ABSTRACT
Objective: To develop a tool to evaluate faculty perceptions of assessment quality in an undergraduate medical program
Methods: The Assessment Implementation Measure [AIM] tool was developed by a mixed method approach. A preliminary questionnaire developed through literature review was submitted to a panel of 10 medical education experts for a three-round 'Modified Delphi technique'. Panel agreement of > 75% was considered the criterion for inclusion of items in the questionnaire. Cognitive pre-testing of five faculty members was conducted. Pilot study was done with 30 randomly selected faculty members. Content validity index [CVI] was calculated for individual items [I-CVI] and composite scale [S-CVI]. Cronbach's alpha was calculated to determine the internal consistency reliability of the tool
Results: The final AIM tool had 30 items after the Delphi process. S-CVI was 0.98 with the S-CVI/Avg method and 0.86 by S-CVI/UA method, suggesting good content validity. Cut-off value of < 0.9 I-CVI was taken as criterion for item deletion. Cognitive pre-testing revealed good item interpretation. Cronbach's alpha calculated for the AIM was 0.9, whereas Cronbach's alpha for the four domains ranged from 0.67 to 0.80
Conclusions: 'AIM' is a relevant and useful instrument with good content validity and reliability of results, and may be used to evaluate the teachers' perceptions about assessment quality
Subject(s)
Humans , Educational Measurement/methods , Education, Medical, Undergraduate , Validation Studies as TopicABSTRACT
Background and Objective: Specialists in dermatology come across ethical issues in their practice. The topic is subjective so dialogue and reflection is required. The main objective of this study was to explore how dermatologists deal with ethical dilemmas in their clinical practice
Methods: This was a qualitative narrative analysis. It was conducted by involving dermatologists working in tertiary care hospitals across Pakistan from January to June 2017. Open ended semi structured in-depth interviews of twelve dermatologists were recorded and transcribed manually through transcribers verbatim. Thematic interactional analysis was done by NVivo 11
Results: Ethical dilemmas were narrated. Thematic analysis showed that compromises in standard medical and ethical practices were made on academics and training. Ethics were left to individual choice. Consultation of patients suffered due to quality of patient physician relationships and breeched patient's confidentiality. In cosmetic dermatology unrestrained role of media, injudicious procedures and improper counseling created difficulties. Pharmaceuticals relation revolved around conflict of interest. In sexually transmitted diseases disclosure were difficult due to sociocultural limitations. In teledermatology practices patient's confidentiality and consent were compromised while consultation remained challenging for dermatologists being visual only
Conclusion: Dilemmas appearing in everyday life needs peer discussion, reflections and protocols that should be role modeled
ABSTRACT
Objective: To explore the professional challenges faced by female doctors during their fellowship training in semi government hospitals of Pakistan. Study Design: It was a qualitative study using a collective case study approach. Place and Duration of Study: This study was carried out in two semi-government hospitals of Rawalpindi i.e. Fauji Foundation and Pakistan Railways hospital, from Jan to Jul 2016
Material and Methods: Ten female doctors working as a trainee [irrespective of year of training] were interviewed by using semi-structured questionnaire. They were inquired about the challenges and issues faced by them in their training. Thematic analysis of the available data was carried out. Themes identified in the data were compared with themes already explored in literature
Results: Ten in-depth interviews revealed themes related to challenges faced by female trainees. All of them strongly believed that training was very tough and hectic and they came across many, departmental, institutional and personal problems during their training. All of them expressed their intense motivation for the training, but still felt it to be demanding. They believed they had paid a heavy price for this training by sacrificing prime time of their youth and family
Conclusion: It was identified by the participants that female encounter countless barriers when they start their fellowship trainings. They come across institutional as well as personal barriers which affect their career, thus hindering their progress
ABSTRACT
Objective: To evaluate the post graduate residents' perceptions about the clinical educational environment during their post graduate training by using postgraduate hospital education environment measure [PHEEM] inventory
Study Design: Cross-sectional descriptive study
Place and Duration of Study: The study was conducted at Army Medical College, from Feb 2016 to Jun 2016
Material and Methods: The English version of PHEEM inventory [40 items on a 0-4 Likert scale] was distributed to 105 post graduate residents of multiple specialities by convenience non- probability sampling technique. This valid and reliable inventory is divided into three subscales of the hospital clinical educational learning environment; perceptions of teaching, perceptions of role autonomy and perceptions of social support. The perceptions of teaching, role autonomy and social support subscales contain 15, 14 and 11 items with a maximum score of 60, 56 and 44 respectively. The total summations of all these scores of three domains have a combined maximum and minimum of 160 and zero respectively
Results: The overall PHEEM score was 103.29 +/- 12.75 out of a 160 maximum score. The subscale perceptions of role autonomy, teaching and social support score were 36.11 +/- 4.15 / 56, 39.02 +/- 5.76 / 60 and 28.16 +/- 4.71 / 44 respectively
Conclusion: The residents as a whole group perceived the clinical training environment of Military Hospital Rawalpindi and Combined Military Hospital Rawalpindi more conducive however there are still few areas having room for improvement
ABSTRACT
