Students’ attitude towards different modalities of teaching in the medical curriculum of the faculty of physiology, SKIMS Medical College, Bemina

Background: The way that students learn and the caliber of their learning results are both influenced by their judgments about their learning modes. The clinical portion of undergraduate medical courses is conducted in a setting intended more for clinical service than for instruction. When these two activities fight for resources, tension results. A projected rise in the number of medical students prompted us to evaluate the learning environment in order to make future plans. Objective was to evaluate students’ attitude towards different modalities of teaching in the medical curriculum of the faculty of physiology, SKIMS medical college, Bemina. Methods: 200 SKIMS medical college students between the ages of 19 and 25 participated in a questionnaire-based study starting in October 2022. The phrasing of the question is repeated below. Each teaching method- lectures, handouts, textbooks, media sites (video-recorded lectures), simulation, PBL (problem-based learning), TBL (team-based learning), and ICM (introduction to clinical medicine, physical examination) practicals- was the subject of five questions. Answers were on a 5-step Likert scale. Results: It was a descriptive type of research in nature. The data has been collected with the help of a structured questionnaire based on the Likert scale. Conclusions: The study’s overall conclusions demonstrated that there had been significant changes in attitudes regarding professional development, team experiences, and peer evaluation.

Sources of stress among first-year medical students

Background: The extremely demanding environment of medical education puts medical students under tremendous pressure. During the initial years of training, causes of stress are mainly related to academic and emotional factors, while in later years patient care and physical factors are more remarkable. Objectives: The current study was conducted with an aim to find out the major sources of stress among 1st year medical students. Materials and Methods: This questionnaire-based cross-sectional study was conducted among 1st year students of Sher-i-Kashmir Institute of Medical Sciences Medical College, Srinagar for a period of 3 months. Medical student stressor questionnaire which has good psychometric properties was used to evaluate the major stressors. The questionnaire has 40 items representing the six stressor domains, each based on a common underlying theme. Results: Academic related stressors were identified as a source of stress by nearly two-thirds of the students (63.95%) followed by teaching and learning related stressors (43.02%) and inter/intra-personal related stressors (32.55%). Conclusion: Our study found a high prevalence of stress among 1st year medical students and academic related stressors were identified as the major contributors of overall stress.