scholarly journals Perceptions of medical college academics on intercalated MBBS/BSc dual degree program in Nigeria

2020 ◽  
Vol 5 (2) ◽  
pp. 83-91
Author(s):  
Kani Yamuna Aminu ◽  
Usman Ahmad ◽  
Rehinat Nasir Adejumo
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Academic Staff ◽  
Degree Program ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Degree Programme ◽  
Medical Degree ◽  
Dual Degree ◽  
Medical Colleges

Purpose: The purpose of this study was to determine the perceptions of academics on the acceptability of the intercalated medical degree program in an attempt to proffer solutions to breach the gaps in manpower shortages in the medical profession.Methodology: This is a descriptive cross sectional survey. Randomly selected 150 academic staff of various medical colleges spread across Nigeria, who attended an educational programme in Abuja Nigeria in September 2018 completed semi structured questionnaires after consenting to participate in the study. Data from the retrieved questionnaires were collated, entered into Microsoft excel and analyzed using descriptive statistics. Most of the analyzed data were represented in percentages for ease of comparison.Findings: Sixty five percent of the respondents were aware of the intercalated (dual) Bachelor of Medicine, Bachelor of Surgery (MBBS)/ Bachelor of Science (B.Sc.) degree programme, offer it in their institutions and believe it is worthwhile. The merits of the dual degree programme from this study were an additional degree, more experienced medical doctors in terms of research and exit strategy for some medical students who may change their minds half way into the medical programme. The disadvantages reported were prolonged study period and increased cost of study.  Majority of the respondents, who were academic staff of medical colleges were aware of, and favoured the establishment of intercalated MBBS degree programme in more Nigerian medical colleges.Unique contribution to theory, practice and policy: There is scarcity of literature on the intercalated degree programme in Nigeria. This research may influence policy change that will improve medical education. From the results of the study, it is recommended that the stakeholders in medical education should consider giving accreditation to more medical colleges that have the capacity to commence intercalated medical degree programs in Nigerian Universities as an option to interested medical students with good potentials.

scholarly journals Medical students' perception of live lectures compared to video lectures in basic sciences medical education: a cross-sectional survey of medical colleges in Pakistan

2021 ◽  
Author(s):  
Maria Khan ◽  
Ali Bin Abdul Jabbar ◽  
Daniyal Ali Khan ◽  
Muhammad Abdullah Javed ◽  
Mohummad Hassan Raza Raja ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Quality ◽  
Cross Sectional Survey ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Learning Modalities ◽  
Exam Preparation ◽  
Video Lectures ◽  
Medical Colleges

Background: Live lectures are commonly used in medical education, yet many students prefer video lectures instead. As different learning modalities may affect knowledge, it was necessary to explore medical students' perspectives about the two learning modalities in Pakistan. Objectives: This study aimed to explore and compare the medical students' perspectives regarding live lectures and video lectures. Methods: This cross-sectional study used an online questionnaire. This was distributed to medical students via internet platforms after institutional approval. Data were analyzed with SPSS version 23 using descriptive statistics. Results: 585 students, from 11 medical colleges across six cities of Pakistan, were enrolled. 64.4% (n=377) of the students were females, while 34.0% (n=199) were males. The first years comprised 32.7% (n=191), second years, 29.2% (n=171), and third years, 38.1% (n=223) of the total. The commonest reason for attending live lectures was 'they are compulsory'. The commonest reason for not attending was 'poor teaching quality'. 5.0% (n=29) of 585 students reported live lectures and 51.8% (n=290 of 560) found video lectures to be 'very helpful' in concept clarification. 85.1% (n=258) of 303 students found video lectures more effective for learning. For 45.4% (n=254) of students, video lectures improved their grades a lot; more students used video lectures for exam preparation over the years. 50.6% (n=296) of students wanted video lectures to be compulsory, compared with 28.5% (n=167) for live lectures. The main improvement in live lectures was not using slides. Conclusion: Medical students in Pakistan prefer video lectures over live lectures for learning and exam preparation. More students wanted video lectures to be compulsory in medical education. Several improvements have been suggested for live lectures.

