Student’s perception on teaching and learning methods in pharmacology and changes recommended

Background: Understanding the changing trends in medical education technology helps to improve the teaching learning methods for medical graduates which can further help to improve the quality of health-care system. Apart from the conventional methods, several new methods of teaching are being introduced according to the changing medical curriculum. Most of these techniques are well accepted by the medical students. Aim and Objectives: The aim of the study was to collect feedback from the students to understand their perception on teaching and learning methods in the subject of pharmacology. Materials and Methods: This observational, cross-sectional, and questionnaire-based study was conducted in the Department of Pharmacology at Government Medical College, Thrissur, during the period 2017–2018. Pre-validated questionnaire was distributed among 2nd-year MBBS students, attending pharmacology classes and responses were collected and analyzed using a 5-point Likert scale. Results: Major responses from students perspective regarding teaching and learning methods in Pharmacology subject were that learning pharmacology is very important before going to clinics (96.5%), brief description about the clinical scenario is essential before discussing about the drugs (95.5%), knowledge of pharmacy and drug dispensing methods are necessary for patient care (94.5%). Pharmacology should be taught along with clinical subjects (93%) and also problem-based learning and prescriptions are extremely useful in clinics (90.5%). Conclusion: Regular and systematic feedback from the learners side can significantly improve the quality of medical education and health-care system. Clinically oriented teaching methods can impart more interest in studying Pharmacology.

Percepción estudiantil sobre la calidad de las actividades docentes de educación en el trabajo / Student perception about the quality of teaching activities as part of on-the-job education

Introducción: La preparación metodológica de los profesores incluye el criterio de los estudiantes sobre las actividades docentes que imparten. No se trata solo de escuchar sus opiniones, sino de atender sus razones. Sin embargo, este elemento, frecuentemente, no se tiene en cuenta, o se realiza de forma improvisada e incorrecta. Objetivo: Identificar la percepción estudiantil sobre la calidad de las actividades de educación en el trabajo que se imparten durante el tercer año de la carrera. Métodos: Se realizó un estudio observacional, descriptivo y transversal en un universo constituido por 433 estudiantes de tercer año de medicina del Hospital Clínico Quirúrgico Docente León Cuervo Rubio. Mediante un cuestionario, se les solicitó su apreciación sobre las actividades de educación en el trabajo y su criterio acerca de cuáles eran las deficiencias en la impartición de cada una de ellas. Resultados: La sesión de piezas macroscópicas, también llamadas pieza fresca, y el pase de visita fueron evaluados con criterio positivo, con predominio de la calificación de excelente. La discusión de caso, la guardia médica, y la clínico imagenológica y patológica recibieron algunas calificaciones de regular y hasta de mal en la última de ellas. Conclusiones: Predominaron los criterios favorables de los estudiantes, con señalamientos negativos en la discusión de caso clínico y las sesiones clínico patológica e imagenológica (AU)

Introduction: The methodological training of professors includes the students' judgment about the performed teaching activities. It is not only a matter of listening to their opinions, but also of paying attention to their reasons. However, this element is not considered frequently, or it is done in an improvised and incorrect way. Objective: To identify the students' perception on the quality of on-the-job education activities performed during the third academic year of the major. Methods: An observational, descriptive and cross-sectional study was carried out with a universe of 433 third-year medical students from Hospital Clínico Quirúrgico Docente León Cuervo Rubio. By means of a questionnaire, they were asked for their appreciation on the activities of on-the-job education and their criteria regarding the deficiencies in the performance of each one of them. Results: The session of macroscopic parts, also called fresh parts, and the morning report session were assessed with positive criteria, with a predominance of the excellent rating. The case discussion, the medical duty, as well as the imaging and pathology clinical practice, received some fair ratings, or even poor in the latter. Conclusions: Favorable criteria from the students predominated, with negative remarks in the clinical case discussion, as well as in the clinical-pathological and imaging sessions (AU)

Flipped pedagogical approach in teaching skeletal muscle physiology for undergraduate medical students

