Training Workshop on developing Objective Structure Clinical Examination (OSCE) conducted at nursing campus in Nepal: Feedback of the nursing faculty participants

Background and Objectives: The aim of this study was to get feedback from the nursing faculty participants about effectiveness of training workshop on developing Objective Structure Clinical Examination and their learning experiences.Material and Methods: Seventeen faculty members participated in two and half days “Training Workshop on conducting OSCE”. There were two sessions of workshop- onsite (2 days) and online (half day). Methods used in sub-sessions of onsite session were tutorial on content, brainstorming, activity based small group work and discussion, and presentation of group work in plenary while assignment on developing OSCE for online session. The feedback of the participants was taken on semi-structured questionnaire containing seven questions; four closed and three open ended. Descriptive analysis was done in IBMS SPSS version 21.Results: Rating of the participants on training workshop was notable on rating scale 1-10 (1 poor to 10 excellent) for usefulness of training 9.65±0.70, content 9.00±1.00, relevance of training and content 9.29±0.85, facilitation 9.59±1.00 and overall rating 9.41±0.79. The level of confidence of participants after training workshop was enhanced 4.06±0.24 rated at Likert scale 1-5 for developing blueprint for assessment in related subject, test blueprint and test map and OSCE station. Useful Group work, step wise approach, interactive session, active participation and conducive environment were among the positive features of workshop.Conclusion: The feedback of the participants were constructive and remarkable. The training enhanced their level of confidence. The training was effective.

Assessment of structured physical examination skills training using a retro-pre-questionnaire / 보건의료교육평가

PURPOSE: The effectiveness of physical examination skills (PES) training is very rarely assessed using the "post-then-pre" approach. In this study, a retro-pre-questionnaire was used to study the effect of structured physical examination skills training (SPEST) imparted to second-year undergraduate medical students. METHODS: KIST Medical College (KISTMC) affiliated to Tribhuvan University Nepal admitted its first batch of MBBS students in November 2008. The university curriculum recommends the involvement of Medicine and Surgery Departments in PES training, but the methods for teaching and assessment are not well defined. KISTMC has made training more structured and involved the Medicine, Surgery, Gynaecology and Obstetrics, Orthopaedics, ENT, Ophthalmology, Paediatrics, and Family Medicine Departments. SPEST includes the teaching/learning of basic PES for 210 minutes once a week for 28 weeks. Self-assessment is done by using a retro-pre-questionnaire at the end of the last session of training, and these data are analysed using SPSS. RESULTS: Out of 100 students, 98 participated in the objective structured clinical examination (OSCE); 82 completed the retro-pre-questionnaire. Forty-six skills representing various systems were selected for inclusion in the retro-pre-questionnaire from among the many skills taught in different departments. The average perceived skills score (maximum score, 46x4=184) before training was 15.9 and increased to 116.5 after training. The increase was statistically significant upon the application of a paired t-test. CONCLUSION: The students perceived that their level of skills improved after the training. The retro-pre- instrument seems to be useful for assessing the learners' self-reported changes in PES after training if a large number of skills need to be assessed. However, it should be noted that although a retro-pre-questionnaire may reveal valuable information, it is not a substitute for an objective measure or gold standard.

Medical education and medical educators in south Asia- a set of challenges

South Asia has vast unmet health needs especially in rural areas. Community-based medical education can partly address these needs and can serve to introduce students to a number of community health problems. Climate change has the potential to produce major challenges for health and food security in South Asia. Medical students should be taught about climate change and methods to tackle its impact on health. The pharmaceutical industry in South Asia aggressively promotes their products. Disease mongering is becoming more common in South Asia. Educational initiatives to sensitize students regarding promotion are common in developed countries. In Nepal, an educational initiative critically looks at the industry's promotional tactics. Similar initiatives are required in other medical schools. The nature of the doctor-patient relationship is changing. An increasing demand for patient autonomy and for their involvement in therapeutic decisions is seen. Access to the internet and internet sources of health information is increasing. Medical schools should address these issues as well. Medical Humanities modules and courses in communication skills are required. Research can play an important role in alleviating the health problems of South Asia. Students should be taught the basics of scientific research and student research should be strongly encouraged. This is a review article