Evaluating the Perception of Undergraduate Medical Students About the Educational Environment by Using the Dundee Ready Educational Environment Measure (DREEM) Questionnaire.

Background This study uses the Dundee Ready Educational Environment Measure (DREEM) questionnaire to investigate undergraduate medical students' perceptions regarding their educational environment. The study recognizes the pivotal role of the educational environment in shaping future healthcare professionals and aims to contribute valuable insights for continuous improvement. The DREEM questionnaire, a validated tool, provides a structured approach to assess various dimensions of the educational environment. The study explores teaching and learning, academic atmosphere, student self-perception, social support, and overall satisfaction, seeking to identify strengths and areas for enhancement. The overarching goal is to offer evidence-based recommendations for academic institutions, curriculum developers, and policymakers to foster an environment that optimally nurtures the learning experiences of undergraduate medical students. The study aspires to contribute to the ongoing efforts to refine and elevate medical education, ensuring the holistic development of future healthcare professionals. Aims & objectives Using the DREEM questionnaire, evaluate undergraduate medical students' perceptions regarding their educational environment. Identifying the strengths and weaknesses in the current educational environment, encompassing teaching and learning, academic atmosphere, student self-perception, and social support. Methodology All undergraduate medical students of C.U.Shah Medical College and Hospital, Surendranagar, Gujarat (India), were included in the study. DREEM questionnaire was introduced in classroom settings in digital form with the help of Google Forms. The perceptions were obtained and analyzed with the help of Google Sheets. Results The DREEM questionnaire mean scores (124.58/200) indicate an overall positive perception of the educational environment among medical students, with total scores falling within the 'More Positive than Negative' range. The domain-wise analysis reveals scores for Students' Perception of Learning (SPL) 30.09/48, Students' Perception of Teachers (SPT) 27.87/44, Students' Academic Self-Perceptions (SASP) 20.60/32, Students' Perception of Atmosphere (SPA) 30.31/48, and Students' Social Self-Perceptions (SSSP) 15.72/28, indicating varying perceptions across different aspects of the educational environment. Within the domains, the SPL scores range from 10 to 44 (mean: 29.91), with one response in the 'very poor' range. SPT scores vary from 4 to 44 (mean: 27.49), with three 'very poor' responses. SASP scores range from 6 to 32 (mean: 20.73), with one response in the 'Feelings of total failure' range. SPA scores range from 9 to 48 (mean: 30.29), with one response in the 'Very poor environment' range. SSSP scores vary from 6 to 28 (mean: 15.66), with five 'Miserable' responses. Conclusion The study using DREEM scores highlights a generally positive perception of the educational environment among medical students. Areas for improvement include addressing fatigue-related concerns and enhancing teacher-student interactions, emphasizing the need for targeted interventions to ensure ongoing enhancement in the learning environment.

Flipped Classroom versus Traditional Didactic Classroom in Medical Teaching: A Comparative Study.

Background The effective and efficient delivery of healthcare services that the National Medical Commission (NMC), India desires from Indian Medical Graduate (IMG) can only be fulfilled if the learner's participation is extensive. Flipped classroom (FC) may promote enhanced as well as meaningful learning and critical thinking in students. By implementing this method trend can be changed from a teacher-centered approach to a student-centered approach, thus teaching-learning becomes more effective and interesting. It promotes learning and thinking helping the students in diagnosis and formulating appropriate management of patients during the clinical years of medical teaching of MBBS (Bachelor of Medicine and Bachelor of Surgery) and thereafter. Aim To compare FC and traditional didactic classroom (TDC) teaching for first-year MBBS students. Objectives -To evaluate FC method teaching for first-year MBBS students. -To compare effectiveness of FC and TDC teaching for first-year MBBS students. -To evaluate perception of students toward FC teaching method. Methodology The study was conducted after getting approval from the Institutional Ethics Committee. Total of 100 students volunteered to participate in the study after providing informed consent. Two groups based on pseudo randomization were created and subjected to the FC method and TDC method in module A and crossover of groups was done in module B. Both groups were subjected to post-test after intervention in modules. Feedback was obtained from students on their perception toward the FC method. Results There was a statistically significant difference (p<0.05) in post-test scores of both FC groups in both modules (FC Method: 14.77 ± 2.16 and 11.26 ± 1.76 vs TDC Method: 12.16 ± 2.05 and 10.03 ± 2.57). Overall positive feedback was received for FC method of teaching compared to TDC method. Conclusions Considering responses and results of the assessment, it can be concluded that the FC approach is beneficial for students. It enhances the learning of students. Perception of students toward medical teaching can be greatly improved. It helps students achieve better results in their learning. With larger sample size studies, this result of FC method being a better learning tool will gather more strength.

Comparison of four phenotypic methods for detection of metallo-ß-lactamase-producing Gram-negative bacteria in rural teaching hospital.

CONTEXT: Metallo-ß-lactamase (MBL)-producing bacteria lead to resistance to carbapenem an antibiotic that used as the last resort for treatment of multidrug-resistant bacteria, extended spectrum beta-lactamases, and AmpC ß-lactamase-producing Gram-negative bacteria (GNB). The emergence of MBL-producing GNB is challenge to microbiology laboratories because there are no standardized guidelines available to detect them. The aim of this study was to compare four phenotypic methods to detect MBL production in GNB and to determine antibiotic sensitivity of MBL-producing isolates. MATERIALS AND METHODS: A total of 107 clinical isolates of GNB were tested for MBL production. Imipenem (IPM)-resistant GNB were taken as positive for MBL screening. MBL detection was done using ethylene diamine tetra acetic acid (EDTA) as MBL inhibitor. Four phenotypic methods were evaluated: (1) Combined disk synergy test (CDST) with 0.5M EDTA (CDST-0.5 M EDTA), (2) CDST with 0.1 M EDTA (CDST-0.1 M EDTA), (3) double-disk synergy test (DDST) with 0.5M EDTA (DDST-0.5 M EDTA), and (4) DDST with 0.1 M EDTA (DDST-0.1 M EDTA). RESULTS: Out of 107 GNB, 30 were resistant to IPM considered as screening positive. Out of 30, 21 (70%) isolates were MBL positive by CDST-0.1 M EDTA, 19 (63.33%) by CDST-0.5M EDTA, 17 (56.67%) by DDST-0.1 M EDTA, and 16 (53.33%) by DDST-0.5M EDTA. All MBL-producing Gram-negative Bacilli were resistant to ampicillin/sulbactam. Polymyxin B was found to be the most sensitive drug. CONCLUSION: CDST-0.1 M EDTA is the most sensitive method MBL detection. The detection of MBL-producing GNB is very important to control spread of the resistance.