A behavioural & social sciences core curriculum for Egyptian undergraduate medical education at the Armed Forces College of Medicine.

Introduction: Medical practice is a highly emotionally and behaviorally demanding occupation. Thus, the design of teaching and learning programs in medical colleges need to be modified to adapt such need. Behavioral and social sciences must be implemented to develop competent medical health care workers. Educational programs in Egyptian medical schools are undergoing a gradual shift toward integration, student-centeredness, and early clinical exposure. The Psychiatry Department & Medical Education Department at the Armed Forces College of Medicine in Egypt in collaboration with the Medical Education Department at Michigan state university; developed behavioral & Social science curriculum by adopting ADDIE’s basic five-step model, which includes Analysis, Design, Development, Implementation, and Evaluation processes. The identified curriculum has been split into three divisions: social topics related to behavioral medicine, basic psychology, and clinical medicine related to behavioral science. Twenty-six topics were included in these three divisions and were distributed in the seven selected core competencies. The working team expects to include more sociocultural and anthropology topics in the curriculum in the future. Additionally, it is hoped that more time will be allocated for this module, so it would be more possible to include other teaching & assessment methods for developing global understanding of disorders, and practical skills for behavior modification, as well as, encourage students to consider actual treatment strategies in clinical case scenarios. It is also hoped that students could get the chance for early exposure to hospital-based cases. This will motivate the students by allowing them to come into contact with various real-life settings. Context: Medical practice is a highly emotionally and behaviorally demanding occupation. Thus, the design of teaching and learning programs in medical colleges need to be modified to adapt such need. Behavioral and social sciences must be implemented to develop competent medical health care workers. Educational programs in Egyptian medical schools are undergoing a gradual shift toward integration, student-centeredness, and early clinical exposure

Developing Test Blueprint Template- Part 1: Multiple Choices Questions

Introduction: Having a well-constructed blueprint, also known as tables of specifications or test specifications, for assessments makes them defensible indicators for students’ gain of the course learning outcomes. Furthermore, it ensures content validity of a test which is a requirement for any evaluation that measures academic achievements. Aim: This paper describes a template that was developed for developing blueprint and shows step by step the guidance on how to use the developed template. Developing the template: The template was designed on an excel software with preset formulae and linked cells to enable academician to construct an exam blueprint in an easy and simple way. It is composed of 2 main sheets: “mother-sheet” which considered as the database for the course specifications and a feeder to all other sheets, the other component is the “exam blueprint sheet” which is specific for each test. Using the exam blueprint template: Following simple steps of filling-up specific cells in the mother and exam blueprint sheet will enable the users to produce a well-constructed plan for the exam. Summary: The aim of blueprinting is to reduce any threats to validity, yet the preparation of high quality blueprint might be a huge task for most faculty. Using this template is a solid foundation for developing any multiple choice questions tests in an easy and simple way.

Healthcare Practitioners’ Experience and Perceptions on ICT-Related Training Programs: An Online Survey

Context: The application of Information and Communication Technology (ICT) in healthcare had historically lagged behind when compared to other industries. Despite the benefits of adopting ICT in healthcare, many healthcare practitioners (particularly in developing countries) are yet to incorporate ICT into their practice or engage in ICT training as part of their continuing professional education (CPE). Aims: This study aims to examine healthcare practitioners on their level of exposure to ICT-related course/degree; perceived relevance of digital technologies in healthcare; opinions on the introduction of ICT in CPE programs; and recommendations on the frequency of participation in ICT-oriented training programs by health workers. Settings and Design: This study was a descriptive cross-sectional online survey of healthcare practitioners on social media. Methods and Material: This study surveyed a total of 216 healthcare practitioners using an e-questionnaire. Data collected was analyzed using SPSS version 22 software. The frequency distribution of all variables was determined. Chi square test was used to compare relationships among all variables with a p-value of <0.05 set to determine the level of statistical significance. Results: Majority (90.7%) of the respondents were from developing countries. Only 36.1% of the respondents had ever taken/obtained a course/degree related to ICT; 92.1% were of the opinion that ICT-oriented courses should have CPE points; and 42.1% recommended that healthcare workers should participate in ICT-oriented courses annually. However, there exist statistically significant differences between respondents’ history of engagement in an academic program related to ICT and their opinions about the digital future of healthcare; and enthusiasms toward using and/or promoting digital healthcare strategies (p-values<0.05). Conclusion: There is a need to introduce ICT-related courses into CPE programs of healthcare practitioners, more especially in the developing countries.

