Journal of Education and Health Promotion

BACKGROUND: Conducting online classes and assessment during the COVID‑19 pandemic isnot without challenges. The world of medical education is adapting online training and assessmentbecause ... Read More

Simulation‑based structured training for developing laparoscopy skills in general surgery and obstetrics & gynecology postgraduates

. Kailash Charokar; . Jyoti Nath Modi

Volume 11, Issue 9 , October 2021, , Pages 1-8

Abstract

BACKGROUND: Simulation‑based training is an important strategy for skill development in acompetency‑based curriculum, especially so for laparoscopic surgery given its unique learning ... Read More BACKGROUND: Simulation‑based training is an important strategy for skill development in acompetency‑based curriculum, especially so for laparoscopic surgery given its unique learning curve,need for practice, and patient safety concerns. The study was conducted for postgraduates in twosurgical disciplines in a medical college tertiary care center. The study evaluates the acceptability andutility of structured simulation‑based training for laparoscopic skills. Simulations provide deliberatepractice in the leaner supportive environment.MATERIALS AND METHODS: The educational intervention was carried out among the 16postgraduates from year 2 and year 3 of general surgery and obstetrics and gynecology. A structuredtraining and assessment module was designed and validated, and a 12‑week structured trainingon laparoscopic box trainers was given to postgraduates under faculty guidance. Feedbackfrom postgraduates and faculty was obtained using separate validated questionnaires. Thepre‑ and post‑training assessment scores were compared applying the Wilcoxon matched‑pairssigned‑rank (2‑tailed) test using the SPSS Windows Version 20.0 (IBM Corporation).RESULTS: Sixteen postgraduates participated in the study. The median satisfaction score of thepostgraduates was 4 (range 3–5), a scale of a maximum of 5. The group identified faculty feedback,stepwise skills learning, supportive learning environment, and trainers’ motivation as enabling factorsin the training. The faculty observed that the trainees were effectively engaged. The group meanimprovement scores in percentage were 40.08 for task 1, 42.08 for task 2, 43.13 for task 3, and45.63 for task 4.CONCLUSIONS: It is feasible to incorporate faculty‑guided sessions of simulation training in basiclaparoscopy skills for postgraduates in our setup. It is well accepted by the key stakeholders, andwe recommend it to be incorporated in the formal training program.

Effectiveness of flipped classroom model in teaching histology for first‑year MBBS students based on competency‑based blended learning: An interventional study

. Sharmila Aristotle; . Sundarapandian Subramanian; . Saikarthik Jayakumar

Volume 11, Issue 4 , May 2021, , Pages 1-6

Abstract

BACKGROUND: With recent changes in the curriculum of bachelor of medicine and bachelor ofsurgery (MBBS) course to meet the global trends and to fulfill the standards expected ... Read More

Concept map as a teaching and learning tool for medical students

. Sulakshana Shridhar Baliga; . Padmaja Ravindra Walvekar; . Girija Jagadish Mahantshetti

Volume 11, Issue 1 , January 2021, , Pages 1-6

Abstract

Abstract:BACKGROUND AND AIM: Concept maps hold great potential for the students as it helps inthe formulation of new concepts as well to evaluate the learning ability of the students. ... Read More

Introduction of structured feedback for MBBS students: Perception of students and faculty

. Himashree Bhattacharyya; . Jayant Vagha; . Gajendra Kumar Medhi; . Star Pala; . Happy Chutia; . Parash Jyoti Bora; . Vizovonuo Visi

Volume 10, Issue 10 , October 2020, , Pages 1-6

Abstract

INTRODUCTION: Feedback is an important part of the assessment process. However, one‑to‑onestructured and constructive feedback to the students is not practiced mostly due to lack ... Read More

Teachers’ perceptions on student evaluation of teaching as a tool for faculty development and quality assurance in medical education

. Asitava Debroy; . Abhishek Ingole; . Abhay Mudey

Volume 9, Issue 11 , November 2019, , Pages 1-7

Abstract

BACKGROUND: Student evaluation of teaching (SET) is considered to be one of the most importantas well as inexpensive resources for sustaining professional development in medical teaching. ... Read More

