Journal of Advances in Medical Education & Professionalism

Change Management in Medical Contexts, especially in Medical Education: A Systematized Review

ELHAM KARIMI; ZOHREH SOHRABI; MARYAM AALAA

Volume 10, Issue 4 , October 2022, , Pages 219-227

http://dx.doi.org/10.30476/jamp.2022.96519.1704

Abstract

Introduction: Change is a multifaceted and challenging process. Due to the growing and increasing volume of technologies and organizational processes, there is a need to adapt to these ... Read More

Critical appraisal skills training to undergraduate medical students: A Randomized Control Study

SARVIN SASANNIA; MITRA AMINI; MAHSA MOOSAVI; AMIR ASKARINEJAD; MANA MOGHADAMI; HASTI ZIAEE; FATEMEH VARA

Volume 10, Issue 4 , October 2022, , Pages 253-258

http://dx.doi.org/10.30476/jamp.2022.94852.1610

Abstract

Introduction: Critical appraisal skills are presumed to perform a principal part in evidence-based health education and practice methods. This study aimed to design an educational intervention ... Read More Introduction: Critical appraisal skills are presumed to perform a principal part in evidence-based health education and practice methods. This study aimed to design an educational intervention around critical appraisal in this context, evaluate the efficacy of the teaching methods, and investigate critical appraisal skills training to undergraduate medical students.Methods: In this prospective Randomized Control Trial (RCT), 256 sixth-year undergraduate medical students from Shiraz University of Medical Science, Shiraz, Iran, participated. 124 of the students were not taught critical thinking methods as a control group, and 132 participants were taught critical thinking methods by multimedia and attended an online Critical Appraisal Skills (CAS) training workshop as an intervention group. We used the Critical Appraisal Skills Programme (CASP) questionnaire to evaluate students’ knowledge, attitude, confidence, and appraisal skills. This questionnaire was translated into Persian for the first time in Iran by Shokooh Varai, et al. They investigated its validity and reliability,the reliability of the questionnaire being obtained by the Richardson Index (0.75), and the validity being confirmed by some faculty members of Tehran Nursing and Midwifery School. To compare both control and intervention groups, we used an independent t-test and a Chi-Square test at a significance level of 5%, and to analyze the demographic information, we applied some descriptive statistics: frequency, frequency percentage, mean and standard deviation. Allof the statistical approaches were analyzed, using SPSS 22.Results: In all dimensions of the critical appraisal skills, medical students who completed the critical appraisal multi-media training and workshop performed better than those who did not (control group), and this difference was statistically significant (P<0.05). Moreover, the Chi-Square test results showed no statistical relationship between the groups regarding the demographic variables (P>0.05). Also, the Cohen’s D effect size values in the knowledge and confidencedimensions were greater than 0.5; this meant a large effect. Regarding the attitude and appraises Skill dimensions, the effect size was between 0.2 and 0.5, which meant a medium effect.Conclusion: Teaching critical appraisal skills through multi-media and CAS online workshops to medical students effectively improves the students’ knowledge and confidence in appraising articles. This teaching also indicated a medium effect on students’ attitudes and behavior. Our findings can justify implementing critical appraisal skills teaching modules in the undergraduate medical education curriculum.

Utilizing gamification effect through Kahoot in remote teaching of immunology: Medical students’ perceptions

JANARTHANI LOHITHARAJAH; PUNITHALINGAM YOUHASAN

Volume 10, Issue 3 , July 2022, , Pages 156-162

http://dx.doi.org/10.30476/jamp.2022.93731.1548

Abstract

Introduction: Gamification of learning is a novel pedagogical approach in education, and Kahoot is one of the game-based learning platforms widely used for formative assessments in ... Read More

Hidden Curriculum in Medical Residency Programs: A Scoping Review

GHADIR POURBAIRAMIAN; SHOALEH BIGDELI; SEYED KAMRAN SOLTANI ARABSHAHI; NIKOO YAMANI; ZOHREH SOHRABI; FAZLOLLAH AHMADI; JOHN SANDARS

