Health Professions Educator Journal最新文献

{"title":"Does high achievement in preclinical years predicts similar achievement in clinical year in medical students? A correlational study","authors":"Saira Rahim","doi":"10.53708/hpej.v4i2.1225","DOIUrl":"https://doi.org/10.53708/hpej.v4i2.1225","url":null,"abstract":"Introduction: There is speculation that early medical school basic science instruction is ultimate of limited utility when students enter clinical rotations. It is worthwhile to establish whether early performance in pre-clinical years correlates with performance in later clinical years so that curricula can be adapted accordingly, and actionable predictors of student performance can be identified.Objective: The objective of the study is to investigate the predictive role of student academic performance in early (i.e. “pre-clinical”) medical school years for performance in later (i.e. “clinical”) medical school years.Methods: We employed a retrospective correlation approach by compiling data from medical students in a major academic center in Lahore, Pakistan. The sample cohort consisted of 413 students taken from three consecutive graduating classes (2018, 2019, 2020). Two separate (but thematically related) statistical analyses were undertaken: 1)we created a multivariate linear regression model to predict performance in later (clinical) years (year 5) based on a student’s known demographic factors and academic performance in early (pre-clinical) exams (years 1 and 2) we performed multivariate logistic regression to model the likelihood of attaining “super high achiever” status at the time of graduation (outcome variable) and used demographic data as well as “high achiever” status in early exams (i.e. first three ‘prof ’ exams) as covariates.Results: The most important predictor of performance in the final summative examination was the performance in early ‘prof ’ exams (Year 2 Prof Score F ratio 91.3, p<0.0001). Early attainment of high-achiever status in medical school correlated with the attainment of ‘super high achiever’ status at the time of graduation (p<0.0001).Conclusion: Performance in early medical school years (i.e., “pre-clinical”) correlated with performance in the later medical school years (i.e. “clinical”). \u0000KEYWORDS:Early performance, pre-clinical, high-achiever","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117048616","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":"PICABOO: Effects of Hidden Curriculum on student's behavior","authors":"Asma Afaq, U. Mahboob","doi":"10.53708/hpej.v4i2.1091","DOIUrl":"https://doi.org/10.53708/hpej.v4i2.1091","url":null,"abstract":"Introduction: Hidden curriculum (HC) is “a sum of influences” that exist in the educational environment. It is the set of cultures, values, safety practices, and organizational structures within a school which affects students’ personal, professional development, learning, and behavior. HC is not documented but inferred by learners rather than delivered intentionally by faculty. In our educational system, Is the curriculum yet to be discovered, or has it been hidden by someone? The curriculum remains hidden until faculty and students get aware of it.Objective: To explore the effects of HC on students' behavior.Methods: A qualitative exploratory study was carried out in 2020 from January till June in the University College of medicine and dentistry. FGDs were conducted on zoom with purposive sampling of 30 students. FGD questions were validated and then piloted to ensure clarity. All FGDs were recorded on zoom and transcribed verbatim. Due to the sensitive nature of data, confidentiality and anonymity were ensured. Thematic analysis was employed to get meaning within the data set.Results: Total 130 of codes were identified in the first cycle of coding that was further merged in the second cycle of coding leading to 110 codes. 19 subthemes under 4 major themes emerged from the transcripts. Main themes were effects of educational environment, peers, basic and clinical sciences teachers on student’s behavior. Discipline, extracurricular activities, discussions, student’s preferences, exchange of good habits, ethics, knowledge, punctuality, professionalism and role modeling were positive effects while use of social media, hangout, exchange of bad habits, favoritism, non-punctuality, haphazard teaching, and hierarchy were the negative effects in terms of hidden curriculum identified through themes and subthemes.Conclusion: This study revealed that there are both positive and negative effects of HC on students' personal and professional behavior. Negative effects are due to the unawareness of students, faculty, and curriculum reformers about the existence of HC. Information about problems related to HC as well as considering the viewpoints of students is mandatory.  \u0000KEYWORDS: Effects, Hidden Curriculum, Students behavior, Awareness, Side effects, Recommendations.