face to face (F2F) teaching among medical students by assessing their OSCE scores at end of clinical posting. Methods: This experimental study was conducted in Dow University of Health Sciences from March to August 2014. Third-year medical students posted in the surgical units were divided into two groups. In the first month, one group in the unit was taught by BL while the second group posted in another unit was taught by F2F teaching. Both groups were assessed by same OSCE. In the second month, teaching method was flipped for both the groups with new learning contents. assessment was by the same OSCE for both groups. Data was analyzed by SPSS version 23 with inferential statistics with independent sample t test. Results: A total of 28 students were assessed at the end of posting OSCE in F2F group and 31 students in blended group. There was significant difference in OSCE score [p value = 0.049] after F2F teaching method (78.01 ± 13.29) as compared to BL (85.12 ± 13.77). The domain of “log book” and “clinical examination” scored higher in F2F as compared to BL group. Conclusion: This study showed that student performance can be improved with a blended surgical learning program. BL has proven to be more effective in comparison to face-to-face teaching alone, even in the setting of skill based curriculum like surgery.

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Fatores de estresse psicossociais e relacionados à saúde enfrentados por estudantes de medicina

Revista de Medicina ◽

10.11606/issn.1679-9836.v93i3p125-134 ◽

2014 ◽

Vol 93 (3) ◽

pp. 125

Author(s):

Nayara Karoline Correa Pereira ◽

Igor Padoim ◽

Renerio Fraguas Junior

Keyword(s):

Medical Students ◽

Social Isolation ◽

Interpersonal Conflict ◽

Undergraduate Medical Students ◽

Related Factors ◽

Increased Risk ◽

The Future ◽

Health Related ◽

Quality Of Food

Stress is common among medical students and is associated with increased risk of burnout, anxiety and depression, alcohol and drug abuse, social difficulties, suicidal ideation and suicide. The purpose of this literature review was to identify the sources of stress in undergraduate medical students. In order to achieve that, we conducted a search for papers published in the Medline database from 2003 to 2014. Due to the extension of sources of stress identified in this population and our interest on the subject, we chose to include only papers that addressed specifically two main categories of stressors: psychosocial and/or health-related. We divided the psychosocial sources into four groups: social, familial, infrastructural and not specified. Among the most relevant social sources, we found loneliness, social isolation, interpersonal conflict, social relationships and worry about the future. Familial sources of stress included high parental expectation, family problems and financial problems. Among the infrastructural sources, we found relevance for absence of an optimal place to study outside the university and accommodation away from home, particularly for first-year students and for males. Few studies have focused on health-related sources of stress. The most relevant sources of health-related stress were the quality of food in mess and sleeping difficulties. While the relevance of some sources varied according to the medical school, the importance of some sources such as quality of food in mess, sleeping difficulties and worry about the future was consensual among the studies. Of relevance is the fact that most of these sources of stress can be reversed. For example, a healthy relationship has been reported to protect against stress; thus, programmes aimed at the improvement of students’ relationships may be effective in decreasing the stress associated with loneliness, social isolation and interpersonal conflict. The relevance of a stressor should be evaluated in each school taking into consideration the influence of its context peculiarities. Although several studies have reported the sources of stress, studies looking specifically at each source, investigating its impact, related factors and feasibility of change are warranted.

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The prevalence of educational burnout, depression, anxiety, and stress among medical students of the Islamic Azad University in Tehran, Iran

BMC Medical Education ◽

10.1186/s12909-021-02874-7 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Ghazal Aghajani Liasi ◽

Sanaz Mahdi Nejad ◽

Nafiseh Sami ◽

Shahrzad Khakpour ◽

Batool Ghorbani Yekta

Keyword(s):