Objectives: Medical teachers need to use different pedagogical approaches to enhance student learning. Students are exposed to the flipped classroom (FC) in addition to the other teaching approaches which may enhance the comprehension, interpretation, and analytic skills of the students. The objective of this study was to compare the test scores obtained after the FC teaching session with the test scores obtained after a traditional classroom teaching session on a topic in skeletal muscle physiology delivered to 1st-year undergraduate medical students. Materials and Methods: Twenty-one 1st-year undergraduate medical students, undergoing a musculoskeletal system module at a private medical college were involved in this study. Students in the flipped pedagogical method were required to read the notes and power-point slides provided in addition to watching the prerecorded lecture videos before class. During the class, there was a topic review session followed by a small case discussion in groups. In the traditional classroom, students were advised to attend the lectures but there were no recorded videos to watch before the session. The effectiveness of the two types of pedagogical approaches was tested through pre-test and post-test using multiple-choice questions. The students’ perception of FC was collected through a semi-structured validated questionnaire. Results: The pre-test mean score was higher for FC (5.48 ± 1.44) when compared to the traditional classroom (3.19 ± 1.4). In our study, the scores from pre-test to post-test in a traditional classroom showed statistically significant improvement (P = 0.0014) but were not statistically significant in the FC. In the flipped pedagogical approach, the difference between mean correct responses for question number 5 (P = 0.031) in pre-test and post-test was statistically significant. There was an improvement in the mean scores in all the eight questions between pre-test and post-tests in the traditional pedagogical method of teaching. About 79.6% of students agreed that they watched all the assigned videos and 78.6% of students completed reading the assigned power-point presentation slides before coming to the FC. About 78.5% agreed to learn more topics in FC format and 78.6% of students agreed that FC was more engaging and interesting in comparison to a traditional class. Conclusion: Our study showed that flipped and traditional pedagogical approaches both enhance student learning

Study of perception of online video-based practical classes and face-to-face practical classes among first-year MBBS students-innovation is the way forward

Background: Since the time lockdown was imposed due to sudden outbreak of the COVID pandemic, online classes have been conducted in all teaching institutions which were mostly theory sessions. But online practical sessions have been scarcely conducted and studied. Aim and Objectives: The objectives of the study were to analyze student perception about online video (OLV)-based practical sessions and face-to-face (FTF) practical sessions and to compare them and to apply the results in curriculum planning. Materials and methods: After receiving Research Committee and Institutional Ethics Committee approvals, the research work was carried out in the Department of Physiology, SVIMS, SPMC (W). FTF practical sessions were taken for first year MBBS students during practical hours before COVID outbreak. During COVID lockdown, OLV-based practical sessions were taken for the same first-year MBBS students. The students were asked to fill a questionnaire consisting of 12 questions based on Likert scale rating and 5 open-ended questions, which would capture the student perception about two forms of practical sessions. Results: Statistical analysis by Wilcoxon test showed that students preferred FTF sessions over OLV sessions (P < 0.0001) and responses to open-ended questions revealed that majority of the students preferred a combined approach (80.6%). Conclusions: This study shows that most of the students showed an inclination towards a combined approach which is known as blended learning, where the FTF session is followed by OLV session, and this underscores the need for innovation in teaching skills which would help students get the benefits of both forms of teaching and cater to a range of learning styles.

Effectiveness of Flipped Class Room Approach as a Teaching Methodology in Anatomy for Early Clinical Exposure Modules for First-Year Medical Students – An Interventional Study

Background: The National Medical Commission (NMC) of India has rolled out the competency based undergraduate medical curriculum in the year 2019 where there is more emphasis on integration of basic and clinical sciences, early clinical exposure (ECE) and clinical competence and skills. To achieve this it is essential to work on higher forms of cognitive work. Hence it reckons for the change in the teaching–learning methodology currently in practice. Thus we introduced a innovative teaching methodology such as flipped class room (FCR) methodology among first year medical graduates for early clinical exposure modules in anatomy. Materials and methods: This interventional study was conducted among the 1st year MBBS students of Sree Balaji Medical College & Hospital (2019–2020 academic year). The ECE modules were taught using both traditional lectures and FCR methodology. Pre and post tests were conducted for both the methodology. A comparative analysis of FCR teaching method with lecture based session was done by obtaining the scores of the students. A Structured questionnaire to assess the learner’s perception about FCR teaching methodology was obtained from the participants. The Results were analyzed using microsoft excel and SPSS software version 23. Evaluation of teaching tool was done by using Kirkpatrick model Results: Repeated measures Anova was applied and there was a significant difference within the two methodology and the interaction effect was also significant with P value 0.001. Although both methods show increase in mean from pre to post test the mean increase in flipped class method is more than the lecture. Spearman’s correlation was done which showed there is a significant relationship between both the methods with p value 0.001 correlation co-efficient r was 0.377. Overall Response to FCR method received higher rating. Conclusion: FCR methodology creates the opportunity to meet the needs of students through various instructional activities. There is a positive reinforcement and improvement in the student’s performance.

