Background: In medical education, innovation and modernization of teaching and learning methods are required to maintain dynamic quality. The purpose of this study was to evaluate the quiz as one of the innovative teaching-learning methods for first-year MBBS students in the biochemistry subject. Objectives: The study objectives were to sensitize the students regarding the quiz in biochemistry and assess the quiz's effectiveness in subject understanding among students and the learning gained from it. Methods: Sixty students were divided into five teams of 12 students. There were seven rounds in the quiz based on which the winning team was selected. Teams were selected based on a preliminary test score. The batch of 60 students was divided into five teams of 12 students. A pretest-posttest questionnaire in the form of an MCQ test was taken prior to the quiz. To evaluate views about the quiz, feedback was elicited from the students. Data were analyzed using the Statistical Package in Microsoft Excel. Proportion, mean, and standard deviation were determined as appropriate. Results: The mean pretest score was 36.6%, whereas the mean posttest score was 87.3%. In the feedback, 70% of the students felt they had an excellent experience through the quiz, and such activities should be conducted more often. Conclusions: The study suggested that activities like a quiz stimulate individual and collaborative learning, improve medical students' cognitive level, and retain their interest in the subject.
{"title":"Effect of Quiz as a Teaching-learning Modality for Better Understanding of Biochemistry for Undergraduate Medical Students: An Observational Study","authors":"P. Bhatkulkar, A. Dhok, Ruchir Khare","doi":"10.5812/jme-122693","DOIUrl":"https://doi.org/10.5812/jme-122693","url":null,"abstract":"Background: In medical education, innovation and modernization of teaching and learning methods are required to maintain dynamic quality. The purpose of this study was to evaluate the quiz as one of the innovative teaching-learning methods for first-year MBBS students in the biochemistry subject. Objectives: The study objectives were to sensitize the students regarding the quiz in biochemistry and assess the quiz's effectiveness in subject understanding among students and the learning gained from it. Methods: Sixty students were divided into five teams of 12 students. There were seven rounds in the quiz based on which the winning team was selected. Teams were selected based on a preliminary test score. The batch of 60 students was divided into five teams of 12 students. A pretest-posttest questionnaire in the form of an MCQ test was taken prior to the quiz. To evaluate views about the quiz, feedback was elicited from the students. Data were analyzed using the Statistical Package in Microsoft Excel. Proportion, mean, and standard deviation were determined as appropriate. Results: The mean pretest score was 36.6%, whereas the mean posttest score was 87.3%. In the feedback, 70% of the students felt they had an excellent experience through the quiz, and such activities should be conducted more often. Conclusions: The study suggested that activities like a quiz stimulate individual and collaborative learning, improve medical students' cognitive level, and retain their interest in the subject.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"4609 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90162560","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}
Alok Kumar, Colette George, Michael Harry Campbell, Kandamaran Krishnamurthy, Paula Michele Lashley, V. Singh, S. Motilal, S. Sakhamuri, Tamara Thompson, Corrine Sinquee-Brown, B. Sa, Md Anbarul Azim Mujumder
Background: Most universities around the world use the multiple-choice question (MCQ) examination format to evaluate medical education. However, the suitability and advantages of traditional MCQs and extended matching questions (EMQs) continue to be debated. Objectives: This study mainly aimed to perform a comprehensive comparative analysis of the performance of the EMQ and traditional MCQ formats in the final MBBS exit examination. Methods: We conducted an item analysis of 80 EMQs, and 200 MCQs administered to 532 examinees across the four campuses of the University of the West Indies during the final MBBS medicine and therapeutics examination of 2019. Exam performance measures included central tendency, item discrimination, reliability, item difficulty, and distractor efficacy. Results: For the 532 students who sat the exam, the highest, lowest, and mean (± SD) scores for the EMQs were 93, 41, and 69.0 (± 9.8), respectively; for the MCQs, the respective values were 82, 41, and 62.7 (± 7.4). The predictive value of the EMQ and MCQ grades individually in the overall failure was 0.67 (95% CI = 0.39, 0.87) and 0.89 (95% CI = 0.65, 0.98), respectively. KR-20 coefficients for the EMQs and MCQs ranged from 0.52 to 0.70 and 0.71 to 0.79, respectively. The proportion of questions with two or more functional distractors was consistently higher for the MCQs than for the EMQs in all four cohorts of students. Conclusions: The MCQs were more predictive of the overall failure and had higher inter-item reliability, making the MCQ format more suitable for high-stakes examinations.