Problems and challenges in providing feedback to clinical teachers on their educational performance: A mixed‑methods study

. Sepideh Jamshidian; . Nikoo Yamani; . Mohammad Reza Sabri; . Fariba Haghani

Volume 9, Issue 1 , January 2019, , Pages 1-10

Abstract

INTRODUCTION: Given the importance of feedback to improve teachers’ educational performance,the current study aimed to identify the challenges and problems involved in providing ... Read More INTRODUCTION: Given the importance of feedback to improve teachers’ educational performance,the current study aimed to identify the challenges and problems involved in providing feedback toclinical teachers on their educational performance.MATERIALS AND METHODS: In the first phase of this mixed‑methods study, the clinical teachers,students, and university officials were interviewed on feedback problems and challenges. Afteran inductive content analysis, and based on the problems enlisted, a ten‑item questionnaire wasdeveloped. Subsequently, 25 clinical teachers completed the questionnaire by scoring the importanceand urgency of each problem.RESULTS: Overall, 18 individual and group interviews were conducted with 24 people. A totalof ten themes and five categories emerged, including “lack of transparency of feedback system,”“absence of criticizability culture,” “lack of motivation to improve performance,” “failure to considerfactors affecting teacher’s performance,” “lack of formative evaluation,” “inappropriate data obtainedon teacher’s performance,” “inappropriate feedback providers,” “inappropriate feedback recipients,”“inappropriate feedback provision,” and “no feedback follow‑up.” Three items of priority involved“inappropriate feedback providers,” “inappropriate data,” and “failure to consider factors affectingthe teacher’s performance.”CONCLUSIONS: All the raised problems obtained high scores; nevertheless, the interviewees hadmore problems with the feedback provider, the data collected on the performance, and inattentionof university officials to the factors influencing performance than feedback presentation methods.Hence, gaining the trust of teachers on the collected data, providing feedback by their trustworthyindividuals, and paying attention to the factors influencing teachers' performance are associated withan increased possibility of feedback acceptance.

Learning by doing: Smartphone app in undergraduate medical students’ research

. C. Sahanaa; . Amit Kumar Mishra

Volume 8, Issue 10 , October 2018, , Pages 1-4

Abstract

INTRODUCTION: In communication process, feedback plays a major role. Usually, a formal/informalfeedback is collected from students on their experience and understanding about the tasks ... Read More

Perception of medical undergraduate students about interactive lectures in an outcome‑based integrated curriculum: A cross‑sectional study

. Mohammad Rehan Asad; . Khwaja Amir; . Naser Ashraf Tadvi; . Kamran Afzal; . Waqas Sami; . Abdul Irfan

Volume 7, Issue 6 , December 2017, , Pages 1-6

Abstract

OBJECTIVE: The objective of this study is to explore the student’s perspectives toward the interactivelectures as a teaching and learning method in an integrated curriculum.MATERIALS ... Read More

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Keywords = feedback

Online viva voce as a formative assessment method in forensic medicine during COVID‑19 pandemic

Abstract

Simulation‑based structured training for developing laparoscopy skills in general surgery and obstetrics & gynecology postgraduates

Abstract

Effectiveness of flipped classroom model in teaching histology for first‑year MBBS students based on competency‑based blended learning: An interventional study

Abstract

Concept map as a teaching and learning tool for medical students

Abstract

Introduction of structured feedback for MBBS students: Perception of students and faculty

Abstract

Teachers’ perceptions on student evaluation of teaching as a tool for faculty development and quality assurance in medical education

Abstract

Problems and challenges in providing feedback to clinical teachers on their educational performance: A mixed‑methods study

Abstract

Learning by doing: Smartphone app in undergraduate medical students’ research

Abstract

Perception of medical undergraduate students about interactive lectures in an outcome‑based integrated curriculum: A cross‑sectional study

Abstract