Journal of Medical Education for Future Demands
Year:2019 | Volume:18 | Issue:4|Papers Count:4

Background: Gendered attitudes have been observed in medicine over the last 50 years, and the effects of social gender inequality can be seen in professional practices from various perspectives. We aimed to examine the attitudes of residency physicians towards their gender roles, and also to examine their exposure to gender discrimination while performing tasks in their daily work-life. Methods: This study was a cross-sectional type phenomenological research using a mixed method design. It was designed using the sequential strategy within the explanatory pattern. In the quantitative part of the study, 81. 3% of the residency students were accessed, and a survey consisting of 78 items was performed using face-to-face interviews. In the qualitative part, personal interviews were performed with 11 residency students who were selected using the purposeful sampling method. Results: According to studies in medicine, the areas of specialty and the tasks to be performed in daily work-life were classified based on gender. Female physicians were exposed to gender inequality and discriminative attitudes, especially in surgical departments. Conclusion: Gender roles attributed to women negatively affect their professional and academic lives.

Background: Portfolio is a measurement tool that can document student learning, performance, and achievement of key objectives. In this study, the effect of the portfolio on nursing students’ learning and satisfaction in the field training course was assessed. Methods: This quasi-experimental study was conducted among 60 nursing students using census sampling and randomized into the control and intervention group. The performance and satisfaction of the two groups has been tested with researcher-designed questionnaires. Construct validity was used to validate the satisfaction questionnaire. Nursing student’ s knowledge and clinical competency were measured at the end of the intervention. The data were analyzed using descriptive and analytical statistics through SPSS-22. Results: The mean (SD) of field training score in the case and control group was 18. 23 (1. 03) and 17. 08 (1. 05), respectively (P=0. 000). Mean (SD) of student satisfaction from evaluation method was 55. 07 (6. 28) in cases versus 37. 43 (11. 20) in controls (P=0. 000). The mean score of knowledge, application and analysis level questions in the portfolio group was significantly greater than the control group (P=0. 033, P=0. 000, respectively). No significant difference was seen in two group clinical competencies. The factor structure of the satisfaction survey scale was confirmed using exploratory factor analysis (P<0. 000), which produced three factors (Justice, Regularity and organization and Continuity and feedback in the evaluation) and explained 83. 8% of the total variance. Conclusion: Use of portfolio method increases nursing student’ s competence and their participation in the learning process by increasing the level of students’ satisfaction from the evaluation method.

Background: Teaching fundamental skills such as suturing varies between medical teaching institutions. Despite great expectations from medical students, they are often left on their own for learning these skills, which sometimes takes place during a clerkship. We aimed to evaluate the efficiency of a suture curriculum based on simulation teaching considering the potential effect of role modelling during clinical practice. Methods: All third-year medical students at our university were enrolled in a suture curriculum that comprised two simulation sessions. Proficiency was evaluated using a purposefully devised suture Objective Structured Assessment of Technical Skills (OSATS) score. After randomization, some participants were selected to perform sutures on patients with mentoring between the two sessions during a clerkship, and they constituted the clinical group. Results: A total of 254 participants met the inclusion criteria. The overall performance in the second session was statistically better compared with the first session. The clinical group (78 students) performed significantly better in terms of OSATS scores (32. 3 [30-33] vs. 30. 2 [21-33]; P<0. 001) and the completion time (64 [25-131] vs. 96 [29-360] seconds; P=0. 006) compared with the control group. We found a significant association between perception of positive role model and performance (P=0. 012). Conclusion: This study demonstrated the effectiveness of a simulation curriculum for suture proficiency with the reinforcing effect of mentoring during a clerkship. Simulation as part of the medical curriculum is only effective if it is integrated in clinical practice to achieve situated learning.

With lots of thoughts after 21 years, tremendous changes have been made in the new Medical curriculum for MBBS in India. Some changes are positive while other changes require more thought for implementation. In the long run, how the program would affect the overall development of Indian Medical Graduates is still uncertain. These aspects of changes that have occurred in the Medical Curriculum have been discussed in detail in this article.