Medical Students ◽

Phase I ◽

Phase Ii ◽

Teaching Hospital ◽

Negative Consequences ◽

Place Of Residence ◽

Undergraduate Medical Students ◽

Related Factors ◽

Cross Sectional ◽

Academic Burnout

Abstract Background Psychological disorders have negative consequences on students’ learning and academic performance. In addition, academic burnout is one of the common challenges that affects students’ motivation and academic eagerness; however, the determinant is not clear. Medical students, meanwhile, demand special attention due to their professional responsibilities. In this regard, this study is conducted to investigate the academic burnout, rate of depression, anxiety and stress as well as related factors among undergraduate medical students at the Tehran Medical Sciences Islamic Azad University. Methods This cross-sectional and descriptive study was performed on medical students of Islamic Azad University of Tehran in 2017. In phase I, conducted on all stager students, Maslach Burnout questionnaire was used. In phase II, the DASS-42 questionnaire was provided for 123 students, 120 of whom met the inclusion criteria. In addition, another questionnaire including gender, age, lifestyle, marital and financial status, nutrition style, vitamin D deficiency, smoking, study hours per week, work efficiency and distance from the place of residence to the teaching hospital was used. Finally, the data extracted by SPSS version 23 was analyzed at the significance level of 0.05. Results In phase I of the study, 17 subjects showed academic burnout (16.3%). Out of all, 76.5% of students with academic burnout did not focus on the study and students’ academic burnout was associated with a decrease in their focus (P < 0.05). However, the relationship between academic burnout and other factors was not significant. In phase II, the prevalence of depression, anxiety and stress was 37.5, 41.1 and 30.3%, respectively. The prevalence of severe and very severe degrees that required psychiatric follow-up were 10.5, 10.5 and 7% for depression, anxiety and stress, respectively. According to statistical analyzes, there is a significant direct relationship between anxiety and the distance from the place of residence to the teaching hospital (P = 0.040). Conclusion The present study estimated the prevalence of academic burnout to be between 9.2 and 23.4%, considering the 5% error in the calculation, and the level of anxiety was related to the distance from the place of residence to the hospital.

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A Phenomenological Approach to Understand the Challenges Faced by Medical Students

The Qualitative Report ◽

10.46743/2160-3715/2016.2222 ◽

2016 ◽

Author(s):

R. Deepa ◽

Anuja Panicker

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical Curriculum ◽

High Stress ◽

Phenomenological Approach ◽

Related Factors ◽

Medical College ◽

Quality Patient Care ◽

Medical Institutions ◽

Stress Levels

Life in a medical school is more challenging, when compared to other disciplines like arts and engineering. The innate nature of the medical curriculum and the demands of the profession have created extensive pressure on its students, leading to the prevalence of high stress levels and stress related disorders in them. The mental health of future doctors is very important for quality patient care. Hence it is high time for medical institutions to design interventions to mitigate this situation. A significant amount of research has gone into identifying the predominant stressors of medical education and the prevailing stress levels amongst medical students. However, there is dearth in research efforts that explicitly explain: the manifestation of stressors in different stages of medical education; coping strategies of students; and the kind of support required by the students to cope up with these challenges. Hence this study uses a phenomenological approach to understand the phenomenon of stress amongst medical students of a private medical college in South India. The study found that academic pressure, homesickness, faculty and institution related factors challenge the students. It was also found that the students require support to handle these challenges. These findings have interesting and important implications for institutions and policy makers, with respect to designing interventions to provide a congenial learning environment for our future doctors.

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The prevalence and related factors of phantom vibration among medical students: A first look in Vietnam

MedPharmRes ◽

10.32895/ump.mpr.3.3.5 ◽

2019 ◽

Vol 3 (3) ◽

pp. 23-31

Author(s):

Tran Ngoc Dang ◽

Nguyen Thanh Hoa ◽

Nguyen Phuoc Long ◽

Nguyen Hong An ◽

Tran Le Huy Vu ◽

...

Keyword(s):

Medical Students ◽

Ho Chi Minh City ◽

P Value ◽

Undergraduate Medical Students ◽

Online Questionnaire ◽

Psychiatric Disturbance ◽

Related Factors ◽

Factors Associated ◽

Emotional Factors ◽

The Impact

Background: Phantom vibration (PV) is an illusionary perception in which people perceive their mobile phone vibrates while it actually does not. Recently, PV has attracted attention in psychology and medical field. There are several studies investigating the prevalence and risk factors associated with this phenomenon. However, the findings are inconsistent. The prevalence of PV fluctuates from 21% to 89% among different groups and its mechanism remains unclear. Further understanding is necessary to identify the settings in which PV may harm the population and warrant further exploration. Objectives: This study aims to explore the prevalence of PV among medical students in Ho Chi Minh City and settings that PV can risk people’s health. Relationships between PV and phone usage habits as well as psychiatric disturbance also are investigated. Methods: By using online questionnaire on 377 undergraduate medical students in Ho Chi Minh City, Vietnam, the cross-sectional study explored factors associated with PV, including demographic, behavioral phone usage, and mental/emotional factors using the Self Reporting Questionaire - 20 (SRQ-20). The descriptive and association analyses were employed using R software. Results: The study found a significant association between mental/emotional factors (i.e. mental disturbance and phone attachment) and PV (OR=2.15, 95% CI=1.21-3.81, p value=0.009; OR=1.75, 95% CI=1.02-3.01, p value=0.043 respectively), which suggests an important role of mental/emotional factors in explaining the potential mechanism of PV. A high proportion of participants also experienced PV while driving (55.5%) within the last month. This implies the impact of PV possibly becomes significant, causing an increase in the risk of traffic accident due to distracted driving.

