Proceedings of the International Conference on Medical Education (ICME 2021)最新文献

{"title":"Implementation of Quizziz as a Pretest and Post-Test to Evaluate the Effectiveness of Small Group Learning","authors":"Prema Hapsari Hidayati, Ratih Natasha, Shofiyah Latief, Nasruddin, Syarifuddin Wahid","doi":"10.2991/assehr.k.210930.030","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.030","url":null,"abstract":"Background and aims: Since the Indonesia Covid-19 pandemic spread out in March 2020, the online learning method was applied in a professional medical program, and we started to use \"Quizziz,\" an educational game online. The study aimed to evaluate Small Group Learning activity's effectiveness using \"Quizziz\" as pre-test and post-test. Methods: This research was quasi-experimental one group pre-posttest design, involving 107 medical professional students of Indonesian Muslim university enrolled in SGL activity as an enrichment program before entering clinical departments in November 2020. The \"Quizziz\" was done before and after the SGL activity and statistically analyzed the result. The students were also asked to answer some survey questions about Quizziz performance. Result: In this research, we found the mean of Quizziz pre SGL score was 54,93 (SE±1,448), and the mean of Quizziz post SGL score was 88,64 (SE±1,141). Because both data Quizziz pre and post SGL scores were normal distributions, we compared both statistically using t-paired student test. We found significantly different with p-value <0,001. The survey result confirmed 88,3% of the student said that The Quizziz's question was in line with SGL content, 87,9 % of students felt that The Quizziz improved their concentration, and 85,3% reported that The Quizziz helped them to understand SGL's subject. Conclusions: Small Group learning activity in medical profession program was very effective in improving student knowledge when evaluated with the Quizziz application","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128878272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can ePortfolios Scaffold Competency-based Workplace Learning in Low-income Countries? Lessons Learnt from a Qualitative Pilot Study in Midwifery Education in Rwanda","authors":"M. Embo, Hilde De Grave, Séverine Van Der Stighelen, M. Valcke, O. Tengera, A. Muhayimana, J. Murekezi, J. P. Ndayisenga, D. Mukamana","doi":"10.2991/assehr.k.210930.042","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.042","url":null,"abstract":"Background: Rwanda and other low-income countries face a critical shortage of competent midwives. This capacity problem threatens the attainment of the Sustainable Development Goals by 2030. Competency-based midwifery education (CBME) holds the best promise of developing competencies and improving patient outcomes. However, challenges arise when developing and implementing competency-based frameworks and ePortfolio tools in low-income countries. Aim: This study explored midwifery students’, mentors’ and supervisors’ perceptions about the applicability of an ePortfolio designed on an evidence-based Continuous Workplace Learning Competency Framework. Methods: Using a qualitative descriptive design, in depth-individual interviews were carried out with four midwifery students, two midwife mentors from selected hospitals and two midwife supervisors from a midwifery teaching institution. All interviews were audio-taped, transcribed verbatim and thematically analysed using NVIVO12 software Findings: All participants preferred ePortfolio over paper-based portfolio because of the continuous online accessibility of information. This accessibility encouraged collaboration between stakeholders, facilitated self-monitoring of performance, enhanced IT competency, reduced time and costs of handling portfolios and improved, in some cases, feedback. Nevertheless, the success of implementing a competency-based ePortfolio was strongly dependent on the extent to which essential conditions were met: devices, internet connectivity, time and training. The ePortfolio was not used in its full potential because of lack of knowledge of different categories of the Competency Framework. Conclusions: The results of this pilot study suggest that ePortfolios are the future to support workplace learning. An important lesson is that low-income countries must first implement the principles of CBME in clinical education followed by the design of ePortfolios according to evidence-based competency frameworks.