Pub Date : 2024-07-04DOI: 10.4038/seajme.v18i1.593
T. Subramaniam, A. H. B. Azizan, L. S. Yan, D. Sivanendran, T. U. Wen, D. R. G. Kirihettige
Introduction: Teaching and learning challenges are common in clinical leaning settings and this research was conducted to determine the effectiveness of learning about simple airway devices using video assistance compared with face-to-face simulated learning.Methodology: A randomized single-blinded comparative study was conducted over 2 months, employing OBA (One Best Answer) and DOPS (Direct Observation of Practical Skills) to evaluate knowledge and practical skills of 20 third-year medical students without prior exposure to airway adjuncts. Assessments were conducted immediately, at 2 weeks and at 8 weeks post-exposure to either a video or simulated activity. Learning style was identified using a VARK questionnaire before the study.Results: Mann -Whitney U test showed that during the third DOPS assessment (U = 17.50, p = 0.011), the simulation group performed better than the video-assisted group with no difference in the first and second assessments. No difference was noted in OBA scores. Friedman test, followed by a Wilcoxon signed-rank test, showed a decrease from the first to the third OBA scores within the video group (Z = -2.038, p = 0.042), and no change in the simulation group. Learning styles did not influence performance. No differences in knowledge were noted between the two groups but knowledge decay was identified within the video-assisted group.Conclusion: No difference in knowledge was identified between the two groups. There was knowledge decay within the video-assisted group. Retention of procedural skills was better for the simulation group. The learning styles of students did not affect the outcome. Video-assisted learning can be useful for simple devices for remote learning and enhance blended learning. Further research with a larger sample size would be beneficial.
{"title":"Simulation vs Video-Assisted Learning on Retentivity of Clinical Competency and Knowledge of Basic Airway Devices in Medical Students: A Preliminary Study","authors":"T. Subramaniam, A. H. B. Azizan, L. S. Yan, D. Sivanendran, T. U. Wen, D. R. G. Kirihettige","doi":"10.4038/seajme.v18i1.593","DOIUrl":"https://doi.org/10.4038/seajme.v18i1.593","url":null,"abstract":"Introduction: Teaching and learning challenges are common in clinical leaning settings and this research was conducted to determine the effectiveness of learning about simple airway devices using video assistance compared with face-to-face simulated learning.Methodology: A randomized single-blinded comparative study was conducted over 2 months, employing OBA (One Best Answer) and DOPS (Direct Observation of Practical Skills) to evaluate knowledge and practical skills of 20 third-year medical students without prior exposure to airway adjuncts. Assessments were conducted immediately, at 2 weeks and at 8 weeks post-exposure to either a video or simulated activity. Learning style was identified using a VARK questionnaire before the study.Results: Mann -Whitney U test showed that during the third DOPS assessment (U = 17.50, p = 0.011), the simulation group performed better than the video-assisted group with no difference in the first and second assessments. No difference was noted in OBA scores. Friedman test, followed by a Wilcoxon signed-rank test, showed a decrease from the first to the third OBA scores within the video group (Z = -2.038, p = 0.042), and no change in the simulation group. Learning styles did not influence performance. No differences in knowledge were noted between the two groups but knowledge decay was identified within the video-assisted group.Conclusion: No difference in knowledge was identified between the two groups. There was knowledge decay within the video-assisted group. Retention of procedural skills was better for the simulation group. The learning styles of students did not affect the outcome. Video-assisted learning can be useful for simple devices for remote learning and enhance blended learning. Further research with a larger sample size would be beneficial.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141677102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.4038/seajme.v18i1.601
S. Edirisinghe, D. De Silva, H. Dissanayake, S. Yasawardane
Introduction: The discipline of medicine is continually changing and evolving, and with it, medical education. It is difficult to develop the attitudes, knowledge, and abilities needed to become a competent physician within a short amount of time. The purpose of this study is to identify and compare the practice of surface, strategic, and deep learning strategies by third-year medical students and students who have passed the final MBBS examination.Methods: The Approaches and Study Skills Inventory for Students (ASSIST) – a 52-item questionnaire was given to 138 medical undergraduates at the Faculty of Medical Sciences, University of Sri Jayewardenepura. The ethics review committee of the Faculty of Medical Sciences, University of Sri Jayewardenepura granted ethical clearance for this study (Ref. no. 45/17).Results: The strategic approach was shown to be the most common strategy [78.3%(108/138)] practiced by medical students [Students who completed their final MBBS exams [80.6% (25/31)] and third-year medical students (77.6% (83/107)]. The deep approach was used by 21 (15.2%) individuals and the surface apathetic approach by 9 (6.5%) participants, respectively. Percentage 82.6 (76/92) of females and 69.6% (32/46) of males reported adhering to a strategic approach. A statistically significant difference was not observed in the learning strategies used between the two study populations.Conclusions: The strategic approach was commonly practiced by the study population. The results indicate that deep learning strategies were not utilized among medical undergraduates in their curriculum. Future medical curriculum revisions need to take these findings seriously and develop an instructional design to promote a deep learning approach.