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Stressors perceived by the clinical undergraduate medical students towards the end of course

Bangabandhu Sheikh Mujib Medical University Journal ◽

10.3329/bsmmuj.v12i2.41149 ◽

2019 ◽

Vol 12 (2) ◽

pp. 99-104 ◽

Cited By ~ 1

Author(s):

Md. Ahsan Habib ◽

Md. Azizur Rahman ◽

Amju Manara ◽

Mahmuda Ayub ◽

Nasrin Begum ◽

...

Keyword(s):

Medical Students ◽

Undergraduate Medical Students ◽

Related Factors ◽

Medical College ◽

University Level ◽

Related Stress ◽

Teaching Learning ◽

The Mind ◽

The University ◽

Severe Stressor

Response or reaction of the mind to the pressure of life is stress. Medical students of Bangladesh are in stress to meet the demands of the curriculum. This study was conducted on the regularly passed final year students of a medical college to find out the nature of stresses perceived by them. The response was collected on a validated structured set of questionnaire, 3 weeks prior to the University level summative examination and 63 students (33 male and 30 female) participated in the study. Stress was expressed in five levels and scored as 0 to 4. Academic related factors were identified as maximum stress provoking (2.5 ± 1.3) than group activity (1.6 ± 1.4), drive (1.4 ± 1.5), teaching-learning (2.3 ± 1.3), personnel (1.8 ± 1.6) or social (1.9 ± 1.5) related factors. Of that group of stress, ‘falling behind reading schedule’ and ‘large amount of content to be learned’ were revealed as heavy stressors. Examination was identified as a severe stressor in 42.4% male, but was marked less (16.7%) in the female. ‘Too much restriction in the campus’ was observed as heavy stressors among the factors other than the academic related stressors. Students may be motivated to develop a coping strategy for academic and teaching-learning related stress.

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Attitudes towards psychiatry among undergraduate medical students

Bangladesh Journal of Psychiatry ◽

10.3329/bjpsy.v28i2.32735 ◽

2017 ◽

Vol 28 (2) ◽

pp. 45-49 ◽

Cited By ~ 1

Author(s):

Masud Rana Sarker ◽

Muhammad Zillur Rahman Khan ◽

Nasim Jahan ◽

Mohammad Muntasir Maruf ◽

Md Waziul Alam Chowdhury ◽

...

Keyword(s):

Medical Students ◽

Psychiatric Treatment ◽

Medical Science ◽

Psychiatric Research ◽

Undergraduate Medical Students ◽

Related Factors ◽

Medical College ◽

Legal Power ◽

Majority Students ◽

Major Mental Disorder

Mental health is the most neglected and stigmatized branch of medical science in Bangladesh. Attitudes towards psychiatry are an important determination for selection of the subject as career by the undergraduate medical students. The objective of this study was to determine the attitudes of undergraduate medical students towards psychiatry and related factors. It was across sectional study conducted from May 2013 to September 2013 among 1st and 5th year medical students of Rajshahi Medical College, Rajshashi and Shaheed Shahrawardi Medical College, Dhaka. Results showed that only 2.6% of 5th year medical students wanted to be specialized in psychiatry and none of 1st year medical students wanted to be specialized in psychiatry. All of them (100% and 98.7%) agreed with the statement that psychiatric research has made good strides in advancing care of major mental disorder and majority students of both groups were (96% and 86.6% respectively) with the statement that psychiatry was a rapidly expanding frontier of medicine. Around two-third of the students (79.3% and 82.7% respectively) perceived psychiatric treatment as being helpful. Fifty nine (76.6%) of 5th year students and forty one (55.7%) of 1st year students did not agree that psychiatrists frequently abuse their legal power to hospitalize patients against their will. Positive opinions on attitudes of undergraduate medical students towards psychiatry became strengthen further following exposure to psychiatry lectures and clerkship in psychiatry ward.Bang J Psychiatry Dec 2014; 28(2): 45-49

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The Prevalence of Educational Burnout, Depression, Anxiety, and Stress among medical students of the Islamic Azad University in Tehran, Iran

10.21203/rs.3.rs-328225/v1 ◽

2021 ◽

Author(s):

