Journal of Education and Health Promotion

Language of actions: The effects of teacher’s kinesics on student learning and learning environment

. Taliya Sajjad; . Humaira Fayyaz Khan; . Rahila Yasmeen; . Arfaa Waqas

Volume 13, Issue 2 , February 2023, , Pages 1-6

Abstract

  BACKGROUND: A teacher’s appropriate use of nonverbal communication skills, mainly kinesics, canplay a crucial role in the success of the students. Medical educators are unaware ...  Read More BACKGROUND: A teacher’s appropriate use of nonverbal communication skills, mainly kinesics, canplay a crucial role in the success of the students. Medical educators are unaware of the effective useof nonverbal communication as an instructional skill that can be used to engage learners, balancelearners’ participation by controlling the classroom environment, and motivate them to have a passionfor learning. The purpose of the study was to explore the students’ perceptions regarding the effectof teachers’ kinesics on students’ learning and their learning environment. This can be helpful forteachers in modifying their teaching styles and delivering quality education.MATERIALS AND METHODS: A qualitative study with an exploratory design was conducted at aprivate medical institute in 2021 for a duration of 6 months. Fourteen medical students volunteeredto participate in the study. Focus group discussions were conducted with the students to explore theexperiences of the medical students regarding the use of nonverbal communication skills by theirteachers and its effect on their learning in the classroom. The data collected was analyzed manually.RESULTS: The results of the study revealed that teachers’ nonverbal behaviors in the classroomsignificantly influence students’ motivation, engagement, and learning in the classroom. Studentspreferred interaction with the teachers who were friendly and confident and used their nonverbalcommunication skills (eye contact, facial expressions, hand gestures) effectively, compared to strictand judgmental teachers.CONCLUSION: Teachers need to motivate their students by improving their teaching styles andincorporating nonverbal behaviors positively in the classroom. By creating an impactful learningenvironment, students’ participation and learning will increase, which will, in turn, improve theiracademic performance.

---

• View Article
• PDF 493.71 K

Metamemory functioning and memory strategies used among medical students

. Kinjari Kancharla; . Sagayaraj Kanagaraj; . Ram Gopal C. N.

Volume 13, Issue 1 , January 2023, , Pages 1-8

Abstract

  BACKGROUND: Metamemory can be described as an intentional endeavor to guide or controlone’s memory processes. In other words, awareness and knowledge of one’s own memory ...  Read More BACKGROUND: Metamemory can be described as an intentional endeavor to guide or controlone’s memory processes. In other words, awareness and knowledge of one’s own memory processand strategies for using the memories effectively. Planning, allocating cognitive resources, selectingstrategies, assessing understanding, and evaluating performance all rely heavily on metamemorialinformation. For efficient learning, good memory abilities are necessary. This study aimed tounderstand metamemory functioning and to see if there were any gender differences in metamemoryfunctioning among medical students.MATERIALS AND METHODS: This cross‑sectional study was conducted by collecting data from350 medical students using the Memory Functioning Questionnaire in 2021. The sample group wasselected from medical colleges in South India such as Kerala, Karnataka, Tamil Nadu, Telangana,and Andhra Pradesh using a purposive sampling technique. This questionnaire focused on theseriousness of forgetting, the rate at which people recalled things over time, and frequency of useof mnemonics and techniques that assist memory. Descriptive statistics, independent sample t‑test,correlation, and regression were used for analysis.RESULTS: There was a significant difference based on gender among medical students in generalmemory functioning and frequency of forgetting (P < 0.001). Similarly, it was also found that genderwas a major predictor of general memory functioning and frequency of forgetting among medicalstudents (P < 0.001).CONCLUSION: Most medical students believe they have a minor memory issue. Even if the majorityof medical students forget information, the vast majority of them believe they have an exceptionalmemory. Gender acts as a significant predictor of general memory performance and forgetfulness.

---

• View Article
• PDF 924.67 K

The relationship between personality traits and learning styles in medical education students at Iran University of Medical Sciences: A cross‑sectional study

. Zohreh Sohrabi; . Shoaleh Bigdeli; . Shabnam Nadjafi

Volume 13, Issue 1 , January 2023, , Pages 1-6

Abstract

  BACKGROUND: The relationship between personality traits and learning styles is an attractivesubject for researchers. “Learning Style” indicates on a method of education ...  Read More BACKGROUND: The relationship between personality traits and learning styles is an attractivesubject for researchers. “Learning Style” indicates on a method of education for effective studying. TheKolb’s Learning Style is a known theory in the field of learning style. The Kolb’s four learning stylesinclude: Divergent, convergent, assimilating, and accommodating. Furthermore, personality, knownas relatively fixed and durable characteristics that distinguish people from each other, and personalitycontains five broad identified traits of extraversion, agreeableness, openness, conscientiousness,and neuroticism. In this study, we intended to evaluate the relationship between personality traitsand learning styles in medical education students.MATERIALS AND METHODS: This research was an observational analytic cross‑sectional studythat was conducted on medical education students at Iran University of Medical Sciences, between2018 and 2019, and 31 students were participated as volunteers. NEO Five‑Factor Inventory andthe Kolb’s learning style inventory (version 3.1) were used to evaluate the students’ personality traitsand learning styles, respectively. The simple and multiple analysis of multinomial logistic regressionwere used for statistical analysis.RESULTS: The results indicated that if one unit would be added to the score of the “Extraversion”personality trait, the estimated odds, by which the student’s learning style would become“Accommodating” rather than “Assimilating,” is 1.3 times more than the basic condition, in which“Extraversion” score would be remained unchanged (P = 0.035).CONCLUSION: It seems that “Accommodating” learning style might be related to “Extraversion”personality trait in medical education students. However, researches with a larger population aresuggested.