Volume 10, Issue 2 , April 2022, , Pages 69-82

http://dx.doi.org/10.30476/jamp.2021.92478.1486

Abstract

Introduction: Hidden curriculum is important in medical education and has numerous, long-lasting effects on medical residency. The present scoping review seeks to investigate, identify, ... Read More

The Applied Weighted Slide Metric (AWSM) Tool: Creation of a Standard Slide Design Rubric

GABRIEL SUDARIO; SHANNON TOOHEY; WARREN WIECHMANN; JON SMART; MEGAN BOYSEN-OSBORN; JULIE YOUM; SOPHIA SPANN; ALISA WRAY

Volume 10, Issue 2 , April 2022, , Pages 91-98

http://dx.doi.org/10.30476/jamp.2021.91010.1428

Abstract

Introduction: Lectures are a standard aspect across all realms of medical education. Previous studies have shown that visual design of presentation slides can affect learner ... Read More

Are Online Synchronous Team-Based-Learning (TBL) pedagogy effective?: Perspectives from a study on medical students in Oman

MOHAN B SANNATHIMMAPPA; VINOD NAMBIAR; RAJEEV ARAVINDAKSHAN; ANIL KUMAR

Volume 10, Issue 1 , January 2022, , Pages 12-21

http://dx.doi.org/10.30476/jamp.2021.92361.1481

Abstract

Introduction: Team-based learning (TBL) is a highly structured, instructive, and student-focused pedagogy used by medical educators to foster the students’ learning. ... Read More Introduction: Team-based learning (TBL) is a highly structured, instructive, and student-focused pedagogy used by medical educators to foster the students’ learning. The present study aimed to qualitatively explore the students’ perception of the effectiveness of online synchronous TBL pedagogical strategy in promoting learning outcomes.Methods: A cross-over interventional study was conducted on MD4 year medical students, using four modified TBL sessions on common immunological diseases on four different dates. 139 participants were divided into 4 groups [35 each in A, B, C, & 34 in D]. For TBL session 1, Group A and group B were the study and control groups, respectively. For the second session on different topics, the groups were reversed with group B and group A as the study and control groups, respectively. The same was followed for groups C and D. The means and standard deviations of the pre-test and post-test scores were compared after calculating the improvement in scores from pre- to post-tests. Repeated measures ANOVA suitably coded in SPSS for cross-over design was used to find out confounding by sequence of interventions with a p-value of on a 3-point Likert scale. The data were analyzed using SPSS version 22 and expressed as number and percentage. Results: The post-test scores of the students who participated in the TBL session were significantly higher when compared to the self study (SS) arm. The overall improvement in scores was 4.98 (1.4) in TBL group, whereas in the SS arm it was only 2.29 (1.51). The new method was found far superior to the self-study method regardless of being applied before or after the comparison mode of self-study (p <0.0001). The scores of the self-study was marginally better when offered first rather than after a TBL session, indicating the negative effect of cross-over on SS mode (P=0.024). The overall response of our students toward the effectiveness of online TBL pedagogy was overwhelmingly positive in terms of an opinion survey which had a Cronbach’s alpha of 0.932. The majority (>80%) perceived TBL as an enjoyable active session that promoted their active participation and engagement through student-led discussions. Many stated that TBL enhanced their critical thinking, problem-solving ability, communication skills, and knowledge. Conclusion: TBL is an instructive and highly structured teachinglearning strategy, welcomed by the majority of our participants. Online TBL sessions are effective in fostering the students’learning and can be used confidently when needed.

