Perception of Faculty of their Role as Medical Facilitator

Introduction: Over the past few decades integrated curricula has been presented in undergraduate medical education with an important point of producing competent doctors. In conventional teaching basic science subjects are taught in separation and no correlation exists between basic and clinical science subjects as well. British Medical School has been criticized within the report “Tomorrow’s Doctors: Suggestions on Undergraduate Medical Education”, for overburdening students with genuine information and recommendations emphasized that medical course ought to promote critical understanding of the core knowledge Health professions education is highly demanding and complex field. Integrated curriculum and modern instructional strategies demands the role of medical facilitator be revamp. These perceptions can be utilized to plan faculty development workshops to upgrade the mindfulness of the faculty about their educational responsibilities and accomplish their potential. Objective: To explore faculty perception regarding role of medical facilitator in a private sector medical college Material and Methods: Study design: Quantitative cross sectional Settings: Shahida Islam Medical & Dental College Lodhran Duration: Six months i.e. July 2020 to December 2020 Data Collection procedure: It was quantitative cross sectional study conducted on a private sector medical college. Pre validated questionnaire was used to measure the perception of faculty members as facilitation of medical undergraduate students. Results: A total number of 40 faculty members filled the questionnaire. Eight items questionnaire was used after giving consent from faculty members. In this study of 40 participants, 22 were males and 18 were females. Regarding faculty perception of their roles as medical facilitators 95% shown as information provider, 89% as role model, as resource provider and facilitation in and outside the class both 88%, as leader 87%, curriculum developer 86% and researcher as 82%. The data was analyzed using SPSS version 24. Conclusion: The role of medical facilitator has extensive across the boundaries of information provider in facilitation of medical undergraduate students. The faculty of medical college shown their mindfulness about modern-day medical education and recognized the foremost important part of a medical facilitator to be not as it were an information provider but also an on-job role model and scholastic advisor to undergraduates. Key words: facilitator, faculty, perception, role model, medical

THE INFLUENCE OF EARLY CLINICAL EXPOSURE MODULE IN UNDERGRADUATE MEDICAL EDUCATION

Introduction: In traditional medical curriculum basic science subjects were taught in isolation from clinical subjects. Students would thereby find it difficult to retain concepts in basic sciences, recall and co-relate it when clinical setting was encountered. Early clinical exposure is early authentic patient contact in clinical or social setting which helps to enhance the understanding of health or illness/disease and the role of medical professional. The objective of this study was to study the influence of early clinical exposure for a module on jaundice on undergraduate students and faculty perception. Materials and Methods: ECE module on jaundice was introduced for study in first MBBS students. Pre-validated questionnaire was used for data collection and student and faculty perception about the module was evaluated. Results: Participating students got better score in post-test (6. 03 + 1.701) as compared with pre-test (5.82+1.701) although the results were not statistically significant. 92% students and faculty positively rated and appraised ECE as a teaching learning tool. Conclusion: ECE module on jaundice generated interest in students and could help students co-relate basic science concepts with cases. This could lead to improvement in academic performance and better patient care. Keywords: Early clinical exposure; student, faculty perception

Assessing Faculty Perception of PowerPoint as a Digital Content Authoring Tool

This study sought to identify the perceptions of faculty in utilizing Microsoft PowerPoint as an authoring tool. This research posited that Microsoft PowerPoint has some multimedia authoring features and can possibly be used as a single-point multimedia authoring tool for faculty to utilize to create multimedia content for courses that they teach. However, PowerPoint is traditionally used as a presentation software, and despite its multimedia authoring capabilities, faculty may not be aware or even willing to use such features, having grown accustomed to their traditional use of the software. Nonetheless, from this study, it confirms that faculty are biased to seeing PowerPoint as a presentation tool. However, the study revealed that despite the initial myopia and limitations, post-intervention, participants showed a keen interest in using PowerPoint beyond the realm of presentations.