Journal of contemporary medical education最新文献_第10页

To OSCE or not to OSCE: Student's Perception of Preparatory OSCE in a Tertiary Care Hospital in Pakistan 去欧安组织还是不去欧安组织:巴基斯坦一家三级医院学生对筹备欧安组织的看法

Journal of contemporary medical education Pub Date : 2016-01-01 DOI: 10.5455/JCME.20160524110221

Tarbia Hamid, Syed Sarmad Bukhari, M. Khan, Ramsha Hamid, Attaullah Khan, Hizbullah Jan

{"title":"To OSCE or not to OSCE: Student's Perception of Preparatory OSCE in a Tertiary Care Hospital in Pakistan","authors":"Tarbia Hamid, Syed Sarmad Bukhari, M. Khan, Ramsha Hamid, Attaullah Khan, Hizbullah Jan","doi":"10.5455/JCME.20160524110221","DOIUrl":"https://doi.org/10.5455/JCME.20160524110221","url":null,"abstract":"Objective: To assess the feedback provided by medical students on efficacy of the Surgical OSCE, and the feedback provided in preparation of the final exam, conducted at the end of the academic year. Materials and Methods: A cross-sectional survey was carried out amongst 133 students at the Department of General Surgerys Unit D in Khyber Teaching Hospital, Peshawar from November, 2014 to November, 2015. Students were asked to fill out questionnaires regarding the importance of preparatory OSCE and the feedback provided during these sessions and their contribution in preparing for the final exam. Results: 75.2% of the students were of the opinion that a wide range of knowledge was covered regarding surgical topics and examinations, and 82.7% agreed that the feedback provided by the teachers was helpful. 93.2 % agreed that the environment at the time of the test was very cooperative and that the teachers were helpful. 83% of the students agreed that the test was conducted in a fair manner with no bias. Conclusion: OSCE is a standardized format of examination. The feedback provided by the students is valued highly and is representative of their perceptions and can thereby help in the advancement and improvement of the testing process.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"4 1","pages":"67-70"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812781","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}

引用次数: 3

Student’s perception of mind mapping in Problem-based learning 学生在基于问题的学习中对思维导图的认知

Journal of contemporary medical education Pub Date : 2016-01-01 DOI: 10.5455/JCME.20160620013341

S. Ravindranath, W. K. D. Abrew, V. Nadarajah

{"title":"Student’s perception of mind mapping in Problem-based learning","authors":"S. Ravindranath, W. K. D. Abrew, V. Nadarajah","doi":"10.5455/JCME.20160620013341","DOIUrl":"https://doi.org/10.5455/JCME.20160620013341","url":null,"abstract":"Background: Problem based learning enables active learning but an inherent disadvantage is that the knowledge is perceived to be unorganized. The use of concept maps and flow charts has been suggested to enhance reflection in PBL. The objective of the study was to determine if the PBL experience can be enhanced using a mind map for summary writing. Methods: Semester 2 medical students were briefed on the process of mind mapping for summarizing the PBL group discussion. Students who consented to participate in the study completed a pre intervention questionnaire on the perception of PBL learning process. Each student constructed a mind map at the end of every PBL session for three consecutive triggers. The students completed a post intervention questionnaire on the perception of PBL learning process at the end of the module. Data analysis of the pre and post intervention questionnaires was carried out using Independent t-test. Results: Students perception of the PBL learning process continued to be positive after the intervention of summary writing with mind map and there was a difference in the ranking of the PBL learning processes with summarizing and structuring concepts at the top after mind mapping. Students comments indicated that the mind mapping exercise was useful although it was time consuming. Conclusions: Mind mapping can help in summarizing the PBL discussion however, not all students may find that it enhances the PBL learning process. The findings of this study support the use of mind maps only as an optional tool for summarizing PBL discussion and may be used to complement the learning process in PBL based on students learning needs.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"4 1","pages":"60-66"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812850","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}

引用次数: 7

Fortune-tellers or content specialists: challenging the standard setting paradigm in medical education programmes - 算命师或内容专家:挑战医学教育计划的标准设定范式

Journal of contemporary medical education Pub Date : 2015-11-05 DOI: 10.5455/JCME.20151019104847

