Journal of Advances in Medical Education & Professionalism

How to Teach Generation Z Students: Reflections from Medical Educators

MITRA AMINI; RITA REZAEE; JAVAD KOJURI

Volume 13, Issue 4 , October 2025, , Pages 257-258

https://doi.org/10.30476/jamp.2025.108312.2245

Abstract

Generation Z (Gen Z) or iGen describes individuals born between 1995 and 2012. They are the first generation raised entirely in the digital world. They have always had the technology, ... Read More

A Systematic Review and Meta-Analysis on the Impact of Peer-Made MCQ Question-Bank Usage on Summative Assessments in Medical Education

ROBERT HWANG; MAX PALEY; DAVID BULL; OSAMA OMRANI; DIEGO VERGARA-JALANDONI; GERALD EGBURY

Volume 13, Issue 4 , October 2025, , Pages 259-269

https://doi.org/10.30476/jamp.2025.104780.2084

Abstract

Introduction: This systematic review and meta-analysis investigated the impact of utilising peer-generated multiplechoice question (MCQ) banks on the summative performance of undergraduate ... Read More Introduction: This systematic review and meta-analysis investigated the impact of utilising peer-generated multiplechoice question (MCQ) banks on the summative performance of undergraduate students studying medicine and allied subjects. Answering and writing peer-made MCQ questions are hypothesised to enhance learning through achievement of thedomains of Bloom’s taxonomy and thus summative examination performance.Methods: A random-effects meta-analysis of correlation coefficients was conducted on six studies (n = 1,571) published between 2011 and 2021, drawn from MEDLINE, Scopus, Web of Science, PubMed, CENTRAL, and ERIC. The studies included undergraduate medical students from four countries. The risk of bias was assessed using the ROBINS-I tool.Results: A weak positive correlation was found between answering peer-made MCQs and summative performance (Spearman’s ρ = 0.22, 95% CI: 0.15 to 0.29, p < 0.0001), with a prediction interval of 0.00 to 0.42, indicating that in future studies, the effect of answering peer-made questions is likely beneficial or, at worst, neutral. A similar weak positive correlation was observed for writing peer-made MCQs (Spearman’s ρ = 0.21, 95% CI: 0.09 to 0.32, p < 0.0004), though the prediction interval (-0.27 to 0.61) cannot exclude negative correlation between writing questions and summative performance in future studies. The findings suggest that answering and creating peer-generated MCQs positively influence exam performance. The modest correlations likelyreflect confounding factors, such as prior academic performance and socio-economic background. This complicates isolating the impact of MCQ banks and may understate their true impact.Conclusion: This study advocates for the integration of peergenerated MCQ banks into medical curricula, highlighting their potential as a cost-effective method to improve summativeperformance. Future research should focus on large-scale observational studies to better quantify these effects as well as controlling for confounding factors. The study underscores the value of peer engagement in learning and the utility of peer-made MCQ banks as educational tools.

Expressing degrees of uncertainty in medical discourse: Hedging revisited

FARZANEH SHOMOOSSI; NASRIN SHOKRPOUR

Volume 12, Issue 3 , July 2024, , Pages 211-213

https://doi.org/10.30476/jamp.2024.101282.1919

Abstract

While the primary preference of peer reviewers for accepting publishable manuscripts is their scientific message to inspire the scholarly audience as well as the novelty of research ... Read More

Integrating Research and Teaching in Medical Education: Challenges, Strategies, and Implications for Healthcare

YASAR AHMED; MOHAMED HASAN TAHA; SIMAA KHAYAL

Volume 12, Issue 1 , January 2024, , Pages 1-7

https://doi.org/10.30476/jamp.2023.99751.1854

Abstract

Introduction: The integration of research and teaching in medical education offers numerous benefits, fostering critical thinking and analytical skills in students. Institutions worldwide ... Read More Introduction: The integration of research and teaching in medical education offers numerous benefits, fostering critical thinking and analytical skills in students. Institutions worldwide have recognized the significance of this nexus and have implemented initiatives to link teaching with disciplinebased research, promoting interdisciplinary collaboration. This article aims to explore the challenges and recommendations for integrating research and teaching in medical schools and provide recommendations to overcome these challenges.Methods: We conducted a comprehensive review of the literature to identify the common challenges faced by medical institutions in integrating research and teaching. PubMed, Scopus, Web of Science, ERIC, and Google Scholar databases were searched to assess the literature that met the study objectives with explicit inclusion and exclusion criteria. We also examined successfulstrategies employed by some institutions to promote researchteaching integration.Results: The challenges identified include limited resources, the need to balance research and curriculum requirements, and the importance of cultivating a research-oriented institutionalculture. Successful strategies involve curriculum updates, faculty motivation, and cross-disciplinary collaboration. Implementing strategies involve vertically and horizontally integrating researchmethodology throughout the undergraduate curriculum and crossintegrating traditional medical courses with other disciplines. Collaboration between universities, enterprises, and schools canenhance comprehensive cooperation.Conclusion: To create a research-oriented learning environment, medical institutions should address these challenges and implement effective strategies. This approach will not only nurture researchoriented healthcare professionals but also advance medical knowledge for the benefit of patient care. By addressing these challenges and implementing appropriate strategies, medicalinstitutions can create a research-oriented learning environment, nurturing research-oriented healthcare professionals and advancing medical knowledge to improve patient care.