Experiential Learning Theory in Serious Gaming to Foster Clinical Reasoning in Orthopedics: Adaptations in Response to COVID-19 era

Clinical reasoning is an important aspect in learning medicine. Due to social distancing in COVID-19 pandemic, clinical training of residents in orthopedic department in Alexandria faculty of medicine (AFM) faced many restrictions. The experiential learning cycle of Kolb was adopted in serious gaming platform. “Mediactiv platform” was used to create a case to teach clinical reasoning for orthopedic residents. Our experience guarantees that Virtual patients and serious gaming platforms can be used to teach clinical reasoning, replacing face to face discussions. AFM is the first medical school in Egypt to use a virtual patient platform to teach clinical reasoning for graduates in orthopedics. Our experience was beneficial as mentioned by staff and trainers.

Medical School Accreditation in Libya: Current Trends and Future Challenges.

Medical school education plays a significant role in the advancement of any country. The recent global progressions and changes in medical education will create a great burden on the third world countries, including Libya. In order to measure the quality educational systems, it is relevant to establish a functional system that recognizes and measure the essential abilities to meet quality service needs in communities as well as apply principles of emerging basics for quality medical practice locally and internationally. Since its establishment in 2006 to the present, the national center for quality assurance and accreditation in Libya NCQAA has accomplished its command as the sole accreditation council for the all existing medical schools in Libya. With prospective vision, the NCQAA’s role will be to further encourage all medical schools in Libya towards the nonstop improvement to meet the international standards. Furthermore, the 2015 revision of the World Federation for Medical Education (WFME) requires that all medical schools meet the new accreditation standards by 2023. Hence, the next step for NCQAA is to audit the progress and increase the standard of medical education in individual schools, with the eventual goal of reaching superior standard of medical education for all schools in Libya. This commentary describes the current trends in Libyan medical education accreditation and how this concern has inspired the Libyan authorities to take action in this regard.

Knowledge and Awareness of Metabolic Inborn Errors among Male and Female Students at King Abdulaziz University – Rabigh.

Context: Inborn errors of metabolism are a large group of rare genetic diseases. The incidence of inborn metabolic errors, collectively, as high as 1 in 2500 live births, but it varies greatly and depends on the population. Presentation is usually in the neonatal period or infancy but can occur at any time. Diagnosis does not require extensive knowledge of biochemical pathways or individual metabolic diseases. Aims: To assess the students’ knowledge about IEM and to plan future improvement in the curriculum if needed and to plan and organize awareness campaigns. Settings and Design: A cross-sectional study was conducted on 400 undergraduate medical and non-medical students. Methods and Material: The study included 400 medical and non-medical students (including 202 males & 198 females) from the Rabigh campus. The questionnaire was constructed and translated into Arabic. The frequencies of different categories were evaluated for their statistical significance. Results: Among male students, trivial differences were observed between the answers of medical and non-medical students, both groups agreed on the fact that metabolic disorders can be caused by an enzyme deficiency. However, 36% of medical students and 43% of non-medical students did not know that metabolic disorders can be diagnosed prenatally. As regards the female students, 43% of non-medical students accepted that diagnosis usually needs invasive procedures, while 43 % of medical students refused that concept. On comparison of male and female students, 50 % of male students had no idea of the usefulness of gene therapy as a tool for management, yet 43 % of females agreed on the importance of gene therapy. Conclusion: More efforts should be exerted to raise the level of awareness and improve the knowledge among both medical and non-medical students and the community in Saudi Arabia by increasing the taught material regarding genetic diseases in universities and even introduce it in school.

