JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM
Year:2018 | Volume:6 | Issue:4|Papers Count:9

Introduction: Little emphasis on standardization, less stringent outcome measurement and resource constrains can result in deteriorating competencies among medical graduates in a country with rapidly increasing number of medical institutions like India. A competency-based curriculum is where we carefully design curricular experiences to achieve pre-identified outcomes. In this study, we aimed to define the outcome objectives of a competency-based undergraduate Obstetrics and Gynaecology curriculum which is comprehensive, and is based on the present day need of our society. These objectives can serve as the basis for designing a suitable curriculum with aligned teaching learning and assessment methods. Methods: This is an observational study in which a Delphi technique was used to identify the outcome objectives representing competencies specific to the subject of obstetrics and gynaecology at graduate level. The six core competencies identified by Accreditation Council for Graduate Medical Council formed the framework to identify these competencies. Then, a cross-sectional countrywide survey was conducted among purposively sampled teachers and clinical experts through a postal questionnaire to know the relative importance of the identified outcome measures and need for their inclusion in a contemporary outcome-based curriculum. Results: Ninety four medical teachers and clinical experts, belonging to institutes across the county, with demonstrable interest and expertise in the field of medical education identified 38 outcome objectives for the curriculum. There were twenty one “ vital” , fourteen “ essential” , two “ desirable” and one “ optional” outcome objectives identified. There were eighteen outcome objectives for “ patient care” domain, nine for “ medical knowledge” , four for “ Practice based learning and improvement” , three for “ professionalism” , two for “ system based practice” , and two for “ interpersonal and communication skills” . Conclusion: The outcome objectives for a competency-based obstetrics and gynaecology curriculum in an Indian context were defined.

Introduction: In spite of the fact that microteaching has been practiced extensively in most universities, its actual efficacy has not been studied systematically. In this study, there was an attempt to quantify the efficacy of microteaching in inducing behavioral change in teachers. We also aimed to determine the perceived utility and ease of this process in teacher training, using the feedback received from the participants. This feedback along with efficacy can collectively predict the effectiveness of microteaching. Methods: A prospective experimental study was designed using a convenient sample of 30 faculty volunteers. After the institutional ethics committee approval, the videos of pre-microteaching and post-microteaching sessions from the 30 participants undergoing 5 sessions of microteaching were graded with a seven point teaching competency scale and the participant’ s perceived usefulness and perceived ease of use was studied using a validated questionnaire. Paired sample t-test was used to determine the efficacy of the study. Results: Microteaching showed a statistically significant improvement among the behavior of the participants after five sessions of microteaching. All the parameters in the scale showed a statistically significant improvement. Though the participants felt that this method was useful, the majority of them felt it is a very time consuming process requiring resources. Conclusion: Hence, the overall effectiveness in in-service teaching process was limited for microteaching in this current scenario; though microteaching induced positive behaviour change, it was time consuming and also it was difficult to arrange a peer group to enrole.

Introduction: Occupational burnout is a prevalent syndrome among medical students as well as other health professionals. It may be an important factor contributing to professional conducts. The aim of this study was to determine the prevalence of burnout among medical students of Shiraz University of Medical Sciences at clinical level and its relationship with professionalism. Methods: In this cross-sectional study, all medical clinical students who had spent a minimum of six months of the first year of clinical level and who were in their final year, in 2015-16 were examined (using the census method). Data were gathered using demographics, educational background, and the dimensions of professionalism questionnaires and Maslach Job Burnout Inventory. Data analysis was performed using descriptive statistics, ANOVA and Pearson correlation test by SPSS, version 14. A p-value of <0. 05 was considered statistically significant. Results: The total mean score of burnout was 61. 37± 20. 44 (moderate). In this study, 54. 3% of the students had low, 35. 2% moderate and 10. 4% high job burnout. There was a negative correlation between job burnout and professional ethics with Pearson correlation test (p<0. 000, r=0. 23). There was no significant relationship between the increase in academic years and burnout. Conclusion: Regarding the high prevalence of burnout and its adverse effects among medical students, developing a workplace assistance program and adequate facilities to help them is necessary. Also, due to the negative correlation between professionalism and burnout, continuous training of professional ethics should be taken into consideration by educational authorities.

