Journal of Advances in Medical Education & Professionalism

Setting objectives for a competency-based undergraduate obstetrics and gynecology curriculum

AJAY HALDER; ANKUR JOSHI; RAGINI MEHROTRA; BERTHA RATHINAM; SUSHRUTA SHRIVASTAVA

Volume 6, Issue 4 , October 2018, Pages 147-154

https://doi.org/10.30476/jamp.2018.41028

Abstract

Introduction: Little emphasis on standardization, less stringentoutcome measurement and resource constrains can result indeteriorating competencies among medical graduates in acountry ... Read More Introduction: Little emphasis on standardization, less stringentoutcome measurement and resource constrains can result indeteriorating competencies among medical graduates in acountry with rapidly increasing number of medical institutionslike India. A competency-based curriculum is where we carefullydesign curricular experiences to achieve pre-identified outcomes.In this study, we aimed to define the outcome objectives of acompetency-based undergraduate Obstetrics and Gynaecologycurriculum which is comprehensive, and is based on the presentday need of our society. These objectives can serve as the basis fordesigning a suitable curriculum with aligned teaching learningand assessment methods.Methods: This is an observational study in which a Delphitechnique was used to identify the outcome objectives representingcompetencies specific to the subject of obstetrics and gynaecologyat graduate level. The six core competencies identified byAccreditation Council for Graduate Medical Council formed theframework to identify these competencies. Then, a cross-sectionalcountrywide survey was conducted among purposively sampledteachers and clinical experts through a postal questionnaire toknow the relative importance of the identified outcome measuresand need for their inclusion in a contemporary outcome-basedcurriculum.Results: Ninety four medical teachers and clinical experts,belonging to institutes across the county, with demonstrableinterest and expertise in the field of medical education identified38 outcome objectives for the curriculum. There were twentyone “vital”, fourteen “essential”, two “desirable” and one“optional” outcome objectives identified. There were eighteenoutcome objectives for “patient care” domain, nine for “medicalknowledge”, four for “Practice based learning and improvement”,three for “professionalism”, two for “system based practice”, andtwo for “interpersonal and communication skills”.Conclusion: The outcome objectives for a competency-basedobstetrics and gynaecology curriculum in an Indian context weredefined.Keywords: Outcome, Objectives, Competency, Obstetrics, Gynecology, Curriculum

Effectiveness of microteaching as a method of developing teaching competence among in-service medical teachers

VIJAY KAUTILYA DAYANINDHI; SHRUTI PRABHAT HEGDE

Volume 6, Issue 4 , October 2018, Pages 155-161

https://doi.org/10.30476/jamp.2018.41029

Abstract

Introduction: In spite of the fact that microteaching has beenpracticed extensively in most universities, its actual efficacyhas not been studied systematically. In this study, there ... Read More

Medical students’ occupational burnout and its relationship with professionalism

SEDIGHEH EBRAHIMI; FATEMEH ATAZADEH

Volume 6, Issue 4 , October 2018, Pages 162-167

https://doi.org/10.30476/jamp.2018.41032

Abstract

Introduction: Occupational burnout is a prevalent syndromeamong medical students as well as other health professionals. Itmay be an important factor contributing to professional conducts.The ... Read More

Medical student’s academic performance: The role of academic emotions and motivation

ALI ASGHAR HAYAT; ASIEH SALEHI; JAVAD KOJURI

Volume 6, Issue 4 , October 2018, Pages 168-175

https://doi.org/10.30476/jamp.2018.41034

Abstract

Introduction: Identification of the factors that promote academicperformance is of importance in the success rate of medical students.This study aimed to find the relationship between ... Read More

Short Communication

A multiple-mini interview (MMI) for emergency medicine residency admissions: A brief report and qualitative analysis

MEGAN BOYSEN-OSBORN; ALISA WRAY; WIRACHIN HOONPONGSIMANONT; BHARATH CHAKRAVARTHY; JEFFREY R SUCHARD; WARREN WIECHMANN; SHANNON TOOHEY

Volume 6, Issue 4 , October 2018, Pages 176-180

https://doi.org/10.30476/jamp.2018.41027

Abstract

Introduction: A multiple-mini interview (MMI) is a type ofstructured interview, which may assess many non-cognitivedomains in residency applicants. There are few studies on MMIduring ... Read More