---

• View Article
• PDF 818.37 K

Effectiveness and perception of demonstration‑observation‑ assistance‑performance (DOAP) versus video‑assisted learning (VAL) in training advanced cardiac life support (ACLS) among medical interns – A comparative study

. Kakkoprath T. Madavan

Volume 12, Issue 11 , December 2022, , Pages 1-9

Abstract

  BACKGROUND: Demonstration‑Observation‑Assistance‑Performance (DOAP) and Video‑AssistedLearning (VAL) are small‑group teaching/learning methods (TLM) in medical education. ...  Read More BACKGROUND: Demonstration‑Observation‑Assistance‑Performance (DOAP) and Video‑AssistedLearning (VAL) are small‑group teaching/learning methods (TLM) in medical education. Comparisonstudies between the two are scanty. There is a gap in knowledge, skills, and attitude among medicalinterns toward Advanced Cardiac Life Support (ACLS). The author studied the effectiveness of DOAPand VAL in training ACLS using mannequins and automated external defibrillator (AED)-simulatorsamong interns in 2021.MATERIALS AND METHODS: This descriptive study was done in the Emergency Department ofa tertiary teaching hospital in South India. Out of 80 medical interns, 39 and 41 were allocated toACLS training by DOAP (Group 1) and VAL (Group 2), respectively, by convenient sampling withrandom allocation, with the use of mannequins and AED‑Simulators (10 interventions in each smallgroup; three‑five participants in each session). Pre‑validated pre‑test and posttest multiple‑choicequestionnaires (MCQs) and attitude questionnaires, OSCE by two blinded assessors, and perceptionby Likert‑based questionnaire were analyzed with appropriate statistical analysis.RESULTS: The mean pretest and posttest MCQs and Attitude and OSCE scores of DOAP and VALshowed no statistically significant difference between them (MCQ pre‑test 44.51 (11.43); 42.54 (6.56);p = 0.350 and MCQ posttest, 78.97 (8.59); 77.22 (11.29); p = 0.438; OSCE 40.51 (2.43) and40.63 (1.92); p = 0.804; Attitude: 11 (3), 11 (2); p = 0.567; 14 (2), 14 (3); p = 0.095). MCQ post‑testsshowed improved scores (p < 0.001) in both the methods and the standardized mean differencebased on the MCQ scores for the DOAP group was 3.02, and for the VAL group 3, showed theeffectiveness of both methods. Perception scores showed learners’ interest and positive feedbackto both methods and ACLS.CONCLUSION: Both DOAP and VAL were equally effective TLMs in imparting knowledge, skills, andattitude to medical interns with positive feedback. In DOAP, the learner performs under supervisionand clarifies doubts. As repeatable and cost‑effective, VAL is useful in resource‑limited settings.Both can be used as complementary methods in training ACLS. The attitude of learners towardsACLS improved with training.

---

• View Article
• PDF 991.57 K

Encouraging students’ engagement and promoting deep learning in immunology through an interactive clinical case problem‑solving (CCPS) approach: Perception among cohort of medical students in Oman

. Mohan B. Sannathimmappa; . Vinod Nambiar; . Rajeev Aravindakshan

Volume 12, Issue 11 , December 2022, , Pages 1-6

Abstract

  BACKGROUND: Modern competency‑based medical education emphasizes student‑centeredteaching‑learning strategies where students take responsibility of their own learning. Student‑centeredapproaches ...  Read More BACKGROUND: Modern competency‑based medical education emphasizes student‑centeredteaching‑learning strategies where students take responsibility of their own learning. Student‑centeredapproaches facilitate multifaceted learning such as observation, critical evaluation, analysis, deeperunderstanding, and application of knowledge. The current study aims at assessing the students’perception on utilization of clinical case problem‑solving approach (CCPS) to promote their lifelonglearning.MATERIALS AND METHODS: The present cross‑sectional study was conducted at College ofMedicine and Health Sciences (CoMHS) during the year 2021‑2022. MD3 students of the academicyear 2021‑2022 were the study participants. The study was approved by institutional Ethic and ReviewCommittee. Students’ performances were assessed through pre‑test and post‑test performances.Students’ feedback was collected through a predesigned questionnaire on a 3‑point Likert scale.Cronbach’s alpha coefficient test was used to assess the reliability of the questionnaire. The data wasentered to Microsoft Excel and analyzed using SPSS software version 22. Paired t‑test was used tocompare pre‑test and post‑test scores and the data was expressed as numbers and percentages.RESULTS: In total, 103 participants were included in the study. Post‑test scores were significantlyhigher compared to pre‑test scores (p < 0.05). Questionnaire results showed that CCPS approachwas accepted as an effective learning strategy. Majority (>90%) of the students expressed CCPSapproach was interesting, motivated to learn, encouraged peer discussion, enhanced knowledge,and clarified their topic‑related doubts. More than 80% students opined that CCPS enhanced theircritical thinking, problem‑solving ability, deep learning, and lifelong learning skills. Nearly 90% ofthe students suggested for including such sessions for more topics in immunology course in future.CONCLUSION: From our study results, it can be concluded that CCPS is an effective learningstrategy to encourage students’ engagement and promote their deep learning skills.

---

• View Article
• PDF 556.21 K

Learning innovation in community medicine teaching: A‑Z of job responsibilities of anganwadi worker, accredited social health activist, and auxiliary nurse midwife

. Manish Taywade; . Debkumar Pal; . Bimal Kumar Sahoo

Volume 12, Issue 10 , November 2022, , Pages 1-3

Abstract

  The interaction between medical students and frontline healthcare workers is one of the crucialcomponents of community medicine. The interaction of medical students with frontline healthcareworkers ...  Read More The interaction between medical students and frontline healthcare workers is one of the crucialcomponents of community medicine. The interaction of medical students with frontline healthcareworkers provides multiple opportunities. Medical students like to understand their job responsibilitiesand their involvement in implementing the various national health programs at the community level.Innovation is required to train our medical students better and enhance their learning. A learning andteaching innovation was developed by us to provide insight into the various roles and involvement offrontline healthcare workers in the community. One innovation is the A‑Z activity calendar of frontlinehealthcare workers in teaching and learning in medical education.