Medical students' vs. consultant surgeons' view of anatomy knowledge / Opinión de los estudiantes de medicina vs. cirujanos consultores sobre el conocimiento de la anatomía

Anatomy is considered the core of surgery. Surgeons often complain about deficiencies in their junior doctor's level of knowledge in anatomy. The study aim was to compare opinions of final year medical students and consultant surgeons regarding current methods of teaching anatomy and which methods should be utilized to enhance medical student's anatomy knowledge. Two questionnaires were developed: one for consultant surgeons and the other one was for medical students. These questionnaires surveyed consultant surgeons and senior medical students regarding their views on various aspects of undergraduate anatomy teaching including: increasing time for anatomy teaching, anatomy knowledge level, surgeons participation in teaching, best methods of teaching and examination of anatomy, areas of strength and weakness among students, and adequacy of current teaching to understand radiology images, laparoscopic and endoscopic views. The response rate for consultants and students was 62.6 %. Surgeons who encouraged increasing the time for undergraduate anatomy teaching were 77.1 %. A significant percentage of surgeons and students thought that their junior surgeons / student level of anatomical knowledge was poor (63.4 % and 46.6 % respectively). Additionally, over two thirds of surgeons and students thought that surgeons participation in anatomy teaching in the first 3 years in medical schools may be useful (68.0 % and 69.0 % respectively). Cadaveric teaching was selected as best method of anatomy teaching by 81.0 % surgeons and 79.6 % students. Only 33.1 % surgeons and 35.4 % student thought that our current anatomy teaching was adequate to understand radiologic, laparoscopic and endoscopic views. Surgeons and students were in agreement regarding students' reduced levels of anatomy knowledge. One particular aspect of such deprivation was students' inability to interpret radiological pictures, laparoscopic and endoscopic views. Increasing time dedicated for anatomy teaching, involving surgeons in the process of anatomy teaching and redirecting the focus on cadaveric dissection may be beneficial.

La anatomía es considerada la base de la cirugía. Los cirujanos a menudo se quejan de las deficiencias en el nivel de conocimiento anatómico de su médico subalterno. El objetivo del estudio fue comparar las opiniones de los estudiantes de medicina y los cirujanos consultores del último año con respecto a los métodos actuales de enseñanza de anatomía y los métodos que deben utilizarse para mejorar el conocimiento de la disciplina de los estudiantes de medicina. Se desarrollaron dos cuestionarios: uno para cirujanos consultores y otro para estudiantes de medicina. Estos cuestionarios encuestaron a cirujanos consultores y estudiantes de medicina de alto nivel con respecto a sus puntos de vista sobre diversos aspectos de la enseñanza de anatomía de pregrado, que incluyen: aumentar el tiempo para la enseñanza de anatomía, el nivel de conocimiento de anatomía, la participación de los cirujanos en la enseñanza, los mejores métodos de enseñanza y el examen de anatomía, áreas de fortaleza y debilidad entre los estudiantes, y la adecuación de la enseñanza actual para comprender imágenes de radiología, vistas laparoscópicas y endoscópicas. La tasa de respuesta de consultores y estudiantes fue del 62,6 %. Los cirujanos que señalaron aumentar el tiempo para la enseñanza de anatomía de pregrado fue en el 77,1 %. Un porcentaje significativo de cirujanos y estudiantes consideraron que su nivel de conocimiento anatómico entre cirujanos subalternos y estudiantes era bajo (63,4 % y 46,6 %, respectivamente). Además, más de dos tercios de los cirujanos y estudiantes estimaron que la participación de los cirujanos en la enseñanza de anatomía en los primeros 3 años en las escuelas de medicina puede ser útil (68,0 % y 69,0 %, respectivamente). La enseñanza en el cadáver fue seleccionada como el mejor método de enseñanza de anatomía por 81,0 % de cirujanos y 79,6 % de estudiantes. Sólo el 33,1 % de los cirujanos y el 35,4 % de los estudiantes pensaron que nuestra enseñanza actual de anatomía era adecuada para entender las vistas radiológicas, laparoscópicas y endoscópicas. Los cirujanos y los estudiantes estuvieron de acuerdo con respecto a los reducidos niveles de conocimiento anatómico de los estudiantes. Un aspecto particular de tal privación fue la incapacidad de los estudiantes para interpretar imágenes radiológicas, vistas laparoscópicas y endoscópicas. Puede ser beneficioso aumentar el tiempo dedicado a la enseñanza de la anatomía, involucrando a cirujanos en el proceso de enseñanza de la anatomía y redirigiendo el enfoque a la disección del cadáver.