Margaret MacDougall, G. Stone

{"title":"Fortune-tellers or content specialists: challenging the standard setting paradigm in medical education programmes -","authors":"Margaret MacDougall, G. Stone","doi":"10.5455/JCME.20151019104847","DOIUrl":"https://doi.org/10.5455/JCME.20151019104847","url":null,"abstract":"The veracity of Objective Standard Setting (OSS) as a modern approach to criterion-referenced standard setting has been reported for healthcare student assessment in the USA, while in other countries, OSS remains unrecognized. OSS upholds the foundational principle for itemized tests that judges should base their decisions on test item content. Moreover, it presents judges with a conceptually transparent decision procedure. This contrasts with the predictions concerning a hypothetical borderline candidate which typify Angoff procedures. Furthermore, the iterative process involved in the Angoff standard setting task incurs financial and administrative burdens, thus creating the potential to cut corners through recruiting fewer judges. The underlying objective of homogenizing the test standard undermines its validity, while circumventing reputable standard setting principles. While the Rasch model offers an objective approach to predicting successful outcomes, combining Rasch and Angoff procedures does not resolve the validity problem for Angoff-based pass marks. This commentary highlights the virtues of OSS relative to the modified Angoff approach in the standard setting of itemized tests. It also identifies gaps in the research literature that should be addressed to strengthen the case for using OSS on an international scale for high-stakes assessments within healthcare disciplines as a testing ground for other disciplines.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"3 1","pages":"134-142"},"PeriodicalIF":0.0,"publicationDate":"2015-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812001","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}

引用次数: 3

Healing Allusions: The Use of Poetry In Medical Education 疗愈典故:诗歌在医学教育中的运用

Journal of contemporary medical education Pub Date : 2015-11-03 DOI: 10.5455/JCME.20151030024353

T. Stammers

引用次数: 6

Perception of dental students regarding digital problem- based learning in Oral Medicine - 牙科学生对口腔医学数字化问题学习的看法

Journal of contemporary medical education Pub Date : 2015-01-01 DOI: 10.5455/jcme.20150321112004

S. Dangore-Khasbage, R. Bhowate, S. Degwekar, Adarshlata Singh, V. Lohe

引用次数: 0

Training of medical interns in breaking bad news using DISHA protocols 培训医务实习生使用DISHA协议披露坏消息

Journal of contemporary medical education Pub Date : 2015-01-01 DOI: 10.5455/jcme.20151117114244

Sushil. G. Kachewar, S. Kachewar

{"title":"Training of medical interns in breaking bad news using DISHA protocols","authors":"Sushil. G. Kachewar, S. Kachewar","doi":"10.5455/jcme.20151117114244","DOIUrl":"https://doi.org/10.5455/jcme.20151117114244","url":null,"abstract":"Background: Breaking bad news is an un pleasant task and doing it at the wrong time or at wrong place and in the wrong manner can be even worse. Moreover, this process is just as hard for the person breaking the bad news as it is for the person receiving it. Yet this important Communication Skill is seldom taught to us in our training days as an Intern. Aim: To orient the medical Interns to the concept of “Bad News” and then training them in “Breaking Bad News “ in a scientific and socially acceptable manner by using a new indigenous protocol called “DISHA”. Materials and Methods: The concept of Breaking Bad News (BBN) was first explained to the Interns. Questionnaire was used to know if they felt comfortable in BBN. They were explained the protocol for BBN by an experienced faculty with help of scenario of a patient of cancer cervix. Questionnaire was used to assess if they had understood the protocol and whether they felt comfortable in BBN post intervention. Responses from the interns were obtained on the Likert Scale of 1-5; where 1-Strongly Disagree, and 5- Strongly Agree. Student’s paired-t test was used to find and compare the mean scores in pre and post intervention phase. Results: Total 76 medical interns participated in this study, out of which 31 were females and 45 were males. Mean age of participants was 22.75 years. Overall the mean score changed from 2.20±.80 to 3.70±.57 (p","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"3 1","pages":"161-164"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812363","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}

引用次数: 0

Medical education: the adverse effects of student debt 医学教育:学生债务的不利影响

Journal of contemporary medical education Pub Date : 2015-01-01 DOI: 10.5455/JCME.20151123070258

K. Walsh

引用次数: 0

A questionnaire based study on student preparedness to web 2.0 at I MBBS entry level 基于问卷调查的I MBBS入门级学生对web 2.0的准备研究

Journal of contemporary medical education Pub Date : 2015-01-01 DOI: 10.5455/jcme.20150621103305