Perceptions of Medical Undergraduate Students on Curricular Changes in Anatomy: An Embedded Design Mixed Method Study

APARNA MURALEEDHARAN; SARANYA RAGAVAN; NUTAN NALINI BAGE; REMA DEVI

Volume 10, Issue 1 , January 2022, , Pages 22-29

http://dx.doi.org/10.30476/jamp.2021.92149.1472

Abstract

Introduction: Implementation of competency-based medical education (CBME) offers challenges to the faculty and students. As a part of the new curriculum by the National Medical Council ... Read More Introduction: Implementation of competency-based medical education (CBME) offers challenges to the faculty and students. As a part of the new curriculum by the National Medical Council of India, we introduced certain teaching and assessment modifications in anatomy. There are few studies on the actual implementation of CBME. The current study aimed to assess the perceived usefulness of the teaching, learning, and assessment methodology (TLAM) based on written feedback from students.Methods: All the 147 first MBBS students of the batch who had undergone the new teaching learning methodology answered the questionnaire on usefulness of the various TLAMs on a 3-point Likert scale which was taken as quantitative data. They were also asked to pen down their opinions and suggestions about the TLAM which was thematically analysed and considered as qualitative data. Face and content validity was assessed prior to administration of the questionnaire. Descriptive statistics were used for quantitative variables. Qualitative data were analysed bythematic analysis. Results: 100% of the students found vertical integration and small group teaching as useful. Seminars and quizzes were reported as useful to extremely useful by 75.5% of the students. Self-directed learning and near-peer teaching was also appreciated well by 78% of students. In Embryology and Neuroanatomy, these active learning methods were not found to be useful as these topics were difficult to understand. Overall, the new TLAM introduced as per the new medical curriculum was found useful for the majority of students.Conclusion: This study provides valuable insights on the teaching, learning, and assessment methods as formulated by the competency-based medical curriculum. Though active learning methods are the integral principles of andragogy, the concepts which are difficult to understand need to be taught using the traditional teaching methodology.

Medical students during the COVID-19 pandemic: Considerations and arguments on their clinical engagement

PANAGIOTIS STACHTEAS; NIKOLAOS VLACHOPOULOS; EMMANOUIL SMYRNAKIS

Volume 9, Issue 4 , October 2021, , Pages 238-242

http://dx.doi.org/10.30476/jamp.2021.89092.1363

Abstract

During the recent COVID-19 pandemic, the clinical exposure of medical students has been hindered while the impact on medical education is under investigation. The potential ... Read More

Implementation and Assessment of a Novel Telehealth Education Curriculum for Undergraduate Medical Students

JASMIN MAHABAMUNUGE; LAUREN FARMER; JOANNA PESSOLANO; NISHA LAKHI

Volume 9, Issue 3 , July 2021, , Pages 127-135

http://dx.doi.org/10.30476/jamp.2021.89447.1375

Abstract

Introduction: Despite its healthcare advantages and expanded use during the COVID-19 pandemic, telehealth is not included in many medical school curricula.Methods: In this ... Read More Introduction: Despite its healthcare advantages and expanded use during the COVID-19 pandemic, telehealth is not included in many medical school curricula.Methods: In this prospective mixed methods study (n=52), we created a novel Telehealth Education Curriculum (TEC) for the third year Obstetrics and Gynecology (Ob/Gyn) rotation at New York Medical College during COVID-19. The TEC included supervised telehealth patient encounters via video conference [and a virtual Objective Structured Clinical Encounter (vOSCE)] designed to simulate a telehealth encounter (Zoom Video Communications, Inc.). We measured student perceptions of theTEC via two 4-point Likert surveys, which included free response questions, administered via SurveyMonkey between April and June 2020. Participation was voluntary and responses were deidentified. We computed means and response distributions across survey questions using SPSS; IBM version 19.Results: The response rate was 92% for both the Telehealth (33/36) and vOSCE (48/52) surveys. Seventy-six percent (25/33) strongly or moderately agreed that telehealth and in-person patientencounters have similar educational value. Eighty-three percent (40/48) strongly or moderately agreed the vOSCE provided a valuable patient interaction. Ninety-seven percent (32/33) stronglyor moderately agreed the telehealth encounters should continue during COVID-19 restrictions versus 82% (27/33) agreeing they should be incorporated into the curriculum post COVID-19.Conclusion: Almost all students responded that the TEC should continue during COVID-19 and most agreed it should be incorporated into the Ob/Gyn clerkship permanently, after COVID-19. We found vOSCEs to be an effective method for teaching telehealth to medical students. Key challenges identified by students included adjusting to a virtual format, lack of body language, and communicating empathy virtually. Positive takeaways included practice with telemedicine and an opportunity for continued clinical education during COVID-19.

