Perceptions for Community Medicine Subject amongst Undergraduate Medical Students of Deemed University Kolhapur, Maharashtra

Background: Present medicos belong to a generation called ‘Millennials’ or ‘Net Generation’. They spend less time reading, and are more comfortable in image-rich environments provided by New Media. The objective of the study is to identify knowledge, attitudes and practices of medical students regarding video-games, with the aim of prompting community medicine teachers to consider serious games as a teaching-learning tool.Methods: The study was conducted among undergraduate medical students who self-administered a structured questionnaire eliciting their practices and attitudes regarding video-games, perceptions regarding impact of video-gaming on their academic performances and acceptability of serious games as a learning tool in community medicine.Results: A total of 255 medical students participated in the study, out of which 242 (94.9%) were current video-gamers. The students started playing video-games at a mean age of 11.72+3.63 years. Mobile phones were the commonest platform for video-gaming. The median duration of video-gaming was 150 minutes/week, with semi-inter-quartile range of 255 minutes. 57.4% of students reported that video-games helped them relax, while 26% felt that video-gaming increased their skills. The study revealed that 43.6% students were aware of serious games and 22.7% had used them as a learning tool in last three months. Moreover, about 95% of medicos welcomed learning of community medicine through serious games.Conclusions: The study reveals that contemporary medical students are spending considerable time playing video-games. It also shows that the learner is willing to learn community medicine through serious games. The study prompts community medicine educationists to consider serious games as a teaching-learning tool.

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Subject preference for future specialization among undergraduate medical students and their perception towards community medicine as a career option: a cross sectional study

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20193491 ◽

2019 ◽

Vol 6 (8) ◽

pp. 3578

Author(s):

Bitan Sengupta ◽

Rituparna Das ◽

Shampa Das

Keyword(s):

Public Health ◽

Medical Students ◽

Cross Sectional Study ◽

Community Medicine ◽

Sectional Study ◽

Undergraduate Medical Students ◽

Double Burden ◽

Cross Sectional ◽

Medical College ◽

Career Option

Background: India is currently in need of large number of public health specialists to combat the double burden of communicable and non-communicable diseases. But it was seen that medical students are less interested in a career as a public health specialists. This study aimed to assess the preferences of subjects for future specialization among medical students and to understand their attitude towards Community Medicine as a future career.Methods: A cross-sectional study was done among 200 MBBS students selected by stratified random sampling at Agartala Govt. Medical College of Tripura during April to May 2018. Data were analyzed using SPSS (version 25.0).Results: Medicine was the most preferred subject (35%) for specialization followed by obstetrics and gynecology (16%) and surgery (15%). About 4% of the participants opted Community Medicine for future specialization. Lack of personal satisfaction, lack of future career prospective and lack of opportunity to earn name and money ranked top most cause for not choosing Community Medicine as a career.Conclusions: Preference of Community Medicine for future specialization was very limited among medical students. Interest on Community Medicine as a career among MBBS students can be improved by proper counseling and modification of curriculum.

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Preparation of Blue Prints for formative Theory Assessment of Undergraduate Medical Students in Community Medicine

MVP Journal of Medical Sciences ◽

10.18311/mvpjms/2015/v2/i2/782 ◽

2015 ◽

Vol 2 (2) ◽

pp. 100

Author(s):

Amit P. Gujarathi ◽

Supriya Dhakne-Palwe ◽

Rakesh N. Patil ◽

Pratima Borade-Gedam ◽

Mahesh S. Mahale ◽

...

Keyword(s):

Medical Students ◽

Assessment Tool ◽

Ideal Theory ◽

Community Medicine ◽

Undergraduate Medical Students ◽

Content Areas ◽

Cognitive Domains ◽

Valid Assessment ◽

Written Assessment

The written assessment of medical students is very important in view of assessing the various levels of cognitive domains. The validity of any assessment depends upon the appropriate constriction of assessment tool. Framing an ideal theory assessment tool that covers the whole syllabus with proportionate weightage to various content areas according to their importance is big challenge for the paper setter. Considering the vast nature of Community Medicine syllabus constructing a theory assessment tool as per above said ideals is still more difficult. Blueprinting of syllabus i.e. covering all the content areas with allocating proportionate weightage to various content areas can overcome this issue and helps the paper setter to construct a uniform and valid assessment tool. Department of Community medicine has constructed such two blue prints that can be used for either formative or summative type of theory examination.

