Journal of Advances in Medical Education & Professionalism

Effect of formative evaluation using direct observation of procedural skills in assessment of postgraduate students of obstetrics and gynecology: Prospective study

NAINA KUMAR; NAMIT KANT SINGH; SAMAR RUDRA; SWANAND PATHAK

Volume 5, Issue 1 , January 2017, Pages 1-5

Abstract

Introduction: Direct Observation of Procedural Skills (DOPS)is a way of evaluating procedural skills through observation inthe workplace. The purpose of this study was to assess the ... Read More Introduction: Direct Observation of Procedural Skills (DOPS)is a way of evaluating procedural skills through observation inthe workplace. The purpose of this study was to assess the role ofDOPS in teaching and assessment of postgraduate students and toknow the effect of repeated DOPS on improvement of the skillsand confidence of the students.Methods: This prospective study was conducted in the Obstetricsand Gynecology department of a rural tertiary centre in NorthernIndia in two phases. All postgraduate students (n=20) wererandomly divided year-wise into two groups, using lottery systemsuch that both groups had equal number of first, second andthird year students for didactic lecture/simulation teaching usingmannequins, with hands-on exposure on Active management ofthird stage of labor (AMTSL) and Postpartum hemorrhage (PPH)management. In the first phase, Group 1 received simulationteaching using mannequins with hands on for 4 sittings, and Group2 received didactic lecture on AMTSL. Following the students’performance of AMTSL steps on delivering women, theircompetencies were assessed using DOPS structured checklist often points on 6 sessions. The students’ performance in six DOPSwas compared between the two groups. In the 2nd phase, afterflipping of the groups, group one received didactic lecture, andgroup 2 simulation teaching on PPH management with hands onfor 4 sittings, followed by comparison of six DOPS performancein both groups. The data were analyzed by Wilcoxon rank-sum(Mann–Whitney) test using SPSS software, version 20.Results: In both phases, significant difference was observedbetween the two groups on first DOPS comparison (1st phase:p=0.000; 2nd phase: p=0.002), with simulation group performingbetter. Comparison of sixth DOPS in the two groups revealed nodifference in both phases, but significant difference on first andsixth DOPS comparison in each group (p=0.000).Conclusion: Repeated DOPS results in improved skills andconfidence of students in managing real life obstetric emergenciesirrespective of the teaching modality.Keywords: Direct observation; Procedural skills; Postpartum hemorrhage; Clinical competency

Effectiveness of early clinical exposure in learning respiratory physiology among the newly entrant MBBS students

PIYALI DAS; SUBHRADEV BISWAS; RAMJI SINGH; SANHITA MUKHERJEE; SHARMISTHA GHOSHAL; DEBASIS PRAMANIK

Volume 5, Issue 1 , January 2017, Pages 6-10

Abstract

Introduction: Early Clinical Exposure has been conceptualizedto orient medical students towards actual clinical scenario andhelp them correlate their theoretical knowledge with real ... Read More Introduction: Early Clinical Exposure has been conceptualizedto orient medical students towards actual clinical scenario andhelp them correlate their theoretical knowledge with real lifesituations in early years of MBBS courses. In the present studywe explored the outcome of early clinical exposure in the contextof basic science topics (Physiology) in fresh MBBS entrantsand compared their performance with a conventionally taughtcontrol group.Methods: One hundred fifty voluntary students of 1st year MBBS(2015-16) batch consisted the sample of this study. They weredivided into two groups through the simple random method (usingcomputer generated random number table with roll numbers ofthe students). They were evaluated by MCQ (Multiple ChoiceQuestion) and OSCE (Objective Structured Clinical Examination)before and after being taught a basic Physiology topic (respiratorysystem) theoretically. The study group underwent clinicalexposure before the post-test while the control group did not.Performance of the students was compared between the twogroups by unpaired Student’s t-test whereas marks of pre and posttestwithin the same group were compared by paired student’s t–test. Everywhere p<0.05 was considered to be significant.Results: The marks of each group in the pre and post-testsdiffered significantly (p<0.05 in each case). Post-test markswere significantly greater in each group though the level ofimprovement was strikingly higher in the study group (p=0.01).Though there was no significant difference in pre-test marks ofboth groups (p=0.73), post-test marks were significantly higher inthe study group (p=0.04). Among the exposed students, majority(92%) opined that ECE was a better technique being practicallyoriented and more interesting while some (8%) found it to bemore time and energy-consuming, suitable for selective portionsof basic science topics.Conclusion: Early clinical exposure may be an effective techniqueto supplement the traditional theoretical teaching and improve theperformance of fresh medical entrants in Physiology. It has betteracceptability by the students and may be considered for inclusionin the existing pre-clinical curriculum with proper allocation oftime and manpower.Keywords: Early clinical exposure; Undergraduate; Curriculum