Accreditation Council for Graduate Medical Education Milestones for Emergency Medicine Residency Training Incorporated into Firstand Second-Year Medical Student Elective

CHRISTINA Y. CANTWELL; JONATHAN B. LEE; SOHEIL SAADAT; NICHOLAS BOVE; SANGEETA SAKARIA; WARREN WIECHMANN; ALISA WRAY; SHANNON TOOHEY

Volume 9, Issue 3 , July 2021, , Pages 136-143

http://dx.doi.org/10.30476/jamp.2021.88982.1360

Abstract

Introduction: As part of its Next Accreditation System, the Accreditation Council for Graduate Medical Education and the American Board of Emergency Medicine describe 6 competencies containing ... Read More Introduction: As part of its Next Accreditation System, the Accreditation Council for Graduate Medical Education and the American Board of Emergency Medicine describe 6 competencies containing 23 sub-competencies graded by milestones ranging from level 1 (expected of an incoming intern) to level 5 (demonstrates abilities of an attending) that are used to track resident training progression. To the best of our knowledge, there have been no studies introducing a milestones-based curriculum to medical students prior to their introduction to the wards, so we sought to determine the effects that a pre-clinical Emergency Medicine Interest Group (EMIG) Milestones Elective would have on preparing the students interested in Emergency Medicine (EM) as a specialty to meet thelevel 1 milestones prior to their intern year.Methods: The elective hosted 15 events throughout the academic year, and pre- and post-curriculum surveys were administered. Thirteen first- and second-year medical students at our institution who completed the elective self-reported their perception of preparedness for each level 1 milestone in the 19 sub-competencies. A repeated measures design was used through identical pre- and post-curriculum surveys to determine any changes in self-reported preparedness for meeting level 1 milestones after completing the elective using Wilcoxon Signed Ranks Test.Results: There was a significant increase in the median scoring from 1 to 2 (P=0.027) in overall self-reported preparedness for meeting the level 1 milestones included in the elective, as well as significant increases in subcategories across competencies 1-4 outlined by the ACGME. There was no significant increase in preparedness for professionalism or interpersonal communicationcompetencies. There was no significant increase in interest in EM as a result of the elective.Conclusion: Implementing a milestones-based curriculum during the pre-clinical years shows improved self-reported preparedness of students interested in pursuing EM for meeting level 1 milestones prior to residency. Additionally, a specialtybased elective such as this one offered through EMIG may further increase interest in the field during pre-clinical years.

Medical education during COVID-19: Response at one medical school

SATEESH BABU ARJA; LANNY WILSON; SAMIR FATTEH; PRAVEEN KOTTATHVEETIL; AMIN FATEH; SIREESHA BALA ARJA

Volume 9, Issue 3 , July 2021, , Pages 176-182

http://dx.doi.org/10.30476/jamp.2020.88744.1351

Abstract

Introduction: The COVID-19 pandemic has caused a significant toll on healthcare across the globe. The pandemic caused many other consequences, including economic implications ... Read More

How Digital Storytelling Applied in Health Profession Education: A Systematized Review

