ABSTRACT
PURPOSE: College of Medicine, Gulf Medical University, United Arab Emirates, underwent a major curriculum change from a discipline-based to an organ system-based integrated curriculum. However, it was not known how the faculty perceived the changes in the educational environment as experienced by the students. In this context, we aimed to compare the faculty perceptions of the student experiences in the discipline-based curriculum with those in the organ system-based integrated curriculum. METHODS: The Dundee Ready Education Environment Measure (DREEM) questionnaire was modified to assess faculty perceptions of the student experiences, pilot-tested, and administered to all faculty members (n=28) involved in the discipline-based curriculum (FDC) in January 2009. In the subsequent year, data were collected from the same faculty involved in the new integrated curriculum (FIC). Collected data were transferred to Predictive Analytics Software version 18. Total, domain, and individual statement scores were assessed with the Wilcoxon signed rank test. Percentage agreement, disagreement, and uncertainty were assessed by the McNemar's test for proportion. RESULTS: The mean total DREEM score was significantly higher (P<0.001) for FIC (139/200) as compared to FDC (119/200). The FIC perceived significantly more positive student experiences with the educational environment as indicated by the domain scores and statement scores. The differences in proportions of agreement between FIC and FDC also reinforced that the FIC perceived more positive student experiences with the educational environment. CONCLUSION: The study showed that the faculty perceived the organ system-based integrated curriculum as providing a better educational environment for the students than the discipline based curriculum.
Subject(s)
Humans , Curriculum , Education , Education, Medical, Undergraduate , Faculty, Medical , Uncertainty , United Arab Emirates , Surveys and QuestionnairesABSTRACT
Oxidative stress is increased in diabetes mellitus and is thought to be involved in the pathogenesis of the chronic complications of diabetes. Oxidized low density lipoprotein [LDL] causes endothelial activation, injury and dysfunction. Serum oxidized LDL receptors [sLOX-1] levels have been reported to be associated with atherosclerosis and diabetic vasculopathy. To compare soluble Lectin-like Oxidized Low Density Lipoprotein receptor-1 [sLOX-1] levels in serum of type 2 Diabetes mellitus patients with normal volunteers; and to study its association with other biochemical parameters. Study participants included in this pilot study were males and females aged 25-50 years. Fasting blood specimens were collected from 21 normal volunteers and 51 type 2 diabetic patients visiting the outpatient department of the Gulf Medical College Hospital, Ajman, UAE. All diabetics included were on Metformin. None of them had renal, cardiovascular or liver disease. Routine biochemical investigations [Lipid profile, Fasting Plasma Glucose, HbA1C] were performed on Roche Cobas 6000 analyzer. Serum Total Antioxidant status was estimated using a kit from Sigma Aldrich, USA. sLOX-1 level in serum was estimated using Human LOX-1 ELISA Kit from Cell Biolabs, USA. Statistical analysis was done on IBM SPSS software version21. Serum sLOX-1 levels did not follow a [normal] statistical distribution in the population. No difference in the serum sLOX-1 levels was seen between the normal and diabetic participants. sLOX-1 levels did not correlate with age, BMI, fasting glucose, total-, LDL- or HDL-Cholesterol, triglyceride levels or total antioxidant status. However, within the diabetic population, sLOX-1 levels correlated weakly but significantly with the duration of diabetes. Since sLOX-1 levels in serum showed high variability in the population and did not follow a normal distribution, further studies with larger sample sizes are needed. Correlation of sLOX-1 levels with duration of diabetes is interesting and needs to be investigated further
Subject(s)
Humans , Male , Female , Diabetes Mellitus, Type 2 , Volunteers , Oxidative StressABSTRACT
Gulf Medical University, Ajman has changed from a discipline-based curriculum to an organsystem based integrated curriculum. To compare perceptions of medical interns from the discipline based and the integrated curriculum regarding nutrition and nutrition education in the undergraduate medical curriculum. Questionnaire based study with medical interns from the discipline based curriculum [Batch 2007] and the organ-system based integrated curriculum [Batch 2008]. Respondents rated on a Likert-like [1-5] scale items spanning domains including attitudes to nutrition, perceptions regarding nutrition-related knowledge, competence in nutrition-related skills and nutrition education in the curriculum. 22 interns from the discipline-based and 33 from the integrated curriculum completed the survey. 61% were males. Both groups had positive attitudes to nutrition counseling [median score=4]. Total scores in the knowledge domain were significantly higher in the integrated curriculum group. Perceptions regarding knowledge and skills in most nutrition related topics was good in both groups [Median score=4]. Both groups of interns were uncertain [Median score=3] regarding the quantity and quality of nutrition education. Most interns felt a need for more nutrition education in the curriculum [Median score=4] however fewer interns from the integrated curriculum compared to the discipline-based curriculum felt the need for more nutrition education in [basic nutrition concepts] [48% vs. 69%], [nutrition in primary care settings] [44% vs. 75%], [nutritional assessment] [52 vs. 81%] and [evidence based nutrition][30 vs. 75%]. Similar numbers [55.6 and 56.3%] perceived the need for more 'clinical nutrition [nutrition in disease states]] in both groups. Changing the curriculum did not bring about significant changes in attitudes regarding nutrition or perceptions regarding nutrition-related competences. However a significant increase was seen in perceptions regarding nutrition knowledge. Interns from both groups perceived a need for more nutrition education especially Clinical nutrition [nutrition in disease states]
Subject(s)
Humans , Male , Female , Internship and Residency , Education, Medical, Undergraduate , Education, Medical , Curriculum , Perception , Surveys and QuestionnairesABSTRACT
