Use of simulation based technology in pre-clinical years improves confidence and satisfaction among medical students

Abstract Objective: To determine perception of medical students about learning from integrated simulated clinical skills sessions in Respiration and Circulation module of Year 1 undergraduate medical curriculum at Aga Khan University. Subjects & Methods: This cross-sectional study was conducted at the Centre for Innovation in Medical Education, Aga Khan University (AKU) from July 2018 to February 2019. Integrated clinical skills session involves use of a combination of live simulated patient and mechanical simulator to teach clinical skills. These sessions were conducted in Respiration and Circulation Module of MBBS Year I curriculum after which quantitative data was collected by a questionnaire that assessed usefulness of integrated clinical skills teaching method and confidence gained by students. The responses acquired were assessed on a Likert scale ranging from 1-5, (strongly agree -strongly disagree). Descriptive analysis was performed. A focused group discussion (FGD) with students and an in-depth interview with a facilitator conducting the clinical skills sessions was arranged. Simple verbatim transcription of FGD recordings and thematic analyses was executed. Results: Quantitative analysis showed that more than 90% of the students believed integrated sessions were effective in acquiring the learning objectives and found them enjoyable and motivating. 80% expressed confidence that they had accomplished learning objectives and felt they have learned practical clinical skills. Qualitative analysis revealed that these sessions enhanced understanding of subject matter and student engagement during sessions. Conclusion: Integrated clinical skills sessions improved student interest, engagement and promoted student confidence. It should be implemented in undergraduate medical teaching curriculum. Continuous...

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Knowledge, attitude and perception on antimicrobial use and antimicrobial resistance among final year medical students in the College of Medicine, Malawi

Malawi Medical Journal ◽

10.4314/mmj.v32i3.3 ◽

2020 ◽

Vol 32 (3) ◽

pp. 120-123

Author(s):

Alfred Kamoto

Keyword(s):

Medical Students ◽

Antimicrobial Resistance ◽

Medical Curriculum ◽

Descriptive Analysis ◽

Cross Sectional Study ◽

Antimicrobial Use ◽

Cross Sectional ◽

Population Sampling ◽

Adequate Knowledge ◽

Attitudes And Perceptions

BackgroundMedical curricula need to provide adequate knowledge on antimicrobial medicine use and antimicrobial resistance (AMR). Such knowledge is critical in shaping correct attitudes and perceptions among future prescribers. However, the extent of preparation provided by medical curricula remains unknown.AimThe current study sought to determine knowledge, attitude and perception on antimicrobial use and AMR among final year medical students in Malawi.MethodsA descriptive cross-sectional study was undertaken among all final year medical students at the College of Medicine, University of Malawi in 2016. Total population sampling and self-administered questionnaires were used. Data were entered using Microsoft Excel and analysed with Epi info. Descriptive analysis for categorical data was done using frequencies and proportions, and for continuous data using measures of central tendency.ResultsThe response rate in this study was 95%. The mean and median aggregated scores were 7.2 and 7, respectively, for the 11 knowledge questions. Over 88% of the respondents answered more than half of the knowledge questions correctly. Respondents agreed that antimicrobials are overused both at national (50; 69%) and at hospital (52; 72%) levels.ConclusionThis study reports high aggregated knowledge scores on antimicrobial use and resistance with wide variations on correct knowledge scores per question. The study further shows varying level in attitudes and perceptions among medical students. Overall, there were gaps on antimicrobial use and knowledge of AMR which the medical curriculum should addresses.

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A questionnaire-based study to evaluate perception, attitude and opinion of undergraduate medical students on the teaching-learning methodology in pharmacology

International Journal of Basic & Clinical Pharmacology ◽

10.18203/2319-2003.ijbcp20201184 ◽

2020 ◽

Vol 9 (4) ◽

pp. 599

Author(s):

Saripilli Preethi Yadav ◽

K. N. V. Anusha

Keyword(s):

Medical Students ◽

Teaching Method ◽

Group Discussion ◽

Cross Sectional Study ◽

Undergraduate Teaching ◽

Difficulty Level ◽

Visual Aids ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Teaching Learning

