scholarly journals Assessment of Teaching Strategy among Undergraduate Medical Students of Clinical Sciences

2019 ◽  
Vol 09 (04) ◽  
pp. 312-315
Author(s):  
Sadaf Jabeen ◽  
Asad Raza Jiskani ◽  
Hina Khan ◽  
Fouzia Kirmani ◽  
Nighat Seema ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Academic Teaching ◽  
Teaching Aids ◽  
Teaching Aid

bjective: To assess the preferred teaching strategies for undergraduate medical students of clinical sciences. Study Design and Setting: -This cross-sectional study was conducted among the 4th and 5thyear students of clinical sciences at Al-Tibri Medical College and Hospital Isra University. Karachi campus. Methodology: All medical students of 4th and 5th year were enrolled and included for this study from May 2018 to June 2018 and absentees were excluded. A questionnaire was given to students in which they opted for the best teaching aid and strategy. Data was collected and analysed by principle Investigator. Demographic variables included were gender and year of M.B.B.S. Descriptive statistics was carried out via frequency and percentages. Results: A total of 166 Students, 82 from 4th year and 84 from 5th year were reviewed. Among 4th year students; preference in academic teaching aids were white boards and multimedia and were equally preferred and for clinical teaching the most preferred aid was Out Patient Department (OPD)/clinical rotation. Among 5th year medical students’ multimedia was most preferred for academic teaching and for clinical teaching the most preferred teaching aid was clinical based learning, i.e. 32 (38.1%). Conclusion: White board, multimedia, were the most preferred teaching methods for academic teaching and bed side teaching and clinical based learning were highly preferred teaching method for clinical teaching among both cohorts of 4th and 5th year medical students. Therefore, approaches for improvement of the preferred teaching methods and establishing better facilities for students can be improve both knowledge and skills among clinical students

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

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.

scholarly journals Clinical teaching in Dermatology of Undergraduate Medical Students of Bangladesh

2012 ◽  
Vol 1 (1) ◽  
pp. 16-24
Author(s):  
MS Islam ◽  
Ismail Khan ◽  
HK Talukder ◽  
N Akther
Keyword(s):  
Medical Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Population Sample ◽  
Cross Sectional Study ◽  
Instructional Materials ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Study Population

This cross-sectional study was conducted with the objective to explore the practice of clinical teaching in Dermatology of undergraduate medical students of Bangladesh to identify the constraints and suggestions to improve the clinical teaching. The study also looked into the clinical competencies achieved by the students from available facilities provided by the institutes. The study was conducted at Dhaka Medical College (DMC) and Sir Salimullah Medical College (SSMC) from July 2008 to June 2009. The students of 4th year and 5th year were the study population. Sample size was 273. After taking permission from concern authority data were collected through a self administered semi-structured questionnaire by convenient sampling. The study reflected that most of the clinical classes in Dermatology were taken by the junior teachers and mid level teachers. It was found that majority of clinical classes were held in the morning and afternoon, though a very few of the clinical classes are taken at night in Dermatology. The students viewed that the teachers follow the curriculum to conduct the clinical classes. The students agreed that they were benefited through those clinical classes and acquired how to examine the patients and to take history and other clinical skills. Majority of the respondents viewed that inadequate number of teachers and patients were one of the important barriers for clinical teaching in Dermatology. They suggested that the senior teachers should conduct clinical teaching with sufficient instructional materials and instruments. It was recorded that the clinical teaching in Dermatology should be integrated in the institutes. It was also proposed that sufficient number of relevant patients and adequate number of teachers should be ensured for imparting effective clinical teaching in Dermatology. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12854 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.16-24

scholarly journals Perceptions of undergraduate medical students about peer assisted learning.