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123557909","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 Perceptions of the Masters’ Students About Postgraduate Research Supervision","authors":"Aisha Liaquat","doi":"10.53708/hpej.v4i2.1329","DOIUrl":"https://doi.org/10.53708/hpej.v4i2.1329","url":null,"abstract":"Introduction: Postgraduate degrees cause stress and tension for master’s students. Many postgraduate masters’ students face anxiety and ambiguity when carrying out the research. If these anxieties and ambiguities are not managed well, it could adversely influence the process and the standard of research. Many postgraduate masters’ students discontinue their studies or do not finish their postgraduate degrees within the specified time. The type of supervision the student gets is the most significant aspect which determines the timely completion of postgraduate research. The study on the perception of postgraduate master’s students can help them to improve the research work in postgraduate studies. It will address many issues of the postgraduate master students.Objective: This study explores the perceptions of postgraduate masters’ students about research supervision.Method: This study was conducted using a qualitative approach. Eight postgraduate masters’ students were selected using homogenous purposive sampling. The data was gathered by open-ended questions. Thematic analysis was done by framework analysis. An inductive approach was used. The obtained codes were categorized following themes.Results: Findings from postgraduate masters’ students have merged into the following three themes: knowledge, support and guidance, and availability. The first theme is knowledge. According to students, the supervisor should be knowledgeable and interested in students’ projects. The second theme is support and guidance. Different approaches of supervision are required for different postgraduate students. Effective communication of the supervisor with students and timely and thorough feedback can provide students withintellectual and psychological assistance. The third theme is the availability of the supervisor which should be as per the requirement of the students.Conclusion: Supervisors can assist students in reducing their ambiguity and anxiety in the initial phases of the research journey by helping them in the selection of feasible research topics and by providing the required intellectual and psychological assistance. There is a need for regular communication between the student and supervisor. Feedback should be constructive, timely, and according to the requirements of the students. \u0000KEYWORDS: Postgraduate research supervision, master’s supervision, uncertainties, perceptions, effective supervision, timely completion","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132849150","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":"A Win-Win for all? A Qualitative students’ perspective about online Case-based Learning in clerkship Gynaecology and Obstetrics","authors":"Abeera Fatima, S. Rafique, Rakia Aslam","doi":"10.53708/hpej.v4i2.1260","DOIUrl":"https://doi.org/10.53708/hpej.v4i2.1260","url":null,"abstract":"Introduction: Clinical teaching is a complex entity that poses many challenges to medical educators. During the COVID-19 pandemic, medical education saw a major shift towards online pedagogical methods which led to a significant query regarding their effectiveness. In order to ensure effective clinical teaching, case-based learning was adopted as the major educational tool in most Institutes. However, not much data is available regarding the effectiveness and student perceptions about such online case-based learning.Objective: The objective of the study is to explore and analyze perceptions of medical students regarding the effectiveness of case-based learning and how does this perception compare with similar studies done for face-to-face case-based learning.Method: The qualitative explorative research design was used to explore the perceptions of 21 medical graduates who had attended online case-based learning sessions during 8 weeks of their clerkship in Gynecology and Obstetrics. The study was conducted at The University of Lahore from June 2020 to August 2020. Sampling was done through purposive, non-probability sampling. Participants underwent Semi-structured interviews, that were audio-taped and manually transcribed. Thematic analysis was done using the constant comparative method through open and axial coding.Results: Findings from the participants’ responses converged on three main themes, through which case-based learning helps students. Students reported that online case-based learning provided them with “Cognitive Avails”, helped them with providing“Efficient Patient Care” and created an enhanced “Sense of Commiseration”.Conclusion: This study provides evidence that the online case-based learning sessions were perceived to be equally effective as face-to-face case-based learning by students. In light of the study findings, it is concluded that well-constructed and interesting clinical cases can be efficiently delivered online and can result in achieving desired learning objectives by students. \u0000KEYWORDS: Online learning, case-based learning, Perception, Medical Students","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"03 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129470002","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":"Benefits and Drawbacks of learner handover: A Scoping Review","authors":"Mehvish Shahid","doi":"10.53708/hpej.v4i2.1262","DOIUrl":"https://doi.org/10.53708/hpej.v4i2.1262","url":null,"abstract":"Introduction: Learner Handover (LH), modeled after Patient Handover Protocols, is the act of collecting data regarding different aspects of student performance, highlighting their strengths and weaknesses so that it can be presented to future teachers as an added aide in planning their teaching activities. It has recently gained popularity due to its application in Competency-Based Medical Education (CBME). This scoping review aimed to consolidate current knowledge regarding the usage, benefits, and drawbacks of Learner Handover and to highlight areas for future research.Method: The Arksey and O’Malley framework was used to systematically select and summarize the literature available. Articles relevant to Medical Education were selected from searches of two databases and one search engine. Only articles published after 2017 to ensure the most recent developments were accounted for. Data were analyzed thematically and quantitatively.Results: Out of the 12 articles reviewed, 46% usage of the Learner Handover revolved around smoothening out the UGME-PGME transition. 