scholarly journals Use of Social Media by the Undergraduate Medical Students: Students’ Perception in Selected Medical Colleges of Bangladesh

2018 ◽  
Vol 9 (2) ◽  
pp. 11-15
Author(s):  
Husneara Begum ◽  
AKM Asaduzzaman ◽  
Humayun Kabir Talukder ◽  
Tahmina Nargis ◽  
Kazi Khairul Alam ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Negative Effect ◽  
Use Of Social Media ◽  
Medical Colleges

Introduction: This descriptive type of cross sectional study was carried out to explore the extent of use of social media by the undergraduate medical students and its consequences in medical education. This study was carried out in nine (Four public and five private) medical colleges all over Bangladesh during a period from July 2016-2017.Objective: The study revealed that the use of social media by the undergraduate medical students and its effect on their lifestyle and medical education.Methodology: Sample size was 673 medical students. Data was collected by self-administered semi-structured questionnaire from 673 respondents. Convenience sampling technique was adopted for data collection. For each variable frequency and percentages was calculated. There was also a part of in-depth interview for the respondents on the perception of use of Social media.Results: Among the students 54.68% females & 45.34% males, the mean age of the respondents was 20.76 years. Around 42.6% respondents were using Social media for4-6 years. The main use of social media by the respondents was Facebook 70.1%, main devices was mobile phone 96.8%. The main purpose of using the Social media for non-academic purposes such as, communicate with others26.0%, for chatting 51.3%. Maxium duration > 4 times / day up to >6 hours. Academic purpose 44.7% users using the SM every day. Six hundred forty six respondents agreed for negative effect of social media. 52.2% agreed that they used Social media during lecture class.Conclusion: Most students had positive thoughts towards using social media. Students were using social media for almost nonprofessional reason. So, there is need to build up widespread awareness to use social media by medical students for professionalisms.Bangladesh Journal of Medical Education Vol.9(2) 2018: 11-15

scholarly journals Influence of formative assessment on summative assessment in undergraduate medical students

2017 ◽  
Vol 4 (1) ◽  
pp. 16-19
Author(s):  
Nazma Begum ◽  
Sakhawat Hossain ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Descriptive Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Written Test ◽  
Self Administered Questionnaire ◽  
Medical Colleges

This cross sectional descriptive study was carried out to determine the students' view about the influence of formative assessment on summative assessment The study was carried out from July 2009 to June 2010 over 300 intern doctors of Medicine and Paediatrics department of two government and two private medical colleges. Data were collected through self administered questionnaire. The questionnaire included different opinion about the influence of formative assessment on summative assessment and were rated using the 5 point Likert's scale. This study revealed that feedback from formative assessment to the students is important to supplement and modify teaching by the teachers. Students' fear is for summative assessment is reduced by formative assessment Written test, VIVA/SOE and OSCE/OSPE of formative assessment greatly improves the results of summative assessment Students opined that to improve the formative assessment the number of teachers should be increased, teachers should be trained up, teachers should give more time to the students and optimum feedback should be provided to the students. Frequency of formative assessment should remain as it is. Twenty to twenty five percent marks from formative assessment should be added to the summative assessment.Bangladesh Journal of Medical Education Vol.4(1) 2013: 16-19

scholarly journals COVIDReady2 Study Protocol: Cross-sectional Survey of Medical Student Volunteering and Education During the COVID-19 Pandemic in the United Kingdom

2021 ◽  
Author(s):  
Matthew H V Byrne ◽  
James Ashcroft ◽  
Laith Alexander ◽  
Jonathan C M Wan ◽  
Anmol Arora ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The United Kingdom ◽  
Clinical Support ◽  
Qualitative Responses ◽  
Education Opportunity