{"title":"Learning Strategies among Medical Students in a selected University in Sri Lanka","authors":"S. Edirisinghe, D. De Silva, H. Dissanayake, S. Yasawardane","doi":"10.4038/seajme.v18i1.601","DOIUrl":"https://doi.org/10.4038/seajme.v18i1.601","url":null,"abstract":"Introduction: The discipline of medicine is continually changing and evolving, and with it, medical education. It is difficult to develop the attitudes, knowledge, and abilities needed to become a competent physician within a short amount of time. The purpose of this study is to identify and compare the practice of surface, strategic, and deep learning strategies by third-year medical students and students who have passed the final MBBS examination.Methods: The Approaches and Study Skills Inventory for Students (ASSIST) – a 52-item questionnaire was given to 138 medical undergraduates at the Faculty of Medical Sciences, University of Sri Jayewardenepura. The ethics review committee of the Faculty of Medical Sciences, University of Sri Jayewardenepura granted ethical clearance for this study (Ref. no. 45/17).Results: The strategic approach was shown to be the most common strategy [78.3%(108/138)] practiced by medical students [Students who completed their final MBBS exams [80.6% (25/31)] and third-year medical students (77.6% (83/107)]. The deep approach was used by 21 (15.2%) individuals and the surface apathetic approach by 9 (6.5%) participants, respectively. Percentage 82.6 (76/92) of females and 69.6% (32/46) of males reported adhering to a strategic approach. A statistically significant difference was not observed in the learning strategies used between the two study populations.Conclusions: The strategic approach was commonly practiced by the study population. The results indicate that deep learning strategies were not utilized among medical undergraduates in their curriculum. Future medical curriculum revisions need to take these findings seriously and develop an instructional design to promote a deep learning approach.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":" 62","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141680316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.4038/seajme.v18i1.562
Chalernchai Lertanansit
Background: In the ever-evolving landscape of healthcare communication, medical staff—primarily from Generations X and Y—traditionally employ two-way communication. This approach fosters active engagement and shared decision-making in student-centered teaching. However, aligning this well-established method with the preferences of Generation Z remains unexplored. This study delves into these preferences, specifically comparing traditional two-way communication with modern, digital platform-based one-way methods.Methods: Through a cross-sectional study conducted among externs and interns at Surin Hospital, Thailand, we examined communication preferences using a 1-5 rating scale. Descriptive statistics were employed to analyze the data, providing insights into the evolving communication landscape.Results: Among the 67 interns and externs, with an impressive 80.6% response rate, preferences leaned toward hybrid consultation models. While two-way consultations received an average score of 3.2 (SD 0.88)—indicating moderate preference—respondents (63%) highly valued its educational benefits. Interestingly, 50% reported experiencing anxiety and insomnia before consultations, suggesting potential drawbacks. A key finding emerged, with 81.5% favoring a shift toward digital one-way communication for non-urgent cases. Moreover, nearly all participants expressed a preference for a three-level triage system, utilizing both methods: one-way for non-urgent, two-way for urgent, and two-way for emergency cases.Discussion and Conclusion: This study underscores the need for tailored communication approaches in medication consultations for Generation Z medical trainees. Integrating digital platforms and offering a hybrid model can enhance communication effectiveness and adapt to the preferences of this emerging generation.