Medical students perception of current undergraduate anatomy teaching / Percepción de estudiantes de medicina de la enseñanza actual de anatomía en el pregrado

Anatomy it is one of the basic sciences in medical schools where it takes part in the first 3 years of the teaching curriculum. Aim of this survey is to explore the perception of medical students in undergraduate level to anatomy teaching in different medical schools and identify the weakness points and area which could help in improvement the teaching process with better outcomes. This is a prospective multi center study, conducted between May 2018 to August 2018 on 313 medical students in their internship year and 6th year of medical school. Questionnaire was sent to students taking into consideration the importance of protecting the students privacy. The questionnaire was developed after thorough review of the literature and its items were chosen following consultation with senior medical colleagues and educationalists . The questionnaire was created using 8-item liker scale so as to enforce an answer and avoid neutral answer. Out of 313 students: 212 were female students (67.7 %) and 101 (32.3 %) were males. 123 students (39.3 %) favored the combination of cadaveric dissection and multimedia as best teaching methods. Most students thought that the classic methods of teaching may not be very helpful in understanding the radiological images and laparoscopic intra-operative views. Most students suggested that engaging surgeons in anatomy teaching may improve their clinical knowledge in Anatomy. Our results showed that the approach of teaching could be improved by including combination of multiple techniques specially cadaveric dissection and multimedia sessions. The results also encouraged medical schools to utilize surgeons more often to teach anatomy.

La anatomía es una de las ciencias básicas que forma parte de los primeros 3 años del currículo de enseñanza en las escuelas de medicina. El objetivo de esta encuesta fue explorar la percepción de los estudiantes de medicina en la enseñanza de la anatomía en diferentes escuelas de medicina e identificar los puntos débiles y el área en que podrían ayudar a mejorar el proceso de enseñanza con obtención de mejores resultados. Se realizó un estudio prospectivo multicéntrico, entre mayo de 2018 y agosto de 2018, aplicándose un cuestionario a 313 estudiantes de medicina en su año de pasantía y 6º año. El cuestionario se envió a los estudiantes teniendo en cuenta la importancia de proteger la privacidad de los mismos. El cuestionario se elaboró después de una revisión exhaustiva de la literatura y sus ítems se seleccionaron luego de consultar con colegas médicos y educadores de alto nivel. El cuestionario se creó utilizando una escala de Likert de 8 elementos para imponer una respuesta y evitar una respuesta neutral. De los 313 estudiantes: 212 eran mujeres (67,7 %) y 101 (32,3 %) hombres; 123 estudiantes (39,3 %) apoyaron la combinación de disección de cadáveres y multimedia como mejores métodos de enseñanza. La mayoría de los estudiantes pensaron que los métodos clásicos de enseñanza pueden no ser muy útiles para comprender las imágenes radiológicas y las vistas intraoperatorias laparoscópicas. La mayoría de los estudiantes sugirió que involucrar a los cirujanos en la enseñanza de anatomía podría mejorar su conocimiento clínico en anatomía. Nuestros resultados mostraron que el enfoque de la enseñanza podría mejorarse combinando múltiples técnicas, especialmente la disección de cadáveres y las sesiones multimedia. Los resultados también indican que las escuelas de medicina deberían involucrar a los cirujanos en la enseñanza de la anatomía.