2019 ◽  
Vol 26 (08) ◽  
pp. 1283-1288
Author(s):  
Robina Usman ◽  
Brekhna Jamil
Keyword(s):  
Medical Students ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Peer Tutors ◽  
Peer Assisted Learning ◽  
Cross Sectional ◽  
Medical College ◽  
Validated Questionnaire ◽  
Degree Of Satisfaction

To assess the perceptions of undergraduate medical students about peer assisted learning (PAL). Study Design: Cross sectional study. Setting: Peshawar Medical College. Period: From March 2016 to August 2016. Materials and Methods: A total of 84 students from second year MBBS were included to record the perceptions about peer assisted learning. A total of six topics of urogenital module were selected for PAL session. A validated questionnaire having 17 close ended questions was used to evaluate PAL on Likert-scale. The participants consented and evaluated the questionnaire, from which data was gathered and analyzed to reveal the degree of satisfaction by the PAL. Results: There were equal number of males and females (40 each). About 65—75% agreed that PAL was more informative than classical lecture system; topic discussed was clearer and found answers to their questions. 60—70% liked to incorporate peer assisted learning in their modules, showed satisfaction to the contents covered, felt easy to communicate with peer tutor and were of the view that peer tutors performed well in their teacher’s role. Among peer tutors, 70—80% agreed that the endeavor improved their confidence in teaching, presentation and communication skills. Over 62% agreed that teaching at undergraduate level was a beneficial experience. Conclusion: The participants’ found the peer assisted learning teaching method as useful. Therefore, this strategy may be introduced in the college.

scholarly journals The innovation and practice of “Hand as Foot teaching method” in the teaching of motion system injury course

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Bin He ◽  
Qiang Li ◽  
Jianmin Zhao ◽  
Rui Liu ◽  
Yizhou Li ◽  
...  
Keyword(s):  
Medical Students ◽  
Inner Mongolia ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Student Interaction ◽  
Teacher Student ◽  
Motion System ◽  
Teaching Aids ◽  
Teacher Student Interaction ◽  
Medical University

Abstract Background In view of the teaching characteristics of the motion system injury course and the actual clinical teaching. The orthopedic teaching team of the Affiliated Hospital of Inner Mongolia Medical University took the lead in proposing the "Hand as Foot teaching method" and applied it in clinical teaching. Through this teaching method, students’ understanding and memorization of key and difficult issues in motion system injuries are strengthened, teacher-student interaction is increased, and teaching effect is improved.  Methods The "Hand as Foot teaching method" was used to teach the key and difficult problems to the clinical undergraduate medical students of Inner Mongolia Medical University, and the teaching process was complemented by PPT + model teaching aids. Results The "Hand as Foot teaching method" is generally welcomed by medical students and has achieved good teacher-student interaction, and is effective in understanding and remembering difficult knowledge points. Conclusion The "Hand as Foot teaching method" is a novel teaching method that can be applied in clinical teaching. This image teaching method improves the teaching effect, enlivens the classroom atmosphere, and enhances the interaction between teachers and students, which makes students’ learning process from abstract to intuitive, from simple rote memorization to comprehension and memory, and achieves satisfactory results. It can complement each other with the traditional teaching method of pure PPT + teaching aids model, and to some extent it is worth promoting in the motion system injury courses.

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

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. 

scholarly journals CONVENTIONAL V/S ONLINE TEACHING DURING THE COVID-19 PANDEMIC: PERCEPTION OF UNDERGRADUATE MEDICAL STUDENTS OF INDIA

2020 ◽  
Vol 8 (9) ◽  
pp. 794-801
Author(s):  
Adchitre Sangita Arunkumar ◽  
◽  
Adchitre Piyush Arunkumar ◽  
Dase Rajesh Keshav ◽  
◽  
...  
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Teaching Method ◽  
Preventive Measure ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
High Data ◽  
Data Consumption ◽  
Medical Colleges

Background: During COVID-19 Pandemic, conventional campus teaching was withheld in medical colleges throughout India for maintaining physical-distancing as a preventive measure to curb the spread of the SARS CoV-2 virus. Online teaching was started as a breakthrough in many medical colleges. We aimed to know the advantages and shortcomings of conventional and online teaching in undergraduate medical students of India, problems faced during online teaching and most preferred platform. Methods: This cross-sectional study was carried out from March - July 2020 in UG medical students who were attending online teaching, via a Google Form. Total 700 students from 35 Medical colleges across India participated in the study. Result: Out of 700 UG medical students 47% were likely to attend online classes while 53% chose conventional classes.72.4% students missed social interaction with friends and teachers in current online teaching.61.3% students experienced increased incidence of eye strain, eye redness, headache and fatigue due to online teaching.79.7% students agreedthat practicals are more convenient and informative when taken conventionally.45% students agreedthat teachers were incompatible with online teaching systems and needed training.Maximum students faced problems of unstable network, high data consumption and high expenditures on mobile data due to online teaching.For online teaching 324 students preferred Cisco Webex, 123 ZOOM, 96 YouTube, 81 Google. Conclusion: A blended teaching method is convenient for students.Further research is required.

