Understanding preclerkship medical students' poor performance in prescription writing

Objectives: This study aimed to explore reasons for poor performance in prescription writing stations of the objective structured practical examination [OSPE] and absenteeism in prescription writing sessions among preclerkship medical students at the Arabian Gulf University [AGU] in Manama, Bahrain

Methods: This descriptive study was carried out between September 2014 and June 2015 among 157 preclerkship medical students at AGU. Data were collected using focus group discussions and a questionnaire with closed- and open-ended items

Results: All 157 students participated in the study [response rate: 100.0%]. The most frequently cited reasons for poor performance in OSPE stations were an inability to select the correct drugs [79.6%], treatment duration [69.4%], drug quantity [69.4%] and drug formulation [68.2%]. Additionally, students reported inadequate time for completing the stations [68.8%]. During focus group discussions, students reported other reasons for poor performance, including examination stress and the difficulty of the stations. Absenteeism was attributed to the length of each session [55.4%], lack of interest [50.3%], reliance on peers for information [48.4%] and optional attendance policies [47.1%]. Repetitive material, large group sessions, unmet student expectations and the proximity of the sessions to summative examinations were also indicated to contribute to absenteeism according to open-ended responses or focus group discussions

Conclusion: This study suggests that AGU medical students perform poorly in prescription writing OSPE stations because of inadequate clinical pharmacology knowledge. Participation in prescription writing sessions needs to be enhanced by addressing the concerns identified in this study. Strategies to improve attendance and performance should take into account the learner-teacher relationship

Medical students' perceptions of peer assessment in a problem-based learning curriculum

Peer assessment [PA] is believed to support learning and help students develop both professionally and personally. The aim of this study was to examine medical students' perceptions of intragroup PA in a problem-based learning [PBL] setting. This study was carried out between September and November 2014 and involved six random groups of fourth-year undergraduate medical students [n = 60] enrolled at the Arabian Gulf University in Manama, Bahrain. While working on set tasks within a curriculum unit, each student evaluated a randomly selected peer using an English language adapted assessment tool to measure responsibility and respect, information processing, critical analysis, interaction and collaborative skills. At the end of the unit, students' perceptions of PA were identified using a specifically-designed voluntary and anonymous self-administered questionnaire in English. A total of 55 students participated in the study [response rate: 92%]. The majority of students reported that their learning [60%], attendance [67%], respect towards group members [70%] and participation in group discussions [71%] improved as a result of PA. Regarding problem analysis skills, most participants believed that PA improved their ability to analyse problems [65%], identify learning needs [64%], fulffil tasks related to the analysis of learning needs [72%] and share knowledge within their group [74%]. Lastly, a large proportion of students reported that this form of assessment helped them develop their communication [71%] and self-assessment skills [73%], as well as collaborative abilities [75%]. PA was well accepted by the students in this cohort and led to self-reported improvements in learning, skills, attitudes, engagement and other indicators of personal and professional development. PA was also perceived to have a positive impact on intragroup attitudes

Evaluation of the knowledge, attitude and practice of self-medication among first-year medical students

This study was undertaken to determine the knowledge, attitude and practice of self-medication among first-year medical students of the Arabian Gulf University, Bahrain. This was an anonymous, questionnaire-based, descriptive study. A prevalidated questionnaire, containing open-ended and close-ended questions, was administered to the subjects. Data were analyzed using SPSS version 12 and the results expressed as counts and percentages. Out of the 134 respondents, 43 [32.1%] were males and 91 [67.9%] were females; their mean age in years +/- SD was 18.01 +/- 0.78. The respondents' knowledge about appropriate self-medication was poor, but knowledge of the benefits and risks of self-medication was adequate. The respondents found self-medication to be time-saving, economical, convenient and providing quick relief in common illnesses. Important disadvantages of self-medication mentioned were the risk of making a wrong diagnosis, inappropriate drug use and adverse effects. The majority [76.9%] of the respondents had a positive attitude favoring self-medication. Self-medication was practiced by 44.8% of the subjects. The most common indications for self-medication were to relieve the symptoms of headache [70.9%], cough, cold and sore throat [53.7%], stomachache [32.8%] and fever [29.9%]. Analgesics [81.3%] were the most common drugs used for self-medication. The practice of self-medication was appropriate in only 14.2% of cases. Knowledge about appropriate self-medication was poor, attitude towards self-medication was positive, and the practice of self-medication was common and often inappropriate