Short Communication

The usefulness of crossword puzzle as a self-learning tool in pharmacology

SHILPA PATRICK; KIRTI VISHWAKARMA; VISHAL P GIRI; DEBRANJAN DATTA; PRIYANKA KUMAWAT; PREETI SINGH; PRITHPAL S MATREJA

Volume 6, Issue 4 , October 2018, Pages 181-185

https://doi.org/10.30476/jamp.2018.41030

Abstract

Introduction: Pharmacology is perceived as a volatile subject asit’s difficult to recall and recite the core of the subject. Enrichingthe learning environment through incorporation ... Read More

Letter to Editor

Academic nepotism – all that glitters is not gold

DINESH KUMAR. V

Volume 6, Issue 4 , October 2018, Pages 186-187

https://doi.org/10.30476/jamp.2018.41026

Abstract

Dear Editor With increasing emphasis on publications forfaculty recruitment, career advancementand obtaining research grants, the issues relatedto author kinship and academic nepotism ... Read More Dear Editor With increasing emphasis on publications forfaculty recruitment, career advancementand obtaining research grants, the issues relatedto author kinship and academic nepotism havegrown significantly and these probably reflectthe inflationary growth rather than the optimalgrowth warranted due to increasing researchcomplexity. Allesina S (1) measured the fullmagnitude of nepotism in the Italian academiaand found that this pervasive problem was ablemish that undercuts the quality of advancededucation over there. According to her, thisprocess of showing favouritism towards closerelatives incentivize illegal hiring practices andguarantees their career advancement regardlessof their merit. Even though the analysis ofshared last names cannot be considered a validtool for measuring the diffusion of nepotism inany organization (2), we cannot deny its sheerexistence.An analysis of 12,772 papers published in PLOSONE showed that 48% of the listed co-authors didnot fulfil the criteria for authorship, as their rolewas meagre or absent in drafting the manuscript(3). If we extrapolate these data to any settings,we could enunciate that a substantial amount ofpapers hoist the name of an expert (preferablythe kin of primary investigator) belonging to anentirely different specialty or giving an authorshipinstead of mere acknowledgement. Prosperi M etal. (4) analyzed more than 21 million MEDLINE/PubMed-indexed papers and documented that kinauthorship is a big menace for India, Italy andPoland. Measuring nepotism is highly unlikelyin India, owing to the facts that Indian women inacademia prefer to maintain their maiden namesand wide usage of surnames. Number of casesinvolving their spouses, lovers and domesticpartners would largely go underestimated,thereby causing the statistical models to fail.In the past, the recruitment and promotionmechanisms were tacit, which had measured theeducational and research qualities in an informalmanner. This, on one hand gave rise to negativeconnotations regarding nepotism and, on theother hand, led to the formation of “academicdynasties” in Indian medical academia. Sincethe evolution of “publish or perish” culture,the hiring/promotion process was replaced bya formal, explicit and individually measurableindex. The existing scenario can be crosssectionedby a participant’s comment in the studyconducted by Anderson et al. (5), “You can failto do everything else as long as you have lots andlots of papers.” In the process of conferring theaggregate output or research productivity, whichis a mere ‘pseudo-halo’, accomplished researchersor clinicians sometimes promulgate their spousesor get involved in reciprocal co-authorship, whichis yet another version of academic nepotism. Ina latest paper, Rivera H (6) proposes a 3 stepscheme for validating the genuine collaborationand calls for a focused evaluation of researchproductivity.In summary, I wish to address the leastsignified and unintended consequence of thepresent day evaluation/appraisal mechanismwhereby a scholar is potentially assessed by thenumber of publications he/she has. Consideringthe fact that history of research in global arenahad witnessed conjoint efforts from egalitariancouples, blanket recommendations are difficult tobe made. Nevertheless, we should not forget thefact that academic nepotism often depresses thehealth care professionals and adversely affectstheir morale. I wish to conclude that academicnepotism is yet another ethical dilemma,which every administrator/selection committeemember needs to face and at times of makingcrucial decisions (like hiring for a job) it is theresponsibility of them to uphold the legitimateinterests of the organization, more than personalaffiliations.