---

• View Article
• PDF 1.22 M

Comparison of the level of critical thinking skills of faculties and medical students of Ahvaz Jundishapur University of Medical Sciences, 2021

. Abdolhussein Shakurnia; . Nasrin Khajeali; . Reza Sharifinia

Volume 12, Issue 10 , November 2022, , Pages 1-6

Abstract

  BACKGROUND: One of the main tasks of educational institutions, in addition to developing students’professional competencies, is to develop decision‑making and problem‑solving ...  Read More BACKGROUND: One of the main tasks of educational institutions, in addition to developing students’professional competencies, is to develop decision‑making and problem‑solving skills, which arethemselves influenced by critical thinking that should be developed by instructors at the university.The aim of this study was to compare the level of critical thinking skills in students and faculties ofAhwaz Jundishapur University of Medical Sciences.MATERIALS AND METHODS: In this cross‑sectional descriptive study, the sample consisted of81 medical students and 52 faculty members of the medical school who were teaching and studyingin 2021. The research method was descriptiveanalytical and the data collection tool was the CaliforniaCritical Thinking Questionnaire Form B. SPSS‑18 software and t‑test were used to analyze the data.RESULTS: The mean score of students’ critical thinking skills was 12.49 ± 4.43 and that of facultieswas 12.44 ± 3.76 and no significant difference was observed between the scores of the twogroups (P = 0.94).CONCLUSION: The findings of the study show that the level of critical thinking skills in both facultiesand students is below the standard and poor. The results of the study indicate the weakness of criticalthinking in students and faculties in all dimensions, which indicates the need to teach critical thinkingskills at the university level. Therefore, educational planners and faculty officials should pay moreattention to developing critical thinking skills in their educational programs.

---

• View Article
• PDF 579.77 K

Cesarean section or normal vaginal delivery: A cross‑sectional study of attitude of medical students

. Tanisha Sudhir Saraf; . Rupali Verma Bagga

Volume 12, Issue 10 , November 2022, , Pages 1-8

Abstract

  INTRODUCTION: Childbirth is regarded as an important life event for women, and growing numbersof them are making the choice to give birth by cesarean delivery. Increasing rate of births ...  Read More INTRODUCTION: Childbirth is regarded as an important life event for women, and growing numbersof them are making the choice to give birth by cesarean delivery. Increasing rate of births by cesareansection is an issue of concern in many countries. In order to reduce the rates of unnecessary cesareansections, it is essential to acquire information of the reasons that motivate physicians to carry outcesarean sections rather than vaginal deliveries. The objective of present study is to evaluate whetherthe education process for undergraduate medical students affects their decision‑making.MATERIALS AND METHODS: The present study was cross‑sectional and questionnaire based.A total of 292 students participated in the study. Out of which, 150 were first‑year students and142 were doing internship in Maharashtra Institute of Medical Education and Research (MIMER),Talegaon Dabhade, Maharashtra, India. The study was conducted in the months of June and July2019. Data was collected with the help of person to person interview of all the participants whosatisfied the inclusion criteria after obtaining their informed consent. The data was entered by usingMicrosoft Excel 2007 and was analyzed using Epi Info version 3.3.2. The data was tabulated andanalyzed according to responses which were given by the respondents.RESULTS: A total of 292 students answered the questionnaire. Age of participants varied between19 and 23 years. 130 males and 162 females were the subjects, out of which 40 students declaredfear of labor. Most of the students preferred vaginal delivery over cesarean sections in all the fourscenarios. The difference of opinion was significant in case of an uneventful pregnancy and normalpregnancy under their care. For general population as healthcare manager this difference of opinionwas not significant. In case of one’s own or partner’s delivery, internship students preferred cesareansection but this difference was statistically non‑significant.CONCLUSION: Most of the students would recommend vaginal delivery because this form of deliveryhas fewer risks as compared to cesarean section. Majority of students chose vaginal delivery forthe birth of their own child; however, a higher number of interns as compared to first year studentspreferred cesarean section. Pain associated with vaginal delivery was the most common reasongiven for choosing cesarean section. The student’s preference for childbirth changed in due courseof graduation toward cesarean section. This indicates a probable effect of medical education onpermissive culture of cesarean section as a mode of delivery.

---

• View Article
• PDF 569.23 K

Perception of educational environment with an assessment of motivational learning strategies and emotional intelligence as factors affecting medical students’ academic achievement

. Zeinab Abdelaziz Kasemy; . Ibrahim Kabbash; . Dalia Desouky; . Shaimaa Abd El‑Raouf; . Samar Aloshari; . Ghadeer El Sheikh

Volume 12, Issue 8 , September 2022, , Pages 1-10

Abstract

  BACKGROUND: This study aimed to investigate how medical students perceive their educationalenvironment, as well as the implications of motivation, learning strategies, and the factor ...  Read More BACKGROUND: This study aimed to investigate how medical students perceive their educationalenvironment, as well as the implications of motivation, learning strategies, and the factor of emotionalintelligence on academic achievement.MATERIALS AND METHODS: In a cross‑sectional study, 3384 undergraduate students wererecruited from randomly selected Egyptian medical colleges. Students from second to final year, takingfundamental and clinical courses and, at a minimum, three professional exams, were enrolled andsubjected to the Dundee Ready Educational Environment Measure scale, the Motivated Strategiesfor Learning Questionnaire, and Emotional intelligence questionnaire.RESULTS: The overall mean age of the studied students was 21.42 ± 1.61 years. Femalesrepresented 63.5%, rural residents were 52.2% and students with enough income represented 88.0%.The traditional system adopted 28.4% of the students versus 71.6% in the integrated system. Linearregression using path analysis was conducted to study the predictors of academic achievement, andit revealed that motivation was the highly significant predictor of academic achievement (β = 2.68,CI95%:2.35–3.05, P < 0.001), followed by learning (β = 1.09, CI95%:0.80–1.41, P < 0.001), emotionalintelligence (β = 0.92, CI95%:0.87–0.97, P < 0.001), and the educational environment (β = 0.14,CI95%:0.13–0.15, P < 0.001).CONCLUSION: The study’s findings have implications for medical educators trying to understand thepersonal factors that influence learning and performance in medical school. Students’ motivation wasthe highly significant predictor of academic achievement followed by learning, emotional intelligence,and educational environment. Perception of the learning environment had improved because ofthe integrated student‑centered system, which fosters motivation and emotional intelligence. Toimprove learners’ EI, optimal learning, and educational outcomes, the EI components can be taughtand fostered.