The effectiveness of M-learning over traditional method among the medical students

Background: We are living in an era of technology where smart phones and hence social media have entered into many aspects of our life. Social media tools are gaining attention in medical education as well. Therefore, this study was done to find out the effect of M-learning via WhatsApp over the traditional method and also to know the students’ perception towards M-learning via WhatsApp.Methods: The study included 60 sixth semester students and they were divided into two groups of 30 each. 4 sessions were conducted on nutrition and occupational health. For the first 2 sessions, group I was intervention group (TL method was WhatsApp) and group II was control group (TL method was lecture). For the next 2 sessions, group II was interventional group (TL method was WhatsApp) and group I was control group (TL method was lecture). To assess the effectiveness of WhatsApp intervention, a test was conducted using 60 MCQs. To evaluate the participant’s perception towards M-learning via WhatsApp, a feedback questionnaire was used. Data was analyzed using SPSS 20.Results: There was a statistically significant difference between the 2 groups of students. Interventional-group perceived WhatsApp sessions to be effective than traditional lecture.Conclusions: In our study we found a significant difference between gains of knowledge from WhatsApp compared to didactic lectures. Students were favourably inclined to use the WhatsApp and welcome its role in enhancing their learning experience.

Student ‘s Perception Of The Hidden Curriculum In Aimsr

Introduction : The impact of hidden curriculum on the medical students is huge. As the students tend to internalize and perpetuate the patterns of behavior and values that surround them,it becomes particularly relevant for medical teachers to study the hidden curriculum in their respective institutions. Methods: A Cross sectional study was conducted in AIMSR for a period of 6 months involving final MBBS students . A well structured questionnaire was used as a tool for data collection from students . Mean scores of opinion of the students regarding the statements in the questionnaire were tabulated and data analysed using SPSS software using Descriptive statistics analysis method. Results : Out of the 44 items in the questionnaire , student’s perception was positive for about 36 items suggesting that these item areas are satisfactory in our institute. Perception of students was not satisfactory for 8 items. Conclusion :. Students’ reflections on the hidden curriculum are a rich resource for gaining a deeper understanding of the hidden curriculum of an institution. Medical teachers can use these results to reform, revise, and humanize clinical medical education . Review is a promising approach for addressing the hidden curriculum .

The influence of learning style in understanding analogies and 2D animations in embryology course / 대한해부학회지

Undergraduate students struggle to comprehend embryology because of its dynamic nature. Studies have recommended using a combination of teaching methods to match the student's learning style. But there has been no study to describe the effect of such teaching strategy over the different types of learners. In the present study, an attempt has been made to teach embryology using the combination of analogies and simple 2D animations made with Microsoft powerpoint software. The objective of the study is to estimate the difference in academic improvement and perception scale between the different types of learners after introducing analogies and 2D animation in a lecture environment. Based on Visual, Aural, Read/Write, and Kinesthetic (VARK) scoring system the learners were grouped into unimodal and multimodal learners. There was significant improvement in post-test score among the unimodal (P < 0.001) and multimodal learners (P < 0.001). When the post-test score was compared between the two groups, the multimodal learners performed better the unimodal learners (P=0.018). But there was no difference in the perception of animations and analogies and long-term assessment between the groups. The multimodal learners performed better than unimodal learners in short term recollection, but in long term retention of knowledge the varied learning style didn't influence its outcome.

Análisis del ambiente educacional en escuela de odontología chilena / Assessment of the educational environment in a Chilean dental school

Objetivo Evaluar la precepción del ambiente educativo por parte de los estudiantes de odontología en 2 períodos críticos de su formación: preclínico y clínico, transición desde la sala de clase a ambientes clínicos y comienzo de la atención de pacientes. Método Doscientos setenta y cinco estudiantes de odontología de la Universidad San Sebastián fueron sometidos al cuestionario DREEM en su versión en español el año 2012, en 3.er, 4.° y 5.° año (117 estudiantes en preclínico y 158 en clínica). Se calcularon los resultados individuales y los promedios globales e individuales de cada dominio. El test de Chi cuadrado fue realizado para analizar las diferencias entre los datos nominales. El coeficiente alfa de Cronbach fue utilizado para evaluar la consistencia interna de las subescalas del cuestionario. Valores de p menores a 0,05 fueron considerados significativos. Resultados La puntuación media fue de 120,42 en el área preclínica y de 121,83 a 110,38 en el área clínica. Con respecto al proceso de enseñanza aprendizaje, los estudiantes tienen una buena percepción del ambiente. Los dominios de percepción de los profesores y autopercepción social obtuvieron los puntajes más bajos. Discusión La percepción de los estudiantes de preclínico es diferente a los del área clínica. Estos últimos sienten que la participación en el aula disminuye, lo que puede deberse al mayor número de horas clínicas versus horas teóricas. La identificación de áreas positivas y negativas permite orientar acciones para mejorar el ambiente educativo para los estudiantes de la facultad.