Background: Pharmacology enables medical students with the art of rational prescriptions of drugs. Reforms in undergraduate teaching are the need of the hour. The purpose of the study was to assess the student’s attitude, perception, and feedback on teaching-learning methodology. Students’ feedback gives an idea to evaluate teaching methods.Methods: A cross-sectional study based on questionnaire. A total of 200 second-year medical students studying at Rangaraya medical college, Kakinada, were asked to fill up a pre-validated, predesigned questionnaire containing 17 questions. Descriptive statistics were used for analysis of data, and the results were expressed in percentage (%).Results: Out of 200 students, 188 filled the questionnaire, and results were analyzed. 98.43% wanted case-based learning; 96.34% wanted more of clinical pharmacology in the curriculum. 83.53% wanted group discussion. Difficulty level of understanding is CVS (67%), CNS (65%), ANS (59%). 44% preferred tutorials. Combined use of LCD + Blackboard (86.58) is ideal teaching method. 81.70% of students studied textbooks only. According to students, pharmacology teachers should make subject interesting (37%) and student-friendly (31%). The need for pharmacology orientation during the internship (68.29%).Conclusions: The study related to the perception and attitude of the students in learning pharmacology was positive and constructive. The students wish to learn more of clinical and practical oriented way with useful audio-visual aids, and should also be refreshed during internship. Implementation of the same would be helpful for better outcome of students.

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OSCE: An Effective Tool of Assessment for Medical Students

10.53350/pjmhs211582235 ◽

2021 ◽

Vol 15 (8) ◽

pp. 2235-2239

Author(s):

Farrukh Sarfraz ◽

Fahad Sarfraz ◽

Imran Jawad ◽

Mohammad Zia-Ul-Miraj ◽

Rizwan Zafar Ahmad ◽

...

Keyword(s):

Medical Students ◽

Time Allocation ◽

Assessment Tool ◽

Clinical Skills ◽

Cross Sectional Study ◽

Cross Sectional ◽

Clinical Competencies ◽

Medical College ◽

Data Collection Procedure

Background: To assess the competency of a student different tools are used. Since its introduction in 1975 by Dr. Harden and his team, OSCE has gained tremendous strides to assess the clinical competencies. Since 1975 onward OSCE has been very successfully used to assess the clinical competencies of medical student globally. OSCE is an assessment tool in which student is observed for performance of different tasks at specified stations. In the current study perception of medical students about OSCE examination was done which shall give room for positive criticism and further improvement of the system where ever required. Objective: To expedite view of final year MBBS students of Azra Naheed College about OSCE Material and Method Study design: Quantitative, cross sectional study. Settings: Azra Naheed College, Lahore. Duration: Six months i.e. 1st July2020 to 31st December 2020 Data Collection procedure: After an informed consent and appropriate briefing, the questionnaire was distributed among the final year medical students of Azra Naheed Medical College. Questionnaire developed by Russell et al was used. Results: Out of 148 students who participated in the study, 66(45%) students were females and 82(55%) were male. Majority of the students were satisfied with the quality of the exam. Consensus about the quality of exam was that, 29.7% were aware about the nature of the exam, 52.7% were satisfied that the syllabus taught was asked in the exam, 58.1% were satisfied about the time allocation for each station. Majority i.e. 60% considered OSCE an exam of practical nature which is not biased by gender or ethnicity. More than 50% of the students were satisfied with the standard of the exam. At the same time more than 50% students considered essay exam the easiest format of assessment. However, OSCE was considered to be fairest form of assessment 73%. 68.9% perceived that learning is enhanced by MCQs rather than other formats of assessment. Conclusion: To conclude this study, it is very much clear that the perception of students about OSCE as an assessment tool was very encouraging, as it not only provided them the opportunity to highlight their weaknesses but also helped them to perform well in the exam, manage time during exam and to overcome them stress which influenced their results. Key words: OSCE, Objective, Examinations, Clinical skills, qualitative analysis

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Medical students utilization of e-learning re-sources; is it an informal curriculum?