背景：在不断发展的医疗保健沟通领域，医务人员（主要是 X 代和 Y 代医务人员）传统上采用双向沟通。在以学生为中心的教学中，这种方法促进了学生的积极参与和共同决策。然而，如何将这一行之有效的方法与 Z 世代的偏好结合起来，仍有待探索。本研究深入探讨了这些偏好，特别是比较了传统的双向交流与基于数字平台的现代单向交流方法：方法：通过对泰国素林医院的实习医生和实习生进行横断面研究，我们使用 1-5 级评分量表对沟通偏好进行了调查。结果：在 67 名实习生和校外实习生中，有 3.5%的人选择了网络单向沟通方式：结果：在 67 名实习生和校外实习生（80.6% 的回复率令人印象深刻）中，他们更倾向于混合会诊模式。双向咨询的平均得分为 3.2（标准差为 0.88），表明受访者的偏好适中，但 63% 的受访者高度评价其教育益处。有趣的是，50% 的受访者表示在会诊前会感到焦虑和失眠，这表明双向会诊存在潜在的弊端。一个重要发现是，81.5% 的受访者赞成在非紧急病例中转向数字单向通信。此外，几乎所有参与者都表示倾向于采用三级分诊系统，同时使用两种方法：非紧急病例单向分诊，紧急病例双向分诊，急诊病例双向分诊：本研究强调，在为 Z 世代医学学员提供用药咨询时，有必要采用量身定制的沟通方法。整合数字平台并提供混合模式可提高沟通效果，并适应这一新兴一代的偏好。
{"title":"Exploring Communication Approaches in Medication Consultations for Generation Z: a Cross-Sectional Descriptive Study of Two-Way and One-Way Methods","authors":"Chalernchai Lertanansit","doi":"10.4038/seajme.v18i1.562","DOIUrl":"https://doi.org/10.4038/seajme.v18i1.562","url":null,"abstract":"Background: In the ever-evolving landscape of healthcare communication, medical staff—primarily from Generations X and Y—traditionally employ two-way communication. This approach fosters active engagement and shared decision-making in student-centered teaching. However, aligning this well-established method with the preferences of Generation Z remains unexplored. This study delves into these preferences, specifically comparing traditional two-way communication with modern, digital platform-based one-way methods.Methods: Through a cross-sectional study conducted among externs and interns at Surin Hospital, Thailand, we examined communication preferences using a 1-5 rating scale. Descriptive statistics were employed to analyze the data, providing insights into the evolving communication landscape.Results: Among the 67 interns and externs, with an impressive 80.6% response rate, preferences leaned toward hybrid consultation models. While two-way consultations received an average score of 3.2 (SD 0.88)—indicating moderate preference—respondents (63%) highly valued its educational benefits. Interestingly, 50% reported experiencing anxiety and insomnia before consultations, suggesting potential drawbacks. A key finding emerged, with 81.5% favoring a shift toward digital one-way communication for non-urgent cases. Moreover, nearly all participants expressed a preference for a three-level triage system, utilizing both methods: one-way for non-urgent, two-way for urgent, and two-way for emergency cases.Discussion and Conclusion: This study underscores the need for tailored communication approaches in medication consultations for Generation Z medical trainees. Integrating digital platforms and offering a hybrid model can enhance communication effectiveness and adapt to the preferences of this emerging generation.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":" 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141678523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.4038/seajme.v18i1.564
L. Temai, F. Pulsan, J. Vince, G. Yohang, J. Wohiemani
Introduction: Smartphones and digital technology have been increasingly important in medical education in most countries, but have only recently become widely available in Papua New Guinea. Our study aimed to examine the views and experiences of medical students on smartphone use at the University of Papua New Guinea School of Medicine and Health Sciences.Methodology: A pretested self-administered questionnaire was used to collect information on smartphone use in student learning. Data was entered into Microsoft Excel 2019 and analyzed using SPSS version 22.Results: One hundred and sixty-one (78%) of 206 enrolled medical students responded. All participants owned a smartphone. Seventy-seven percent (124/161) used the available school Wi-fi for internet connectivity, and 98.8 % (n=159) purchased mobile data. Most (72.7%, n=117) of the students spent more than an hour daily on their phone. Smartphones were used to access learning applications and websites, Google, YouTube, online libraries, medical journals, note-taking during seminars and tutorials, and share learning material with colleagues. Seventy-seven (47.8%) spent more than an hour each day accessing reading and learning materials, and 56 (34.8%) spent more than one hour a day on social media activities. The most frequently accessed Medical Journals were the British Medical Journal (27.5%, n=45) and the Papua New Guinea Medical Journal (28.8%, n=47).Conclusion: The study provides insight into smartphone use among medical students at the School of Medicine and Health Sciences. Most students use smartphones for learning, and the results of this study should inform the further integration of digital tools in medical education in Papua New Guinea.