背景:世界上大多数大学都采用多项选择题(MCQ)考试形式来评估医学教育。然而，传统mcq和扩展匹配问题(emq)的适用性和优势仍在争论中。目的:本研究的主要目的是对EMQ和传统MCQ格式在MBBS毕业考试中的表现进行全面的比较分析。方法:我们对西印度群岛大学四个校区的532名考生在2019年MBBS医学和治疗学期末考试期间发放的80份emq和200份mcq进行了项目分析。考试成绩测量包括集中倾向、项目辨析、信度、项目难度和分心效能。结果:532名参加考试的学生，emq的最高、最低和平均(±SD)得分分别为93、41和69.0(±9.8)分;mcq分别为82、41和62.7(±7.4)。EMQ和MCQ评分在总体失败中的预测值分别为0.67 (95% CI = 0.39, 0.87)和0.89 (95% CI = 0.65, 0.98)。emq和mcq的KR-20系数分别为0.52 ~ 0.70和0.71 ~ 0.79。在所有四组学生中，具有两个或两个以上功能干扰因素的问题比例在mcq组中始终高于emq组。结论:MCQ更能预测整体失败，具有较高的项目间信度，使MCQ格式更适合高风险考试。
{"title":"Item Analysis of Multiple Choice and Extended Matching Questions in the Final MBBS Medicine and Therapeutics Examination","authors":"Alok Kumar, Colette George, Michael Harry Campbell, Kandamaran Krishnamurthy, Paula Michele Lashley, V. Singh, S. Motilal, S. Sakhamuri, Tamara Thompson, Corrine Sinquee-Brown, B. Sa, Md Anbarul Azim Mujumder","doi":"10.5812/jme-129450","DOIUrl":"https://doi.org/10.5812/jme-129450","url":null,"abstract":"Background: Most universities around the world use the multiple-choice question (MCQ) examination format to evaluate medical education. However, the suitability and advantages of traditional MCQs and extended matching questions (EMQs) continue to be debated. Objectives: This study mainly aimed to perform a comprehensive comparative analysis of the performance of the EMQ and traditional MCQ formats in the final MBBS exit examination. Methods: We conducted an item analysis of 80 EMQs, and 200 MCQs administered to 532 examinees across the four campuses of the University of the West Indies during the final MBBS medicine and therapeutics examination of 2019. Exam performance measures included central tendency, item discrimination, reliability, item difficulty, and distractor efficacy. Results: For the 532 students who sat the exam, the highest, lowest, and mean (± SD) scores for the EMQs were 93, 41, and 69.0 (± 9.8), respectively; for the MCQs, the respective values were 82, 41, and 62.7 (± 7.4). The predictive value of the EMQ and MCQ grades individually in the overall failure was 0.67 (95% CI = 0.39, 0.87) and 0.89 (95% CI = 0.65, 0.98), respectively. KR-20 coefficients for the EMQs and MCQs ranged from 0.52 to 0.70 and 0.71 to 0.79, respectively. The proportion of questions with two or more functional distractors was consistently higher for the MCQs than for the EMQs in all four cohorts of students. Conclusions: The MCQs were more predictive of the overall failure and had higher inter-item reliability, making the MCQ format more suitable for high-stakes examinations.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74980437","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}
Chen Giap Tee, Sharifah Sulaiha Hj Syed Aznal, A. Prasad, Wen Wei Lim, Yi Ling Yee, K. Nagandla
Background: Peer learning has shown to be beneficial among other teaching and learning modalities to encourage learners to achieve these expected attributes. “Consultoid” is a peer-assisted and student-directed proctoring program to improve clinical competencies. Objectives: This paper focuses on the participants’ self-perceived impact of “Consultoid” and additional factors required to create a sustainable framework. Methods: A mixed-method analysis was utilized. Thematic analysis was used as a qualitative method that features open comments based on four factors to determine the outcome of its execution: Timing of activities allowing adaptability, peer teachers’ ability to engage with the learners, promoting participants’ intrinsic and extrinsic motivation, and relevance of program content. The quantitative method involved the five-point Likert scale in which participants assessed their self-perceived clinical competencies pre- and post-self-assessment, with 1 being unconfident and 5 being most confident. Paired t-test was used to make the comparison between the two tests. Results: The thematic responses generated were condensed into global themes to reach a conclusion. The results, such as relevance to clinical practice and encouraging team-based reciprocal learning while allowing high flexibility and accountability, fit into the proposed framework of the Consultoid program. Students reported a higher confidence level in their overall clinical competency from the pre-and post-test evaluation (peer learners, P = 0.02 and peer teachers, P = 0.12). Conclusions: The Consultoid program encourages participation, motivation, and team building and has shown to be highly adaptive.
