Pub Date : 2022-12-30DOI: 10.4038/seajme.v16i2.538
I. Karunathilake, J. Grant, M. A. Rashid, D. Samarasekara, S. T. Prihatiningsih, A. De Abrew, C. Atapattu, M. Amarasiri, M. Abeysooriya
No abstract available
没有摘要
{"title":"The Need for Accreditation in Medical Education to be based on Regional and National Health Priorities","authors":"I. Karunathilake, J. Grant, M. A. Rashid, D. Samarasekara, S. T. Prihatiningsih, A. De Abrew, C. Atapattu, M. Amarasiri, M. Abeysooriya","doi":"10.4038/seajme.v16i2.538","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.538","url":null,"abstract":"No abstract available","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"736 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":"122002383","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.v16i2.385
O. Bwanga, P. Iyamvwa, E. Chanda, M. Bwalya
Background: Clinical education is the most influential and important component for the preparation of future radiographers. During clinical education, experiences of radiography students are formalised, managed, and assessed to ensure competence in radiography. Clinical educators are vital to this development and help students apply theory to practice. In Zambia, the qualities of effective clinical educators of radiography students are not well-defined. This study explored the perceptions of radiography students regarding the qualities of an effective clinical educator in Zambia.Methodology: The study was conducted at the Lusaka Apex Medical University (LAMU) of Zambia, using a qualitative exploratory research design. Data was collected using semi-structured interviews with a purposive sample of eight radiography students. Data was audio-recorded, transcribed, and analysed using framework analysis.Results: Three qualities of an effective clinical educator were identified: clinical competence skills, clinical education skills, and personal attributes. Exhibiting knowledge and experience in radiography and teaching, and displaying good communication skills were the most common qualities of an effective clinical educator that enhanced the learning experiences of radiography students. On the other hand, favourism was the main negative quality reported of clinical educators which hindered the radiography students’ learning process.Conclusion: The identified qualities of clinical educators will help radiographers who supervise students to self-assess, develop, and maintain the qualities necessary for effective clinical education. The study findings will also help schools of radiography to support their clinical educators and can be used for clinical education quality assurance.
{"title":"Perceptions of Radiography Students Regarding the Qualities of an Effective Clinical Educator in Zambia","authors":"O. Bwanga, P. Iyamvwa, E. Chanda, M. Bwalya","doi":"10.4038/seajme.v16i2.385","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.385","url":null,"abstract":"Background: Clinical education is the most influential and important component for the preparation of future radiographers. During clinical education, experiences of radiography students are formalised, managed, and assessed to ensure competence in radiography. Clinical educators are vital to this development and help students apply theory to practice. In Zambia, the qualities of effective clinical educators of radiography students are not well-defined. This study explored the perceptions of radiography students regarding the qualities of an effective clinical educator in Zambia.Methodology: The study was conducted at the Lusaka Apex Medical University (LAMU) of Zambia, using a qualitative exploratory research design. Data was collected using semi-structured interviews with a purposive sample of eight radiography students. Data was audio-recorded, transcribed, and analysed using framework analysis.Results: Three qualities of an effective clinical educator were identified: clinical competence skills, clinical education skills, and personal attributes. Exhibiting knowledge and experience in radiography and teaching, and displaying good communication skills were the most common qualities of an effective clinical educator that enhanced the learning experiences of radiography students. On the other hand, favourism was the main negative quality reported of clinical educators which hindered the radiography students’ learning process.Conclusion: The identified qualities of clinical educators will help radiographers who supervise students to self-assess, develop, and maintain the qualities necessary for effective clinical education. The study findings will also help schools of radiography to support their clinical educators and can be used for clinical education quality assurance.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"3 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":"127436794","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.v16i2.518
A. Rathnayake, K. Marambe, D. Edussuriya
Background: Nursing is a practice-based discipline. Self-assessment (SA) encourages students to critically analyze their theoretical knowledge and apply them to practical settings. The aim of the study was to explore their perception of SA before and after its introductionMethodology: Pre validated semi-structured interview based on blood drawing and intra venous (IV) drug administering procedures for 2nd and 3rd year students.Results: Before introducing SA, students had concerns regarding the influence of ego, and SA will not be reliable in assessing nursing skills. After exposure, they were more optimistic about the benefits, obtained insight into performance and reflective learning.Conclusion: Students’ exposure to SA created a more positive outlook towards learning clinical skills.