International Journal of Medicine ◽

10.14419/ijm.v5i1.7503 ◽

2017 ◽

Vol 5 (1) ◽

pp. 132

Author(s):

Maria Yaseen ◽

Misbah Bano ◽

Masood Jawaid

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Cross Sectional Study ◽

Online Resources ◽

Discussion Forums ◽

Cross Sectional ◽

Formal Curriculum ◽

Informal Curriculum ◽

E Learning ◽

21St Century Learners

Background: E-learning refers to the use of Internet technologies to deliver a broad range of solutions that enhance knowledge and per-formance of learners. This mode of learning can be used by institutions to improve the efficiency and effectiveness of educational inter-ventions in the face of the social, scientific, and pedagogical challenges. Worldwide, it has gained popularity in the past few decades; however, its use is highly variable among the medical schools of Pakistan. Currently, a very few number of institutions have adopted it officially in their curriculum. Despite this, many students use different E Learning resources to enhance their learning.Objective: To find out about the online resources utilized by the medical students in addition to their traditional medical curriculum to enhance their learning.Method: In this cross-sectional study, 300 participants from Dow Medical College and Jinnah Sindh Medical Universities were included after taking informed consent. A self-administered questionnaire which consists of demographic information, years of study and online resources with their usage details by the students for different subjects of basic and clinical sciences were documented.Results: Almost all the students reported to use some form of eLearning to enhance their medical understanding. The most frequently used electronic resources were Google images (61.7%) and Wikipedia (50.3%). Mostly, the students used YouTube (25.7%) for animations; Kaplan (27%) and Dr. Najeeb (15.6%) for video lectures. However, Audio lecture by Goljan (17.7%) was the only resource for podcast learning. Among discussion forums, Facebook groups (16.3%) were most popular and among static websites, Medscape (4.3%), PubMed (2.5%), WebMD (1.3%) were the most commonly used ones.Conclusion: All of the medical students used some form of eLearning in medical education in addition to their formal curriculum. This way of learning should be further implemented in the form of formal curriculum as e-learning modules for basic and clinical sciences to make learning easier, engaging and innovative for the 21st century learners.

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Profilaxia Pré-Exposição para o Vírus da Imunodeficiência Humana no Currículo Médico em Portugal: Uma Análise Transversal

Acta Médica Portuguesa ◽

10.20344/amp.15446 ◽

2022 ◽

Vol 35 (13) ◽

Author(s):

Francisco Duarte ◽

Nuno Rua ◽

David Gomes ◽

Vasco Ricoca Peixoto ◽

Daniela Azevedo ◽

...

Keyword(s):

Medical Students ◽

Online Survey ◽

Descriptive Analysis ◽

Medical Schools ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Factors Associated ◽

School Year ◽

Exposure Prophylaxis

Introduction: Pre-exposure prophylaxis (PrEP) has gained relevance as a method of prevention for HIV in certain people and settings. Following the publication of the guideline on PrEP prescribing in Portugal, we aimed to assess the knowledge of Portuguese Medical Students about PrEP.Material and Methods: An online survey was sent to Medical students of Portuguese Medical Schools. We conducted a descriptive analysis of the results and an analytic cross-sectional study to identify factors associated with “knowing about PrEP”, “having had one class about PrEP” and “identifying eligible groups correctly”.Results: Of the 796 students that responded to the survey, 64.6% were aware of what PrEP is. Of these, 34.44% acquired this knowledge during their training. Out of the total amount of respondents, 4.77% could identify correctly and completely the eligible groups for PrEP. As the training years went by, the probability of being aware of PrEP, having had one class about PrEP, and identifying the eligible groups correctly, increased. Of the sixth-year students, 43.48% had had one class about PrEP and among the students that were aware of PrEP, 28% identified what the eligible groups were. After adjusting for the school year, we found differences between Medical Schools regarding the outcomes. The association between the different ways of learning about PrEP and the ability to correctly identify eligible groups for PrEP was not statistically significant.Conclusion: The differences between Medical Schools could be harmonized through changes in the medical curricula that would allow this topic to be addressed more often.