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125489198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Merits and Demerits of Central Induction Policy Among Postgraduate Trainees of Punjab - A Mixed Methodology Study","authors":"Maliha Nadeem, Hafsa Khalid, Anam Nazir, Hassan Nawaz, Ghulam Abbas, A. Momina, A. Qureshi","doi":"10.2991/assehr.k.210930.037","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.037","url":null,"abstract":"Background: Central induction policy is recently implemented for induction of doctors for post-graduation training based on their performance in MBBS, post-graduation entrance exam, house job, studying in public institute, work in periphery and research. Despite controversies this policy was implemented in May 2016 and no feedback was taken by the stakeholders. This discrepancy aroused the need for data collection to determine effectiveness of CIP in terms of PG perceptions. Subjects and methods: An interview based qualitative study was conducted in four Tertiary care hospitals from 05 June 2018 to 30 November 2018. Request forms were randomly sent to 75 residents inducted through and before CIP. Total 39 residents participated in the study after giving consent. Interview questions were selected by the authors after detailed discussion. Each interview was heard thrice, manuscripts were prepared in the same words used by the participant. Manuscripts were discussed among the team members to identify themes. Depending upon themes questionnaire was designed and quantitative data was collected. Results: Qualitative evaluation identified following major themes including policy being merit based allowing every candidate to get a fair chance of induction; financial security on all the slots and provision of qualified doctors at primary health care centers for the induction policy whereas issues with choice of specialty and place of work, delay in start of training due to various factors and discrepancy in special cases like wedlock, FMGs, authenticity of research papers were identified as demerits. Conclusion: CIP is a good initiative and is acceptable due to its merit based policy and financial security however there is need to improve the standard and evaluation method of research and option for change of specialty.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127982579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online Learning Experience of Students During Covid-19 Pandemic in Karachi, Pakistan","authors":"Erum Shah, Tehseen Quds, F. Siddiqui, Syeda Kiran Mansoor, Syed Asad Ahmed, Ammarah","doi":"10.2991/assehr.k.210930.028","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.028","url":null,"abstract":"Background, The Covid-19 disease was first reported in China in the end of the year 2019 and within a span of few months it spread drastically in different countries of the world. As a consequence of that the World Health Organisation (WHO) declared it a “pandemic” and the educational institutes all over the world shifted from conventional classroom learning to virtual mode of learning. Aim, This study was conducted in Karachi, Pakistan for the assessment of the students’ perception about the general vision regarding online mode of learning and its advantages and draw backs. Method, This study was a quantitative analysis based on an online questionnaire provided to students by Google Form in December, 2020. The questionnaire was circulated through social media platforms to the students of different educational institutes including school, colleges and universities. The students of age group 15-31 including post graduate students studying in any institute of Karachi, Pakistan were included in this survey. The results were assessed in the form of percentages. Results, This study indicated that students found online learning method difficult as compared to face-to-face learning. Internet facility was accessible to more than half of students participated in this survey. Furthermore, majority of the students found that online learning has made them lazy. Students felt less enthusiastic about online learning and they described that different measures like frequents tests, assignments and presentations should be taken to increase their enthusiasm towards online learning. The students were also not satisfied with the online examination system. Most of the students preferred face-to-face learning as compared to online learning. Conclusion, Though online mode of learning was found effective to continue the process of learning in the absence of conventional learning due to covid-19 pandemic but it cannot replace the significance of face-to-face learning. It is recommended that blended learning could make our educational process better in any emergency situations.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115607844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Profile of Critical Incidents During Online PBL Tutorial Based on Students’ Perception","authors":"Catharina Widiartini, Joviando, Fajar Wahyu Pribadi","doi":"10.2991/assehr.k.210930.010","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.010","url":null,"abstract":"Background. Online PBL tutorials were conducted to comply with social distance requirements during the Covid19 pandemic. Critical incidents (CIs) due to the new learning environment may cause group dysfunctionality. Data of CIs based on student’s perception was necessary for evaluation purposes, especially due to the unknown ending of the pandemic. Method. The questionnaire in google-form format was self-assigned by 249 students of The Faculty of Medicine, Jenderal Soedirman University, Batch 2017-2019. The first part of the questionnaire consisted of 44 examples