Implementation and Evaluation of Competency-based Medical Education in Phase I of Undergraduate Medical Curriculum

KRISHNAMURTHY SOUNDARIYA; GANAPATHY KALAISELVAN; MAHENDRAN RAJALAKSHMI; RAGHAVAN SINDHURI

Volume 10, Issue 4 , October 2022, , Pages 228-234

https://doi.org/10.30476/jamp.2022.94999.1616

Abstract

Introduction: Adaptation to the “Competency-based Medical Education” (CBME) is a major challenge faced by medical colleges all over India. Hence, the present study aimed ... Read More

Basis, Process and Outcomes of a Student Involvement Project for Curriculum Review at the Imperial College School of Medicine

SHARAN J KAPADIA; LANA AL-NUSAIR

Volume 10, Issue 3 , July 2022, , Pages 211-215

https://doi.org/10.30476/jamp.2022.94921.1613

Abstract

Introduction: To help create a Bachelor of Medicine, Bachelor of Surgery (MBBS) curriculum centred around the student voice, the Imperial College School of Medicine (ICSM) recruited ... Read More

Seven Factors Affecting Medical Undergraduate Students’ Performance in Academics: A Study Using Ron Fry Questionnaire in Eastern India

ABHISHEK DAS; SHUVRO BHATTACHARYA; ARANI CHAKRABORTY

Volume 8, Issue 4 , October 2020, , Pages 158-164

https://doi.org/10.30476/jamp.2020.86444.1239

Abstract

Introduction: Undergraduate medical students are adult learners facing various assessments through examination during academic course, but the result is unsatisfactory. This ... Read More Introduction: Undergraduate medical students are adult learners facing various assessments through examination during academic course, but the result is unsatisfactory. This study aimed at identifyingthe gaps in academics and finding out areas for improvement among the identified factors affecting the students’ performance.Methods: A questionnaire survey prospective, cross-sectional, observational, questionnaire- based study was conducted among the 3rd semester undergraduate students (N=215) in a Government Medical College of Eastern India by census method using predesigned, pretested, validated tool designed by Ron Fry. A total of 200 students participated in this study. A closed questionnaire containing 28 questions with dichotomous options was distributed. Data collected were tabulated in MS Excel spreadsheet and evaluated according to the proposed guidelines on seven factors: concentration, comprehension, test anxiety, organization, research aptitude, computer skill, and taking notes. Statistical significance of the data distribution among different groups was estimated using Chi-square tests in MS Excel 2010 software, and p Results: Among 200 participants (response rate=93%), 196 were (Male=142, Female=54) accepted; the respondats’ age range was 18-22 years. Of them, 48 students obtained honours marks (≥75% inany subject). 137 (69.9%) students had lacunae in any of the abovementioned domains, comprehension (97.9%) being the highest. The major determining factors were test anxiety along with note taking and concentration. The differences between the males and females regarding concentration (P=0.008) and note taking (P=0.009) were statistically significant. Test anxiety was the differentiating factor (P=0.013) between honours and non-honours candidates.Conclusion: Researches worldwide have identified extrinsic, intrinsic, personal, and miscellaneous factors affecting the students’ performances. This is a multifaceted issue which can be managed individually. Few of the most important determinants were dealt with in this study. To perform well, every student should understand what to learn, what to remember, and how to represent in examinations. This study will help the education authorities to guide the students and implement Competency Based Medical Education (CBME) based on Attitude, Ethics, and Communication (AETCOM) module in India.

Integration of Different Disciplines in Medicine: A Vertical Integrated Teaching Session for Undergraduate Medical Students

AMIT KUMAR MISHRA; ROSELIN MOHANDAS; MANIKANDAN MANI

Volume 8, Issue 4 , October 2020, , Pages 172-177

https://doi.org/10.30476/jamp.2020.87082.1289

Abstract

Introduction: The medical course is very vast and disciplines are covered in different phases. Most of the teaching methods are didactic and conducted by individual disciplines; ... Read More

Are healthy lifestyle behaviours positively associated with the academic achievement of the university students?

FATIMA YAQUB; CIARA NUTTALL

Volume 8, Issue 4 , October 2020, , Pages 204-205

https://doi.org/10.30476/jamp.2019.84152.1129

Abstract

As 5th year medical students we took great interest in a recent article concerning healthy lifestyle behaviours and their impact on academic success. Bakouei et al undertook commendable ... Read More

Journal of Advances in Medical Education & Professionalism

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Volume 13 (2025)

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Keywords = Medical

How to Teach Generation Z Students: Reflections from Medical Educators

Abstract

A Systematic Review and Meta-Analysis on the Impact of Peer-Made MCQ Question-Bank Usage on Summative Assessments in Medical Education

Abstract

Expressing degrees of uncertainty in medical discourse: Hedging revisited

Abstract

Integrating Research and Teaching in Medical Education: Challenges, Strategies, and Implications for Healthcare

Abstract

Implementation and Evaluation of Competency-based Medical Education in Phase I of Undergraduate Medical Curriculum

Abstract

Basis, Process and Outcomes of a Student Involvement Project for Curriculum Review at the Imperial College School of Medicine

Abstract

Seven Factors Affecting Medical Undergraduate Students’ Performance in Academics: A Study Using Ron Fry Questionnaire in Eastern India

Abstract

Integration of Different Disciplines in Medicine: A Vertical Integrated Teaching Session for Undergraduate Medical Students

Abstract

Are healthy lifestyle behaviours positively associated with the academic achievement of the university students?

Abstract