RITA MOJTAHEDZADEH; AEEN MOHAMMADI; AMIR HOSSEIN EMAMI; AFAGH ZAREI

Volume 9, Issue 2 , April 2021, , Pages 63-78

http://dx.doi.org/10.30476/jamp.2021.87856.1326

Abstract

Introduction: Storytelling is one of the earliest ways to share scientific advancements and discoveries. The advent of technology has updated this ancient art into a digitalized ... Read More Introduction: Storytelling is one of the earliest ways to share scientific advancements and discoveries. The advent of technology has updated this ancient art into a digitalized form. The boundaries between the digital storytelling (DST), and other types of videos are unclear. Therefore, in this review, the process, aim, producers, and uses of DST in health profession education have been reviewed.Methods: This study is a systematized review, which is in nature like a systematic review with only a few differences in the comprehensive search and quality assessment procedure. All studies, whose duplicates were removed, were retrieved from Science Direct, PubMed, and Scopus databases or through google scholar search engine screened in 3 stages: title, abstract and full study. All journal articles including experimental, case study and case report, mixed method, and qualitative studies in English language in the field of health profession education were chosen for this review after being evaluated based on QUESTS dimensions.Results: In total, 35 articles were included in the review. The studies had been done in health promotion, nursing education, medical education, patient education, social work education, andcommunity health education. In some of these studies, the producers and users of digital stories were different, which is in contrast with center for digital storytelling that emphasizes the process of DST. The results of this review showed that all stakeholders of health system could be producers of digital stories with various aims; e.g. community health, empathy promotion, attitude and behaviorchange, clinical thinking, and skills improvement. Conclusion: This systematized review indicated that DST has some applications in different subjects in different fields of health professions and with a potential to be used by different stakeholders of health system. According to the definition of DST, digital storytelling involves the process of writing a script to produce a digital story by one individual or a group. Consequently, there is a difference between DST and producing a digital story. Therefore, researchers should consider the correct use of this term in their studies. Although few interventional and high-quality studies have been conducted in this area, further quantitative and qualitative research is suggested.

The use of crossword puzzles as an educational tool

PEYMAN ZAMANI; SOMAYEH BIPARVA HAGHIGHI; MAJID RAVANBAKHSH

Volume 9, Issue 2 , April 2021, , Pages 102-108

http://dx.doi.org/10.30476/jamp.2021.87911.1330

Abstract

Introduction: Instruction in teacher-centered formats may lead to early learning fatigue, which in turn, decelerates students’knowledge retrieval. Presently, teachers try ... Read More Introduction: Instruction in teacher-centered formats may lead to early learning fatigue, which in turn, decelerates students’knowledge retrieval. Presently, teachers try to increase students’participation and their active attention to course content by incorporating effective, applicable, low-cost, and enjoyable teaching apparatuses.Methods: The participants of this quasi-experimental study were the students of speech therapy in 4th semester (n=83) at Ahvaz Jundishapur University of Medical Sciences. They were simplerandomly divided into two groups of experimental (who received the crossword puzzle accompanied by lecture or the hybrid method as Group A) and control (who received the traditionalmethod as Group B). The students’ knowledge level and students’satisfaction with their received instruction methods were assessed as outcome measures throughout the experiment for both groups. The test score of students’ initial knowledge of the concepts in Speech Therapy, the score from the semester final exam of the courses in forms of multiple choice questions, and the retainedlearning score were calculated as the pre-test, post-test and a follow-up measurement, respectively. Independent-samples T-test for comparative analyses of students’ satisfaction between the pretestand post-test, and multivariate repeated measures ANOVA test were used to analyze the students’ knowledge level at three time-points (before, immediately after, and one month after thetrainings). The data were analyzed using SPSS ver. 18.0 software, and at the level of statistical significance of P≤0.05. Results: Both educational methods significantly improved the students’ knowledge level after the trainings (P=0.030); however, the mean score of knowledge and learning of Group A (mean=17.14) were significantly higher than that of Group B (mean=16.02) immediately after (P=0.036) and one month after the trainings (mean=18.26 vs. 16.10) (P=0.001). The mean score of students’ satisfaction in Group A was also significantly higher than that in Group B (P=0.010).Conclusion: Utilizing the crossword puzzle as an enjoyable and participatory teaching tool accompanied by lecture could improve management quality in Speech Therapy sessions.