Background and objectives: Covid-19 has led to global disruption of healthcare. Many students volunteered to provide clinical support. Volunteering to work in a clinical capacity was a unique medical education opportunity; however, it is unknown whether this was a positive learning experience or which volunteering roles were of most benefit to students. Methods and Design: The COVIDReady2 study is a national cross-sectional study of all medical students at UK medical schools. The primary outcome is to explore the experiences of medical students who volunteered during the pandemic in comparison to those who did not. We will compare responses to determine the educational benefit and issues they faced. In addition to quantitative analysis, thematic analysis will be used to identify themes in qualitative responses. Discussion: There is a growing body of evidence to suggest that service roles have potential to enhance medical education; yet, there is a shortage of studies able to offer practical advice for how these roles may be incorporated in future medical education. We anticipate that this study will help to identify volunteer structures that have been beneficial for students, so that similar infrastructures can be used in the future, and help inform medical education in a non-pandemic setting.

scholarly journals Medical Students View about the Integrated MBBS Course: A Questionnaire Based Cross-sectional Survey from a Medical College of Kathmandu Valley

1970 ◽  
Vol 1 (3) ◽  
pp. 95-100 ◽  
Author(s):  
Indrajit Banerjee ◽  
Akhilesh Chandra Jauhari ◽  
Ajay Chandra Johorey ◽  
Durga Bista ◽  
Bedanta Roy ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Community Medicine ◽  
Basic Sciences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
The Government

Background Accreditation of curriculum by students may be useful in further modification of teaching and learning methods in medical colleges of any country specially Nepal. Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers without consulting the students for whom it is made. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree. Until now it has not been assessed as to what type of Doctors we are producing. This paper aims on the objective to find out whether integrated teaching or classical medical studies produce better doctors.   Methods The present study was done to assess the teaching, learning and evaluation procedures adopted in Nepal Medical College, Kathmandu by getting feedback from students of 4th (Basic Sciences), 5th-7th semesters and feedback was also taken from a few final year students (Clinical Sciences). A total of nearly two hundred students from this institution participated in this study. A multi-graded questionnaire was prepared and a pilot study of 20 students was done and the results were discussed among the authors to modify the questionnaire. This modified questionnaire was used in the main study. The same questionnaire was used for eliciting feedback from clinical students. The present study was undertaken from August 2008-January 2009. Results Out of 200 medical students, the mean age was found to be 19.4 ± 3 years SD. In gender distribution, male students (61%) were higher than female students (39%). Most of the medical students (70%) wanted to become doctor, to become rich and famous, 90% wanted to go to US (Massive brain drain). 90% of the students perceived that Anatomy is the most interesting and most relevant basic science subject for clinical studies and in Anatomy theory hours of teaching is to be increased (60%). Community Medicine was the most uninteresting subject of Basic sciences and if they are assured of attendance which subject they would not like to attend community medicine classes. 85% wanted that Pharmacology should be reduced in first four semesters and should be extended to seventh semester like Community Medicine. The best teaching method is Chalk and Board Method (60%) and followed by LCD slides (20%). Conclusion: Overall the results were alarming and may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future.Keywords: Medical Education; Under-graduate; Post- Graduate; Nepal Medical College. DOI: http://dx.doi.org/10.3126/nje.v1i3.5575 Nepal Journal of Epidemiology 2011;1(3) 95-100

Mental health and online learning among medical students during the COVID-19 pandemic: a Saudi national study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sumayah AlJhani ◽  
Deemah Alateeq ◽  
Afnan Alwabili ◽  
Ahmad Alamro
Keyword(s):  
Mental Health ◽  
Online Learning ◽  
Medical Students ◽  
Perceived Stress ◽  
National Study ◽  
Generalized Anxiety ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Content Type ◽  
Medical Colleges