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Exploring the Scope of Introducing Buzz Group in Teaching Community Medicine to Undergraduate Medical Students

MAMC Journal of Medical Sciences ◽

10.4103/mamcjms.mamcjms_30_18 ◽

2018 ◽

Vol 4 (2) ◽

pp. 109

Author(s):

SaurabhRamBihariLal Shrivastava ◽

PrateekSaurabh Shrivastava

Keyword(s):

Medical Students ◽

Community Medicine ◽

Undergraduate Medical Students ◽

Teaching Community

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Experiences with development and use of simulation-based module for teaching family study skills to undergraduate medical students in coronavirus disease epoch

10.25259/aujmsr_12_2021 ◽

2021 ◽

Vol 0 ◽

pp. 1-9

Author(s):

Tanvir Kaur Sidhu ◽

Prabhjot Kaur ◽

Shyam Mehra ◽

Paresh Ranchhodbhai Prajapati ◽

Gurkirat Singh Sidhu ◽

...

Keyword(s):

Medical Students ◽

Thematic Analysis ◽

Study Skills ◽

Family Study ◽

Community Medicine ◽

Real Field ◽

Undergraduate Medical Students ◽

Knowledge And Skills ◽

Online Mode ◽

Simulation Based

Objectives: The objectives of the study were (1) to develop and validate a structured module for teaching family study skills through simulation to undergraduate medical students, (2) to train the undergraduate medical students using the module, (3) to obtain student’s perception regarding the module, (4) to obtain faculty perception regarding the module, and (5) to assess the students’ gain in knowledge and skills. Materials and Methods: The study was conducted as a participatory action research design with mixed-method approach in the Department of Community Medicine. A structured module was developed by the core committee and then internally validated. The teaching of family study skills was done using the structured module through online mode to 150 UG students (MBBS) of Phase 3. The perceptions and feedback of the students and faculty were collected and analyzed. The students were assessed for the gain in knowledge and skills. The thematic analysis was done for the feedback of students and faculty. Necessary changes and suggestions were incorporated at the end and the module is planned to be sent for external validation to subject experts. Both quantitative and qualitative analysis was done. For Likert scale data, median and IQR were used. Percentages were calculated for satisfaction reporting. Thematic analysis was done for open-ended questions. Results: The structured and internally validated module was created for training of UG students in Family study skills. The module was successfully pilot-tested for delivery through the online mode. The satisfaction of students was found to be >75% on all domains of the Likert questionnaire used for obtaining feedback. The faculty satisfaction was found to be >90%. Majority of the students scored satisfactory grades (88%) in the summative evaluation done at the end of the module. Both the faculty and students reported good experience with the new innovative TL methodology adopted, however, emphasized the non-replacement of real field learning experience. Nonetheless, it was acknowledged as the best solution in the era of social distancing. Conclusion: A structured validated module using simulation-based teaching-learning methods was successfully pilot tested to impart family study skills to undergraduate students through online mode. The simulation-based technology can be used for online teaching in the subject of community medicine during difficult times to supplement the physical teaching sessions.

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Knowledge scores in annual and modular curriculum among medical students from Karachi, Pakistan

Journal of the Pakistan Medical Association ◽

10.47391/jpma.1416 ◽

2021 ◽

pp. 1-12

Author(s):

Saher Naseeb Uneeb ◽

Saima Zainab ◽

Aneeta Khoso ◽

Abdul Basit ◽

Admin

Keyword(s):

Medical Students ◽

Time Allocation ◽

Knowledge Retention ◽

Community Medicine ◽

Modular System ◽

P Value ◽

Undergraduate Medical Students ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Significant Difference