Rising to the challenge: medical students as Doctors’ Assistants; an evaluation of a new clinical role

DANIELLE M LAVENDER; ANDREW P DEKKER; AMOL A TAMBE

Volume 9, Issue 1 , January 2021, , Pages 26-33

http://dx.doi.org/10.30476/jamp.2020.87764.1320

Abstract

Introduction: The COVID-19 Pandemic brought clinical placements to a halt for many UK medical students. A University Hospitals Trust offered clinical phase students the opportunity ... Read More

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

http://dx.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

The effect of mentorship program in enhancing the academic performance of first MBBS students

NAGA GUHAN; PRAKASH KRISHNAN; PRIYA DHARSHINI; PHILIP ABRAHAM; SUNI THOMAS

Volume 8, Issue 4 , October 2020, , Pages 196-199

http://dx.doi.org/10.30476/jamp.2019.82591.1061

Abstract

Introduction: Mentoring is a natural process, which blossoms from the desire of experienced veterans to give and the thirst of inexperienced novices to grow. Formal faculty ... Read More

Professionalism in practice: Exploring the ethical perplexity of involving students in Medical Education Research

DINESH KUMAR V; MAGI MURUGAN

Volume 8, Issue 4 , October 2020, , Pages 200-203

http://dx.doi.org/10.30476/jamp.2020.74921.0

Abstract

With the worldwide increase in the number of medical education researches, few ethical quagmires have emerged regarding the recruitment and inclusion of students in research ... Read More

Script Concordance Test in Pharmacology: Maiden experience from a Medical School in India

MANDEEP KAUR; SHWETA SINGLA; RAJIV MAHAJAN

Volume 8, Issue 3 , July 2020, , Pages 115-120

http://dx.doi.org/10.30476/jamp.2020.85163.1168

Abstract

Introduction: Script concordance test (SCT) is an innovative tool to teach and assess the clinical reasoning skills of medical students. It is the key aspect of clinical competency ... Read More Introduction: Script concordance test (SCT) is an innovative tool to teach and assess the clinical reasoning skills of medical students. It is the key aspect of clinical competency that enables the medical graduates to progress from novice to practicing general practitioner. SCT was used the first time in pharmacology to inculcate clinic reasoning skills in medical students by focusing on the topic of pharmacotherapy.Methods: A SCT with a total of 18 questions, with 15 questions having 3 items each, one having four items and two questions having two items each was administered to 170 second year undergraduate medical students in the subject of pharmacology to assess the clinical reasoning skills. It was an interventional study conducted using convenience sampling technique with a sample size of 170. Aggregate scoring method was used to do the scoring obtained from the answers given by 10 expert-panel members in the field of pharmacology, which were used as an answer key to do the final scoring of the students. Descriptive statistics were computed using Students t test. SCT conductincluded a small-group feedback session to the students post-SCT. A feedback questionnaire was administered to the students one week after the feedback session. Reliability of the SCT andfeedback questionnaire was checked by calculating Cronbach alpha through Siegle reliability calculator. Content validity of the test as well as feedback questionnaire was done by the panel ofexperts included in the study. Results: Though the mean score of the students (27.68±4.59) was significantly lower than the expert panel (40.91±3.52), students were highly satisfied as they expressed that SCT enhanced theirperceived clinical reasoning skills (median value=5) and critical thinking (median value=4). The Cronbach alpha for the test was 0.76. The students were also highly satisfied with the feedbackgiven by the teachers after the SCT (median value=4).Conclusion: SCT enhances critical thinking and clinical reasoning skills of the students, as reported by them. With the conduct of feedback session post-SCT, it can be used as assessment for learning tool and can be well used in a para-clinical subject of pharmacology.