Purpose The coronavirus disease (COVID-19) pandemic has multiple consequences, including social distancing and the shift of education from in-person to online learning, which may have a psychological impact on students, especially those in medical colleges. This study aims to explore the effect of online learning on medical students’ mental health during the COVID-19 pandemic across Saudi Arabia. Design/methodology/approach A descriptive, nationwide, cross-sectional survey was conducted during the COVID-19 pandemic, after students in medical colleges moved to online learning. It included socio-demographic characteristics, online learning-related questions, perceived stress scale and generalized anxiety disorder-7. Findings The participants represented various academic levels within the basic science phase (44.9%) and clinical phase (55.1%) and various regions, including the central (55.3%), western (18.8%), northern (13.4%), southern (8.8%) and eastern (3.7%) regions. Moderate to high perceived stress was reported by 94.4% of students. Two-thirds of the students reported generalized anxiety symptoms, ranging from moderate to severe in 47% of them. A significant positive correlation was found between stress and anxiety. Women, age > 25, first-year students, students facing oral and objective structured clinical examinations, students with excellent and pass grades and those facing difficulties had higher levels of stress and anxiety. In addition, being non-Saudi, married or having a history of psychiatric illness was associated with higher levels of anxiety. Originality/value Stress and anxiety were highly expressed among participants using online learning. In addition to studying the efficacy of online learning, it is important to focus on its effect on medical students’ mental health, due to the highly competitive and demanding environment of medical colleges.

scholarly journals How Much do Doctors know about Consent and Capacity?

2002 ◽  
Vol 95 (12) ◽  
pp. 601-603 ◽  
Author(s):  
Elizabeth Jackson ◽  
James Warner
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Treatment ◽  
Old Age ◽  
General Practitioners ◽  
Postgraduate Medical Education ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical Specialties ◽  
Structured Questionnaire

To assess knowledge of capacity issues across different medical specialties we conducted a cross-sectional survey with a structured questionnaire at academic meetings, lectures and conferences. Of 190 individuals who received the questionnaire 129 (68%) responded-35 general practitioners, 31 psychiatrists, 29 old-age psychiatrists and 34 final year medical students. Correct answers on capacity to consent to or refuse medical treatment were given by 58% of the psychiatrists, 34% of the geriatricians, 20% of the general practitioners and 15% of the students. 15% of all respondents wrongly believed that a competent adult could lawfully be treated against his or her will, with no obvious differences by specialty. As judged by this survey, issues of capacity and consent deserve more attention in both undergraduate and postgraduate medical education.

scholarly journals Effects of the COVID-19 Pandemic on Medical Students: A Multicenter Quantitative Study

2020 ◽  
Author(s):  
Aaron Harries ◽  
Carmen Lee ◽  
Lee Jones ◽  
Robert M. Rodriguez ◽  
John Davis ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Training ◽  
The United States ◽  
Antibody Testing ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Clinical Rotations ◽  
Medical Education System ◽  
National Recommendation

Abstract Background: The COVID-19 pandemic disrupted the United States (US) medical education system with the necessary, yet unprecedented Association of American Medical Colleges (AAMC) national recommendation to pause all student clinical rotations with in-person patient care. This study is a quantitative analysis investigating the educational and psychological effects of the pandemic on US medical students and their reactions to the AAMC recommendation in order to inform medical education policy.Methods: The authors sent a cross-sectional survey via email to medical students in their clinical training years at six medical schools during the initial peak phase of the COVID-19 pandemic. Survey questions aimed to evaluate students' perceptions of COVID-19's impact on medical education; ethical obligations during a pandemic; infection risk; anxiety and burnout; willingness and needed preparations to return to clinical rotations. Results: 741 (29.5%) students responded. Nearly all students (93.7%) were not involved in clinical rotations with in-person patient contact at the time the study was conducted. Reactions to being removed were mixed, with 75.8% feeling this was appropriate, 34.7% guilty, 33.5% disappointed, and 27.0% relieved.Most students (74.7%) agreed the pandemic had significantly disrupted their medical education, and believed they should continue with normal clinical rotations during this pandemic (61.3%). When asked if they would accept the risk of infection with COVID-19 if they returned to the clinical setting, 83.4% agreed. Students reported the pandemic had moderate effects on their stress and anxiety levels with 84.1% of respondents feeling at least somewhat anxious. Adequate personal protective equipment (PPE) (53.5%) was the most important factor to feel safe returning to clinical rotations, followed by adequate testing for infection (19.3%) and antibody testing (16.2%). Conclusions: The COVID-19 pandemic disrupted the education of US medical students in their clinical training years. The majority of students wanted to return to clinical rotations and were willing to accept the risk of COVID-19 infection. Students were most concerned with having enough PPE if allowed to return to clinical activities.