{"title":"Perception of self-assessment (SA) in learning nursing clinical skills","authors":"A. Rathnayake, K. Marambe, D. Edussuriya","doi":"10.4038/seajme.v16i2.518","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.518","url":null,"abstract":"Background: Nursing is a practice-based discipline. Self-assessment (SA) encourages students to critically analyze their theoretical knowledge and apply them to practical settings. The aim of the study was to explore their perception of SA before and after its introductionMethodology: Pre validated semi-structured interview based on blood drawing and intra venous (IV) drug administering procedures for 2nd and 3rd year students.Results: Before introducing SA, students had concerns regarding the influence of ego, and SA will not be reliable in assessing nursing skills. After exposure, they were more optimistic about the benefits, obtained insight into performance and reflective learning.Conclusion: Students’ exposure to SA created a more positive outlook towards learning clinical skills.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"26 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120848442","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.v16i2.540
S. Shrivastava, P. Shrivastava
Learning is a complex process and refers to the acquisition of new knowledge, comprehension, skills, attitude, behaviors, values, and preferences. Learning theories have been proposed to explain how students receive, process, and retain knowledge. These theories differ from each other based on the underlying principles. Being medical educators, we should have an understanding of each of the learning theories, so that instead of taking sides with one specific theory, we should be broad enough in our vision to accept and employ them based on the nature of the educational experience. To conclude, it is vital that medical teachers should be aware of how students learn, and this aspect can be understood by knowing about different learning theories. Further, we must understand that there is an overlap between educational theories and they complement each other, and thus we should not consider them in isolation.
{"title":"Scope and Application of Learning Theories in the Delivery of Medical Education","authors":"S. Shrivastava, P. Shrivastava","doi":"10.4038/seajme.v16i2.540","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.540","url":null,"abstract":"Learning is a complex process and refers to the acquisition of new knowledge, comprehension, skills, attitude, behaviors, values, and preferences. Learning theories have been proposed to explain how students receive, process, and retain knowledge. These theories differ from each other based on the underlying principles. Being medical educators, we should have an understanding of each of the learning theories, so that instead of taking sides with one specific theory, we should be broad enough in our vision to accept and employ them based on the nature of the educational experience. To conclude, it is vital that medical teachers should be aware of how students learn, and this aspect can be understood by knowing about different learning theories. Further, we must understand that there is an overlap between educational theories and they complement each other, and thus we should not consider them in isolation.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"11 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":"124026846","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.v16i2.523
A. J. Singh, M. Giri, A. Raut, K. Sophiya, D. Dambhare, A. Jakasania
No abstract available
没有摘要
{"title":"Recreational Spaces in a Village in Central India – An Evaluation through “Transect Walk”","authors":"A. J. Singh, M. Giri, A. Raut, K. Sophiya, D. Dambhare, A. Jakasania","doi":"10.4038/seajme.v16i2.523","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.523","url":null,"abstract":"No abstract available","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"65 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":"116390419","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.v16i2.393
F. Fathima, N. Shankar, T. A. Lakshmi
The National Medical Council of India has introduced AETCOM in its new CBME curriculum to focus on learning in the affective domain. Learning in the affective domain was hitherto relegated to the hidden curriculum, poses unique challenges, and requires use of additional teaching-learning [TL] methods that are not routinely used. Most medical college faculty members are unfamiliar with these methods. Case vignettes, video clips, book review, mock ethics meetings, field visits, story-telling (patients /caregivers / doctors), standardized patients, feedback from alumni/seniors, guest lectures, ward rounds with ethical checklists, news-paper clippings, assignments and projects, student seminars/debates and role plays are some methods that can be used to improve learning in the affective domain. Any of the teaching learning methods for affective domain listed above should be followed by reflection using Boyd’s triangular reflection model (What happened? So what? and Now what?). Teaching attitudes, communication and ethics cannot be done in isolation. It must be integrated into routine patient care and other everyday experiences that medical students are exposed to.
