Journal of Advances in Medical Education & Professionalism

Original Article

Trait emotional intelligence and self-assessment of classroom learning in medical students

HIMEL MONDAL; SHAIKAT MONDAL

Volume 8, Issue 3 , July 2020, Pages 109-114

https://doi.org/10.30476/jamp.2020.84674.1147

Abstract

Introduction: Trait emotional intelligence (EI) is the selfperception of emotional abilities. It is an important predictor of academic performance. Students’ self-assessment ... Read More

Original Article

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.

Original Article

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.

Original Article

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.

Original Article

Psychiatric residents’ experience about Balint groups: A qualitative study using phenomenological approach in Iran

SEYYED TAHA YAHYAVI; MOJGAN AMINI; FATEMEH SHEIKHMOONESI

Volume 8, Issue 3 , July 2020, Pages 134-139

https://doi.org/10.30476/jamp.2020.85161.1164

Abstract

Introduction: Previous research has shown that Balint group is effective in the professional and personal development of residents. The aim of this study was to investigate ... Read More

Commentary

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

Letter to Editor

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

Letter to Editor

Preparing practical in-person evidence-based journal club in COVID-19 crisis

SEYYED SAEED KHABIRI

Volume 8, Issue 3 , July 2020, Pages 146-147

https://doi.org/10.30476/jamp.2020.86217.1225

Abstract

While during the Corona virus, most jobs closed, and according to the policies to reduce crowding, most education sessions such as clinical rounds, Morning Reports, and journal Clubs ... Read More

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Volume & Issue: Volume 8, Issue 3, July 2020, Pages 109-147

Trait emotional intelligence and self-assessment of classroom learning in medical students

Abstract

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

Abstract

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

Abstract

The systematic approach to faculty development activities for biomedical educators

Abstract

Psychiatric residents’ experience about Balint groups: A qualitative study using phenomenological approach in Iran

Abstract

COVID-19 impact and virtual medical education

Abstract

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

Abstract

Preparing practical in-person evidence-based journal club in COVID-19 crisis

Abstract