Letter to Editor

Vertical integration in the teaching of final year medical students

MARIA KOSHY; SELVIN SUNDAR RAJ MANI; SUDHA JASMINE RAJAN; RAMYA IYYADURAI; SOWMYA SATHYENDRA

Volume 6, Issue 4 , October 2018, Pages 188-189

https://doi.org/10.30476/jamp.2018.41031

Abstract

Dear Editor, The traditional approach to medical educationhas been dichotomous, with a lack ofintegration between basic sciences and clinicalmedicine (1). Recent reforms have called ... Read More Dear Editor, The traditional approach to medical educationhas been dichotomous, with a lack ofintegration between basic sciences and clinicalmedicine (1). Recent reforms have called forindividualizing the learning process, integratingknowledge with practice, and cultivating a spiritof lifelong learning (2). Vertical integrationbreaks the traditional division between clinicaland pre-clinical sciences, resulting in betterunderstanding and application of concepts (3).We did an exercise to integrate basic sciencesand clinical medicine in the teaching of medicalstudents. After obtaining informed consentand ethical clearance, a group of final yearundergraduate students underwent verticallyintegrated, small group, problem-based trainingon tuberculosis. We studied the effect of theintegration on the students’ understanding of thesubject and acceptance of this method. Studentswere divided into intervention and control armsof 10 students each, based on the medical unitsin which they were posted. The control armunderwent standard clinical teaching (lecturesand practical sessions), as per the institutionaleducation policy. The intervention group wasgiven three case scenarios which highlightedthe various presentations of tuberculosis, withrelevant questions regarding the pathogenesis,clinical course, and management. These werediscussed in a multidisciplinary interactivesession, with input from the faculty taken fromthe departments of Pathology, Microbiology andInternal medicine. Triangulation of data frompre- and post-test scores, focus group discussionand feedback scores was done.When compared to the mean pre-test score,the mean post-test score in the interventiongroup significantly improved (6.7 vs. 12.44, meandifference: 5.74; 95% CI 2.71-8.95; p=0.003).There was a significant difference in the meanpost-test scores between the intervention andcontrol groups (12.44 vs 7.55, mean difference:4.89; 95% CI 3.89-5.84; p<0.001). On qualitativeassessment by focus group discussion, the studentsstressed on the usefulness of the session and feltthat vertical integration facilitated “integrationand application of knowledge”. They were able to“recognize how diverse processes are inter-related”.The problem-based approach motivated them to doself-directed learning and facilitated formulationof research ideas. In their own words, “The onusof the learning was in our hands, so we learntbetter”, “I had never heard of Quantiferon gold,but because of the session, I read that in detail”,and “I searched Pub Med to look for articles fromIndia which might be more relevant”. The sessionstimulated “team building” with their peers. Thesmall group teaching was well accepted and foundto be more useful than lectures. Overall, there was afavorable perception regarding vertical integration.On discussion with the faculty, aspects of greatercommitment in terms of time and resources,and cooperation among faculty members werehighlighted. The faculty was motivated to readin greater detail to clarify the students’ queries.Feedback scores from the students were positive,confirming the themes which emerged from thefocus group discussion. Tuberculosis is a majorpublic health problem in India and it is importantfor students to have a deep understanding of thetopic (4). Case-based teaching on a disease of highprevalence has been shown to improve applicationof knowledge (5). Our study has highlighted thatsuch sessions help the students to form cross-linksand connections, resulting in a smoother transitioninto clinical practice.

Letter to Editor

Professionalism ethics in pharmacy education: Do students have acceptable knowledge or it is a white paper in pharmacy education curriculum?