---

• View Article
• PDF 652.08 K

Impact of COVID‑19 on postgraduate medical education: Cross sectional survey from an Indian Medical College

. Manali Arora; . Premila Waikhom; . Sheenam Azad; . Vishal Thakker; . Rajiv Kumar Azad; . Rajendra Kumar Srivastava

Volume 12, Issue 8 , September 2022, , Pages 1-7

Abstract

  BACKGROUND: The corona virus disease (COVID‑19) pandemic has caused widespread effect onthe lives of health care professionals. The postgraduate medical students, who are the major ...  Read More BACKGROUND: The corona virus disease (COVID‑19) pandemic has caused widespread effect onthe lives of health care professionals. The postgraduate medical students, who are the major pillarsof medical institutions had to bear multitude of setbacks due to the pandemic involving academic,research and well‑being issues.MATERIALS AND METHODS: This was a cross sectional feedback based online survey done in themonth of October 2021 to study the effect of COVID‑19 pandemic induced changes in the postgraduatemedical education; amongst 78 students pursuing MD/MS degree in all departments of a tertiary medicalinstitute in Himalayan foothills of North India. The questionnaire consisted of ten questions; each of whichneeded to be answered on a five point Likert scale ranging from strongly disagree to strongly agree. Resultswere assessed for the most common answers of each question (represented by mode) and associationbetween various components of the questionnaire analyzed by Spearman’s rho correlation coefficient.RESULTS: The internal consistency of the questionnaire as tested by Cronbach’s Alpha (0.82) wasgood. Most number or respondents were from surgical branches (n = 31, 39.74%). There was ageneralized agreement towards preference of resumption of onsite education (75.64%), the lack ofvariety of cases causing hampering of thesis work (88.46%) and increased mental stress during thepandemic (58.9%). While more time for self‑study was seen as the only consensual positive aspectof online teaching (64%), most students opined that technical glitches are a major roadblock inonline education (80.76%). Significant positive correlation was seen between disciplinary ease andpunctuality in online teaching (R = 0.543, P < 0.001), lack of interaction and its effect on learning andmental health (R = 0.471; P < 0.001) and the lack of diversity in cases and difficulties in dissertationwork (R = 0.351; P < 0.05). Negative correlation was observed between the satisfaction from overalllearning through online teaching and the desire of resumption of offline classes (R = −0.491; P < 0.001).CONCLUSION: COVID‑19 pandemic and its effects on medical education are long lasting.A comprehensive approach is required to rebuild the medical education curriculum, inculcating bothtraditional and newer virtual methods of education. A consistent support in academics and overallgrowth needs to be provided to medical postgraduate residents who have been the first line fightersin face of the massive disaster compromising their basic needs and education.

---

• View Article
• PDF 723.02 K

Online medical teaching during COVID‑19: Perspectives from teachers and taught

. Jyoti Rohila; . Kanchan Kapoor; . Jyotsna Singh; . Ravi Rohilla; . Palak Bansal; . Palak Chhabra

Volume 12, Issue 6 , July 2022, , Pages 1-8

Abstract

  BACKGROUND: Online teaching has been practiced after lockdown due to Coronavirus Disease 2019 (COVID‑19) pandemic which has replaced conventional classroom teaching. The aim ...  Read More BACKGROUND: Online teaching has been practiced after lockdown due to Coronavirus Disease 2019 (COVID‑19) pandemic which has replaced conventional classroom teaching. The aim of the present study was to know the perceptions regarding online learning as perceived by both teachers and students during COVID‑19 pandemic.MATERIALS AND METHODS: The present study was cross‑sectional and questionnaire‑based. Web‑based respondent‑driven sampling technique was used to recruit participants for the present study. Three hundred and thirty‑two students and 130 teachers of varying ages and gender participated in the study. The link of web‑based questionnaire was sent to respondents through WhatsApp/Facebook. Responses from all the participants were tabulated and analyzed using univariate analysis (Chi‑square test).RESULTS: Prerecorded lectures (38.9%) and Webinar apps (35/8%) were the most common modules of online teaching by students. One‑third (34.3%) had the convenience to attend lectures from home whereas 44.3% had difficulty in concentration. Commonly cited disadvantage by students was inability to do practical work (37.9%). Regarding teaching faculty, 43.8% had no prior knowledge of online teaching. Sixty percent of teachers had 4 h/week of online teaching. No face‑to‑face interaction (67.7%) and internet issues (26.9%) were commonly stated barriers by faculty.CONCLUSION: The pandemic has pushed the teachers and students toward newer teaching avenues. However, more needs to be done to supplement the existent teaching pattern and preparedness of teaching faculty by incorporating online assignments and assessment methods, strengthening digital infrastructure in medical schools, and training support for teachers.

---

• View Article
• PDF 596.67 K

The effectiveness of virtual interactive video in comparison with online classroom in the stroke topic of theoretical neurology in COVID‑19 pandemic

. Alireza Vakilian; . Ehsan Zare Ranjbar; . Mahsa Hassanipour; . Hassan Ahmadinia; . Hamid Hasani

Volume 12, Issue 6 , July 2022, , Pages 1-6

Abstract

  BACKGROUND: Sufficient interaction between the trainers and the trainees in medical education is always one of the biggest challenges for an educational system. This study was ...  Read More BACKGROUND: Sufficient interaction between the trainers and the trainees in medical education is always one of the biggest challenges for an educational system. This study was designed to evaluate the effect of virtual interactions within the educational content of stroke on the effectiveness of teaching for general medicine students during COVID‑19 crisis.MATERIALS AND METHODS: Eight medical students applying for stroke education were divided into two groups by simple random sampling (Rafsanjan Medical School, 2020). The first group participated in an online classroom via the Adobe Connect platform without virtual interaction. The second group used a video presentation containing interaction scenarios. The effectiveness evaluation of each type of educational content was done by comparison of the final exam scores and the results of an electronic satisfaction questionnaire in each group. Finally, using SPSS software version 18, the data were analyzed with independent samples t‑test.RESULTS: This study showed that the mean of the examination scores of the interactive virtual content group (6.14 ± 1.46) was significantly higher than the online class group (4.50 ± 1.50) (P < 0.001), and also the results of satisfaction assessment showed that this group was more satisfied with their educational content (P = 0.005).CONCLUSION: Evaluation of the virtual stroke training effectiveness for general medical students shows that the educational approach of video with virtual interactions is an effective learning method in medical topics and can be considered as an efficacious educational model in online teaching.