{"title":"Smartphone usage among Bachelor of Medicine and Surgery students at the University of Papua New Guinea: A survey","authors":"L. Temai, F. Pulsan, J. Vince, G. Yohang, J. Wohiemani","doi":"10.4038/seajme.v18i1.564","DOIUrl":"https://doi.org/10.4038/seajme.v18i1.564","url":null,"abstract":"Introduction: Smartphones and digital technology have been increasingly important in medical education in most countries, but have only recently become widely available in Papua New Guinea. Our study aimed to examine the views and experiences of medical students on smartphone use at the University of Papua New Guinea School of Medicine and Health Sciences.Methodology: A pretested self-administered questionnaire was used to collect information on smartphone use in student learning. Data was entered into Microsoft Excel 2019 and analyzed using SPSS version 22.Results: One hundred and sixty-one (78%) of 206 enrolled medical students responded. All participants owned a smartphone. Seventy-seven percent (124/161) used the available school Wi-fi for internet connectivity, and 98.8 % (n=159) purchased mobile data. Most (72.7%, n=117) of the students spent more than an hour daily on their phone. Smartphones were used to access learning applications and websites, Google, YouTube, online libraries, medical journals, note-taking during seminars and tutorials, and share learning material with colleagues. Seventy-seven (47.8%) spent more than an hour each day accessing reading and learning materials, and 56 (34.8%) spent more than one hour a day on social media activities. The most frequently accessed Medical Journals were the British Medical Journal (27.5%, n=45) and the Papua New Guinea Medical Journal (28.8%, n=47).Conclusion: The study provides insight into smartphone use among medical students at the School of Medicine and Health Sciences. Most students use smartphones for learning, and the results of this study should inform the further integration of digital tools in medical education in Papua New Guinea.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":" 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141679074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.4038/seajme.v18i1.600
I. M. Karunathilake, K. Marambe, A. De Abrew
No abstract available
无摘要
{"title":"The Imperative of Continuing Professional Development (CPD) in the South-east Asian (SEA) Region","authors":"I. M. Karunathilake, K. Marambe, A. De Abrew","doi":"10.4038/seajme.v18i1.600","DOIUrl":"https://doi.org/10.4038/seajme.v18i1.600","url":null,"abstract":"No abstract available","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":" 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141680145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.4038/seajme.v16i2.516
A. Khan, N. Majhi, P. Gupta
Purpose: Basic knowledge of Office Suite Applications (OSA) such as Word Processor, Spreadsheet and Presentation Software is necessary for medical-postgraduate students for their academic and research activities. Our aim was to explore the literacy and self-perceived confidence of the medical-postgraduate students at entry level regarding OSA in a medical college in Delhi.Methodology: A cross-sectional study was conducted among the first-year postgraduate students in a medical college in Delhi using a self-administered, structured and pre-validated questionnaire. A Likert scale was used to assess self-perceived confidence among the students. Responses to questions related to various OSA were scored to identify the literacy score for the application. Mann-Whitney U test was applied to find out significance of the observed differences between the median (IQR) literacy scores of the students regarding OSA based on their self-perceived confidence and previous use of the applications.Results: Median (IQR) literacy scores of the students for Word Processor was 2.0 (2.0- 3.0), Spreadsheet was 1.0 (0.0-2.0) and Presentation Software was 3.0 (2.0-4.0). The difference in the median scores of various OSA was statistically significant (Kruskal Wallis test P value <0.001). Although, majority perceived themselves to be confident about the use of Word Processor and Presentation Software, there was no significant difference in their median (IQR) scores over the students who reported themselves to be unconfident about those two OSA.Conclusion: Training medical postgraduate students to use the OSA and boost their self-perceived confidence in using them is required.