Objective To evaluate the educational environment in dental school perceived by students at two critical transitional periods in their education: Preclinical and clinical (transition from the classroom to clinical environments and commencement of patient care) Method A total of 275 dental students (third, fourth and fifth year) of the San Sebastian University Dental School were asked to complete the Spanish adaptation of the DREEM Questionnaire in 2012 in (117 were preclinical and 158 were clinical students). The individual results were calculated, as well as both the overall and individual domain scores. The chi-squared test was used to analyse differences in nominal data. Cronbach's alpha was employed to assess the internal consistency of the subscales of the instrument. A P<.05 was considered statistically significant. Results The mean score was 120.42 in the preclinical area, and 121.83 to 110.38 in the clinical area. As regards the learning and teaching process, students have a good perception of the environment. The domains of perception of Teachers and Social Self-Perception obtain the lowest scores. Discussion The perceptions of the students in the preclinical area differ from those of the clinical area, with the latter feeling that participation in the classroom decreases. This may be due to the fact that the number of practice hours are much greater than theory hours, leading to a considerable reduction in the amount of classroom time at the expense of an increase in clinical hours. The identified positive and negative areas will help to focus actions to improve the educational environment for dentistry students.

Perception of Medical Students towards Teaching of Pharmacology through Reinforcing Learning Model.

Abstract: Background: There is need of novel methods of teaching subject of pharmacology, which will increase curiosity and retention of knowledge. At the same time, the new method should be student friendly and well accepted. Hence reinforcing learning model (RLM) was developed and current study is conducted to assess perception of students about this method. Methodology: The perception of students was assessed on Likert scale using a 15 point questionnaire. The data was analysed descriptively. Results: Majority of the students (more than 50 %) gave favourable opinion about the module. Majority of them gave neutral opinion (40 %) when asked whether the session should be optional in the curriculum. Conclusion: RLM followed by discussion can be a valuable tool to reinforce didactic method of teaching pharmacology.

An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students / Uma Análise da Estrutura Fatorial do Teacher Communication Behavior Questionnaire com Alunos Brasileiros de Ciências no Ensino Médio

The Teacher Communication Behavior Questionnaire (TCBQ) has been used at different levels of education in many countries to measure students' perceptions of their science teachers' communication behavior. The TCBQ was translated into Portuguese in accordance with ITC test adaptation standards. Validity evidence for the Brazilian version of the TCBQ was obtained with a sample of 414 secondary students. The internal consistency of the TCBQ was satisfactory and an adequate fit of the original factor model was found through confirmatory factor analysis. The Brazilian data exhibited inter-factor correlations similar in value and direction to those of previous international studies. Statistically significant differences were found between school type and subject matter, which is consistent with previous studies.

O Teacher Communication Behavior Questionnaire (TCBQ) tem sido usado em níveis de ensino diferentes, em muitos países, com o objetivo de mensurar a percepção dos alunos do comportamento comunicativo do professor de ciências. O TCBQ foi traduzido para o Português de acordo com os padrões de adaptação de testes da ITC. Evidência de validade para a versão brasileira do TCBQ foi obtida com uma amostra de 414 estudantes do ensino médio. A consistência interna do TCBQ foi adequada e um ajuste adequado do modelo fatorial original foi encontrado por meio de análise fatorial confirmatória. Os dados brasileiros apresentaram correlações entre fatores similares, no valor e na direção, às de pesquisas internacionais. Foram encontradas diferenças estatisticamente significantes entre tipo de escola e matéria consistentes com pesquisas anteriores.

Objective Structured Practical Examination vs. Traditional Clinical Examination in Human Physiology: Student’s perception.