39% of studies focused on the assessment of students and talked about the use of Learner Handover as a teaching aid. The most common benefits were a) Tailored Learning Environment, b) Programme Preparedness, and Improved Patient Safety whereas the drawbacks most mentioned revolved around a) Generation of bias, b) Resource intensiveness, and c) Breach of confidentiality.Conclusion: Learner Handover is a multifaceted process that provides performance information to future faculty, establishing a continuum that can map out the longitudinal improvements of medical students. However, there are major drawbacks – like the generation of academic bias and breach of confidentiality - that need to be controlled. Additional research is needed to fully understand the efficacy of the benefits and the extent of the drawbacks. However, in the Competency-Based Educational Model, a well-designed Handover Protocol may prove integral. \u0000  \u0000KEYWORDS: Learner Handover, Competency-Based Medical Education, Prior Performance Indicators, Forward Feeding","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122845722","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":"Achieving the competencies of an educational researcher","authors":"R. Khan","doi":"10.53708/hpej.v4i2.1442","DOIUrl":"https://doi.org/10.53708/hpej.v4i2.1442","url":null,"abstract":"It is a long journey to become a competent educational researcher. The researcher requires both technical and non-technical competencies to become a skilled researcher (Baral, 2021). This editorial does not address the assessment and entrustment of these competencies. Rather it focuses on the competencies required to become an educational researcher. This includes conduct of research, research skills at the workplace, discipline-specific knowledge, professionalism, communication skills, critical thinking, leadership, management, and job market skills. \u0000The conduct of research is the practice of scientific investigation with integrity(Iqbal, 2021). It includes but is not limited to collaboration, managing conflicts of interests and commitments, data acquisition and its management, human research protection, mentoring, peer review, publication practices, and research misconduct whereas research skills at the workplace include searching for information, taking notes, time management, problem-solving and communicating results(Marks-Maran, 2015). Can we analyze and systematically develop these research skills? The answer is yes. The Research Skills Development framework developed by John and Kerry is a tool that can analyze and plan a curriculum for the systematic development of research skills (Hendriarto, Mursidi, Kalbuana, Aini, & Aslan, 2021). The framework is based on different facets of student research: curious, determined, discerning, harmonizing, creative, and constructive. These facets vary at different stages of students’ autonomy of researching skills: prescribed, scaffolding, open-ended, and unbounded researching (Willison & O’Regan, 2007).","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133490282","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 Impostor Phenomenon in medical undergraduates of The University of Lahore","authors":"Tazmeen Kaukab, S. Iftikhar","doi":"10.53708/hpej.v4i2.1263","DOIUrl":"https://doi.org/10.53708/hpej.v4i2.1263","url":null,"abstract":"Introduction: The impostor phenomenon is feeling like a fraud or cheat despite the contrary. It is when students doubt their capabilities and fear that they might be exposed as something that they are not. They think their achievements are all due to luck, chance, or other reasons instead of acknowledging them. This results in stress and anxiety among the students which further leads to poor patient care and low self-esteem.Objective: The objective of this study is to identify students suffering from the Imposter Phenomenon from the University of Lahore MBBS program.Methods: We used the Clance impostor phenomenon scale for identifying impostor phenomenon in medical undergraduates of the University of Lahore. It was a 20 item anonymous and voluntary survey and I sent the forms online by using Google forms.Results: A total of 112 out of 500 (22%) students responded, with 99 completing the Clance Impostor Phenomenon Scale with a mean score of 59.0 ±10.45 (Moderate to severe impostor syndrome). This percentage mostly represented 2nd and 3rd-year MBBS.Conclusion: In conclusion, third and second-year MBBS proves to be the most affected by the imposter phenomenon. The reasons are yet to be found but it could be due to the transition into the clinical phase. \u0000KEYWORDS:Impostor phenomenon, Medical undergraduates","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115350168","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":"Validation of Digital Readiness for Academic Engagement (DRAE) Scale in Pakistani Healthcare Students.","authors":"K. Atta, Zakia Saleem, N. Talat, Muhammad Muneeb Chouhan, M. Hamid","doi":"10.53708/hpej.v4i1.680","DOIUrl":"https://doi.org/10.53708/hpej.v4i1.680","url":null,"abstract":"Introduction: Digitalization in the 21st century has transformed nearly all aspects of our society, including education. However, many believe that this transformation is occurring