{"title":"Teaching and Learning of Attitudes, Ethics and Communication using the AETCOM Module in India","authors":"F. Fathima, N. Shankar, T. A. Lakshmi","doi":"10.4038/seajme.v16i2.393","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.393","url":null,"abstract":"The National Medical Council of India has introduced AETCOM in its new CBME curriculum to focus on learning in the affective domain. Learning in the affective domain was hitherto relegated to the hidden curriculum, poses unique challenges, and requires use of additional teaching-learning [TL] methods that are not routinely used. Most medical college faculty members are unfamiliar with these methods. Case vignettes, video clips, book review, mock ethics meetings, field visits, story-telling (patients /caregivers / doctors), standardized patients, feedback from alumni/seniors, guest lectures, ward rounds with ethical checklists, news-paper clippings, assignments and projects, student seminars/debates and role plays are some methods that can be used to improve learning in the affective domain. Any of the teaching learning methods for affective domain listed above should be followed by reflection using Boyd’s triangular reflection model (What happened? So what? and Now what?). Teaching attitudes, communication and ethics cannot be done in isolation. It must be integrated into routine patient care and other everyday experiences that medical students are exposed to.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"20 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":"126141474","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.v16i2.513
D. Chumba, B. Osotsi, I. Marete, J. Changach
Purpose: The objectives of this study was to determine the adequacy of the medical training curriculum content and methodologies utilized in training doctors in breaking bad news tasks at MTRH.Methods: A mixed methods approach used to collect data. Qualitative data, focus group discussions and in-depth interviews; quantitative data; resident’s perception of the adequacy of the curriculum using a questionnaire. Study participants were postgraduate doctors and lecturers of communication skills. Data was collected using questionnaires and analysed in SPSS version 22, descriptive statistics and inferential statistics utilized in reporting the data. Qualitative data was analysed and presented thematically. A p-value of <_ 0.5 was set as significant for all tests.Results: Curriculum content and structure; 33% adequacy, teaching methodologies; 28.5% adequacy, Residents perception of various aspects of curriculum: helical or spiral with competence levels; n=70 (87.5%) No, 12.5% (10) yes, theoretical basis of communication skills covered n=46 (57.5%) No, 34 (42.5%) yes, breaking bad news training using task approach with task process n=51 (63.5%) No, 29 (36.25%) yes, Challenging situations in breaking bad news were addressed n=56 (70%) No, only 24 (30%) yes, Reflective approach in coping with the effects of breaking bad news 58 (72.5%) No, 22 (27.5%) yes.Conclusions: Overall, this study found that curriculum content and methodologies in breaking bad news teaching and assessment is inadequate to make resident doctors competent in this important skills.
