ABSTRACT
Background:Clinical and evidence-based information is very important in the field of clinical sciences including speech and hearing sciences. More and More professionals are resorting to published articles for knowledge on assessment and intervention that are evidence based. Therefore, there is a need of standard evaluation methods for each type of research that is published. The aim of the study is to investigate the quality of the cohort research articles by using the assessment tool Q-coh and thereby checking the reliability of the assessment tool. Methods:The tool Q-coh developed by Jarde etal with the aim to screen the methodological quality of the primary studies with a cohort design was taken for quality assessment of cohort research articles. Q-Coh consists of 26 items and 7 inferences. Assessment was carried out by few reviewers who were blinded to the classification of quality and based on the evaluation received from the reviewers the quality of the articles were determined. Agreement analysis was done to check the proportion of agreement between the raters and reliability of the tool respectively. Results:The research findings indicate that there is a fair to substantial agreement between the raters. Further, the quality of the articles was determined and classified into the class of acceptable and good quality. Conclusions: The present study was conducted to check if the checklist Q-cohis applicable to assess the methodological quality of cohort research studies. The outcomes of the study indicate that the tool is reliable.
ABSTRACT
El Dr. Enrique Alberto Suárez Hernández matriculó en la Universidad de La Habana la carrera de Medicina en 1938 y se graduó en 1945. Ejerció como médico Municipal en Oriente, como médico forense en Banes, médico en Guanabacoa y profesor de Anatomía en la Escuela de Medicina de la Universidad de La Habana. En los años de la clandestinidad, colaboró con combatientes y campesinos que iban a verlo por problemas de salud. Al triunfo revolucionario se incorporó a las Milicias Nacionales Revolucionarias, fue fundador de los Comités de Defensa de la Revolución y miembro de la Central de trabajadores de Cuba. Participó en movilizaciones y trabajos voluntarios. Fundador del Instituto de Ciencias Básicas y Preclínicas "Victoria de Girón", Profesor Titular de Anatomía.
Dr. Enrique Alberto Suárez Hernández enrolled in the medical studies at the University of Havana in 1938 and graduated in 1945. He worked as Municipal Doctor in the East of Cuba, forensic doctor in the region of Banes, doctor in Guanabacoa, and Professor of Anatomy in the Medical School of the University of Havana. During the years of the clandestineness, he collaborated with combatants and farmers that went to see him with health problems. After the triumph of the Cuban Revolution, he became member of the National Revolutionary Militia. Dr. Enrique was one of the founders of the "Comités de Defensa de la Revolución" (CDR) and a member of the "Central de Trabajadores de Cuba" (CTC). He participated in mobilizations and voluntary works. Dr. Enrique Suárez Hernández was one of founders of the Institute of Basic and Pre-Clinical Sciences "Victoria de Girón"; full professor of Anatomy.
ABSTRACT
Introduction: Anatomy is one of the basic science disciplines in the medical undergraduate curriculum and forms the foundation for the training of future doctors. It not only involves a vast curriculum but for some students it is a complex and dry subject. To make it interesting, a lot of educators are of the opinion that knowledge of Anatomy should be acquired in a situation resembling those in which it will be applied. MCI (Medical Council of India) in its ‘VISION 2015’, has introduced a restructured curriculum and training program for undergraduate teaching with emphasis on early clinical exposure, integration of basic and clinical sciences, clinical competence and skills and new teaching learning methodologies. This according to MCI, will lead to a new generation of medical graduates of global standards. In the present setup, in the undergraduate curriculum, students are exposed to clinical subjects only during the second year. However, it has been observed that students find it difficult to recollect essential basic concepts during clinical postings. To improve this scenario, it has become necessary to introduce the students to clinical problems within the first undergraduate year itself, as advocated by the MCI. As medical education continues to advance, it is the endeavour of educators as well as MCI, to attempt to prepare students for their professional lives. ECE will help students to develop a professional identity, increase motivation to learn, ensure well integrated knowledge of the basic sciences so as to retain knowledge better and even consider career options earlier. ECE also promotes selfdirected learning and analytical skills in students. Conclusion: ECE is a useful method for a basic science like anatomy if it is taken up with the traditional teaching method. Anatomy will be better understood, retained and later practically applied, if learned in a clinically significant set-up.