Measuring and comparing educational environment of two education systems [integrated and traditional medical curriculum], running simultaneously at Islamic International Medical College with [DREEM] Inventory It was a quantitative descriptive study, a survey was conducted using DREEM inventory. The study was carried out at Islamic International Medical College from September 2011 to January 2012. Total 137 out of 180 students filled the Dundee Ready Education Environment Measure [DREEM] Inventory [Roff et al., 1997] respectively. In traditional system, i.e. final year MBBS, the number of students who filled the inventory was n=63; out of which 46 were females and 17 were males. In integrated system MBBS i.e. 4th year, the number of students who filled the inventory were n=74 out of which 49 were females and 25 were males. Response rate was 76%. Mean age of the final year and 4th year students was 23 and 22 years respectively. On analysis of DREEM Inventory the overall score of integrated system was 130 and traditional system scored 114, fall in more positive than negative environment, but integrated system score was more towards excellent i.e.150-200, subscale of inventory revealed the following mean score results: Perception of learning, 4th year scored 37-a more positive perception while traditional class had 25, just on border of teaching is viewed negatively. Others subscales does not deviate more. Positive perceptions of integrated system's students identified the strengths of the curriculum i.e. curriculum enhance their problem solving skills, competencies, student centeredness, teaching and learning strategies strengthened retention of their knowledge in long term memory on the other hand traditional system students scored negative to these areas. Dreem inventory is a useful tool in measuring the learning environment and helps in finding the problems in it
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The objective of this study was to determine the relationship of physical activity level, sleep habits and academic performance of Physical Therapy students. Descriptive Cross Sectional Survey. The study was conducted from 1st January 2013 to 1st March 2013 in physical therapy institute of Rawalpindi/ Islamabad. A sample of 190 from first year and final year were taken by using systemic probability sampling. A self-administrated questionnaire, Epworth Sleepiness Scale [ESS] and Rapid Assessment of Physical Activity [RAPA] was used to collect data. The Epworth Sleepiness Scale score 25% and 42% students were categorized in the level 6-8 and 9-11 respectively. The average score of students 33% and 21% were 71-75% and 66-70% marks respectively. 41% students having marks 71-75% lie in 9-11 Sleep score. The total 33 out of 83 [39%] students do light physical activities and get 71-75% marks in exam. Only 2 out of 9 [22%] students who do not do any activity were in 71-75% marks category. It is concluded that students having good grades have less chances of dozing in day. The complete sleep has good effects on concentration of students towards study. It is also concluded that the students who indulge themselves in light activities get good grade in examination
ABSTRACT
The objective of the study was to establish the perceived strength of educational environment of Riphah College of Rehabilitation Sciences Islamabad Campus. A Descriptive Study. Riphah College of Rehabilitation Sciences, during May and June 2013. The descriptive study was conducted in the Riphah College of Rehabilitation Sciences, during the month of May, June 2013.The 50 items inventory was selected for analyzing and assessing the educational climate and a sample of 142 students from first and final year of Doctor of Physical Therapy were recruited. A total of 142 questionnaires were completed, 85 from first year, 57 from final semester. The mean score of inventory was 130/200 and overall mean was 2.60. The mean score for [perception of learning] was 2.70; [Perception of course organizers] was 2.58, [Self perception about Academic] was 2.76, [Perception of atmosphere] was 2.58 and [Social self perception] was 2.36. It is concluded that overall environment of Riphah College of Rehabilitation Sciences is more positive. There is span for improvement and augmentation of existing educational environment to provide a sound platform for proper learning
ABSTRACT
To Identify andcompare the learning styles of first year MBBS and BDS students at RID in order to develop teaching and learning activities matching to their learning styles [LS] and to observe the effects of age and gender on learning style. Across sectional survey. At Islamic International Medical College Riphah International University, Rawalpindi- Pakistan from January'1 to January 31, 2007. The information was collected through a Kolb's [1985] Learning Style Inventory [LSI]. It was filled by all first year MBBS and BDS students in January 2007 and was classified into one of the four main learning styles. The data was collected, scored, analyzed and interpreted by the faculty.Total number of first year medical students was N=99 [n=60 F, n=39 M] and dental students was N=49 [n=42 F, n=7M]. Among the frequencies of four Learning Styles, 33.33% and 46.93% students in medical and dental programs respectively were 'accommodators'. 22.25% and 30.61% students in medicine and dental programs respectively were 'convergers' and few had diverging and assimilating styles. The relationship of gender and Learning Style in both programs was same; 30% female and 38.46% male medical students and 42.85% female and 35.71% male dental students were 'accommodators'. This study showed that among the two programs the majority of the students were classified as 'Accommodators1 and 'Convergers', in which 'Accommodators'were in majority. However, there are students with other learning Styles as well for example, assimilators and divergers. Hence for the students at RIU, to make most of their learning opportunities in their basic and continuing education, they and faculty should be aware of their learning styles. The educators at RIU should Teach' each of the learning styles in order to 'reach' all the students