of 6 CI factors adopted from previous studies that used offline tutorial context. Respondents were asked to identify the frequency of occurrence of each CI. They may report other CIs, especially those related to the online nature of the tutorial. The second part of the questionnaire asked the respondents to identify the CI factor that was the most frequently happened, the most disturbing to the task and group functioning, and the most needed tutor","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128748381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Correlation Between Physical Activity and Academic Motivation of Undergraduate Medical Students of the Universitas Islam Indonesia","authors":"Syafira Laila Nurulita, Yanasta Yudo Pratama, Hafidhania Penadi, Irsalina Nur Timami, Alfia Qurrota Ayun, Umatul Khoiriyah","doi":"10.2991/assehr.k.210930.032","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.032","url":null,"abstract":"Background: The Covid-19 pandemic has caused changes in activity. Changing physical activity can cause various psychological changes in humans. For medical students, psychological changes because physical activity is an important factor in supporting academic motivation to learn. This study was aimed to examine the correlation between physical activity and academic motivation of undergraduate medical students at the Universitas Islam Indonesia during the pandemic. Methods: This study was an observational study using a cross-sectional method with a sample of undergraduate medical students at the Universitas Islam Indonesia. Data was collected through an e-questionnaire. Physical activity was measured by the International Physical Activity Questionnaire (IPAQ), and Academic Motivation was measured by the Intrinsic Motivation to Know (IMTK), which is part of the Academic Motivation Scale (AMS). Subjects were selected through consecutive sampling methods and followed the inclusion and exclusion criteria. After the main test was carried out, statistical analysis was then conducted. Results: Data analysis using the Kolmogorov-Smirnov normality test with two variables (physical activity and academic motivation) obtained p <0.05. The Spearman test showed non-significant results with p> 0.05 Conclusion: This study shows that there is no relationship between physical activity and academic motivation of Undergraduate Medical Students of the Universitas Islam Indonesia during the Pandemic.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123480192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical Teachers: Factors Associated with Their Behavior Towards Online Teaching During Covid-19 Pandemic","authors":"Dian Rahadianti, Artha Budi Susila Duarsa, Dina Qurratu Ainin","doi":"10.2991/assehr.k.210930.020","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.020","url":null,"abstract":"During these unprecedented times of COVID-19 pandemic, online teaching has allowed the continuation of medical education. Good online teaching practices should be adopted for efficient online learning. This study aimed to analyze the factors associated medical teachers’ behavior towards online teaching during COVID-19 pandemic. This was a cross-sectional study at the Al-Azhar Islamic University, Mataram, West Nusa Tenggara. A total of 43 medical teachers was enrolled in this study. The dependent variable was online teaching behavior. The independent variable were knowledge, attitude, and perception. Data were collected using questionnaire and analysed using multiple logistic regression. The result showed that high knowledge (OR= 2.81; 95%CI= 2.01 to 5.51; p= 0.030), positive attitude (OR=2.19; 95%CI= 1.10 to 4.75; p= 0.041), and positive perception (OR= 5.02; 95%CI= 1.80 to 10.33; p=0.001) increased the online teaching behavior towards e-learning during pandemic Covid-19. For the conclusion, high knowledge, positive attitude, and positive perception are associate with good online teaching behavior among medical teachers.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130498684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Readiness to e-learning in Clinical Medicine. COVID Experience of Gynaecology Clerkship Students of Shifa College of Medicine","authors":"G. Saeed, T. Akhtar, Hira Suleman, Ahmad Sultan Zaheer","doi":"10.2991/assehr.k.210930.036","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.036","url":null,"abstract":"PURPOSE: Undergraduate medical curriculum does not impart e-skills hence students learning outcomes may vary [1]. The use of exclusive e-learning during COVID has put forth the question “has targeted student learning been achieved?” As the educational environment in e-class has different dynamics, teaching strategies effective in classrooms may become irrelevant in online teaching and learning [2]. The purpose of this study was to identify the relationship between student readiness, motivation, and engagement in e-learning. METHODS: To identify the relationship between student readiness to e-learning and their motivation and engagement in learning we used a validated questionnaire [3]: to assess