Health Professions Educator Journal最新文献

{"title":"Educational Learning Theories & Their Implications in Modern Instructional Designs","authors":"T. Waseem","doi":"10.53708/hpej.v3i2.9","DOIUrl":"https://doi.org/10.53708/hpej.v3i2.9","url":null,"abstract":"In an era of exponential growth of medical knowledge, it is becoming increasingly important to adopt modern learning techniques which stem from modern educational theories. There is a paradigm shift from classical behaviorism towards a constructivist approach in which student more actively participates and learns at the higher Bloom’s Taxonomy level. The purpose of this review is to understand the role of various educational theories which form the basis of modern curricula in a medical school environment and promote understanding in this regard. This review gives a brief historical perspective of various education theories and focuses on current educational theories which matter in our current constructivist educational environment.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126551599","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":"Correlation between Emotional Intelligence and Academic Stress in Undergraduate Medical Students","authors":"Shazia Jamil","doi":"10.53708/hpej.v3i2.92","DOIUrl":"https://doi.org/10.53708/hpej.v3i2.92","url":null,"abstract":"ABSTRACT: \u0000BACKGROUND:  \u0000Students face health related issues and stress due to burden of their studies. Emotions can affect one’s reactions, therefore Emotional Intelligence may help overcome the negative effects of stressful situations faced by the students. \u0000OBJECTIVE: To determine the correlation between emotional intelligence (EI) and academic stress in undergraduate students. \u0000DESIGN: Cross-sectional Correlational study. \u0000SETTING: The study was conducted among the undergraduate student of M Islam Medical College Gujranwala. Two hundred and ten students participated in the study.  \u0000METHODS: Schutte Emotional Intelligence and perceived stress scale proformas were given to participants and their EI and stress level was measured.  \u0000RESULTS: Totally, 116 (55.2%) of participants were females and 94 (44.8%) were males. Perceived stress score was associated with gender and study of year. Perceived stress score was higher in female and second year undergraduate students. No significant difference was observed in emotional intelligence score between both genders and study of year. There was significant correlation between EI scores and educational stress in undergraduate students (p < 0.001).  \u0000CONCLUSION: It is obvious from our study that the emotional intelligence scores and educational stress are negatively correlated. Educating students to improve EI may help prevent stress and optimize their overall wellness. Hence it is suggested that emotional intelligence awareness workshops and training be included in the educational programs of the undergraduate students.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"08 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132840832","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":"Strategic Planning of an Organization (Concept Map)","authors":"R. Khan, Tayyaba Azhar, M. Sajjad","doi":"10.53708/hpej.v2i1.177","DOIUrl":"https://doi.org/10.53708/hpej.v2i1.177","url":null,"abstract":"Concept Map","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125418537","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":"Academic culture of Pakistani medical colleges","authors":"Shahmain Shahzad, R. Khan","doi":"10.53708/hpej.v3i1.186","DOIUrl":"https://doi.org/10.53708/hpej.v3i1.186","url":null,"abstract":"ABSTRACT \u0000Objectives: \u0000There is a discrepancy between the theory and practice in the academic culture in the medical schools in Pakistan. The overall academic culture and educational armamentarium in Pakistani medical colleges is outdated and is teacher and administration centric. This scoping review is done to highlight these discrepancies and to shed light on problems faced in the academic culture of medical colleges. \u0000  \u0000Methods: \u0000Out of the 98 studies identified relevant to the topic, 27 studies were included in this scoping review. These studies were obtained from PubMed, ERIC and Google Scholar. This review was supported by framework proposed by Arksey and O’Malley. \u0000  \u0000Results: \u0000The scoping review highlighted that the students responded well to clear study objectives, practical application of knowledge over memorization, interactive nature of the teachers and a comfortable and properly equipped learning environment. The absence of aforementioned amenities and facilities enabled poor results, high stress in students and overall low academic performances of medical colleges. Along with that a lack of formal training of teachers and a passive participation of students in research opportunities were also displayed. \u0000  \u0000Conclusion: \u0000The academic culture in Pakistan’s medical and dental colleges display a lack of modern and innovative learning and teaching facilities, which has a negative impact on student performance and growth. A collaborative approach, with active participation from all stakeholders involved can curb a lot of these problems, given proper funding and good leadership.