---

• View Article
• PDF 727.04 K

Challenges and opportunities in the implementation of competency-based medical education – A cross-sectional survey among medical faculty in India

. Shivkumar Gopalakrishnan; . A. Precilla Catherine; . Sangeetha Kandasamy; . Harissh Ganesan

Volume 12, Issue 5 , June 2022, , Pages 1-7

Abstract

  BACKGROUND: In India, competency‑based medical education (CBME) is gaining foothold totransform the medical student into a doctor fulfilling community and societal needs. With that ...  Read More BACKGROUND: In India, competency‑based medical education (CBME) is gaining foothold totransform the medical student into a doctor fulfilling community and societal needs. With that endin view the teaching faculty are getting sensitized and trained by the National Faculty DevelopmentProgram (FDP). We aimed to assess the awareness about FDP among teaching faculty in medicalcolleges and study the attitude and perceived barriers to implementation of CBME.METHODOLOGY: A cross‑sectional, electronically distributed, questionnaire‑based study wasconducted among medical faculty in India. The questionnaire identified participants’ awareness,attitude, and perceived barriers to CBME. Descriptive analysis was employed for continuous variablesand internal comparison employing Chi‑square test with α <0.05 for statistical significance.RESULTS: Among 251 participants 90.2% faculties from private institutes had undergone FDP asagainst 71% from Government sector (P = 0.008). We observed that 92.4% were aware, 80.2%had undergone Curriculum Implementation Support Program and 95.2% did agree that CBME willimprove the medical education system. Major challenges perceived were high student to facultyratio (67.7%), ill developed infrastructure (41.4%) and difficulties in assessment (41.1%). The popularsolutions suggested were to increase faculty strength (73.7%), improve infrastructure (69.3%), extraremuneration (35.9%) and increase administrative support (30.7%). There was significant differenceof opinions between teaching faculty of government and private sector (P = 0.017).CONCLUSION: Most of the medical faculty are aware of the need and have acquired a positiveattitude towards enforcement of CBME. However, significant barriers do exist in the form of manpowerand resources which need to be addressed.

---

• View Article
• PDF 1.3 M

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

. G. N. Pramod Kumar; . A. N. Roopa Urs; . Malatesh Undi; . Shankar M. Bakkannavar

Volume 12, Issue 5 , June 2022, , Pages 1-6

Abstract

  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 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 of COVID‑19 pandemic restrictions. The present study was conducted to assess thestudents’ perception regarding the process, difficulties encountered and perceived effectiveness ofonline assessment.MATERIALS AND METHODS: Online viva‑voce (theory and visual based) was conducted ina government medical college in Karwar, Karnataka, India using videoconferencing application(Google Meet) to 149 second MBBS students as a formative assessment in 2020 over 3 months.Ten students per day joined Google Meet, 10 questions were asked to each student and assessedusing a tutor marking system (on‑spot). A feedback questionnaire (Google Form) was administeredto students who attended online Viva‑Voce. Data was analysed using descriptive and inferentialstatistics (Student’s t‑test).RESULTS: Out of 149 students, 132 participated and responded to a feedback questionnaire.Majority of the participants (91%) agreed that questions covered all topics kept for viva, 82% ofthem felt it would be helpful for performance in final examinations. Thirty percent of students facednetwork issues at their places, 45% felt nervous while facing viva in the presence of other studentsand 35% of participants preferred online methods over traditional viva voce. Online viva voce canbe transparent (90%) and less biased (88%) if done in structured format.CONCLUSION: Online viva‑voce may become relevant and effective in medical educationassessment with transparent marking system for students’ performance.

---

• View Article
• PDF 498.68 K

Perception of e‑learning in medical students and faculty during COVID time: A study based on a questionnaire‑based survey

. Sandip Meghnad Hulke; . Santosh L. Wakode; . Avinash E. Thakare; . Rachna Parashar; . Rajay N. Bharshnakar; . Ankur Joshi; . Yuganti P. Vaidya

Volume 12, Issue 4 , April 2022, , Pages 1-11

Abstract

  BACKGROUND: With the emergence of COVID, we are forced to use e‑learning in form of arranging online classes for students. Medical educators all over the world are conducting ...  Read More BACKGROUND: With the emergence of COVID, we are forced to use e‑learning in form of arranging online classes for students. Medical educators all over the world are conducting online classes for students. This study aimed to evaluate the perception of online learning among MBBS students and teachers through a questionnaire‑based survey.MATERIALS AND METHODS: A cross‑sectional study was done in the AIIMS, Bhopal. The study was based on questionnaire (online Google form) response received from 43 number of faculty and 156 number of students.STATISTICAL ANALYSIS USED: Chi‑square test and unpaired t‑test were used for statistical analysis using statistical software Systac 13.2.RESULTS: Handling software, technical issues, and lack of face‑to‑face interaction were more significant problems in students compared to faculty. The desire for the social site which causes disturbances in learning was a significant problem in the students compared to faculty. Giving and taking assessment problem was reported by 60% and 63.8% of faculty and students, respectively (P = 0.67). Both groups preferred the Google Classroom platform (P = 0.16). Students (65.3%) preferred audiovisual recording, while faculty (72%) preferred PowerPoint with narration. PowerPoint presentation without narration was the least preferred (10.8%). Both groups stressed the importance of training (P = 0.17) and infrastructure development (P = 0.85). Students, as well as faculty, strongly discouraged e‑learning for practical/clinical teaching.CONCLUSIONS: Students, as well as faculty, have mixed reactions toward e‑learning. Most importantly affected in the present scenario is practical/clinical teaching and assessment. Every attempt needs to be done to strengthen infrastructure and impart training to students and faculty.

