Journal of Advances in Medical Education & Professionalism

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

https://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

https://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

https://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

https://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

https://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

https://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

https://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

https://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

https://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

https://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

Impact of International Training of Medical Specialists for underdeveloped Countries: Brazil– Angola experience

ADILSON JOSE MANUEL DE OLIVEIRA; MÁRIO FRESTA

Volume 8, Issue 1 , January 2020, , Pages 50-52

https://doi.org/10.30476/jamp.2019.81744.1030

Abstract

Introduction: Angola has about 28 million inhabitants and approximately 0.21 physicians/1,000 population. There is only one specialist in some medical fields in the whole ... Read More

Designing a thesis tele-supervision system for postgraduate medical sciences students

SHAHABEDDIN ABHARI; HOSSEIN MONEM; ALI GARAVAND; PEIVAND BASTANI; RITA REZAEE

Volume 7, Issue 4 , October 2019, , Pages 191-204

https://doi.org/10.30476/jamp.2019.74926.

Abstract

Introduction: Today, progressing science and technology at all domains, including education and research, will bring new opportunities to resolve the communication and interaction problems. ... Read More

A comprehensive model of hidden curriculum management in medical education

SEDIGHEH MOMENI; SHAHRAM YAZDANI; LEILA AFSHAR; MUHAMADREZA ABDOLMALEKI

Volume 7, Issue 3 , July 2019, , Pages 123-130

https://doi.org/10.30476/jamp.2019.45010

Abstract

Introduction: Hidden curriculum plays a main role in professional learning, formation of professional identity, socialization, moral development and learning values, attitudes, ... Read More

Comparison of the bleeding cricothyrotomy model to SimMan for training students and residents emergency cricothyrotomy

ALISA WRAY; FARAZ KHAN; JOHN RAY; ROBERT ROWE; MEGAN BOYSEN OSBORN; SHANNON TOOHEY; WARREN WIECHMANN

Volume 7, Issue 3 , July 2019, , Pages 144-148

https://doi.org/10.30476/jamp.2019.74895

Abstract

Introduction: A cricothyroidotomy is an emergency procedure that few emergency medicine residents see or perform during their training. Therefore, there is a need for low ... Read More

Factors related to academic failure in preclinical medical education: A systematic review

SOLEIMAN AHMADY; NASRIN KHAJEALI; FARSHAD SHARIFI; ZOHRE SADAT MIRMOGHTADAEI

Volume 7, Issue 2 , April 2019, , Pages 74-85

https://doi.org/10.30476/jamp.2019.44711

Abstract

Introduction: Identifying the learners’ problems early enoughand providing advice from the beginning is definitely an importantinvestment in the training and progress of future ... Read More Introduction: Identifying the learners’ problems early enoughand providing advice from the beginning is definitely an importantinvestment in the training and progress of future practitioners. Thecurrent review aimed at examining factors related to academicfailure of the preclinical medical students. Methods: The study was carried out as a systematic search ofpublications in the following databases published from January1987 to January 2018: PubMed, Web of Knowledge, EducationalResources, Information Center and Scopus. No language limitationwas set for searching the resources. As a comprehensive search, thefollowing keywords were used for the abstract, title and keywordsections: academic performance, academic failure, academicachievement, drop out, academic engagement, learning disorder,medical student, struggle student and problem learner. A valid tool(STROBE) was used to determine the quality of the articles. Results: Most articles discussed personal causes, 7 discussedlearning style, 7 discussed personality traits, 6 discussedmotivational strategies and self-efficacy, 4 discussed quality ofsleep, 4 discussed the effect of stress, 9 discussed demographicfactors, 3 discussed physical activity, 1 discussed copingstrategies, 2 discussed class attendance and 4 discussed studystrategy. Twenty-five articles described instructional designcause, 3 described teaching strategies, 2 described courseassessments, 1 described the course structure, 3 described criticalthinking, 3 described blended learning, 13 described predictivecourses, 14 described admission tests, 1 described the learningenvironment, 2 described curriculum planning and 3 describedthe pre-matriculation program. Conclusion: Medical teachers often do not know which studentsare problem learners or what causes academic failure. The goalof this systematic review was to determine the origin of problemsin learning to identify problem learners. The results indicatesthat managers, policymakers, instructors and counselors canmonitor student academic achievement by careful planning ofinstructional design, attention to an educational environment, useof active teaching methods, continuous assessment of studentsand consideration of personal factors.

Analysis of Iran’s National Medical Education Evolution and Innovation Plan using the Michelle and Scott’s model of policymaking

ATA POURABBASI; HAMID AKBARI; AMIR AHMAD AKHVAN; ALI AKBAR HAGHDOOST; ZAHRA KHEIRY; REZA DEHNAVIEH; HAMED RAHIMI; SOMAYEH NOORI HEKMAT; BAGHER LARIJANI

Volume 7, Issue 1 , January 2019, , Pages 20-26

https://doi.org/10.30476/jamp.2019.41041

Abstract

Introduction: Lack of a clear policy for the development of healthhuman resources has created inconsistencies. These imbalancesare threats to the health system to achieve its goals. ... Read More

Exploration of faculty members’ perceptions about virtual education challenges in medical sciences: a qualitative study

MOHAMMAD HASAN KESHAVARZI; SEYED KAMRAN SOLTANI ARABSHAHI; BANAFSHEH GHARRAHEE; ZOHREH SOHRABI; MARJAN MARDANI HAMOOLEH

Volume 7, Issue 1 , January 2019, , Pages 27-34

https://doi.org/10.30476/jamp.2019.41042

Abstract

Introduction: Virtual education is among the important factorsimproving the learning of medical students. This study aimed toexplain the perceptions of faculty members towards the challengesof ... Read More

Volume 12 (2024)

Volume 11 (2023)

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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