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Developing a comprehensive tool to assess professional attitude among physicians and medical students

Journal of Medical Ethics and History of Medicine ◽

10.18502/jmehm.v14i27.8283 ◽

2022 ◽

Author(s):

Neda Yavari ◽

Fariba Asghari ◽

Zahra Shahvari ◽

Saharnaz Nedjat ◽

Bagher Larijani

Keyword(s):

Medical Students ◽

Group Discussion ◽

Cross Sectional Study ◽

Second Phase ◽

Validity And Reliability ◽

Cross Sectional ◽

Individual Interviews ◽

Professional Attitude ◽

Final Questionnaire ◽

Students Attitudes

It appears that up until now, no comprehensive tool has been developed to assess medical students’ attitudes toward the different dimensions of professionalism. The present study aimed to develop a comprehensive quantitative tool to evaluate medical students’ attitudes toward professionalism. This study consisted of two phases: The first phase was item generation and questionnaire design based on literature review and a qualitative survey. The qualitative data were extracted from 49 semi-structured individual interviews and one focus group discussion. In the second phase, the questionnaire was developed and its face, content, and structure validity and reliability were evaluated. To measure the construct validity of the questionnaire, a cross-sectional study was conducted on 354 medical students at different academic levels at Isfahan University of Medical Sciences. The final questionnaire was loaded on five factors. The factors accounted for 43.5% of the total variance. Moreover, Cronbach's alpha was 0.84 for the total scale, and the interclass correlation coefficient was 0.77 for the test-retest reliability. The 17-item questionnaire measuring medical students’ professional attitude had acceptable validity and reliability and can be adopted in other studies on physicians’ and medical students’ professional attitudes.

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Attitudes and perceptions towards research among final year medical students in a private medical college of coastal Karnataka: A cross-sectional study

Journal of Health and Allied Sciences NU ◽

10.1055/s-0040-1708687 ◽

2017 ◽

Vol 07 (01) ◽

pp. 007-011

Author(s):

Sanjay Kini ◽

Muthukumar R. ◽

Rakesh G. Maiya ◽

Nishanth Krishna K. ◽

N. Udaya Kiran

Keyword(s):

Medical Students ◽

Undergraduate Students ◽

Research Methodology ◽

Medical Curriculum ◽

Cross Sectional Study ◽

Research Experience ◽

Sectional Study ◽

Cross Sectional ◽

Medical College ◽

Attitudes And Perceptions

Abstract Introduction: Research experience gained by medical students during their under graduate tenure plays a significant role in their future endeavours in the field of medical research. The present study was a cross-sectional study conducted to know the attitudes and perceptions towards research among final year medical students in a private medical college. Methods: A total of 220 students participated in the study. Results: The majority of the students agreed that research is important in the medical field (88.6%, 195/220). The majority also believed that research methodology to be part of medical curriculum (72.7%, 160/220). 31.8% (70/220) felt that Research methodology will be helpful to enter competitive exams (USMLE, PLAB). The barriers for conducting research as believed by students were: Lack of interest (32.7%, 72/220), Lack of time (31.4%, 135/220), Inadequate knowledge about research methodology (51.4%, 113/230), Lack of guidance by faculties (27.7%, 61/220), Lack of research curriculum (34.1%, 75/230) Inadequate facilities for research (35.5%, 78/220), Inadequate financial support (30.9%, 68/220) and others 2.9% (6/220). Of the participating students, 23.2% (51/220) participated in research during medical school, while 76.8% (179/220) did not. Conclusion: Medical colleges should emphasize more on research among the undergraduate students. There is a need to reform the medical curriculum with more weightage towards research methodology.

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Medical Students’ Perception Regarding E- Learning during Covid-19 Lockdown Period

Journal of College of Medical Sciences-Nepal ◽

10.3126/jcmsn.v17i2.33255 ◽

2021 ◽

Vol 17 (2) ◽

pp. 101-108

Author(s):

Pratibha Manandhar ◽

Naresh Manandhar ◽

Sunil Kumar Joshi

Keyword(s):

Medical Students ◽

Conventional Method ◽

Teaching Method ◽

Cross Sectional Study ◽

Learning Activity ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Medical College ◽

E Learning ◽

Teaching Learning

Background and Objectives: Due to Covid-19 lockdown period undergraduate medical institutions across the country are moving towards e-learning for continuity of education. The purpose of this study is to determine the perceptions of students towards e-learning and to analyze medical students’ perception on e-learning vs. conventional learning. Materials and Method: This was a descriptive cross sectional study conducted by distributing an online semi-structured questionnaire consisting Likert scale to undergraduate medical students of Kathmandu Medical College. Data assembled from the survey were analyzed and Statistical package for social sciences (SPSS) 24 version software was used for data analysis. Result: A total of 273 students were enrolled in this study. Most of the students, 83.9% (229) had the perception that conventional teaching method was the best method for learning as compared to e-learning method 16.1% (44). The students mentioned that conventional method of learning is more effective to increase knowledge than e -learning (M= 3.87, M= 2.80) which was statistically significant (p=0.000). Conclusion: E-learning was the only option for students to study during lockdown period. But students preferred conventional method of learning as compared to e-learning. It might be due to some disadvantages of e-learning, eg. Technical difficulties, lack of interaction with teacher and patients, etc. So, these measures have to be addressed for improving e-learning for betterment of teaching-learning activity during these types of circumstances in future.