{"title":"Literacy Level and Self-Perceived Confidence of using Office Suite Applications among First Year Postgraduate Medical Students","authors":"A. Khan, N. Majhi, P. Gupta","doi":"10.4038/seajme.v16i2.516","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.516","url":null,"abstract":"Purpose: Basic knowledge of Office Suite Applications (OSA) such as Word Processor, Spreadsheet and Presentation Software is necessary for medical-postgraduate students for their academic and research activities. Our aim was to explore the literacy and self-perceived confidence of the medical-postgraduate students at entry level regarding OSA in a medical college in Delhi.Methodology: A cross-sectional study was conducted among the first-year postgraduate students in a medical college in Delhi using a self-administered, structured and pre-validated questionnaire. A Likert scale was used to assess self-perceived confidence among the students. Responses to questions related to various OSA were scored to identify the literacy score for the application. Mann-Whitney U test was applied to find out significance of the observed differences between the median (IQR) literacy scores of the students regarding OSA based on their self-perceived confidence and previous use of the applications.Results: Median (IQR) literacy scores of the students for Word Processor was 2.0 (2.0- 3.0), Spreadsheet was 1.0 (0.0-2.0) and Presentation Software was 3.0 (2.0-4.0). The difference in the median scores of various OSA was statistically significant (Kruskal Wallis test P value <0.001). Although, majority perceived themselves to be confident about the use of Word Processor and Presentation Software, there was no significant difference in their median (IQR) scores over the students who reported themselves to be unconfident about those two OSA.Conclusion: Training medical postgraduate students to use the OSA and boost their self-perceived confidence in using them is required.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121401440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.4038/seajme.v16i2.515
Y. J. Tan, K. Juliana, N. Manohararaj
Aim: To study factors influencing junior doctors’ confidence when managing neurological conditions.Methods: Using a previously-validated questionnaire, residents of a Singaporean Internal Medicine residency programme were retrospectively-surveyed on their confidence when managing neurological conditions against a 6-point Likert scale. Those who considered themselves confident were compared against those who did not, studying factors contributing to differences in their confidence.Results: 54% (94) of eligible residents completed the survey, of which only 58% felt confident when surveyed, and tended to report adequate interaction with neurologists (69% vs 31%, p = 0.004) and patients (75% vs 24%, p = 0.0001), and that the training material (75% vs 44%, p = 0.023) and bedside teaching were adequate (69% vs 38%, p = 0.026). Of note, graduates from the United Kingdom, Republic of Ireland, and Australia reported feeling less-than-confident immediately upon graduation (31% vs 6%, p = 0.043). However, during graduate medical training, those who experienced improvement in their confidence tended to be males (46% vs 23%, p = 0.024), and were likelier to have received adequate training material (41% vs 20%, p = 0.032) and bedside teaching (67% vs 46%, p = 0.035).Conclusion: Low confidence prevails amongst junior doctors when managing neurological conditions. Female trainees, and graduates of medical schools in culturally-different countries are likelier to require increased organizational support. Equity within the medical training framework is also vital for building their confidence.