Introduction: Identification of the factors that promote academic performance is of importance in the success rate of medical students. This study aimed to find the relationship between emotions, motivation and academic performance of medical students. Methods: This descriptive-correlative study was conducted among 370 medical students in Shiraz University of Medical Sciences using convenience sampling. Academic emotions questionnaire (AEQ) including 75 items and college student version of work preference inventory including 30 items were used to collect the data. The Cronbach’ s alpha for the eight types of academic emotions ranged from 0. 73 to 0. 86, and for the intrinsic and extrinsic motivation it was 0. 81 and 0. 87, respectively. The data were analyzed using Pearson correlation, multiple regression, independent t-test and one-way ANOVA through SPSS, 14. Results: Results indicated a positive and significant correlation between positive emotions (enjoyment, hope, pride) and students’ academic performance (r=0. 37, r=0. 27 and r=0. 39, respectively, with p<0. 01). A negative and significant correlation was found between negative emotions (anger, anxiety, hopelessness, shame and boredom) with students’ academic performance (r=-0. 15, r=-0. 24, r=-0. 23, r=-0. 215 and r=-0. 21, respectively, with p<0. 01). There was a positive and significant correlation between intrinsic and extrinsic motivation and academic performance (r=0. 63, r=0. 14, with p<0. 01, p<0. 05, respectively). Emotions related to enjoyment, hope, pride, hopelessness, boredom and intrinsic motivation were shown as the key predictors of students’ academic performance. Conclusion: The results of this study showed the key role of motivation and positive emotions in increasing medical students’ academic performance.

Introduction: A multiple-mini interview (MMI) is a type of structured interview, which may assess many non-cognitive domains in residency applicants. There are few studies on MMI during the emergency medicine (EM) residency admissions process in the United States. We sought to determine the strengths, weaknesses, and acceptability of a pilot MMI for EM residency admissions. Methods: We piloted a five-station MMI with nine residency applicants. Following the MMI, we surveyed all participants, using 15 open-and closed-ended questions. Using grounded theory analysis, we coded the responses to the post-intervention survey to uncover the strengths and weaknesses of the MMI for EM residency admissions. Results: All nine students completed the survey. A positive theme that emerged from the survey was that the MMI was a positive, unexpected experience (all respondents, n=9). Candidates felt they were able to showcase unique talents, which would not be observed during a traditional interview (n=3). A negative theme that emerged from the survey was that the experience was intimidating (n=3). Candidates felt that the MMI left out important aspects of a typical interview day (n=3), such as time for the candidate to become more familiar with the program. Conclusion: An MMI may be a positive experience for candidates, but may also induce more anxiety. The MMI may omit an important piece of the interview day: an opportunity for the applicants to familiarize themselves with the residency program.

Introduction: Pharmacology is perceived as a volatile subject as it’ s difficult to recall and recite the core of the subject. Enriching the learning environment through incorporation of a variety of teaching and learning strategies and methods yields enhanced learning. Crossword puzzles provide expansion of vocabulary, stimulate thinking capacity, boost confidence, and fasten up the learning capacity; hence, the present study was conducted to investigate the usefulness of crossword puzzle as an innovative self-learning tool in pharmacology. Methods: This prospective study was conducted among 5th semester students of the second professional MBBS course. A total of 139 students participated in this study and were evaluated with formative examination and feedback questionnaire. Permission was taken from Institutional Ethics Committee for the study. A crossword puzzle consisting of 32 questions on endocrine pharmacology was prepared and divided into two sections: the across section had 17 questions and the down section contained 15 questions. The data were analyzed, using Graph Pad Software and presented as percentage of the responses. Results: On average, out of 32 questions, one mark each, the students scored 52. 69% and all students responded correctly on questions on the topic of hormonal contraceptives. 75. 5% of the students had an enjoyable experience and the majority of them agreed that it helped them enhance their knowledge of drugs, remember diseases and drug names, and overall learning about the topic. They were also of the opinion that this should be inculcated in pharmacology curriculum. Conclusion: Incorporation of crossword puzzles, as an adjunct tool, was useful as majority of the students reported that this improved their attitude of learning, thereby improving their performance.

Dear Editor With increasing emphasis on publications for faculty recruitment, career advancement and obtaining research grants, the issues related to author kinship and academic nepotism have grown significantly and these probably reflect the inflationary growth rather than the optimal growth warranted due to increasing research complexity. . . .

The traditional approach to medical education has been dichotomous, with a lack of integration between basic sciences and clinical medicine (1). Recent reforms have called for individualizing the learning process, integrating knowledge with practice, and cultivating a spirit of lifelong learning (2). . .

Dear Editor, In pharmacy, professionalism must contain the skills necessary to be a capable pharmacy practitioner. It seems that pharmacy students do not become professionals after graduation from the pharmacy school. To be a professional pharmacist, students should have a lifelong commitment to the society and patients. . . .