---

• View Article
• PDF 550.79 K

Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification

. Mohan Bilikallahalli Sannathimmappa,; . Vinod Nambiar; . Rajeev Aravindakshan

Volume 12, Issue 3 , March 2022, , Pages 1-6

Abstract

  BACKGROUND: Gamification involving application of elements of game play that provides unique opportunities to learners to sail through complex medical concepts is gaining importance ...  Read More BACKGROUND: Gamification involving application of elements of game play that provides unique opportunities to learners to sail through complex medical concepts is gaining importance in medical education. The current study was aimed at assessing the perception of medical students regarding checkerboard game in enhancing learning process.MATERIALS AND METHODS: The present prospective cross‑sectional study was conducted at the microbiology department. The fifth-year medical students of the academic year 2018–19 were the participants. Pre‑ and post‑test scores and self‑administered questionnaire regarding effectiveness of the checkerboard game‑based learning were used as assessing tools. The data were collected, tabulated, and statistically analyzed using SPSS version 20. The pre‑ and post‑test scores of students were statistically analyzed using paired t test. A descriptive analysis on the 3‑point Likert scale of effectiveness survey was measured and expressed in percentages.RESULTS: In total, 124 fifth-year medical students participated in the study. Majority (89.5%) of them liked the game, nearly 86% opined that game was enjoyable and created interest. Approximately 88% indicated game helped them to understand the topic, enhanced learning, and thus improved the knowledge. Most students (79%) also believed that game encouraged critical thinking and problem solving, while 75% felt that it improved their communication skills. Around 70% felt that game was also useful for exam preparation and nearly 90% recommended to use the game more frequently.CONCLUSION: From the results of the study, it can be concluded that checkerboard game‑based learning method is effective in fostering learning process and cognition of medical students in the microbiology course.

---

• View Article
• PDF 1.54 M

Problem‑based learning as an effective method for teaching theoretical surgery courses to medical students

. Farzad Vaghef Davari; . Farzad Teymouri; . Hadi Ahmadi Amoli; . Helia Mojtabavi; . Amirsina Sharifi; . Farshid Alaeddini; . Mohammad Ashouri; . Hossein Zabihi; . Ghazal Shariatpanahi; . Mohammadreza Zafarghandi

Volume 11, Issue 11 , December 2021, , Pages 1-5

Abstract

  BACKGROUND: This study was designed to assess the clinical judgment of medical students insurgery clinical decision‑making by a standard examination after lecture‑based learning ...  Read More BACKGROUND: This study was designed to assess the clinical judgment of medical students insurgery clinical decision‑making by a standard examination after lecture‑based learning (LBL) orproblem‑based learning (PBL).MATERIALS AND METHODS: A prospective randomized trial study on 175 medical studentswhom were randomly allocated to three groups was performed during November 2017 and January2018. LBL group (n = 103), PBL group led by an attending (n = 39), and PBL group (n = 33) led byan intern. Chi‑squared test and independent student t‑test were used to compare between the twogroups. All the analyses were performed by the two‑sided method using the Statistical Package forthe Social Sciences software (SPSS version 22; SPSS, Inc., Chicago, IL, USA), and a P < 0.05 setas statistically significant.RESULTS: The students in the PBL group scored significantly higher on the posttraining multiple‑choiceexamination, compared to the LBL group (P = 0.048). However, there was no significant differencebetween the PBL group led by an attending and the PBL group led by an intern (P = 0.892).CONCLUSION: We concluded that PBL remarkably increased the students’ scores in theproblem‑solving examination, as compared to the conventional method. We found no significantdifferences in PBL facilitated by an attending or an intern.

---

• View Article
• PDF 610.81 K

Organizational impact of faculty development programs on the medical teacher’s competencies

. Mahla Salajegheh

Volume 11, Issue 10 , November 2021, , Pages 1-5

Abstract

  BACKGROUND: Faculty development programs as useful approaches for organizational developmentimproved competencies in faculty members which assist them to cope with workload and environmentchanges. ...  Read More BACKGROUND: Faculty development programs as useful approaches for organizational developmentimproved competencies in faculty members which assist them to cope with workload and environmentchanges. Evaluating organizational development for faculty development programs provides insightinto the impact of these programs on system development. The aim of present study was conductedto study the organizational development for faculty development programs at Kerman University ofMedical Sciences.MATERIALS AND METHODS: This analytical and cross‑sectional study was conducted betweenOctober and December 2020. The organizational development for faculty development questionnairewas sent to a simple random sampling of 100 faculty members who had been participated in the“Medical Education Fellowship” program. The data were analyzed using descriptive statistics includingindependent sample t‑test, one‑way ANOVA, and post hoc, using version 24.0 of SPSS.RESULTS: The response rate was 82%. Most of the faculty highly agreed that the “Medical EducationFellowship” program had produced organizational development. The score of the “Development andsustaining faculty development programs” domain (mean = 3.35, standard deviation [SD] =0.96) washigher than “Development and innovation in teaching and learning process” (mean = 3.31, SD = 0.74).CONCLUSIONS: Specific characteristics of the organizational development process for facultydevelopment programs in health profession education were recognized. The findings emphasized onthe importance of these interventions on creating developments in the broader community system.

---

• View Article
• PDF 433.42 K

The effect of peer mentoring on motivation and self‑regulated learning in medical students during transition

. Soroush Najafinejad; . Soroor Tabatabaei; . Nastaran Maghbouli; . Negar Sadat Ahmadi

Volume 11, Issue 9 , October 2021, , Pages 1-6

Abstract

  BACKGROUND: Self‑regulated learning (SRL) is a critical skill for medical students to reach theirlearning goals in the bedside clinical rotations. This study was performed with the ...  Read More BACKGROUND: Self‑regulated learning (SRL) is a critical skill for medical students to reach theirlearning goals in the bedside clinical rotations. This study was performed with the aim of comparingSRL and motivation of 4th year medical students who are in their educational transition betweenstudents with mentors and those without mentors.MATERIALS AND METHODS: This study was cross‑sectional. A total of 196 medical studentswere invited to complete a form consisting the motivation and SRL questionnaire through Googleform during their 1st year of clinical clerkship, while some of them had participated in the mentoringprogram beforehand. data correlation and regression analysis were employed.RESULTS: Comparing SRL and motivational beliefs scores between students with mentors andwithout mentors indicated that motivational beliefs mean score in students with mentors (87.5 ± 8.44)was significantly higher compared to the others (83.49 ± 7.36) (P = 0.005). Among SRL subscales,planning and examination stress were significantly different between two groups with higherscores for mentees (P = 0.033 and 0.021). Having a mentor predicted motivational beliefs withOR = 7.974 (1.391–45.719) and P = 0.020.CONCLUSION: Considering a significant correlation between mentor possession and the scale ofmotivation beliefs, future longitudinal and interventional research besides the customized mentoringprogram is required to understand the role of mentoring programs on SRL as a cause‑and‑effectrelationship to recommend the peer mentoring program to enhance SRL skills in the medical studentsespecially during their transition to the new clinical environment.