{"title":"Confidence in Neurology: how Educators can help Junior Doctors fight Neurophobia","authors":"Y. J. Tan, K. Juliana, N. Manohararaj","doi":"10.4038/seajme.v16i2.515","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.515","url":null,"abstract":"Aim: To study factors influencing junior doctors’ confidence when managing neurological conditions.Methods: Using a previously-validated questionnaire, residents of a Singaporean Internal Medicine residency programme were retrospectively-surveyed on their confidence when managing neurological conditions against a 6-point Likert scale. Those who considered themselves confident were compared against those who did not, studying factors contributing to differences in their confidence.Results: 54% (94) of eligible residents completed the survey, of which only 58% felt confident when surveyed, and tended to report adequate interaction with neurologists (69% vs 31%, p = 0.004) and patients (75% vs 24%, p = 0.0001), and that the training material (75% vs 44%, p = 0.023) and bedside teaching were adequate (69% vs 38%, p = 0.026). Of note, graduates from the United Kingdom, Republic of Ireland, and Australia reported feeling less-than-confident immediately upon graduation (31% vs 6%, p = 0.043). However, during graduate medical training, those who experienced improvement in their confidence tended to be males (46% vs 23%, p = 0.024), and were likelier to have received adequate training material (41% vs 20%, p = 0.032) and bedside teaching (67% vs 46%, p = 0.035).Conclusion: Low confidence prevails amongst junior doctors when managing neurological conditions. Female trainees, and graduates of medical schools in culturally-different countries are likelier to require increased organizational support. Equity within the medical training framework is also vital for building their confidence.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115868579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.4038/seajme.v16i2.395
E. Edirisinghe, H. D. De Silva, K. A. M. T. Devmini, S. Pathmaperuma, W. M. K. M. Ratnayake, Y. D. M. Jayepeasad, N. Nakandala, M. A. A. Shiraf, L. Indunil, D. Niluka, P. K. K. Madushika, Y. S. Deegodagamage, W. Wijesundara, P. Dissanayake, S. Yasawardene
Introduction: Routine methods of teaching gross anatomy including cadaver dissections have been a keystone of the anatomy curriculum and certain difficulties have led medical educationists to explore teaching using modern technology. This study aims to share the institutional experience of incorporating new methods into routine dissections at the Department of Anatomy, Faculty of Medical Sciences, University of Sri Jayewardenepura, Sri Lanka.Methodology: Prior to dissections, recommended anatomy 3D software and videos were shown in LED panels. Mock spots were conducted weekly. Applied anatomy sessions were conducted by clinicians. Ultra sound scan (USS) based teaching sessions were conducted by a consultant radiologist. Another study area with multiple illuminators with radiological films was present. Routine feedback was taken from students.Results: The use of LED panels for teaching was found to be helpful by most (82.6%) students. A majority (84%) also found that mock spots were helpful for their studies and 89.2% preferred the use of 3D software. Percentage 82.6% of students found USS guided teaching useful while 85.4% of students found X-ray & CT useful. Majority (91.5%) found the applied anatomy teaching sessions useful. The majority of students’ comments indicated recommendations for them to be continued for future batches.Conclusion: This initiative demonstrates that the combination of traditional and innovative methodologies in the teaching of gross anatomy is favored by students and the applied anatomy sessions can provide vertical integration of the subject.