Comparison of student performance by assessment through Objective Structured Practical Examination versus the Conventional Method for second year MBBS students in Microbiology

MONIKA RAJANI; BABAJI GHEWADE

Volume 8, Issue 3 , July 2020, , Pages 121-126

http://dx.doi.org/10.30476/jamp.2020.86029.1210

Abstract

Introduction: Objective Structured Practical Examination (OSPE) is a comprehensive tool for assessment. We wanted to improve our assessment methods and make it a more competencebasedevaluation. ... Read More Introduction: Objective Structured Practical Examination (OSPE) is a comprehensive tool for assessment. We wanted to improve our assessment methods and make it a more competencebasedevaluation. Thus this study was designed to compare the effectiveness of Objective Structured Practical Examination with that of Conventional Practical Examination.Methods: This interventional study was carried out in Department of Microbiology at CIMSH, Lucknow over six months from October 2019 till March 2020. One hundred second year MBBS students were enrolled. The students were divided into two groups of fifty for the conventional examination group (controls) and the OSPE group. On the first day, the cases appeared for OSPE while the controls for conventional examination. On the second day, the groups were crossed over. The students appearingfor OSPE were assessed by their scores at different stations. Feedback forms with a pre structured questionnaire were given to the students and the examiners after OSPE on both days to recordtheir perceptions. Finally, the students’ scores were tabulated and compared statistically. Microsoft Excel and SPSS were used for data analysis. The data was presented as percentages, mean andstandard deviation. Student t test was used and the significance was checked, using P value <0.05.Results: Overall in OSPE, the students scored higher and the result was statistically significant. The proportion of students in higher marks range was more for OSPE than that for the conventional method. The difference was statistically significant (p <0.001). Feedback taken from examiners as well as from the students in the form of a structured questionnaire to analyze their perceptions was very encouraging.Conclusions: OSPE is a comprehensive assessment modality for practical evaluation of MBBS students. OSPE proved to be an effective tool that improved the students’ scores in microbiology.

The systematic approach to faculty development activities for biomedical educators

SATEESH BABU ARJA; SIMI PARAMBAN; KUMAR PONNUSAMY; ABARAHAM RATNA JOSEPH NAYAKANTI; RESHMA FATTEH; SIREESHA BALA ARJA

Volume 8, Issue 3 , July 2020, , Pages 127-133

http://dx.doi.org/10.30476/jamp.2020.84341.1135

Abstract

Introduction: The term continuing professional development encompasses competencies required to practice the high quality medicine, including medical, managerial, ethical, ... Read More Introduction: The term continuing professional development encompasses competencies required to practice the high quality medicine, including medical, managerial, ethical, social, and personal skills, whereas continuing medical education refers only to expanding the knowledge and skills required by physicians. The competencies for basic science faculty identified are management and administration, teaching, assessments, curriculum development, and research. This study aimed to evaluate theoutcomes of faculty development initiatives at Avalon University School of Medicine and examine the optimal approach to faculty development activities.Methods: This is a survey-based quantitative study. A crosssectional survey was conducted after implementing the faculty development activities. We took thirteen basic science faculty members as a unit and recruited them for different faculty development activities from 2015. Faculty members were involved in various faculty development courses, workshops, and training sessions. A survey was conducted among faculty members using a questionnaire on the Likert scale to identify if there areany increased knowledge or skills on teaching and assessment methods, educational scholarship, and scholarly activities after implementing faculty development initiatives. The faculty responses were tabulated and quantified in the Excel sheet and analyzed by SPSS software. Results: All thirteen faculty members responded to the questionnaire (100% response rate). There was an increased selfreported knowledge and skills of faculty members. 70% of the faculty agreed that they are able to get involved in designing their course learning objectives. 100% of the faculty were aware of different teaching methods, and 93% of them were implementing different types of teaching methods, including small group discussions, flipped classrooms, standardized patient-basedteaching, and problem-based learning. 100% of the faculty were aware of different assessment methods and implementing them. There were self-reported and observed behavioral changes.Conclusions: Faculty development activities at Avalon University School of Medicine have shown to be effective. At larger institutions, the department chair can lead the faculty development activities.

COVID-19 impact and virtual medical education

SHIMA TABATABAI

Volume 8, Issue 3 , July 2020, , Pages 140-143

http://dx.doi.org/10.30476/jamp.2020.86070.1213

Abstract

The Corona-Virus Disease 2019 (COVID-19) Pandemic has had a tremendous effect on medical education. It is also challenging the medical educationists’ ability to adapt ... Read More

How COVID-19 pandemic can lead to promotion of remote medical education and democratization of education?