---

• View Article
• PDF 610.51 K

Psychological impact of COVID‑19 on medical interns – Findings from a nationwide survey

. Chandrashekar B. Huded; . Smitha Lamiya Rasquinha; . Pradyumna Rao

Volume 11, Issue 8 , September 2021, , Pages 1-13

Abstract

  BACKGROUND: The COVID‑19 pandemic has negatively impacted the mental health of health‑careworkers worldwide. This study aimed to estimate the prevalence of psychological distress ...  Read More BACKGROUND: The COVID‑19 pandemic has negatively impacted the mental health of health‑careworkers worldwide. This study aimed to estimate the prevalence of psychological distress in medicalinterns during the pandemic and examine the factors influencing it.MATERIALS AND METHODS: A cross‑sectional online survey was conducted using snowballsampling among 764 medical interns across India, who were evaluated using the KesslerPsychological Distress Scale, Fear of COVID‑19 Scale, and semi‑structured questionnaires. Univariateanalysis was done using Chi‑square test, unpaired t‑test, and ANOVA, while multivariate analysiswas conducted using binary logistic regression.RESULTS: 57.5% of the interns reported psychological distress, with 39.8% having moderate‑to‑severedistress. Past consultation with a mental health professional (odds ratio [OR]: 2.15; 95% confidenceinterval [CI]: 1.42–3.26) and perceived lack of support from friends (OR: 2.33; 95% CI: 1.33–3.99)and faculty (OR: 2.15; 95% CI: 1.41–3.28) were the most significant predictors of distress. Fearof COVID‑19 was higher in interns who were female, were medically ill, were dissatisfied with thepandemic preparedness at the hospital, and perceived the faculty to be less approachable andsupportive. Majority of the interns felt that the pandemic had hampered their learning and wereworried about an extension to their internship and their performance in the postgraduate entranceexaminations.CONCLUSIONS: Psychological distress was highly prevalent among interns, with several workplacesand personal factors affecting the distress levels. Most interns perceived a negative impact of thepandemic on their learning and career. Addressing these issues could help alleviate the distressand bolster the mental health of interns.

---

• View Article
• PDF 5.14 M

Effectiveness of ethics case based on blended learning approaches on medical students’ learning: A quasi‑experimental study

. Atefeh Karamzadeh; . Leili Mosalanejad; . Leila Bazrafkan

Volume 11, Issue 8 , September 2021, , Pages 1-7

Abstract

  BACKGROUND: The use of active teaching methods in ethics education, instead of being merelyteacher centred, can lead students to problem‑solving in a practical way. Therefore, this ...  Read More BACKGROUND: The use of active teaching methods in ethics education, instead of being merelyteacher centred, can lead students to problem‑solving in a practical way. Therefore, this study wasconducted with the aim of comprehensive medical ethics education based on educational approachesand the effect of this approach on students’ learning and moral reasoning skills.MATERIALS AND METHODS: This quasi‑experimental intervention study was performed on seventyphysiopathology medical students who had taken the medical ethics course. The students’ educationalprogram included teaching theoretical concept of medical ethics, discussing ethical cases and clinicalreasoning in class, and then discussing in forum environment and individual assignments in thelearning management system (LMS) system and completing the portfolio. Student evaluation wasassociated students’ knowledge, attitu de, and moral reasoning skills and learning. A comprehensiveprogram including forum participation, individual assignments in LMS, theory and objective structuredclinical examination (OSCE) tests, and portfolio completion was used to evaluation of students. Thestudents’ learning was compared to students of the previous year, which was conducted through atraditional teacher‑centered method. Data analysis was conducted using IBM® SPSS® Statistics 21at two levels of descriptive statistics and analytic statistics.RESULTS: The results showed that there was a significant difference between the mean learning ofstudents compared with traditional class (P < 0.05). Furthermore, comparison of students’ practicalscores through the OSCE test showed its impact on changing students’ knowledge, attitude, andperformance in moral reasoning.CONCLUSION: According to research findings, it seems that the mentioned model is one of theimportant and new issues as a suitable method of teaching medical ethics. Furthermore, it can besuitable model in other medical courses. The more research in multicentral may be need to assessother effects on students’ learning indicators.

---

• View Article
• PDF 578.74 K

Competencies required for medical students to confront the COVID‑19 pandemic: A needs assessment study

. Ali Ardekani; . Zahra Rahimian; . Afrooz Feili; . Mitra Amini; . Parinaz Tabari; . Mahsa Moosavi

Volume 11, Issue 8 , September 2021, , Pages 1-7

Abstract

  BACKGROUND: The outbreak of coronavirus disease 2019 (COVID‑19) has turned attention to theessential competencies needed to confront pandemics for a physician. However, medical students,as ...  Read More BACKGROUND: The outbreak of coronavirus disease 2019 (COVID‑19) has turned attention to theessential competencies needed to confront pandemics for a physician. However, medical students,as future physicians, are not adequately trained for such a situation. This study aimed to determinethe essential competencies for a medical student to face the COVID‑19 pandemic.MATERIALS AND METHODS: We performed this mixed‑method needs assessment study at ShirazUniversity of Medical Sciences in May–June 2020 in three steps: the first step was a brainstormingsession followed by a nominal group technique with the experts’ participation. The second stepwas determining the validity of competencies by calculating the content validity ratio. In the thirdand last step, three rounds of the modified Delphi technique were held with the participation of22 medical faculty members and 45 undergraduate medical students to reach a consensus aboutthe competencies utilizing quantitative analysis.RESULTS: A total of 30 key competencies essential for a medical student were obtained through thecurrent study. They were categorized into four major themes: (1) developing knowledge and abilitiesfor effective diagnosis and treatment of COVID‑19, (2) demonstrating safety principles correctly,(3) demonstrating effective behavior, and (4) determining the meta‑competencies.CONCLUSIONS: Although medical students will be the frontline physicians in the future pandemics, theyare not prepared to display the diversity of requisite skills to practice effectively and safely. This studyprovides essential competencies for medical students during the COVID‑19 pandemic and underlinesthe importance of a paradigm shift from traditional time‑based to competency‑based education.