Qazal Aghajani Elyasi ◽

Sanaz Mahdi Nejad ◽

Nafiseh Sami ◽

Shahrzad Khakpour ◽

Batool Ghorbani Yekta

Keyword(s):

Medical Students ◽

Phase I ◽

Phase Ii ◽

Teaching Hospital ◽

Negative Consequences ◽

Place Of Residence ◽

Undergraduate Medical Students ◽

Related Factors ◽

Cross Sectional ◽

Academic Burnout

Abstract Background: Psychological disorders have negative consequences on students' learning and academic performance. In addition, academic burnout is one of the common challenges that affects students’ motivation and academic eagerness; however, the determinant is not clear. Medical students, meanwhile, demand special attention due to their professional responsibilities. In this regard, this study is conducted to investigate the academic burnout, rate of depression, anxiety and stress as well as related factors among undergraduate medical students at the Tehran Medical Sciences Islamic Azad University.Methods: This cross-sectional and descriptive study was performed on medical students of Islamic Azad University of Tehran in 2017. In phase I, conducted on all stager students, Maslach Burnout questionnaire was used. In phase II, the DASS-42 questionnaire was provided for 123 students, 120 of whom met the inclusion criteria. In addition, another questionnaire including gender, age, lifestyle, marital and financial status, nutrition style, vitamin D deficiency, smoking, study hours per week, work efficiency and distance from the place of residence to the teaching hospital was used. Finally, the data extracted by SPSS version 23 was analyzed at the significance level of 0.05.Results: In phase I of the study, 17 subjects showed academic burnout (16.3%). Out of all, 76.5% of students with academic burnout did not focus on the study and students' academic burnout was associated with a decrease in their focus (P < 0.05). However, the relationship between academic burnout and other factors was not significant (P > 0.05).In phase II, the prevalence of depression, anxiety and stress was 37.5%, 41.1% and 30.3%, respectively. The prevalence of severe and very severe degrees that required psychiatric follow-up were 10.5%, 10.5% and 7% for depression, anxiety and stress, respectively. According to statistical analyzes, there is a significant direct relationship between anxiety and the distance from the place of residence to the teaching hospital (P = 0.040).Conclusion: The present study estimated the prevalence of academic burnout to be between 9.2% and 23.4%, and the level of anxiety was related to the distance from the place of residence to the hospital. This high prevalence indicates that this part of medical education needs more attention.

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STUDENTS PERSPECTIVE ON ONLINE MEDICAL EDUCATION DURNG LOCKDOWN AS A RESULT OF COVID-19 PANDEMIC

Journal of University Medical & Dental College ◽

10.37723/jumdc.v12i2.543 ◽

2021 ◽

Vol 12 (2) ◽

Author(s):

Muhammad Sajid Mehmood ◽

Wajahat Sultan Baig ◽

Sadia Azam Khan Baig ◽

Fauzia Khan ◽

Shakil Ahmad Awan ◽

...

Keyword(s):

Medical Students ◽

Online Teaching ◽

Online Classes ◽

Health Issues ◽

Undergraduate Medical Students ◽

Face To Face ◽

E Learning ◽

The Mean ◽

Study Type ◽

Medical Colleges

ABSTRACT: Objective: In this study the perceptive of undergraduate medical students regarding e-learning were explored in the MBBS students across various medical colleges in Pakistan during COVID pandemic. Study type, settings and duration: It was descriptive study conducted as multisite survey in medical students of Pakistan. The study was conducted from 1st October to 30th October 2020. Methodology: A questionnaire was developed and disseminated via what’s app to MBBS students of medical institutes in Pakistan. The data was cleaned and study sample was selected from ten medical colleges with maximum response rates. The responses of 10 students from each professional year were selected randomly for even distribution of students in the MBBS course. Out of 500 students, 492 students’ replied with valid data. The percentages of the responses were calculated and data was analyzed graphically. Results: The mean age of respondents was 22± 2.1. 64.4% of respondents were female and 43.6% male. Only 5 % of total students were of the opinion that online teaching was good substitute for learning than face to face sessions. 43% students responded that ZOOM software was major platform used for e-learning during lockdown. Internet connectivity was the major hurdle in e-learning and health issues in family (27%) was major stress factor. 31% students responded that online classes were not effective and 29 % responded that they were about 25 % effective while 21% were of the opinion that these were 50% effective as compared to face to face campus learning. Conclusion: The perception of medical students regarding online teaching was not promising in our study. Most of the indicators were negative.

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