ALIREZA EBRAHIMI; SEDIGHEH EBRAHIMI; SOHEIL ASHKANI ESFAHANI

Volume 8, Issue 3 , July 2020, , Pages 144-145

http://dx.doi.org/10.30476/jamp.2020.86090.1217

Abstract

The novel coronavirus (COVID-19) pandemic has been compared to 1918 and 1957 influenza pandemics which took many human lives. The lockdown of cities and educational organizations –which ... Read More

A new method of recording attendance improves the academic performance of medical students

HIMEL MONDAL; KOUSHIK SAHA; SHAIKAT MONDAL; PIYALI SAHA; SAIRAVI KIRAN BIRI

Volume 8, Issue 2 , April 2020, , Pages 55-60

http://dx.doi.org/10.30476/jamp.2020.81723.1029

Abstract

Introduction: Students’ engagement during the collection of attendance (SEdCA) is a method where students write the answer to a question related to the topic of preceding ... Read More

Barriers of critical thinking in medical students’ curriculum from the viewpoint of medical education experts: A qualitative study

AFSHINEH KASALAEI; MITRA AMINI; PARISA NABEIEI; LEILA BAZRAFKAN; HOURI MOUSAVINEZHAD

Volume 8, Issue 2 , April 2020, , Pages 72-82

http://dx.doi.org/10.30476/jamp.2020.83053.1080

Abstract

Introduction: The widespread developments of the twentyfirst century have been accompanied by the presentation of intellectual patterns and theories and new achievements. ... Read More Introduction: The widespread developments of the twentyfirst century have been accompanied by the presentation of intellectual patterns and theories and new achievements. These new achievements emphasize the skill of thinking at high levels, especially in the educational system of universities. This skill is essential for medical students; therefore, the present study aimed to investigate the qualitative barriers of critical thinking in medical students’ curriculum.Methods: This is a qualitative study in which the content analysis method has been used. Participants of this study included 11 medical education experts and medical students (6 females and 5 males) who were selected through a semi-structured interview and purposeful sampling. The data analysis method was conventional content analysis. In the next part, by more investigation of the data, various obtained concepts will be presented in the form of themes, categories, and subcategories.Results: We obtained two themes (socio-cultural conditions and traditional and unchanging system of education), eight categories and 14 subcategories.Also, these categories were resistance to critical society, intellectual tension, personality characteristics, lack of understanding of society’s need for criticism, the rule of traditional teaching pattern, lack of critical thinking skills, ineffective evaluation, and difficulty of critical thinking training. Conclusion: Given the results and the main emphasis of curriculum planners on incorporating high-level critical thinking and revision skills into the curriculum, the country’s academic education system requires a change in the thinking style, research, deepening critical thinking, and a change in teachers’attitudes toward curriculum designing (goals, content, teaching and evaluation methods); also, it is suggested that the authorities should pay attention to the need to develop and utilize critical thinking skills in the learners’ education.

Reliability and acceptability of the multiple mini-interview for selection of residents in cardiology

LUCRECIA M. BURGOS; ALBERTO ALVES DE LIMA; JOSEFINA PARODI; JUAN PABLO COSTABEL; MARÍA NIEVES GANIELE; MARÍA DOLORES ARCEO; EDUARDO DURANTE; RICARDO GELPI

Volume 8, Issue 1 , January 2020, , Pages 25-31

http://dx.doi.org/10.30476/jamp.2019.83903.1116

Abstract

Introduction: The multiple mini-interview (MMI) model can be useful to evaluate non-cognitive domains and guide the selection process in medical residency programs. The aim ... Read More

Volume 10 (2022)

Volume 9 (2021)

Volume 8 (2020)

Volume 7 (2019)

Volume 6 (2018)

Volume 5 (2017)

Volume 4 (2016)

Volume 3 (2015)

Volume 2 (2014)

Volume 1 (2013)

Keywords = Medical education

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