{"title":"Competence in Breaking Bad news tasks: A curriculum review of teaching and assessment at Moi Teaching and Referral Hospital Eldoret Kenya","authors":"D. Chumba, B. Osotsi, I. Marete, J. Changach","doi":"10.4038/seajme.v16i2.513","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.513","url":null,"abstract":"Purpose: The objectives of this study was to determine the adequacy of the medical training curriculum content and methodologies utilized in training doctors in breaking bad news tasks at MTRH.Methods: A mixed methods approach used to collect data. Qualitative data, focus group discussions and in-depth interviews; quantitative data; resident’s perception of the adequacy of the curriculum using a questionnaire. Study participants were postgraduate doctors and lecturers of communication skills. Data was collected using questionnaires and analysed in SPSS version 22, descriptive statistics and inferential statistics utilized in reporting the data. Qualitative data was analysed and presented thematically. A p-value of <_ 0.5 was set as significant for all tests.Results: Curriculum content and structure; 33% adequacy, teaching methodologies; 28.5% adequacy, Residents perception of various aspects of curriculum: helical or spiral with competence levels; n=70 (87.5%) No, 12.5% (10) yes, theoretical basis of communication skills covered n=46 (57.5%) No, 34 (42.5%) yes, breaking bad news training using task approach with task process n=51 (63.5%) No, 29 (36.25%) yes, Challenging situations in breaking bad news were addressed n=56 (70%) No, only 24 (30%) yes, Reflective approach in coping with the effects of breaking bad news 58 (72.5%) No, 22 (27.5%) yes.Conclusions: Overall, this study found that curriculum content and methodologies in breaking bad news teaching and assessment is inadequate to make resident doctors competent in this important skills.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"127 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":"132216051","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.v16i2.539
K. Tenzin, T. Yangzom, S. Zam, K. Yangden, S. Zangmo, T. Choeda, C. Denka
Background: This review study aimed to assess non-communicable diseases (NCDs) competencies in three existing curricula at Khesar Gyalpo University of Medical Sciences (KGUMSB), Bhutan.Methods: A review study of the existing curricula for competencies in NCDs was carried out using the World Health Organization (WHO) NCDs competency framework in the three curricula at KGUMSB.Results: NCD competencies for both medical doctors and community health workers were almost similar but the level of mastery in competencies differed between the two curricula. For nursing, most of the NCD competencies were missing.Discussion: There was a lack in clarity on strategies to develop the listed competencies by learners in all three curricula.Conclusions: There was a lack in clarity on strategies to build psychomotor and affective domains for numerous NCD competencies in the existing curricula. Some critical strategies such as work place-based assessment, simulation-based learning and entrustable professional activities could be incorporated in the revised curricula at KGUMSB.
{"title":"Non-communicable Diseases Competencies in Undergraduate Curricula at Medical University in Bhutan","authors":"K. Tenzin, T. Yangzom, S. Zam, K. Yangden, S. Zangmo, T. Choeda, C. Denka","doi":"10.4038/seajme.v16i2.539","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.539","url":null,"abstract":"Background: This review study aimed to assess non-communicable diseases (NCDs) competencies in three existing curricula at Khesar Gyalpo University of Medical Sciences (KGUMSB), Bhutan.Methods: A review study of the existing curricula for competencies in NCDs was carried out using the World Health Organization (WHO) NCDs competency framework in the three curricula at KGUMSB.Results: NCD competencies for both medical doctors and community health workers were almost similar but the level of mastery in competencies differed between the two curricula. For nursing, most of the NCD competencies were missing.Discussion: There was a lack in clarity on strategies to develop the listed competencies by learners in all three curricula.Conclusions: There was a lack in clarity on strategies to build psychomotor and affective domains for numerous NCD competencies in the existing curricula. Some critical strategies such as work place-based assessment, simulation-based learning and entrustable professional activities could be incorporated in the revised curricula at KGUMSB.","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"59 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":"130869883","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.v16i2.394
Y. Nalini, A. Gowda, Vigneshwar Nayak
No abstract available
没有摘要
{"title":"A Novel Teaching-learning Method of Nerve Injury Using Banana and Toothpick: A Low Fidelity Static Model Approach","authors":"Y. Nalini, A. Gowda, Vigneshwar Nayak","doi":"10.4038/seajme.v16i2.394","DOIUrl":"https://doi.org/10.4038/seajme.v16i2.394","url":null,"abstract":"No abstract available","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"19 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":"121313654","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 : 2022-09-21DOI: 10.4038/seajme.v16i1.406
Y. Nalini, A. Basavarajegowda
{"title":"Fishbowl discussion on Renin hormone as a small group teaching tool for first-year medical students","authors":"Y. Nalini, A. Basavarajegowda","doi":"10.4038/seajme.v16i1.406","DOIUrl":"https://doi.org/10.4038/seajme.v16i1.406","url":null,"abstract":"","PeriodicalId":233669,"journal":{"name":"South-East Asian Journal of Medical Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121066576","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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