Abstract Objective: To compare the knowledge scores of basic medical subjects among undergraduate medical students of annual versus modular system. Methods: A cross-sectional survey was conducted on 4th year undergraduate medical students of annual and modular system of Liaquat National Medical College, Pakistan. Study was conducted from 30th November 2017 to 1st June 2018 for a total of 6 months. Sample size was calculated to be 82 students. The data was collected using a structured questionnaire. The student’s t-test was applied to compare the mean difference of knowledge scores between the two groups. Results: Students in modular system retained better knowledge of anatomy as compared to annual students. While the annual system students retained higher knowledge in the subjects of community medicine and pharmacology. Mean knowledge score for annual was 12.98 (SD±2.92) and semester system students was 13.10 (SD±3.03). There was no significant difference observed in overall mean knowledge scores between the two groups (p-value = 0.85). Conclusion: Students in the annual system scored higher in pharmacology and community medicine. This highlights the need to address the issues of time allocation and implementation strategies for the subjects in the new system. There was no difference between overall knowledge scores in each group, hence it cannot be concluded that one system is superior to the other. Keywords: Knowledge retention, annual system, modular system, basic science, knowledge scores. Continuous...

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A study to assess factors affecting the performance of undergraduate medical students in academic examination in community medicine

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20171325 ◽

2017 ◽

Vol 4 (4) ◽

pp. 1066 ◽

Cited By ~ 2

Author(s):

Venkatashiva Reddy B ◽

Arti Gupta ◽

Amit Kumar Singh

Keyword(s):

Academic Performance ◽

Medical Students ◽

Linear Regression Analysis ◽

Demographic Factors ◽

Multiple Linear Regression Analysis ◽

Community Medicine ◽

Smart Phones ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

The Mean

Background: Undergraduate medical education is facing many basic problems in India today. This study aimed to identify and analyze factors that affect the students’ academic performance in Community Medicine. Methods: A cross sectional study was conducted at the Department of Community Medicine, VCSGGMS & RI, Uttarakhand, India among the third and sixth semester medical students from February to July 2016. The questionnaire was used to interview 182 students. The questionnaire covered demographic factors, physical fitness in terms of refractive error, use of technology in the form of smart phones and internet, stress level in the form of sleeping hours before examination, pattern of meals before examination and material used for study and others. The student was scaled based on an achievement marks percentile. Results: The research population included 182 students (85 male and 97 female). The mean age of the studied students was 21.62 ± 1.61 years. About 48.9% of the students were using spectacles. Over 90% of the students reported using smart phones, computer, and access to the internet. The mean hours of sleep day before the examination were 5.14± 1.94 hours. About three fourth of the students, reported consuming meals before the examination. Demographic factors, i.e. age and gender were significantly associated with students’ overall academic achievement in multiple linear regression analysis (p<0.05). Conclusions: Various factors determine the academic performance of students. To understand better about the factors that contribute in the academic performance of students there is need for a qualitative study.

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An interventional study to assess the effectiveness of ‘WhatsApp’ as a teaching learning tool in community medicine

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20172860 ◽

2017 ◽

Vol 4 (7) ◽

pp. 2564 ◽

Cited By ~ 2

Author(s):

Padmavathi V. Dyavarishetty ◽

Dipak C. Patil

Keyword(s):

Medical Students ◽

Participation Rate ◽

Community Medicine ◽

Traditional Teaching ◽

Undergraduate Medical Students ◽

Interventional Study ◽

Medical College ◽

The Subject ◽

Teaching Learning ◽

Epidemiology Module

Background:Undergraduate medical students, perceive the subject of Community Medicine as irrelevant to their role as physician and majority of the students dislike the subject and consider it as dull and boring. The present research study aims to study the effectiveness of ‘WhatsApp’ as medium of teaching complementing the traditional teaching to enhance the knowledge and skills of the undergraduate medical students using case based learning.Methods:Before and after comparison Interventional study design amongst 49 sixth semenster students conducted over a period of six months in a private medical college. Implementation of the study divided into three phases – preparatory, intervention and evaluation phase.Results:The improvement in average marks scored for epidemiology module was 1.97 and that for diabetes module was 5.38 which were statistically significant. The participation rate for the various modules ranged from as low as 10.2% to 73.5%. About 90% students perceived ‘WhatsApp’ as an effective tool for teaching-learning; a tool that stimulates and encourages learning.Conclusions:There was a significant improvement in knowledge amongst the students. Though perceived as an effective tool for learning by the students, participation rate in online discussion was poor over the course of implementation.

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