Exploring perceptions of pre-clerkship students about workplace learning in the clinical learning environment at Gulf Medical University, UAE.

BACKGROUND: Medical students view clinical workplace placements as an inspiring and motivating learning environment where active student participation is pivotal to development of students' identity. The progress from pre-clerkship to clerkship education harbors many challenges which consist of experiential learning, adjusting to the clinical environment, and understanding roles & responsibilities. Workplace learning is underpinned by various adult learning theories including social theories,constructivism, supported participation and legitimate peripheral participation. Workplace learning course was recently initiated for pre-clerkship students at a medical university in UAE, which will enable their smooth entry into the clerkship phase of the curriculum. OBJECTIVES: The research aims to explore students' perceptions of various domains of their clinical learning environment (CLE), highlight the challenges they face, and extract valuable feedback to improve their environment. METHODS: This study was conducted qualitatively by using focus groups method in order to explore students' perceptions of the clinical learning environment. Two focus group discussions were conducted (n = 8 +/-10) to determine the common challenges of workplace learning and its potential solutions. Data were analyzed using thematic analysis. The approach used to carry out this study was phenomenology, as it helps to understand the learning and behavior of these students who are undergoing this pre-clerkship training in order to transition smoothly to the clerkship phase. RESULT: The focus groups helped to deeply explore the perceptions of students about their clinical learning environment. It helped to reveal the challenges encountered by the students including the significance of proper orientation of staff and students, language barrier, availability of learning opportunities, and supervision quality. The focus groups provided worthwhile suggestions to improve the learning opportunities in the clinical learning environment which include orientation of the staff and students what to expect, improved supervision, mentoring and providing learning opportunities to encourage participation. CONCLUSION: This study attempted to identify the pre-clerkship students' perception of their clinical learning environment and the challenges they face over there. Possible suggestions by the students included a formal orientation for the staff and students to be carried out at the beginning. Efforts should be made by clerkship directors to provide students with learning opportunities by increasing patient exposure, encouraging participation, and providing high-quality supervision.

Workplace Learning: Learning Experiences Of Pre-Clerkship Students In Their Clinical Learning Environment At A Medical University In UAE.

Objectives: To explore how studentsin the pre-clerkship phase perceive the workplace clinical learning environment based on their experiential learning and social participation. METHODS: The cross-sectional study was conducted at the Gulf Medical University, United Arab Emirates in June 2019 and comprised 2nd and 3rd year medical students. Data was collected using the undergraduate clinical education environment measure tool which is a valid and reliable instrument to measure clinical learning environment for undergraduate medical students. RESULTS: There were 858 students, and 70.3% of the students expressed satisfaction with clinical learning environment categories. CONCLUSIONS: The average satisfaction level of the students regarding the quality of supervision was better than that of workplace environment and learning opportunities provided.

Experiences of virtual teaching during COVID-19 in medical institutes of Karachi, Pakistan: teachers' perspective.

Objective: To determine the experiences of faculty members related to virtual teaching. METHODS: The cross-sectional study was conducted from January 15 to March 15, 2021, at undergraduate medical institutions located in Karachi, and comprised all the faculty members. Data was collected using a Google Survey questionnaire, and it was analysed using SPSS 20. RESULTS: Of the 385 subjects, 157(40.78%) were from basic sciences faculty, and 228(59.2%) were from the clinical sciences faculty. The majority had 3-5 years of teaching experience 142(37%). The most common online tool was Zoom 250(65%). The faculty who had prior experience or had received formal training for online teaching was more successful in controlling and engaging students than the rest (p<0.001). Those who had enough computer literacy had a better experience in conducting online teaching sessions (p=0.01). The experienced faculty found the opportunity to focus more on the topic that was to be taught online (p<0.001). CONCLUSIONS: Most of the faculty members used online tool Zoom. Faculty members with computer literacy and proper training for online teaching were more successful in controlling and engaging students and conducting online teaching sessions.

Frequency of mental distress among medical students from selected medical colleges of Pakistan: A systematic review.