scholarly journals Perception towards Online Teaching-learning in Medical Education among Medical Students during COVID-19 Outbreak in Nepal: A Descriptive Cross-sectional Study

2021 ◽  
Vol 59 (234) ◽  
Author(s):  
Rakesh Singh ◽  
Madhusudan Subedi ◽  
Smriti Pant ◽  
Pragya Rai ◽  
Krishna Gupta ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Teaching ◽  
Online Survey ◽  
Electronic Device ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Teaching Learning ◽  
Medical Colleges

Introduction: The outbreak of coronavirus disease in Nepal led medical colleges to suspend in person teaching-learning activities and ultimately online platform was introduced to deliver the contents of medical education. The objective of this study was to describe the perception of medical students towards online teaching-learning introduced during the COVID-19 outbreak in Nepal. Methods: An online survey using a descriptive cross-sectional study design was carried out among 515 undergraduate medical students currently enrolled in medical colleges in Nepal. A semi-structured questionnaire in Google form was utilized to collect data. The link of the Google form was sent to the potential respondents through email and social media. Descriptive statistics, including frequency, percentage, mean, and standard deviation were used to analyze data in SPSS vs20. Ethical approval was sought from Nepal Health Research Council to conduct this study, and digital informed consent was taken from study respondents. Results: The overall score of perception of online teaching-learning was 17.61±7.19, which indicated many problems in this method of teaching-learning. The mean score of perception of online teaching-learning was found to be different across sex, location of enrolled medical colleges, having a personal electronic device, having an internet connection at residence, having separate room/space for attending online classes, and self-rated computer skills. Moreover, only 28 (5.4%) of respondents had perceived online teaching-learning as a better method of delivering content of medical curricula. Conclusions: Surveyed medical students in Nepal were found to perceive many problems in online teaching-learning. Moreover, management and faculty members need to take the necessary measures for enhancing the online teaching-learning quality.

scholarly journals Now, I think doctors can be heroes … Medical student’s attitudes towards the COVID-19 pandemic’s impact on key aspects of medical education and how the image of the medical profession has changed due to the COVID-19 pandemic

2021 ◽  
Author(s):  
Verena Steiner-Hofbauer ◽  
Julia S. Grundnig ◽  
Viktoria Drexler ◽  
Anita Holzinger
Keyword(s):  
Medical Education ◽  
Distance Learning ◽  
Medical Students ◽  
Medical Profession ◽  
Practical Training ◽  
Undergraduate Medical Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Negative Comments ◽  
Key Aspects

Summary Background The COVID-19 (coronavirus disease 2019) pandemic hit the world in early 2020 and influenced medical education worldwide. Distance learning, risk of infection and patient care, telehealth literacy, medical ethics and research in medical education are key factors of medical education challenged by the pandemic. Additionally, the following question arises: “What do medical students think about their future profession in the face of this crisis?” Methods A cross-sectional survey was conducted among all undergraduate medical students of the Medical University of Vienna. 872 students answered the self-developed questionnaire. Qualitative and quantitative data analyses were conducted. Results The data show that the COVID-19 pandemic has raised awareness for the key aspects. In all areas of interest, students’ feeling of petaredness is limited. Limitations in practical training and distance learning as well as social isolation concern a majority of students. Neutral, positive, and negative themes emerged in qualitative data analysis. Only 8% of the students of the first 3 years of study versus 13.4% of the students in higher years commented negatively. 18.7% of male vs. only 12.5% of all female students’ comments were positive. A large proportion of positive comments were dedicated to the relevance and deeper meaning of the medical profession. Infection risk and the demanding nature of the medical profession were predominant in negative comments. Conclusion The COVID-19 crisis has turned the spotlight on several aspects of medical education in need of reform. In addition, the occupational image of the medical profession seems to shift under the weight of this pandemic.

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