Quantifying empathy levels among UK undergraduate medical students: an online survey

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711293
Author(s):  
Sarah Garnett ◽  
Hajira Dambha-Miller ◽  
Beth Stuart
Keyword(s):  
Medical Students ◽  
Health Outcomes ◽  
Medical School ◽  
Curriculum Design ◽  
Online Survey ◽  
Mental Wellbeing ◽  
Reactivity Index ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Cross Sectional

BackgroundEmpathy is a key health care concept and refers to care that incorporates understanding of patient perspective’s, shared decision making, and consideration of the broader context in which illness is experience. Evidence suggests experiences of doctor empathy correlate with improved health outcomes and patient satisfaction. It has also been linked to job satisfaction, and mental wellbeing for doctors. To date, there is a paucity of evidence on empathy levels among medical students. This is critical to understand given that it is a key point at which perceptions and practices of empathy in the longer term might be formed.AimTo quantify the level of empathy among UK undergraduate medical studentsMethodAn anonymised cross-sectional online survey was distributed to medical students across three universities. The previously validated Davis’s Interpersonal Reactivity Index was used to quantify empathy. The survey also collected information on age, sex, ethnicity, year of medical school training and included a free-text box for ‘any other comments’.ResultsData analysis is currently underway with high response rates. Mean empathy scores by age, sex, year of study and ethnic group are presented. A correlation analysis will examine associations between age and year of study, and mean empathy sores.ConclusionThese data will help to provide a better understanding of empathy levels to inform the provision of future empathy training and medical school curriculum design. Given previous evidence linking experiences of empathy to better health outcomes, the findings may also be significant to future patient care

e-Learning: Practices Among Undergraduates of a Medical College of Khyber Pakhtunkhwa

2020 ◽  
Keyword(s):  
Information Technology ◽  
Medical Students ◽  
Background Information ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
Learning Practices ◽  
E Learning

Background: Information technology (IT) is a new way of teaching and learning. One of the promising media of information technology is e-Learning, which is used to enhance knowledge and skills among users. A student gains better and deep knowledge through a useful tool. This survey aimed to determine practices among medical students for e-Learning. Methods: This cross-sectional survey was conducted on 184 students amongst the 500 students currently enrolled in medical college. Data was collected using questionnaires and were analyzed through SPSS version 22. Chi-square was used for qualitative values. Results: Majority 90.80% (n=167) students were aware of e-Learning and were statistically high in first year students (p-value: 0.018). The student did not show statistically significant results for content learned through e-Learning with a p-value of 0.063. Different resources were used for e-Learning in which videos had the highest percentage (87.60%) and audios were used as the least resource for e-Learning (29.20%). Daily, 56% of the students use e-Learning for 1 hour or less and only 3% of the students used it for more than 4 hours. Conclusion: Majority of undergraduate medical students were aware of the use of e-Learning and most of them preferred e-Learning for their course work and studies showing a significant increase in understanding and use, compared to studies conducted earlier. Participants found e-Learning useful and effective tool in increasing knowledge and understanding of their subject. Keywords: e-Learning; Practices; Students.

scholarly journals Online dental teaching practices during the COVID-19 pandemic: a cross-sectional online survey from China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Zhiwei Jiang ◽  
Danji Zhu ◽  
Jialu Li ◽  
Lingfei Ren ◽  
Rui Pu ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Teaching Practices ◽  
Online Survey ◽  
Teaching Method ◽  
Dental Education ◽  
Dental Students ◽  
Resident Physician ◽  
Physician Training ◽  
Cross Sectional ◽  
Case Based Learning