---

• View Article
• PDF 765.12 K

Assessing empathy in final‑year medical students using the Persian version of the Jefferson Scale of Physician Empathy

. Marzieh Nasiri; . Mitra Amini; . Arash Mani; . Somayeh Delavari; . Mahsa Kiani; . Mohammad Mahdi Sagheb; . Parinaz Tabari

Volume 11, Issue 7 , August 2021, , Pages 1-6

Abstract

  BACKGROUND: A doctor–patient relationship built on the concept of empathy is so essential toattain the best clinical outcomes in medicine. Since empathy has a positive role in ...  Read More BACKGROUND: A doctor–patient relationship built on the concept of empathy is so essential toattain the best clinical outcomes in medicine. Since empathy has a positive role in interpersonalrelationships and medical outcomes, its assessment is highly crucial. The aim of this study was toassess the empathy in last‑year medical students using the Persian version of the Jefferson Scaleof Physician Empathy (JSPE) and correlate empathy scores with demographic features.MATERIALS AND METHODS: In this cross‑sectional study, last‑year medical students at ShirazMedical School, Shiraz, Iran, were recruited for this study. In this research, we used the Persianversion of JSPE. The validity and reliability of the Persian version of this tool were confirmed in theprevious research. For the analysis of data, we employed descriptive statistics and the independentsample t‑test.RESULTS: One hundred and eighty‑five final‑year medical students were included in this study.The maximum score of the questionnaire was 140, and the total mean score of empathy was98.15 ± 13.29. The females’ total mean score (102.05 ± 11.89) was higher than the males’score (93.57 ± 13.46). The difference between the mean score of gender and empathy wassignificant (P value <.001), but there was no significant difference between empathy and the twoother demographic factors (P > 0.05).CONCLUSIONS: Although physicians would gain the essential characteristics of empathy during theircareer, attending professors and other responsible policymakers in medical education should focusmore on the factors related to physicians’ empathy to train better and more professional physicians.

---

• View Article
• PDF 506.13 K

The mediating role of students’ academic resilience in the relationship between self‑efficacy and test anxiety

. Ali Asghar Hayat; . Hydar Choupani; . Hatam Faraji Dehsorkhi

Volume 11, Issue 7 , August 2021, , Pages 1-8

Abstract

  BACKGROUND: There is growing acknowledgment that medical education can be a stressfulexperience for students and may have a devastating effect on their psychological well‑being. Thepresent ...  Read More BACKGROUND: There is growing acknowledgment that medical education can be a stressfulexperience for students and may have a devastating effect on their psychological well‑being. Thepresent article, therefore, aimed at investigating students’ academic resilience as a mediating variablein self‑efficacy‑test anxiety relation.MATERIALS AND METHODS: In this cross‑sectional correlational study, a convenience sampleof 243 medical students was selected and participated, three prevalidated questionnaires wereapplied, that is, general self‑efficacy questionnaire, academic resilience questionnaire, and testanxiety questionnaire. To analyze the data, Pearson’s correlation coefficient as well as structuralequation modeling (SEM) were used.RESULTS: According to Pearson’s coefficients, self‑efficacy was found to be positively correlatedwith academic resilience (r = 0.437, P ≤ 0.01) and negatively with test anxiety (r = −0.475, P ≤ 0.01).SEM results also indicated that self‑efficacy positively impacts on academic resilience (β = 0.43,P < 0.001) and negatively on test anxiety (β = −0.37, P < 0.001). In addition, results demonstrated themediating role of academic resilience in self‑efficacy‑test anxiety relationship (β = −0.108, P < 0.001).CONCLUSION: This study showed that academic resilience could play a mediating role in students’self‑efficacy‑test anxiety relationship.

---

• View Article
• PDF 653.5 K

Medical interns; the neglected learners of the maternity ward learning environment

. Masoumeh Rahimi; . Fariba Haghani; . Shahnaz Kohan; . Majid Shirani

Volume 11, Issue 7 , August 2021, , Pages 1-8

Abstract

  BACKGROUND: Clinical training during internship is an important part of medical education. Thematernity ward is a clinical environment in which medical students pass their obstetrics ...  Read More BACKGROUND: Clinical training during internship is an important part of medical education. Thematernity ward is a clinical environment in which medical students pass their obstetrics and gynecologyinternship to obtain competencies in this field. The present study was conducted to explain medicalinterns’ manner of learning in the maternity ward.MATERIAL AND METHODS: The present study was conducted using a qualitative approach withthe inductive content analysis method. This study observed the maternity wards of teaching hospitalsaffiliated to medical sciences universities of Isfahan and Shahrekord. Data were collected throughobservation and semi‑structured individual interviews.RESULTS: Two main categories and seven subcategories emerged from the analysis of the data.Inadequate participation in learning opportunities included the following three subcategories: theincongruousness of the learning opportunities with the educational goals, inadequate readiness forparticipation in learning opportunities, and the overlap between learning opportunities and diminishedautonomous practice. Inadequate formal and structured education included the following foursubcategories: inadequate learning support and direction, subordinate roles and aimless presence,the pale educational role played by the attendants and senior residents, and learning through thesupport of midwifery educators.CONCLUSION: Participation in and access to learning opportunities in the maternity ward are verydifficult for interns. Interns, therefore, need to attend the maternity ward by a structured program andin the company of training supervisors or competent educators to obtain the required competenciesin pregnancy and childbirth.

---

• View Article
• PDF 524.08 K