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115063517","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 Educational Environment at Khawaja Mohammad Safdar medical Collage Sialkot","authors":"A. Anjum","doi":"10.53708/hpej.v3i1.94","DOIUrl":"https://doi.org/10.53708/hpej.v3i1.94","url":null,"abstract":"Introduction: The instructive climate in any organization is an important concern to debate, as it assumes a powerful part in overseeing understudies' scholastic accomplishment. \u0000Objective: The target of my examination was to determine students’ perception of the educational environment at Khawaja Mohammad Safdar Medical College, Sialkot. \u0000Methods: A descriptive, cross-sectional, poll-based study was led in which undergraduate students of all five years were analyzed.50-item DREEM Questionnaire was used, and scoring was based on 5 points Likert scale. Data were analyzed by using SPSS v 25. The obtained score was expressed as the mean ±SD. \u0000Results: A total mean score is 114/200 (57%), which is more affirmative than negative. The mean score for Students’ perception of Learning is 28/48, Students’ perception of Teachers 25/32, Students’ academic self perception20/28, Perceptions of atmosphere 27/48, and Students’ social self-perception is 16/28. There were four problem areas; item no.1 (I am encouraged to participate in teaching sessions) (1.78), item no.8(course organizers ridicule their students)(1.42), item no.35(I find experience disappointing)(1.76), and item no.3(there is a sound support system for students who get tense)(1.25) all with means ≤2. \u0000Conclusion: The overall educational climate was more valuable than the negative; however, few problem areas need to be further \u0000explored, and measures are taken to make the environment more favorable for learning. \u0000Keywords: DREEM (Dundee Ready Education Environment Education), student’s perception, instructive climate","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116626339","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":"Perception of students about Team-based learning (TBL) Problem-based learning (PBL)","authors":"K. Malik","doi":"10.53708/hpej.v3i1.90","DOIUrl":"https://doi.org/10.53708/hpej.v3i1.90","url":null,"abstract":"Abstract Background: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning, problem based learning (PBL) and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd year MBBS students in Pharmacology department, who are also practicing PBL in 2nd year. Aim: The aim of the study was to know student’s perception about TBL and PBL. Methods:  Students were asked to fill the questionnaire regarding each teaching strategy anonymously using both, open and closed ended questions. The data was analyzed by using SPSS version 21. Results: A total of 120 students filled the questionnaire regarding their perception about TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback effective for their learning in TBL. While for PBL, students found that different point of views were respected by group members and there is better integration among different disciplines in PBL. Conclusion: It is the need of the hour to include new strategies in our curriculum which promotes team work and effective communication skills. Both PBL and TBL have advantages of their own and can provide better student learning if incorporated in a medical curriculum, keeping in view the students responses in our study.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115488569","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":"Perceptions of undergraduate medical students regarding the Educational Environment: A Baseline study.","authors":"Saadia Shahzad","doi":"10.53708/hpej.v3i1.95","DOIUrl":"https://doi.org/10.53708/hpej.v3i1.95","url":null,"abstract":"Background: Perception regarding the educational environment in an institute is related to various factors like motivation, satisfaction, and effective learning of medical students. \u0000Objective: To determine undergraduate medical students’ perceptions of 1st – final year class, regarding the educational environment in their institute. \u0000Methodology: Descriptive cross-sectional study conducted at a private Medical and Dental College in Lahore; during the time period of July 19-Oct 19. A sample of 375 was taken, equally divided among all five classes and across gender & Purposive sampling was applied. The data collection instrument was DREEM Questionnaire. Socio-demographic and variables of DREEM were included in the study. Data was analyzed on SPSS 20 planned as 1) Descriptive statistics, mean and standard deviation for all categories, frequency trends will be noted for total and subunit scores of DREEM 2) Independent sample t-test will be applied to identify gender and residential status-related difference in all subcategories and total score of DREEM 3) ANOVA will be applied to identify variation among all five classes. \u0000Results: 163 male and 203 female students participated. DREEM total mean score was 118.44±19.41, and 299(81.7%) had responded to it to be more positive than negative. Independent sample t-test found a significant P-value <0.05 with gender & residential status for total as well as subunit domains of DREEM. One-way ANOVA again showed significant P-values <0.05 for total as well as subunit domains of DREEM. \u0000Conclusion: Assessment of the educational environment should be conducted on regular basis as per policy in order to have a successful environment. This will in turn be beneficial for the students as well as the institution in a timely manner; and will definitely help in improving the teaching and learning environment in the institution by taking the necessary actions in weaker areas. \u0000Keywords: Educational environment, DREEM, undergraduate, medical student","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124396217","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":"Challenges in Surgical Training- Exploring the role of virtual and augmented reality","authors":"R. Khan","doi":"10.53708/hpej.v3i1.751","DOIUrl":"https://doi.org/10.53708/hpej.v3i1.751","url":null,"abstract":"In the field of surgery, major changes that have occurred include the advent of minimally invasive surgery and the realization of the importance of the ‘systems’ in the surgical care of the patient (Pierorazio & Allaf, 2009). Challenges in surgical training are two-fold: (i) to train the surgical residents to manage a patient clinically (ii) to train them in operative skills (Singh & Darzi,2013). In Pakistan, another issue with surgical training is \u0000that we have the shortest duration of surgical training in general surgery of four years only, compared to six to eight years in Europe and America (Zafar & Rana, 2013). Along with it, the smaller number of patients to surgical residents’ ratio is also an issue in surgical training. This warrants formal training outside the operation room. It has been reported by many authors that changes are required in the current surgical training system due to the significant deficiencies in the graduating surgeon (Carlsen et al., 2014; Jarman et al., 