Richa Gupta, Nikhilesh Singh, Henri K Balraj

{"title":"A questionnaire based study on student preparedness to web 2.0 at I MBBS entry level","authors":"Richa Gupta, Nikhilesh Singh, Henri K Balraj","doi":"10.5455/jcme.20150621103305","DOIUrl":"https://doi.org/10.5455/jcme.20150621103305","url":null,"abstract":"Objective: Various studies have reported the effectiveness of online teaching vis a vis traditional methods. But hardly have they reported whether the subjects involved in their studies have adequate access and working knowledge of computer/internet and they do not provide the exact framework to assess the preparedness of the students. Before moving on to adopting new teaching tool, it is necessary to determine whether the students are aptly prepared to accept and utilize the tool. Methodology: This project was designed to assess the preparedness of students for Web 2.0 teaching at I year MBBS entry level in a medical college using a questionnaire of 14 items to be responded on a Likert format. The data was analyzed for individual item responses and factor loadings. Results: Two predominant constructs came out as determinant of preparedness of students. In our results, students were in favour of implementation of web 2.0 teaching but most were inadequately prepared for the same. Conclusions: In previous studies, there have been conflicting results regarding the superiority of internet based teaching over traditional methods. Studies reporting the effectiveness of web 2.0 tools should also report on student preparedness for determining the actual effectiveness of the tool.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"3 1","pages":"53-58"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812074","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}

引用次数: 0

360 degree approach of lecture hall for teaching 360度课堂教学方式

Journal of contemporary medical education Pub Date : 2015-01-01 DOI: 10.5455/JCME.20150621104022

Ashfaq Akram, Farzana Rizwan, Nurul Azimah Ahmad Arzaai, Robina Shaheen, Nabishah B Mohamad

{"title":"360 degree approach of lecture hall for teaching","authors":"Ashfaq Akram, Farzana Rizwan, Nurul Azimah Ahmad Arzaai, Robina Shaheen, Nabishah B Mohamad","doi":"10.5455/JCME.20150621104022","DOIUrl":"https://doi.org/10.5455/JCME.20150621104022","url":null,"abstract":"Delivering a lecture is a traditional teaching method in medical schools and it is a dilemma to make it effective for many lecturers especially when the class size is large. Much has been explored on teaching methodology but less has been focused on design of lecture halls and laboratories used as venue for large sized classes. A 360 degree is the new architectural design of lecture hall meant for large size class having teacher’s site called source of information (SOI) in the middle. Around the SOI, the seating arrangement of students is in a complete circle rather than ordinary rectangle or D shaped lecture halls. This design as hypothesis shrinks half of the seating area and would transform the large size class into a small size class. This would enhance to monitor the students and more likely be easy to interact with students who use to sit on backbenches and keep their distance quite far from teachers in traditional teaching method. This is also applied to laboratory designs reserved for large size classes. 360 degree lecture hall may likely to be effective. But a pilot study is suggested to assess the reliability of this architectural design.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"3 1","pages":"89-92"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812087","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}

引用次数: 4

Study behaviors of health science education students seeking academic support 研究健康科学教育学生寻求学术支持的行为

Journal of contemporary medical education Pub Date : 2015-01-01 DOI: 10.5455/jcme.20151125020658

Penni Smith Foster, N. Gaughf

{"title":"Study behaviors of health science education students seeking academic support","authors":"Penni Smith Foster, N. Gaughf","doi":"10.5455/jcme.20151125020658","DOIUrl":"https://doi.org/10.5455/jcme.20151125020658","url":null,"abstract":"Objective: The literature on study behaviors of health science education students is limited. The purpose of the current study was to examine the Study Behavior Inventory (SBI) as an instrument to measure the study behaviors of this student population. Methods: Participants were 137 (N=137) first-year heath science education students seeking academic support services while enrolled at an academic health science center. Participants completed the SBI and grade point averages (GPA) were obtained. Results: Results indicated that assessing the quantity of study behaviors does not reliably measure effective learning among these students. Regression analysis indicated that the utilization of specific information resources predicted academic success. Utilization of practice questions and electronic flashcards were found to be significant positive predictors of GPA, while the use of electronic textbooks was a significant but negative predictor of GPA. Conclusions: Consistent with prior research, results indicated that the specific study behaviors associated with academic success were sources for self-testing. Future research will continue to examine specific study behaviors that are associated with positive academic outcomes in health science education.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"3 1","pages":"184-187"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812488","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}

引用次数: 1