Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students' Performance.

AIM: Students' performance in TBL compared to LBL needs to be evaluated. This study aimed to compare students' performance in team-based learning and traditional lectures. METHODS: A total of 176 class 4 and 202 class 6 medical students from University of Bahri, Khartoum, Sudan, participated in the study during 2018. Experienced staff were selected to conduct the teaching and assessment of the two groups, using the standard team-based learning procedure (iRAT, gRAT and AppT) in the first topic and the lecture-based learning procedure in the second, within the same time limit for the two methods. RESULTS: The two classes overall mean score has a significant 5.1 points difference (p<0.001; 95% CI: 3.5, 6.0). Separate analysis showed consistency of superiority of TBL to LBL in either gender. A remarkable difference was observed when we compared the two methods in class 6 separately from class 4. Class 6 mean score was high for both TBL and LBL (77.2 and 70.2, respectively), with a significant mean difference of 7.0 (p<0.001; 95% CI: 5.1, 8.9). In class 4, the score was lower for both methods (mean of 62.8 for TBL and 59.9 for LBL). The mean difference of 2.95 points was still significant (p<0.05; 95% CI: 0.46, 5.43). Separate multivariate linear regression for TBL and LBL showed no significant difference in performance of males and females in either method. Controlling for gender in TBL, class 4 had a mean of -14.26 points, (p<0.001; 95% CI: -12.54, -15.98) less than class 6. Similarly, in LBL, class 4 had a mean of -10.18 points (p<0.001, 95% CI: -7.02, -13.35), less than class 6. CONCLUSION: Students' performance using team-based learning was superior to lecture-based learning, irrespective of students' gender, noticeable among senior students.

Intelligence quotient (IQ) among children with epilepsy: National epidemiological study - Sudan.

BACKGROUND: Many studies of selected groups of children with epilepsy have demonstrated an association between epilepsy and cognitive deficits. The aim of this study was to assess the intellectual skills of children with epilepsy and to investigate the influence of gender, age at seizure onset, type of epilepsy, antiepileptic drug used, and control of epilepsy on their intellectual function. METHODS: This is a descriptive prospective study in which one hundred and eighty-seven patients at school age (6-14 years) were recruited. Epilepsy was classified using the International League Against Epilepsy (ILAE) Commission on Classification and Terminology 2005-2009 report. An intelligence quotient (IQ) test was conducted to all patients using Stanford-Binet Fifth Edition (SB5)/Arabic version. RESULTS: Eighty-eight (47.1%) patients had an average score on Full Scale IQ (FSIQ), 44 (23.5%) had low average, whereas 18 (9.6%) had borderline impaired or delayed score. In the nonverbal IQ (NVIQ) score, the majority 84 (44.9%) had average score. The performance of the patients in the nonverbal score is better than in the verbal score, which was found to be statistically significant (P-value = 0.01). The FSIQ score was negatively affected by younger age at onset of epilepsy, polytherapy, and uncontrolled seizures. CONCLUSIONS: Most of children with epilepsy had an average FSIQ; uncontrolled seizure had worse effect on overall FSIQ and memory. Interventions to support children with epilepsy should focus on epilepsy management and school psychosocial domains.

Classification and management of epilepsy and epileptic syndromes in a cohort of 202 school children- a 2 year follow up study- Sudan.

BACKGROUND: In this paper, seizure types, and epilepsy syndromes are elucidated as per ILAE (2010) classification. A brief outline of the antiepileptic drug regimens used and the outcome of seizure control in a two -year period is presented. The applicability of the ILAE classification in resource limited countries has been revisited. METHODS: This is a descriptive prospective study, in which 202 patients were enrolled. The Cohort group was seen and evaluated by a pediatric neurologist at the Pediatric neurology Outpatients Department (OPD). Epilepsy was classified using the International League Against Epilepsy (ILAE) classification (2005-2009) report. All patients had an Electroencephalogram (EEG) at the start of the study, and this was repeated as deemed appropriate. Brain imaging (MRI) was done to patients when indicated. Treatment decisions were made by pediatric neurologists. Outcomes were categorized into four groups: fully recovered, well controlled, partially controlled and uncontrolled. RESULTS: The mean age is 10.5 + 2.7 years. Male to female ratio was 1.7: 1. Thirty five (17.3%) patients had generalized onset seizures, 46(22.8%) had focal onset seizures, 104(51.5%) had a specific epilepsy syndrome, and 17(8.4%) patients were unclassified. 170 (84.2%) patients were on mono-therapy on their initial visit, 30(14.8%) were on two Antiepileptic Drugs (AEDs) while two (1.0%) patients were on poly-therapy. After 2 years; 155(76.7%) patients were on mono-therapy, 36(17.8%) on two AEDs while ten were (4.0%) on polytherapy. One eighty (88.2%) patients were controlled. Fifteen (7.4%) of them were off medication after being seizure free for 2 years. Twenty (9.8%) have partial control, while two (1.0%) patients were uncontrolled. Patients with focal epilepsy, those on polytherapy and those with abnormal imaging had poor prognosis. CONCLUSIONS: The ILAE classification can be used in resource limited countries. Childhood epilepsies have a good prognosis provided they are well classified and treated.