the e-learning readiness of fourth and final year students of Shifa College of Medicine We used another feedback questionnaire to gather the COVID experience of these students’ parents. RESULTS: Multiple regression analysis showed that student’s e-readiness was a strong predictor of students’ engagement and motivation in e-learning. The student who scored high on computer skills had a better perception of the e-learning climate. Parental feedback brought forward the issue of all institutions conducting their interactive teaching sessions at the same time leading to problems in the provision of logistics and interruption-free educational environment for more than one sibling creating a lot of parental stress. CONCLUSION: Medical educationists need to incorporate technology-based learning as an integral part of an undergraduate medical curriculum. They have to focus on e-learning climate dynamics as they vary from on-campus learning and affect student engagement in e-learning.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129731793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Association Between Self-Discipline Towards Grade Point Average Among Medical Students","authors":"Artha Budi Susila Duarsa, Irwan Syuhada, Ayu Anulus","doi":"10.2991/assehr.k.210930.021","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.021","url":null,"abstract":"Self-discipline is the ability to prevent something that could lead to harmful effects of unhealthy excesses. Self-discipline has implications, particularly among medical students, for improving academic performance. The purpose of this study was to examine the association between self-discipline towards grade point average (GPA) among medical students. This was a cross-sectional study conducted at Al-Azhar Islamic University, Mataram, West Nusa Tenggara. A total of 241 medical students was enrolled in this study. The dependent variable was the GPA. The independent variable was self-discipline. Self-discipline data were obtained from the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) test at the first medical school admission process. GPA data were obtained from the academic section. The data were analyzed using the Chi-square test. The study showed that GPA among medical students was mostly average (45.64%), good (44.81%), and low (9.54%). MMPI-2 test reported that students were mostly had good self-discipline (85.06%). From the Chi-square test, it was found that the GPA was associated with self-discipline among medical students at AlAzhar Islamic University, Mataram (p=0.010). In conclusion, the grade point average among medical students is associated with self-discipline. Further study is required using the data from the MMPI-2 test.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117324940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing Cultural Sensitivity Questions in Ranking Decisions for a Family Medicine Residency Program","authors":"Lori Schramm, Adam Clay, Brian Geller","doi":"10.2991/assehr.k.210930.007","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.007","url":null,"abstract":"Background and aims/objectives: The ability of family physicians to establish an inclusive and culturally-safe practice environment is a key competency of the profession. Our study aimed to explore the utility of questions assessing cultural sensitivity to improve ranking decisions of family medicine residency candidates. Methods: A series of cross-sectional online surveys were sent to interviewers (current residents and faculty), site directors and administrators, following completion of the first period of national resident interview dates. The surveys contained both closed and open-ended questions about the utility of cultural sensitivity questions during the interview process. Frequency distributions were calculated in Microsoft Excel for the 5-point Likert items. Open-ended data was themed by an independent researcher. This project was exempted by the Behavioural Research Ethics Board of the University of Saskatchewan. Results: The majority of respondents felt the questions helped them identify candidates that would fit the program. Local modifications were done to adapt to local context or improve clarity. For example, questions were generalized to vulnerable populations or narrowed specifically to experiences with Indigenous populations. Some participants indicated that cultural knowledge, as opposed to empathy, can be taught and thus the latter is what the assessment of candidates’ abilities should focus on. It was also suggested that these questions detract from opportunities to assess “particularly relevant clinical experiences or personal experiences outside of medicine.” Conclusions and Recommendation: Interviewers generally felt cultural sensitivity questions improved ranking decisions. Additionally, allowing flexibility to adapt to local contexts was important. Future initiatives can focus interviewer training on cultural sensitivity/safety approaches.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123109567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}