Problem-Based Learning and Team-Based Learning: Strengths, Weakness and Assessment Reliability.

Context: Team-Based Learning like Problem-Based Learning is a student-centered learning strategy. In TBL the students have a pre-defined reading assignment for later discussion. While in PBL students learn their problem in two sessions. Both have advantages and disadvantages. One of the main important points for evaluating the effectiveness of an educational model is its ability to assess the students’ level adequately. Aims: To assess the reliability of TBL and PBL as assessment methods. In addition, to identify the weaknesses and strengths we faced during application. Settings and Design: A cross-sectional study was conducted on 29 undergraduate medical students. Methods and Material: The reliability of TBL and PBL as assessment methods were evaluated through a correlation with other assessment methods. Statistical analysis used: The collected data was analyzed using the SPSS statistical software (IBM SPSS Statistics 20). Results: TBL assessment showed a positive correlation with quizzes, final practical exam, final theory and total degrees, while PBL assessment did not show any correlation with any of the assessment methods. Conclusion: TBL is reliable method for assessment while PBL is not. The integration of the two learning modalities has a synergistic effect in order to boost the success of the educational process.

Educational Innovation: Narrative Medicine Course in Kasr Al-Ainy “The House of Life”; Bridging the Past, Navigating the Present and Drawing Vision for the Future.

This paper aims to elucidate the careful connection of medical practice in Ancient Egypt covering the time span with the theoretical and practical constructs of “Narrative medicine” interventions in today’s health care settings; proposing the essence of a training model in Narrative Medicine which is designed to prepare future physicians to practice medicine ethically and compassionately, using reflective manners that helps to clarify personal values and a sense of professional identity.

Correlation Between Learning Approach and Students Objective-Structured Clinical Examination Passing Rate.

Context: In medical school, learning approach used by students while preparing for assessment can vary from one individual to another. Students may conduct deep or either surface learning approach when studying for an examination. Objective-structured clinical examination (OSCE) is one of assessments for medical students’ learning outcome which may require different learning approach from other written examinations. Different types of learning approach thus may affect the students’ OSCE outcome. Aims: To analyze correlation between learning approach used by medical students and OSCE passing rate. Settings and Design: A cross-sectional study conducted in February 2018 at the Faculty of Medicine, Swadaya Gunung Jati University. Methods and Material: Learning approach of 146 medical students was assessed using Revised Study Process Questionnaire 2 Factors (R-SPQ-2F). Data of OSCE passing rate was obtained from the academic section of Faculty of Medicine, Swadaya Gunung Jati University. Rank Spearman test was used to analyze the correlation between learning approach and OSCE passing rate. Results: Eighty-three students out of 146 (56,8%) ran into deep approach, while 63 students (43.2%) applied surface approach. Rank Spearman analysis showed that learning approach is significantly correlated with students’ OSCE passing rate (p = 0.001; CI 95%). Conclusion: Deep learning approach resulted in higher OSCE passing rate.

How a Journal Club Course Changed Learners’ Approach in a Medical Doctorate Program- an Analysis of the PhD Scholars’ Perspective.

ABSTRACT Background/Aim: A structured journal club course that counts towards the final assessment was introduced in a medical doctorate program course at King Edward Medical University, Pakistan. This study aims to explore its effects on the learning approach of PhD scholars. Methods: A qualitative study comprising of a focus group discussion, involving eight out of the total of thirteen PhD scholars was conducted in 2017. Focus group discussions were transcribed verbatim and codes and themes were identified using grounded theory. The findings were triangulated with data from teaching feedback forms of the course from all the thirteen PhD scholars from 2015 to 2017. Results: The participants described an overall positive effect of the course on their learning, including development of critical and scientific thinking. They also reported improvement in their clinical and teaching practice. They attributed these to the interactive nature of the course, role playing as author while presenting the assigned paper in journal club, help from the study guide, interdisciplinary peer learning and the awareness that they were being graded on their performance. Conclusions: A semester long structured journal club course that contributes to the final assessment may be an effective tool to teach medical doctorate students about the research process and critical appraisal skills.