Background: An integral part of a medical curriculum is an appropriate assessment of clinical competencies of the medical students. The Objective Structured Practical Examination (OSPE) can assess practical competencies in an appropriate, step-wise, methodical, objective and time-orientated manner with direct observation of the student’s performance during planned clinical test stations. Aims & Objective: The purpose of the study was to determine first year MBBS students’ perception of OSPE in comparison of their views of Traditional clinical examination (TCE) in Human Physiology. Material and Methods: A total of 50 first MBBS Students in Physiology were administered a questionnaire for quantitative as well as qualitative analysis. Quantitative analysis of students’ perception involved a 5 point Likert scale containing 5 broad themes as (1) Is OSPE a better stimulus to learning ? (2) Content of the OSPE (3) Is OSPE a reliable and fair examination? (4) Administration of OSPE, (5) OSPE vs. Traditional clinical exam with 23 questions and their opinion regarding both the assessment tools were noted for qualitative analysis. Results: Results showed a positive perception of the OSPE as a better stimulus to learning (58%) with satisfactory content of OSPE (72%) , OSPE being objective, fair and unbiased (54%), having effective administration (60%) and the OSPE being better than TCE (52%).They felt lack of fear of facing the examiner which relieved their anxiety for the examination. Conclusion: The students felt that the OSPE is an objective, unbiased and consistent method of examination. They could perform better compared to TCE as there was no fear of examiners.

Perception on Interprofessional Learning Among Health Science Undergraduate Students of Universiti Kebangsaan Malaysia / Jurnal Sains Kesihatan Malaysia

Interprofesion learning (IPL) occurs when students from two or more different professionals study with and learn about different professions. IPL is believed to enhance the collaboration level within the different profession after graduated. The objective of this research is to compare perception levels among the respondents coming from eleven different professions including Medical, Nursing, Dentistry, Pharmacy, Occupational Therapy, Dietetics, Audiology, Speech Science, Physiotherapy, Optometry and Diagnostic Imaging & Radiotherapy. Each respondent were selected randomly representing each year of study for each profession. They were required to fi ll up the survey form provided. 330 survey forms were returned instead of 367 distributed copies or 90% from overall surveys. Using one-way ANOVA analysis, all professions indicate same level of perception in knowledge subscale (p = 0.11), the practice of teamwork and cooperation (p = 0.23) and various methods to start the IPL (p = 0.61). However, for professional identity subscales and interprofession educational preparation the value was (p < 0.05). Post-hoc Turkey test, indicated Physiotherapy students had a higher average score (M = 4.35 ± 0.54) compared to Speech Science (M = 3.75 ± 0.59) in professional identity subscale whereas in students preparation subscale for interprofession education, only Physiotherapy students had higher score (M = 4.15 ± 0.82) in comparison to Diagnostic Imaging & Radiotherapy (M = 3.25 ± 0.83). Besides, independent T test showed the students were in favour of having IPL in early year of education with the average score (M = 3.53 ± 1.029) for year one and year two compared to year three to fi ve (M = 3.34 ± 1.089). The result form this research shows that the students have a positive perception towards IPL based on the average values not more than 3.0.

Percepción de los estudiantes de la especialización en enfermeras sobre tutpría clínica en áreas críticas / Perception of the students of the specialization in nurses on clinical tutpría in critical areas / Percepção dos estudantes da especialização em enfermeiros em tutpría clínica em áreas críticas

La presente investigación es un acercamiento al fenómeno de la tutoría clínica en áreas críticas, el objetivo fue analizar la percepción que tienen los estudiantes de la especialización en enfermería que realizan prácticas en áreas críticas respecto a la forma que se lleva a cabo y la función que cumple la tutoría. Se trata de una investigación cualitativa en el marco dela fenomenología interpretativa. Para la obtención de datos se diseñó una entrevista semi estructurada con preguntas tema, se aplicó a seis estudiantes que cursaron el segundo semestre de la especialización en enfermería del adulto en estado crítico. El análisis de datos se realizó de acuerdo al análisis de contenido; surgieron cinco categorías: percepción del estudiante, fortalezas y debilidades vividas, mediación para el aprendizaje, entorno situacional de la tutoría y función y finalidad. La percepción del estudiante permitió identificar los aciertos y faltas en la dinámica establecida en este proceso: correlacionado con lo revisado en la literatura se cumplen los objetivos del estudio por lo que se considera que la tutoría clínica es el proceso pedagógico que contribuye a la formación de especialistas en enfermería, los conocimientos y actividades que logran vincular de acuerdo a su función forman un plan programado orientado a apoyar y asesorar el proceso de aprendizaje, indispensable en determinados momentos o en situaciones específicas de la práctica clínica.