OBJECTIVE: To find out the frequency of mental distress among medical students in Pakistani medical colleges. METHODS: The systematic review comprised a search on PubMed and Google Scholar databases for articles published in English language between 2004 and 2019 having the key words 'mental distress', 'medical undergraduate', 'depression' and 'anxiety'. After a four-phase scrutiny process, articles were shortlisted for detailed review. Conventional content analysis was utilised for data analysis. RESULTS: Of the 30 articles, 18(60%) were reviewed in detail. Distress among Pakistani medical students was reported up to 90% which is alarmingly high. Study year, financial issues and academic burden were the noteworthy causal factors. Academics and examinations were substantial stress factors and religion was the commonly adopted coping strategy. CONCLUSIONS: Multiple studies showed evidence of an increasing rate of mental distress among medical undergraduates having various causative factors, mainly the academic burden.

Educational theories that inform the educational strategies for teaching ethics in undergraduate medical education.

OBJECTIVE: To find out the most appropriate learning theory for the ethics education of medical undergraduates. METHODS: Two electronic databases were searched PubMed and Web of Science. We searched for published articles written in English without a time limit using the keywords: ethics education, medical undergraduates and learning theory. In the four-phased retrieval process, six full texts out of 133 citations were included in this review. Data were analyzed done by conventional content analysis. RESULTS: This systemic review revealed that reflection is the most effective pathway to develop ethical attributes and values of the physician. Social constructivist and experiential theory seem appropriate to form the basis for developing effective ethics curriculum. CONCLUSIONS: This review heightens the importance of learning theories for ethics education. It gives prompt evidence that reflection is the most suitable model for ethical education. Therefore, the educational theories and teaching activities that endorse reflective learning should be used for ethics education.

Frequency of orthopedic problems among patients attending an orthopedic outpatient department: a retrospective analysis of 23 495 cases.

BACKGROUND: Baseline statistical data on the current orthopedic outpatient load was needed to highlight the more frequent orthopedic problems. OBJECTIVE: Describe the frequency of orthopedic problems among patients attending the orthopedic outpatient department (OPD). DESIGN: Descriptive, retrospective medical record review. SETTINGS: Four-year data (2013-2017) was extracted from the computer records of patients attending the orthopedics OPD. PATIENTS AND METHODS: Computer entries of OPD visits were found, and after excluding incomplete and follow up data, age, gender, and diagnoses were described. MAIN OUTCOME MEASURES: Frequency of orthopedic diagnoses. SAMPLE SIZE AND CHARACTERISTICS: 23 495 patients, 19 377 (82.5%) males and 4118 (17.5%) females, majority (18 155, 77.3%) 19-50 years of age. RESULTS: Lower back pain (26%), tendinopathies and enthesopathies (18.3%), and bone fractures (11%) were the three common problems followed by arthritis (10.6%), nonspecific body ache (7.4%), and soft tissue injuries (9.9%). Others prominent diagnoses were ligamentous sprains (6.4%), neck-related problems (4.8%), joint stiffness (1.8%) and sports injuries (1%). CONCLUSION: This overview of the orthopedic problems in a secondary care hospital may aid in the formulation of better protocols and strategies to manage orthopedic disorders in a healthcare setting. LIMITATIONS: Retrospective and only included the primary diagnosis. CONFLICT OF INTEREST: None.

Frequency and perceived causes of depression, anxiety and stress among medical students of a private medical institute in Karachi: a mixed method study.

OBJECTIVE: To determine medical students' level of mental distress, assess their perceptions of its causes, and to gather their suggestions for possible solutions.. METHODS: The mixed-method qualitative-quantitative study was conducted at Liaquat National Medical College, Karachi, from August 2016 to March 2017, and comprised medical students across years 1 to 5. In phase one, the depression, anxiety and stress scale-21 questionnaire was administered to explore prevalence rates among the subjects. In phase two, focus group discussions were carried out to explore the possible reasons for the students' mental distress. Data was analysed using SPSS 20. RESULTS: Of the 270 students approached, 188(70%) returned the completed questionnaire. The overall mean age of subjects was 21.4}2.2 years (range: 18-25 years). There were 100(53%) females, and 88(47%) males. The prevalence of depression was 134(71%), anxiety 136(72%) and stress 66(35%). Major concerns mentioned by the students in phase two related to academic issues. Students in the focus group also complained of poor lifestyles, financial constraints, lack of support services for stress management, and lack of physical and recreational facilities. Students suggested that their mental distress might be alleviated by curricular innovations such as reducing the number and duration of lectures, increasing small group activities, and pre-scheduling exams. Students also strongly requested proper support services at the institutional level. CONCLUSIONS: There was high mental distress among medical students and it was mainly related to academic pressure.