{"title":"Integration of Traditional and Innovative Methods in Anatomy Dissections: A Sri Lankan Experience","authors":"E. Edirisinghe, H. D. De Silva, K. A. M. T. Devmini, S. Pathmaperuma, W. M. K. M. Ratnayake, Y. D. M. Jayepeasad, N. Nakandala, M. A. A. Shiraf, L. Indunil, D. Niluka, P. K. K. Madushika, Y. S. Deegodagamage, W. Wijesundara, P. Dissanayake, S. Yasawardene","doi":"10.4038/seajme.v16i2.395","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.395","url":null,"abstract":"Introduction: Routine methods of teaching gross anatomy including cadaver dissections have been a keystone of the anatomy curriculum and certain difficulties have led medical educationists to explore teaching using modern technology. This study aims to share the institutional experience of incorporating new methods into routine dissections at the Department of Anatomy, Faculty of Medical Sciences, University of Sri Jayewardenepura, Sri Lanka.Methodology: Prior to dissections, recommended anatomy 3D software and videos were shown in LED panels. Mock spots were conducted weekly. Applied anatomy sessions were conducted by clinicians. Ultra sound scan (USS) based teaching sessions were conducted by a consultant radiologist. Another study area with multiple illuminators with radiological films was present. Routine feedback was taken from students.Results: The use of LED panels for teaching was found to be helpful by most (82.6%) students. A majority (84%) also found that mock spots were helpful for their studies and 89.2% preferred the use of 3D software. Percentage 82.6% of students found USS guided teaching useful while 85.4% of students found X-ray & CT useful. Majority (91.5%) found the applied anatomy teaching sessions useful. The majority of students’ comments indicated recommendations for them to be continued for future batches.Conclusion: This initiative demonstrates that the combination of traditional and innovative methodologies in the teaching of gross anatomy is favored by students and the applied anatomy sessions can provide vertical integration of the subject.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134562715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.4038/seajme.v16i2.429
D. R. Amarantha, T. Noor, S. P. Swanand, A. D. Ropmay
Introduction: The Attitude, Ethics and Communication (AETCOM) module has been introduced in the recent Competency Based Medical Education (CBME) curriculum in the year 2019 as a means of directly and explicitly imparting soft skills to students. As this program has been implemented phase-wise in our institution, we conducted a preliminary survey to identify professional attitudes of students in the 2019-20 batch who have had some exposure to AETCOM education as compared to the earlier 2017-18 batch who had no exposure to the modules.Methods: This was an observational cross-sectional study involving two groups of undergraduate medical students who were exposed and not exposed to AETCOM modules respectively. A self-administered semi-structured questionnaire comprising 20 closed-ended and 4 open-ended items related to the study topic was designed for data collection. Responses were entered and tabulated in MS Excel and analyzed using SPSS version 21 by descriptive and inferential statistics.Results: A total of 103 medical students participated. The Mean Attitude Score (MAS) was significantly higher in the batch exposed to the AETCOM sessions. Among those exposed, 91.65% agreed that their behaviour towards patients had changed after attending the sessions. In addition, they gave suggestions on how the delivery of the modules could be improved in the second professional year.Conclusion: Formal training in AETCOM competencies has a positive effect in shaping the professional attitudes of medical students. Role plays and clinical exposure are perceived as effective ways of imparting ethics education. This positive effect can be enhanced with improved teaching-learning methods for successive batches of undergraduate medical trainees at our institution.
导读:态度，道德和沟通(AETCOM)模块已在2019年最近的基于能力的医学教育(CBME)课程中引入，作为直接和明确地向学生传授软技能的手段。由于该计划已在我校分阶段实施，我们进行了初步调查，以确定2019-20批次接受过AETCOM教育的学生与2017-18批次未接触过模块的学生的专业态度。方法:这是一项观察性横断面研究，涉及两组分别接触和未接触AETCOM模块的本科医学生。设计一份与研究主题相关的由20个封闭式和4个开放式项目组成的自填半结构化问卷进行数据收集。在MS Excel中输入反馈并制表，使用SPSS version 21进行描述性统计和推断性统计分析。结果:共有103名医学生参与。平均态度得分(MAS)在接触AETCOM会话的批次中显着更高。在接受治疗的人中，91.65%的人认为他们在参加治疗后对病人的行为有所改变。此外，他们还就如何在第二个专业年度改进模块的交付提出了建议。结论:正规培训对医学生职业态度的形成有积极作用。角色扮演和临床接触被认为是传授道德教育的有效方式。通过对我院连续几批本科医学培训生的改进教学方法，可以进一步增强这种积极效应。
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Pub Date : 2022-12-30DOI: 10.4038/seajme.v16i2.514
J. Y. Ting
No abstract available
没有摘要
{"title":"Medical Museums should Inspire rather than Macabrely Horrify","authors":"J. Y. Ting","doi":"10.4038/seajme.v16i2.514","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.514","url":null,"abstract":"No abstract available","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127671165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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