This research is an approach to the phenomenon of clinical tutoring in critical care, the objetive was to analyze the students´ perception of specialization in nursing who practice in critical care as to how that is donde and the role meets tutoring. This is a qualitative research within the framework of interpreve phenomenology. To obtain design data is a semi-structured interview with questions theme was applied to six students who completed the second half of specialization in Adult Nursing in critical condition. Data analysis was performed according to content analysis, five categorires emerged: Perceptions of student strengths and weaknesses experienced, mediation for learning, situational environment of mentoring and role and purpose. The perception of the student identified the successes and failures in the dynamics established in this process correlated with the literatura reviewed in compliance with the objectives of the study so it is considered that the clinical mentoring is the pedagogical process that contributes to the formation of nurse specialists, knowledge and activities that link does according to its function and form of a plkan designed to support an assist the learning process, essential at certain time or in specific situations, in cllinical practice.

Esta pesquisa é uma abordagem ao fenômeno de tutoria clínica em áreas críticas, o objetivo foi analisar a percepção dos estudantes que se formam nas práticas de desempenho de enfermagem em áreas críticas a respeito de como ele é realizado e função ele conhece a tutoria. Trata-se de uma pesquisa qualitativa no âmbito da fenomenologia interpretativa. Para coleta de dados a entrevista semi-estruturada com perguntas destinadas tema, seis estudantes que tenham concluído no segundo semestre de especialização em enfermagem gravemente doente adulto foi aplicado. A análise dos dados foi realizada de acordo com a análise de conteúdo; Eles emergiram cinco categorias: percepção dos pontos fortes e fracos dos alunos experientes, a mediação para a aprendizagem, ambiente situacional mentoring e função e finalidade. A percepção do aluno identificou os sucessos e fracassos nas dinâmicas estabelecidas neste processo correlacionado com objetivos do estudo da literatura revista por isso é considerado que a orientação clínica é o processo pedagógico que contribui para a formação de met especialistas de enfermagem, conhecimentos e atividades que não conseguem ligar a sua função de acordo com um plano programado são projetados para apoiar e aconselhar o processo de aprendizagem, que é essencial em determinados momentos ou em situações específicas de prática clínica.

An Evaluation of Integrated Curriculum Based on Students' Perspective / 한국의학교육

PURPOSE: For medical students to have a meaningful learning experience, the curriculum must integrate what students are learning in class with the skills and knowledge required in the clinicalsetting. To satisfy these needs, an integrated curriculum (IC) has been operating at Chonnam National University Medical School since 1999. The purpose of this study was to evaluate the changes in IC students during two implementation periods, the first in 2001 and the second in 2004. This study focused on the student viewpointin order to create an authentic IC program. METHODS: Questionnaires were used to evaluate the differences in the student perception of IC. The content of the questionnaire dealt with the appropriateness of time management, coherence of the content, teachinglearning method, and IC evaluation. RESULTS: There were positive responses from the second implementation period than from the first, for almost all sub-items. However, the results showed that IC has to be reinforced by instructors teaching a coherentcontent, by using a variety of teaching-learning methods, by having the students participate actively, and by offering holistic and integrated assessments. CONCLUSION: The following three steps are recommended for the improvement of IC: facilitate an IC committee, develop teaching-learning methods, and guide student participation.

Student Perception of Feedback from Simulated Patients during Communication Training Sessions / 医学教育

Although simulated patients (SPs) has become indispensable for the development of medical students' communication skills, few studies have analyzed the effects of SPs on medical students. In particular, no studies have examined the effect of the feedback that medical students receive from SPs during communication training sessions.<BR>1) We invited students to complete a questionnaire and participate in a group interview; the responses and opinions obtained were then analyzed both quantitatively and qualitatively by two independent analysts.<BR>2) Sixty-four percent of students were satisfied with SPs' feedback, whereas 28% of students preferred toreceive negative feedback as a way to improve their skills.<BR>3) Some students criticized SPs' feedback and SPs themselves.<BR>4) The SPs' feedback should focus more on the negative aspects of students' performances, and faculty members should provide a safe and secure educational environment for both students and SPs.