ABSTRACT
Objective: To investigate the relationship between the performances of students in non-cognitive skills in Multiple Mini Interview [MMI] and Integrated Practical Examination [IPE] of the first year of medical school. Study Design: Cross-sectional observation study with statistical support. Place and Duration of Study: Shifa College of Medicine/Shifa Tameer-e-Millat University, Islamabad between December 2015 and March 2016
Methodology: Student performance in communication skills, domain of the 8-station Multiple Mini Interview, was compared with their scores in communication skills in the first Integrated Practical Examination taken at the end of first block. Descriptive statistics were calculated for student demographics, scores in communication skills in MMI as well as IPE. Pearson's Correlation was calculated to investigate the relationship between the two scores. A p-value of <0.05 was taken as significant
Results: The mean score in MMI was 130.38 +/-9.90 as compared to a score of 79.96 +/-19.74 in the IPE. This relationship has a statistically significant [p<0.001] positive correlation, with a Pearson's correlation of 0.52
Conclusion: Student performance shows a positive correlation in non-cognitive skills between Multiple Mini Interview and Integrated Practical Examination
ABSTRACT
Effect of solvent polarity and extraction time on antioxidant properties of Brassica oleracea seeds was optimized by response surface methodology using central composite design. A significant linear negative effect of solvent polarity on total extractable components [TEC], total phenolic acids [TPA], linoleic acid reduction capacity [LARC] and hydroxyl radical scavenging capacity [HRSC] and significant positive effect on iron chelating activity [ICA], reducing power [RP] and [DPPH RSC]. Linear effect of solvent polarity on total antioxidant activity [TAOA] was also found to be positive but not significant. Significant linear negative effect of extraction time was observed on ICA and HRSC. Only RP was found to be significantly increased with increase in extraction time. Quadratic effect of solvent polarity was found to be negative on TAOA, DPPH RSC and HRSC. However, quadratic effects of both variables were found to be positive on TEC, TPA, ICA and LARC. The polarity dependent increase in TAOA indicates the extraction of phytochemicals with comparatively stronger antioxidant properties in polar solvents. The decrease in antioxidant properties in response to increase in extraction time may be attributed to the time dependent loss of antioxidant activity of extracted compounds
ABSTRACT
Background: a move towards integrated curriculum questions the desirability and application of image sensitive disciplines like histology. It calls for redefining the role of drawing in learning
Objective: to determine the effect of drawing microscopic images on retention of knowledge of histology
Study design, settings and duration: the quasi experimental study was conducted at the histology laboratory of Anatomy department, Shifa College of Medicine [SCM], Shifa Tameer-e-Millat University, lasting from January 2017 to September 2017
Subjects and Methods: the second year MBBS students were selected by purposive sampling technique. The study was conducted during an eight week duration module of endocrine and reproductive system. The class of 100 students was divided into group A and group B, comprising of 50 students each. During the first four weeks, students in group A were required to draw the histological image. The students in group B did not draw the microscopic image. During the next four weeks, the two groups were flipped over by a cross-over design. The group A became the no drawing group and group B became the drawing group. The MCQ test was taken at the end of four and eight weeks respectively
Results: the students scored better when they drew the images compared to when they did not draw. The results are statistically significant [p <0.05]
Conclusion: drawing is an effective teaching strategy for knowledge retention
ABSTRACT
To follow students' daily learning activities, ensure active participation in learning process and provide immediate feedback to students, facilitators and course directors on daily performance. This study was conducted at Shifa College of Medicine in an ongoing module of first year medical students for a period of two weeks. Learner's log was developed and piloted in three study groups [n = 35] of first year medical students and facilitators [n = 9] of multidisciplinary modular team of Shifa College of Medicine [SCM], Pakistan. The learner's log focused on developing the learner as a Scholar, Communicator, Collaborator, Manager, Health Advocate and Professional [Adapted from Can MEDS Physic-ians Competency Framework]. Students' and faciIitators' questionnaires, comprising of a series of statements and an option for open comments/suggestions, were designed and distributed at the end of study. Analysis showed an appreciating attitude of students and mixed response of facilitators towards learner's log. Sixty percent students and eighty five percent facilitators agreed that this type of learning strategy could be a good tool for self assessment and to keep track of their progress. Fifty seven percent facilitators and fifty three percent students considered it helpful to maintain fair attendance record. A total of 70% students found it helpful in maintaining the log of daily activities whereas 57% facilitators considered it cumbersome and disagreed with its effectiveness as a timely feedback instrument for students. The results support that effective utilization of learner's log could reflect students' performance on daily basis and provide a motivational drive to do better by reviewing their progress and giving them appropriate feedback on their performance. The apprehensions of the facilitators and students about learner's log could be minimized by training of facilitators and sensitization of students to learner's log in pre-clerkship years