2009; Parsons, Blencowe, Hollowood, & Grant, 2011). Considering surgical training, it is imperative that a surgeon is competent in clinical management and operative skills at the end of the surgical training. To achieve this outcome in this challenging scenario, a resident surgeon should be provided with the opportunities of training outside the operation theatre, before s/he can perform procedures on a real patient. The need for this training was felt more when the Institute of Medicine in the USA published a report, ‘To Err is Human’ (Stelfox, Palmisani, Scurlock, Orav, & Bates, 2006), with an aim to reduce medical errors. This is required for better training and objective assessment of the surgical residents. The options for this training include but are not limited to the use of mannequins, virtual patients, virtual simulators, virtual reality, augmented reality, and mixed reality. Simulation is a technique to substitute or add to real experiences with guided ones, often immersive in nature, that reproduce substantial aspects of the real world in a fully interactive way. Mannequins, virtual simulators are in use for a long time now. They are available in low fidelity to high fidelity mannequins and virtual simulators and help residents understand the surgical anatomy, operative site and practice their skills. Virtual patients can be discussed with students in a simple format of the text, pictures, and videos as case files available online, or in the form of customized software applications based on algorithms. In a study done by Courtielle et al, they reported that knowledge retention is increased in residents when it is delivered through virtual patients as compared to lecturing (Courteille et al., 2018).But learning the skills component requires hands-on practice. This gap can be bridged with virtual, augmented, or mixed reality. There are three types of virtual reality (VR) technologies: (i) non-immersive, (ii) semi-immersive, and (iii) fully immersive. Non-im","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131103626","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":"Continuing Professional Development for Doctors in Pakistan is need of the hour","authors":"A. Sethi, G. Wajid","doi":"10.53708/hpej.v3i1.714","DOIUrl":"https://doi.org/10.53708/hpej.v3i1.714","url":null,"abstract":"In Pakistan, health professionals get their professional undergraduate and postgraduate qualifications after thorough training and assessment criteria as defined by their respective national regulatory bodies. These qualifications help them get registered and get a license for clinical practice in their respective domains. Any registrations and licenses are renewed by paying the prescribed fee without any requirements for reassessment or recertifications. Over the last few decades, health sciences have shown rapid advancements with the invention of new drugs and technologies. Due to this exponential increase in knowledge, no practitioner can hope to remain competent for more than a few years after graduation without a program of active learning. As such, a well-structured and regulated program of lifelong learning must be followed by all health professionals. To keep health professionals abreast with these changes and to ensure the maintenance of certain minimum competencies, there is a need for Continuing Professional Development (CPD) to be implemented at the national level with strict regulatory compliance. According to World Federation for Medical Education (World Federation for Medical Education, 2015), Continuing Professional Development (CPD) is a process of education and training commencing after completion of basic and postgraduate medical education, thereafter, continuing as long as the health professional is engaged in professional activities. CPD mainly implies self-directed and practice-based learning activities in addition to supervised education, and rarely involves supervised training for an extended period of time. The terms ‘Continuing Medical Education (CME)’ and ‘Continuing Professional Development (CPD)’ are often used synonymously. ","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125316075","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":"Exploring the Preferred Learning Styles among Undergraduate Medical Students and Postgraduate Residents by Using VARK Inventory","authors":"A. Ahsan, N. Talat, Saira Fayyaz","doi":"10.53708/HPEJ.V3I1.99","DOIUrl":"https://doi.org/10.53708/HPEJ.V3I1.99","url":null,"abstract":"Background: Factors which influence learning are educators, students, curriculum, and educational environment. To support the learning environment, educators should be aware of the different learning styles of students, so as to efficiently design the teaching strategies and methodologies to cater to the learning needs of students. \u0000Objectives: To determine various learning styles of undergraduate medical students and postgraduate residents by using the VARK questionnaire. To determine the comparison between learning styles of undergraduates and postgraduates.                  \u0000Methods: This cross-sectional study was conducted about the learning style preferences of undergraduate medical students and postgraduate residents of Fatima Jinnah Medical University, Lahore, and Sir Ganga Ram Hospital, Lahore. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2019. A total of 208 students were selected randomly from final year MBBS and postgraduate residents of Sir Ganga Ram Hospital, Lahore. \u0000Results: Among 208 students, 102 were undergraduate students and 106 were postgraduate residents. The most common learning style was Kinesthetic (34%) followed by Auditory (29%), Visual (20%), and Read/Write (17%). The unimodal and multimodal percentage of students was 62% and 38% respectively. \u0000Conclusion: The majority of undergraduate students and postgraduate residents in this study had unimodal learning styles. The most common learning style of all students was Kinesthetic (K) which was followed by Auditory (A), Visual (V), and Read/Write (R). \u0000Keywords: Learning styles, VARK, Postgraduate residents","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126239123","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}