with little strategic planning and much may not be ready for all that it brings to the table. The Digital Readiness for Academic Engagement (DRAE) scale is a useful tool and merits validation in different contexts for effective use.Objective: To validate the DRAE scale in healthcare students in Pakistan.Methods: The scale was circulated electronically via Google forms to faculty members of different medical colleges and universities of Punjab using the convenience-sampling method for sharing with their students. A total of 7 institutions participated. The responses were collected from a sample of 1744 undergraduate students. The demographic variables included gender, semester enrolled, and age. Data were analyzed using SPSS version 25 (for exploratory factor analysis) and AMOS version 26 (for confirmatory factor analysis).Results: The mean age of the respondents stood at (SD=20.55 ± 1.6). The largest proportion of students were from MBBS (41%), followed by allied health science and Dentistry. EFA results in the two-factor model which was confirmed by CFA. The goodness-off indices were achieved by removing four items (1, 2, 7, 8) with factor loading below .80 and by drawing covariance between errors.Conclusion: The original model with 5 factors was not applicable and a 2-factor model was validated by CFA for our context.KEYWORDS: Digital Readiness, Academic Engagement, Medical Education, Digitization & Validation.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115296306","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":"Evaluation of Training Course on “Integrated Management of Neonatal & Childhood Illness” (IMNCI) Using Kirkpatrick Model at Level-2","authors":"M. Hamid, M. Afzal, Saira J Khan","doi":"10.53708/hpej.v4i1.100","DOIUrl":"https://doi.org/10.53708/hpej.v4i1.100","url":null,"abstract":"Introduction: Integrated Management of Childhood Illness (IMNCI), taught by a 6-day training course, is an important initiative to decrease childhood mortality. Level 2 of the Kirkpatrick model entails the assessment of the learning achieved by training activity.Objective: To assess improvement in the knowledge of IMNCI content among the participants of the 6-day IMNCI training program.Methods: After taking approval from IRB, this one-group pre-test-post-test study was carried out in the Paediatrics Medicine Department, King Edward Medical University / Mayo Hospital Lahore over 3 months. By non-probability consecutive sampling, all 77 participants of three 6-day courses (with no previous formal training of IMNCI) were included in the study. To assess any improvement in the knowledge (Kirkpatrick Model Level 2), each participant filled a pre-test and a similar post-test after the training.Data was analyzed by SPSS software. As the data was not normally distributed, the Wilcoxon test was applied to compare the overall median scores of pre-test and post-test. Kruskal-Wallis Test was applied for the comparison of the median scores of pre-test and post-test scores of each professional group. While Mann-Whitney U-test was applied for pairwise comparison of the pre-test and post-test scores between different pairs of professional groups.Results: Of the 77 participants, there were 35 doctors, 20 nurses, 20 Lady Health Visitors, and 2 midwives. The overall median score was 3 (IQR 3) of the pre-test and 8 (IQR 2) for the post-test (p-value < 0.001). Except for the midwives, there was a statistically significant improvement in the median score of each group. Item-analysis of the questions showed that compared to the pre-test, the proportion of correct answers in the post-test showed statistically significant improvement for all the 10 questions. Pairwise comparison of the median pre-test and post-test scores between different professional groups did not show statistical significance except for the doctor-nurse pair.Conclusion: IMNCI training program significantly increased the knowledge of health care providers with no statistical difference between the post-test scores of doctors, LHVs, and midwives. \u0000KEYWORDS: IMNCI, Training program, Kirkpatrick Model, Childhood mortality, Knowledge evaluation \u0000 ","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117277566","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":"Socratic Method of Teaching in Medical Education","authors":"R. Khan","doi":"10.53708/hpej.v4i1.1302","DOIUrl":"https://doi.org/10.53708/hpej.v4i1.1302","url":null,"abstract":"Socrates (469-399BC) is regarded as the founder of Western philosophy. His method of teaching was based on a shared discourse between teachers and students. He would ask thought-provoking questions from his students. This would result in motivating the students to think and generate debate. This was an iterative process and would continue till the answers to the questions were found or discussion was exhausted. This method is termed as the Socratic method of teaching (Birnbache, 1999). It also involves the zone of proximal development and scaffolding as advocated by Vygotsky. Many teaching methods, based on small group teaching such as problem-based learning, case-based learning, one minute preceptor rely on the philosophy ofSocratic method.The Socratic method relies on getting the answers from the students rather than telling them the answers directly. Socrates in his sessions would pick students randomly and ask them a question. The student would either answer the question if s/he knows it or would learn it from the discussion between her/his peers andthe teachers.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128614781","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}