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Perceptions of undergraduate medical students about teaching-learning methods adopted by faculty members in community medicine

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20193484 ◽

2019 ◽

Vol 6 (8) ◽

pp. 3539

Author(s):

Usha Rani C. ◽

S. Aruna Devi

Keyword(s):

Medical Students ◽

Group Discussion ◽

Cross Sectional Study ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Effective Learning ◽

E Learning ◽

Power Point Presentation ◽

Microsoft Office ◽

Teaching Learning

Background: Effective learning is closely associated with effective teaching. Achieving effective learning requires a student cantered and outcome-focused approach.4 Various interactive techniques like Problem Based Learning (PBL), facilitated group discussion, E-learning, Massive Open Online Courses (MOOCS) etc., are being implemented in TL sessions in medical schools. These methods are found to be effective to foster better learning among medical students. The present study was an attempt to understand the perceptions of undergraduate medical students, posted at Government Medical College and Hospital, Mehabubnagar, Telangana about different teaching methodologiesMethods: A cross sectional study was conducted among 56 MBBS students of 4th semester. A pre-tested, self-administered, structured questionnaire was devised which consisted of ten questions with three to four options each. Study participants were asked to fill up the questionnaire under strict supervision and they were allotted 15 minutes to complete the same. Entire data was entered into Microsoft Office Excel Sheet and analysed.Results: Out of 56, 32 (57.14%) female students and 24 (42.85%) male students voluntarily participated in the study. large number of participants i.e., 66.07% thought that FGD is the best method of teaching. Most of participants i.e. 96.42% had favourable attitudes towards PPT as they felt that it improves their learning.Conclusions: Maximum number of undergraduate medical students knew about E learning. Facilitated Group Discussion (FGD) was the most preferred teaching learning methodology by students. The majority of them had positive perceptions towards the use of Power Point Presentation (PPT) as a powerful teaching tool in medical education.

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Non-medical use of methylphenidate among medical students of the University of the Free State

South African Journal of Psychiatry ◽

10.4102/sajpsychiatry.v23i1.1006 ◽

2017 ◽

Vol 23 (1) ◽

pp. 5 ◽

Cited By ~ 1

Author(s):

Roshini Jain ◽

Ch Chiech Chang ◽

Mpho Koto ◽

Alden Geldenhuys ◽

Richard Nichol ◽

...

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Cross Sectional Study ◽

Free State ◽

Specific Information ◽

Undergraduate Medical Students ◽

Questionnaire Response ◽

Cross Sectional ◽

Training Programmes ◽

The University

Background: Faced with demanding training programmes, medical students may be more prone to use methylphenidate for non-medical purposes in order to improve concentration, alertness and academic performance.Aim: The study aimed to investigate the prevalence of the non-medical use of methylphenidate and knowledge of this drug among undergraduate medical students of the University of the Free State.Methods: This was a cross-sectional study. A self-administered, anonymous questionnaire was distributed during lectures to all students in the five year groups of the undergraduate medical programme.Results: Of the 643 undergraduate medical students, 541 completed the questionnaire (response rate: 84.1%). Approximately 11.0% of surveyed students were using methylphenidate at the time of the study, of which the majority (67.9%) used it for academic purposes and 70.6% received it from a medical health professional. Less than a third of users had been diagnosed with Attention-Deficit/Hyperactivity Disorder. Methylphenidate users’ median knowledge was greater than non-users, and methylphenidate knowledge increased from first-year and second-year students to third-year to fifth-year students. Median knowledge scores per year group ranged from 52.0% to 60.0%.Conclusion: Methylphenidate is mainly used for non-medical purposes by medical students. Students generally have a low level of knowledge on methylphenidate. Specific information on methylphenidate should be included in lectures on stress management and study methods during the course of the medical curriculum.

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