Medical education in cyberspace: Critical considerations in the health system

SHAHRAM YAZDANI; ZOHREH KHOSHGOFTAR; SOLEIMAN AHMADY; HASSAN RASTEGARPOUR; SEYED ABBAS FOROUTAN

Volume 5, Issue 1 , January 2017, Pages 11-20

Abstract

Introduction: Over the past few decades, two revolutionaryapproaches have emerged as a new form of medical education:Electronic Medical Education and Web-based Medical Education.A number ... Read More

Effectiveness of resident as teacher curriculum in preparing emergency medicine residents for their teaching role

HOOMAN HOSEIN NEJAD; MEHDI BAGHERABADI; ALIREZA SISTANI; HELEN DARGAHI

Volume 5, Issue 1 , January 2017, Pages 21-25

Abstract

Introduction: Over the past 30 years, recognizing the need andimportance of training residents in teaching skills has resulted inseveral resident-as-teacher programs. The purpose of ... Read More Introduction: Over the past 30 years, recognizing the need andimportance of training residents in teaching skills has resulted inseveral resident-as-teacher programs. The purpose of this studywas to explore the impact of this teaching initiative and investigatethe improvement in residents’ teaching skills through evaluatingtheir satisfaction and perceived effectiveness as well as assessingmedical students’ perception of the residents’ teaching quality.Methods: This research is a quasi-experimental study with pre- andpost-tests, continuing from Dec 2010 to May 2011 in Imam Hospital,Tehran University of Medical Sciences. In this survey, EmergencyMedicine Residents (n=32) participated in an 8-hour workshop. Theprogram evaluation was performed based on Kirkpatrick’s model byevaluation of residents in two aspects: self-assessment and evaluationby interns who were trained by these residents. Content validity ofthe questionnaires was judged by experts and reliability was carriedout by test re-test. The questionnaires were completed before andafter the intervention. Paired sample t-test was applied to analyzethe effect of RAT curriculum and workshop on the improvement ofresidents’ teaching skills based on their self-evaluation and Mann–Whitney U test was used to identify significant differences betweenthe two evaluator groups before and after the workshop.Results: The results indicated that residents’ attitude towards theirteaching ability was improved significantly after participatingin the workshop (p<0.001). The result of residents’ evaluationby interns showed no significant difference before and after theworkshop (p=0.07).Conclusion: On the whole, the educational workshop for Residentsas Teacher for emergency medicine residents resulted in favorableoutcomes in the second evaluated level of Kirkpatrick’s model,i.e. it showed measurable positive changes in the self-assessmentsof medical residents about different aspects of teaching abilityand performance. However, implementing training sessionsfor resident physicians, although effective in improving theirconfidence and self-assessment of their teaching skills, seemsto cause no positive change in the third evaluated level ofKirkpatrick’s model, i.e. the residents’ behaviors, and it does notseem to raise students’ satisfaction or meet their expectations.Keywords: Resident as teacher; Curriculum; Emergency medicine