HOSSEIN KHOLGHIPOUR; ALI DEHSHAHRI; HOSSEIN MAHMOODIAN

Volume 6, Issue 4 , October 2018, Pages 190-191

https://doi.org/10.30476/jamp.2018.41033

Abstract

Dear Editor, In pharmacy, professionalism must containthe skills necessary to be a capable pharmacypractitioner. It seems that pharmacy studentsdo not become professionals after graduationfrom ... Read More Dear Editor, In pharmacy, professionalism must containthe skills necessary to be a capable pharmacypractitioner. It seems that pharmacy studentsdo not become professionals after graduationfrom the pharmacy school. To be a professionalpharmacist, students should have a lifelongcommitment to the society and patients.Evolving professional knowledge, attitudesand behaviors is a critical step in providinghigh quality patient care (1). In the last previousyears, pharmacy practice has changed from drugprescription to patient-centered communicationand more stress on pharmacists’ accountabilityfor the best treatment outcomes. Thus,pharmacists are accountable for providing goodhealth care facilities. In this regard, pharmacistsshould cooperate well with other health careprofessionals and patients (2).An important component of professionalismin pharmacy is ethics education (3). The necessityof ethics education in pharmacy highlightsthe significance of ethical considerationsby pharmacists (2). The significant servicedelivered by pharmacists in Iran is respondingthe patients’ questions. Therefore, pharmacistsmust be up to date with ethical issues and applythe best ethical responses to different patients’problems (2). In Shiraz University of MedicalSciences, the medical ethics department isresponsible for ethics education for all medicaland paramedical students including pharmacystudents. This education consists of one weekworkshop including important issues in pharmacyethics. This is a part of core pharmacy educationcurriculum and all of the students shouldparticipate in this course.In order to measure the students’ knowledgeabout ethics in pharmacy education, weconducted a survey with an 18 item valid andreliable questionnaire containing three majordomains: truthfulness, professional commitment,respect for patients’ rights and confidentiality ofpatients’ information). 162 pharmacy studentsin 7 to 12 semesters in Shiraz pharmacy schoolwere selected through simple random samplingmethod. All of the students filled out thequestionnaire based on a 5 point Likert scale.The results showed that 14 (8.6%) students hada moderate level of knowledge, 68 (42%) had agood level of knowledge, and 80 (49.4%) hada very good level of knowledge. There was nosignificant relationship between gender andlevel of knowledge. There was a significantrelationship between the level of knowledge andeducational semester. Senior students had higherknowledge. The best results were in the domainof respect for patients’ right and confidentiality ofpatients’ information. These results showed thatstudents had an acceptable level of knowledge,especially in the field that is necessary for theirfuture profession (patients’ right and patients’confidentiality). Pharmacy students shouldestablish good relationships with each other,patients, and other health care professionals.Therefore, a professional behavior should beencouraged more than focusing on knowledge. Inthis study, it was not possible to follow the studentsin future years to measure their professionalbehavior, but it is recommended for futurestudies. However, it seems that this knowledgewill not necessarily change to improvement inpractice in pharmacist because pharmacy is not ascience of pure knowledge. The closer integrationof knowledge and practice named “practice-basedknowledge” is an important area that is essentialto be considered by pharmacists (4).Pharmacy students must remain up to datewith changes in their profession, which maycontain new practice guidelines, new pharmacyand therapeutic products, and new technologies.In order to improve the students’ professionalbehavior, they should participate in communityservices, volunteering programs, (serving andhelping others), health education services andlocal health care organizations. After graduation,participation in Continuing ProfessionalDevelopment instead of Continuing PharmacyEducation is necessary to maintain the knowledgeand behavior in this field. In ContinuingProfessional Development, learning occursin lifetime and continues after the classroomin everyday practice (5). Excellence shouldbe considered not only in the undergraduatepharmacy education, but also after graduationtraining, and during practice. Finally, it should bementioned that pharmacy students must remainknowledgeable and pursue guidance to achievethe goal of excellence in professional ethics.

Journal of Advances in Medical Education & Professionalism

Articles in Press

Current Issue

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)

Volume & Issue: Volume 6, Issue 4, October 2018 (29)

Setting objectives for a competency-based undergraduate obstetrics and gynecology curriculum

Abstract

Effectiveness of microteaching as a method of developing teaching competence among in-service medical teachers

Abstract

Medical students’ occupational burnout and its relationship with professionalism

Abstract

Medical student’s academic performance: The role of academic emotions and motivation

Abstract

A multiple-mini interview (MMI) for emergency medicine residency admissions: A brief report and qualitative analysis

Abstract

The usefulness of crossword puzzle as a self-learning tool in pharmacology

Abstract

Academic nepotism – all that glitters is not gold

Abstract

Vertical integration in the teaching of final year medical students

Abstract

Professionalism ethics in pharmacy education: Do students have acceptable knowledge or it is a white paper in pharmacy education curriculum?

Abstract