Abstract Background Coronavirus disease 2019 (COVID-19) emerged in China in December 2019. The COVID-19 pandemic hindered dental education, as school buildings were closed. Online dental teaching provided an alternative teaching tool for dental education. However, the efficiency of online dental teaching and student preferences for online dental teaching are unclear. Aim To investigate the satisfaction with online dental teaching practices among undergraduate dental students and standardized resident physician training students during the COVID-19 pandemic in China. Methods A total of 104 undergraduate dental students and 57 standardized resident physician training students from Zhejiang University participated in the study. A 12-item survey was conducted. This investigation included the teaching methods received, frequency of classes, degree of satisfaction, preferred teaching method, whether to participate in a course regarding COVID-19 prevention, and the effects of teaching. The percentages were then calculated and evaluated for each item. Results A total of 161 students (104 undergraduate dental students and 57 standardized resident physician training students) participated in this survey. All students had online dental classes during the COVID-19 pandemic. Lecture-based learning (LBL), case-based learning (CBL), problem-based learning (PBL), team-based learning (TBL), and research-based learning (RBL) were selected as teaching methods. Students were more satisfied with LBL and CBL than PBL, RBL, and TBL. The majority of students had more than four classes per week. The most selected protective measures were hand washing, wearing masks, and wearing gloves. A total of 46.6% of students participated in courses on COVID-19. After training, the students consciously chose to wear face shields and protective clothing. Conclusions Dental students accepted online dental learning during the COVID-19 pandemic. Students preferred LBL and CBL and were satisfied with the classes. Courses on COVID-19 helped students understand how to prevent COVID-19 transmission in the dental clinic.

scholarly journals P083 A rheumatology carousel: three-year results from an open-access teaching workshop designed for core rheumatology assessments for undergraduate medical students

Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Author(s):  
Pritesh Mistry ◽  
James Bateman ◽  
Helen Foss ◽  
Muhamad Jasim
Keyword(s):  
Medical Students ◽  
Open Access ◽  
Clinical Teaching ◽  
Lesson Plan ◽  
Clinical History ◽  
Teaching Staff ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Core Conditions

Abstract Background/Aims  Medical students need to gain patient contact to develop their skills in history taking and examinations. In year three, undergraduate students typically rotate across various hospitals and specialties and are expected to have dedicated rheumatology exposure for history and examination competencies. Rheumatology as an out-patient specialty can limit opportunities for medical students to have broad exposure to rheumatological conditions. Methods  In January 2018, we designed an annual rheumatology half-day teaching workshop (‘Rheumatology Carousel’) using a combination of lecture-based teaching and small group based guided clinical history and examination stations, aimed at third-year medical students from the University of Birmingham. This covered key presentations in rheumatology: axial spondyloarthropathy, rheumatoid arthritis, systemic sclerosis (connective tissue disease), osteoarthritis, and vasculitis. Each station required a Clinical Teaching Fellow or Rheumatology ST trainee, overseen by one consultant facilitator. We designed patient proforma’s incorporating consent, demographics, key clinical history, therapy, and examination findings. We produced a written patient guide, and consultants invited appropriate patients to volunteer for the day. We designed a one-hour lecture-based tutorial. A lesson plan and schedule were created outlining faculty requirements; including time, roles, and faculty numbers. We invited five to six patients to each session, with a plan of four to five focussed examinations. We designed the carousel to accommodate up to 40 students, split into two groups running over a day. Focussed examinations involved students in groups of four, with each student being a lead examiner in at least one station, each station lasting 20 minutes. Best practice examination techniques for each condition were assessed and emphasised. Following a debrief, we collected feedback from students, faculty, and patients (online and written feedback), using Likert scores for teaching content, and quality of the session delivery. Results  The carousel ran in February 2018, 19, and 20. The sessions were positively evaluated by students, faculty, and patients. In total, 93 students attended, 89/93 completed feedback. Satisfaction scores (mean; SD; range) were high (1-strongly disagree, 5-strongly agree) for content (4.8; 0.49, range 3-5) and quality of delivery (4.7; 0.54; 3-5). All patients who participated volunteered to return for future teaching sessions, with several patients attending all three years. Free text feedback indicated students valued structured exposure to core conditions and called for more sessions of this nature. Conclusion  This sustainable reproducible intervention ensures students have structured exposure to important rheumatological conditions. The methodology allows reproducible sessions that are positively evaluated despite rotating clinical teaching staff. We have made all our teaching materials, logistical plan, and scheduling tools available as open access resources under a Creative Commons license for free re-use and adaptation by any healthcare professional, via a web link. We plan to record an electronic version to distribute post the COVID-19 pandemic. Disclosure  P. Mistry: None. J. Bateman: None. H. Foss: None. M. Jasim: None.

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