The educational environment experienced by teachers involves all conditions affecting teaching and learning activities. Faculty perceptions of their educational environment are important not only for themselves but also for students. As no instrument exists to assess viewpoints of faculty, we aimed to develop and validate the Assessment of Medical Education Environment by Teachers [AMEET] questionnaire. A modified Delphi technique was used to generate items for the inventory. A small group of experts [a medical education expert and four teaching faculty] assisted in defining a preliminary list of items through literature review and group discussions. Sixteen international consenting panel members graded [0 - not necessary, 1- desirable, 2- important, 3- absolutely essential] and modified the initial statements or suggested new statements [Round 1], In Round 2, the panel graded the new statements and reconsidered their previous responses. Subsequently, statements with median scores < /= 1 were excluded. Responses for new statements were reconsidered and final inclusion of each statement was indicated through agreement in Round 3. A pilot test enabled evaluation of validity and reliability of the instrument. Fifty statements were generated initially for the preliminary inventory. The panel members modified and graded the fifty statements and suggested five new statements via Round 1. The new statements were graded; responses to previous fifty statements were reconsidered and three statements with median scores < 1 were removed following Round 2. Agreement was finally sought for inclusion of 52 statements and two statements were subsequently deleted as panel agreement was < 75% for each of them. The 50-item questionnaire was refined to its final version with six domains and piloted with 62 faculties. A Cronbach's Alpha of 0.94 was obtained. The AMEET questionnaire is a valid, highly reliable and practically useful instrument to assess faculty members' perceptions of educational environment
ABSTRACT
College of Medicine, Gulf Medical University [C0M] underwent a curricular change from a discipline-based to an organ system-based integrated curriculum. As information about the viewpoints of faculty regarding this change was not available, we aimed to ascertain the faculty members' perceptions of the educational environment at CoM and investigate any differences in perceptions based on socio-demographic characteristics. Following a pilot test, the self-administered Assessment of Medical Education Environment by Teachers [AMEET] questionnaire was answered by teaching faculty of MBBS 2012-2013. The total, domain and individual statement scores were expressed as Median [range]. Scores were compared among groups using Wilcoxon Rank sum test. The median total score of the sample was 136 [range: 108] out of a possible maximum of 200. The highest median domain scores were for Teachers' Perceptions of Teaching and Teachers' Professional Self-Perceptions, whereas the lowest domain scores were for Teachers' Perceptions of Students. The individual item analyses identified the teaching- learning activities, learning atmosphere, collaborative atmosphere and professional self-perceptions as strengths of our college while the preparedness of students, levels of student stress, learning atmosphere in the hospital and support system for stressed faculty were areas necessitating improvement. The median total, domain and individual item scores of the non-clinical faculty were found to be significantly higher than those of the clinical faculty. The female faculty also gave significantly higher scores to the domain Teachers' Perceptions of Teaching [p < 0.05]. There were no significant differences in the median total and domain scores based on teaching experience and faculty positions. The educational environment in the organ system-based integrated curriculum was generally perceived positively by the faculty although a few areas of concern were highlighted. The results of our study give important feedback to curriculum planners and administrative leaders for necessary remedial actions
ABSTRACT
To [i] modify SLS to a new, more interactive and student-centered format that would align better with the learning outcomes and [ii] assess student perceptions regarding SLS sessions. SLS were redesigned into a presentation followed by quiz format, to make them more interactive and student-centered. The students were seated in teams during the whole session. They were assessed on their own seminar presentation as well as team performances in the quizzes after the seminars. The new format was implemented midway in Year 1 of the MBBS program. Student perceptions regarding SLS sessions in the new and the old formats were surveyed using an anonymous questionnaire and scored using a Likert-like scale. Statistical significance [p
ABSTRACT
To assess perceptions of GMU medical graduates nutrition education in the undergraduate medical curriculum. 75 GMU medical graduates [years of graduation 2005-2009] were invited to participate in an anonymous online survey in May 2012. The questionnaire was designed with the help of medical education experts, faculty involved in nutrition education and IT experts, validated and pilot-tested. Data was collected in MS Excel and results expressed as percentages. 42 medical graduates responded to the survey. 62% were females, 11 are working in the UAE while others are based in other countries including India, USA, UK and other GCC countries. 31% were working as general physicians while the rest were specialists/ specializing in various medical disciplines. The respondents mentioned receiving nutrition-related instruction in the pre-clinical years [80%] and clinical years [50%]. Courses in which Nutrition-related topics were learnt were identified as Community Medicine [59%], Biochemistry [47%], Physiology [23.5%], Pediatrics [35%] and Internal Medicine [29%]. The main teaching- learning methods adopted were lectures and case-based discussions. Nutrition education for the doctors was perceived as "very important" by 73.8% and "fairly important" by 23.8% of the respondents. 39% mentioned using nutrition-related knowledge daily. However 73.5% felt they had not received adequate nutrition instruction in relation to their past or present professional work. Areas requiring more instruction were identified as Clinical Nutrition [73%], Nutrition in primary case settings [57%] and Evidence-based nutrition [50%]. GMU medical graduates perceive Nutrition education to be very important for doctors and feel that more nutrition education is needed in the undergraduate medical curriculum, especially in the areas of clinical nutrition, nutrition in primary care settings and evidence-based nutrition