Empowering education: A new model for in-service training of nursing staff

MAHMUD CHAGHARI; MOHSEN SAFFARI; ABBAS EBADI; AHMAD AMERYOUN

Volume 5, Issue 1 , January 2017, Pages 26-32

Abstract

Introduction: In-service training of nurses plays an indispensablerole in improving the quality of inpatient care. Need to enhancethe effectiveness of in-service training of nurses ... Read More Introduction: In-service training of nurses plays an indispensablerole in improving the quality of inpatient care. Need to enhancethe effectiveness of in-service training of nurses is an inevitablerequirement. This study attempted to design a new optimal modelfor in-service training of nurses.Methods: This qualitative study was conducted in two stagesduring 2015-2016. In the first stage, the Grounded Theory wasadopted to explore the process of training 35 participating nurses.The sampling was initially purposeful and then theoretically basedon emerging concept. Data were collected through interview,observation and field notes. Moreover, the data were analyzedthrough Corbin-Strauss method and the data were coded throughMAXQDA-10. In the second stage, the findings were employedthrough Walker and Avant’s strategy for theory construction so asto design an optimal model for in-service training of nursing staff.Results: In the first stage, there were five major themes includingunsuccessful mandatory education, empowering education,organizational challenges of education, poor educationalmanagement, and educational-occupational resiliency.Empowering education was the core variable derived from theresearch, based on which a grounded theory was proposed. Thenew empowering education model was composed of self-directedlearning and practical learning. There are several strategiesto achieve empowering education, including the fostering ofsearching skills, clinical performance monitoring, motivationalfactors, participation in the design and implementation, andproblem-solving approach.Conclusion: Empowering education is a new model for in-servicetraining of nurses, which matches the training programs withandragogical needs and desirability of learning among the staff.Owing to its practical nature, the empowering education canfacilitate occupational tasks and achieving greater mastery ofprofessional skills among the nurses.Keywords: Grounded theory; Model; Nurse; Training

Dynamics of self-directed learning in M.Sc. nursing students: A qualitative research

FATEMEH SHIRAZI; FARKHONDEH SHARIF; ZAHRA MOLAZEM; MAHBOOBEH ALBORZI

Volume 5, Issue 1 , January 2017, Pages 33-41

Abstract

Introduction: Working in the complex and ever changinghealthcare settings forces the nurses and nursing students to beequipped with lifelong learning skills. One of the lifelong learningskills ... Read More

Evaluation of information literacy status among medical students at Shiraz University of Medical Sciences

LEILA BAZRAFKAN; ALI ASGHAR HAYAT; KARIM ABBASI; AGHDAS BAZRAFKAN; AZADAH ROHALAMINI; MOZHGAN FARDID

Volume 5, Issue 1 , January 2017, Pages 42-48

Abstract

Introduction: The information literacy status and the use ofinformation technology among students in the globalization age ofcourse plans are very momentous. This study aimed to evaluate ... Read More Introduction: The information literacy status and the use ofinformation technology among students in the globalization age ofcourse plans are very momentous. This study aimed to evaluate theinformation literacy status and use of information technology amongmedical students of Shiraz University of Medical Sciences in 2013.Methods: This was a descriptive-analytical study with crosssectionalmethod. The study population consisted of all medicalstudents (physiopathology, externship and internship) studyingat Shiraz University of Medical Sciences. The sample size(n=310) was selected by systematic random sampling. Thetool of data gathering was LASSI questionnaire (assigned byAmerica research association) with 48 closed items in five-pointLIKERT scale. The questionnaire included two distinct parts ofdemographic questions and the information literacy skills basedon the standards of information literacy capacities for academiceducation. The content validity was acquired by professors’and experts’ comments. The reliability was also calculated byCronbach’s alpha (0.85). Data were analyzed in both descriptive(frequency- mean) and analytical level (t-test, analysis of variance)using SPSS 14 software.Results: 60.3% of the participants were females, and theremaining (29.7%) were males. The mean score of informationliteracy and its five subgroups among the students weren’t at adesirable level. The mean scores of information literacy foreducational grades from the highest to lowest belonged to theinternship, physiopathology and externship. The results showedthat the highest average was related to the effective access abilityto information among interns (9.27±3.57) and the lowest onewas related to the ability of understanding legal and economicalcases related with using information among externs (3.11±1.32).The results of ANOVA showed that there wasn’t a significantdifference between educational grades and information literacy.Finally, the result of independent t-test did not show a significantdifference between the two genders in information literacy.Conclusion: Regarding the importance of information literacy formedical students and undesirable status of information literacyamong students, the current educational plans will need to be revised.Keywords: Medical students; Information literacy; Technology; Medical informatics

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Volume & Issue: Volume 5, Issue 1, January 2017 (22)

Effect of formative evaluation using direct observation of procedural skills in assessment of postgraduate students of obstetrics and gynecology: Prospective study

Abstract

Effectiveness of early clinical exposure in learning respiratory physiology among the newly entrant MBBS students

Abstract

Medical education in cyberspace: Critical considerations in the health system

Abstract

Effectiveness of resident as teacher curriculum in preparing emergency medicine residents for their teaching role

Abstract

Empowering education: A new model for in-service training of nursing staff

Abstract

Dynamics of self-directed learning in M.Sc. nursing students: A qualitative research

Abstract

Evaluation of information literacy status among medical students at Shiraz University of Medical Sciences

Abstract