{"title":"Empowering Clinical Students Through Peer Learning in a Medical Program: What Works?","authors":"Chen Giap Tee, Sharifah Sulaiha Hj Syed Aznal, A. Prasad, Wen Wei Lim, Yi Ling Yee, K. Nagandla","doi":"10.5812/jme-127655","DOIUrl":"https://doi.org/10.5812/jme-127655","url":null,"abstract":"Background: Peer learning has shown to be beneficial among other teaching and learning modalities to encourage learners to achieve these expected attributes. “Consultoid” is a peer-assisted and student-directed proctoring program to improve clinical competencies. Objectives: This paper focuses on the participants’ self-perceived impact of “Consultoid” and additional factors required to create a sustainable framework. Methods: A mixed-method analysis was utilized. Thematic analysis was used as a qualitative method that features open comments based on four factors to determine the outcome of its execution: Timing of activities allowing adaptability, peer teachers’ ability to engage with the learners, promoting participants’ intrinsic and extrinsic motivation, and relevance of program content. The quantitative method involved the five-point Likert scale in which participants assessed their self-perceived clinical competencies pre- and post-self-assessment, with 1 being unconfident and 5 being most confident. Paired t-test was used to make the comparison between the two tests. Results: The thematic responses generated were condensed into global themes to reach a conclusion. The results, such as relevance to clinical practice and encouraging team-based reciprocal learning while allowing high flexibility and accountability, fit into the proposed framework of the Consultoid program. Students reported a higher confidence level in their overall clinical competency from the pre-and post-test evaluation (peer learners, P = 0.02 and peer teachers, P = 0.12). Conclusions: The Consultoid program encourages participation, motivation, and team building and has shown to be highly adaptive.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84789365","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}
{"title":"Medical Professionalism: Do We Practice What We Preach?","authors":"P. Agarwal","doi":"10.5812/jme-130131","DOIUrl":"https://doi.org/10.5812/jme-130131","url":null,"abstract":"<jats:p />","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"144 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73499131","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}
A. Heidarzadeh, B. Hedayati, M. Huntington, Mehdi Alvandi, A. Arabi, B. Farrokhi, M. Nojomi, Somayeh Noorhiekmat, R. Mirkazemi
Context: Nearly 20 years ago, the family physician program (FPP) was established in Iran in rural areas and was expanded to some cities about 10 years ago. Different studies reported different challenges associated with the efficacy of human resources and their training or educational program. Objectives: This systematic review of the literature was conducted to comprehensively identify and collate the challenges associated with the education of family physicians in Iran. Evidence Acquisition: All published articles related to FPP in Iran were the subject of this study. The eligibility criteria included original articles, case studies, and reports published in English or Persian during 2011 - 2021 related to the challenges in the training and educational system of FPP in Iran. Data were extracted based on the SPIDER (sample, phenomenon of interest, design, evaluation, research type) technique and were reported based on the structure of PRISMA (preferred reporting items for systematic reviews and meta-analyses). International credible scholarly databases were searched. The search strategy was defined based on the search syntax and keywords. Results: The search strategy yielded 5570 potentially relevant articles and reports, of which 70 studies met the inclusion criteria. Following the full-text review, 58 studies were excluded, and, finally, 11 empirical studies and 1 report were included in the review. The study attempted to identify challenges associated with the educational system; knowledge and awareness of the FPs of the nature, activities, policies, and protocols of the FPP; and also challenges associated with the competencies of the FPs in areas like social conditions, clinical competencies, public health, and managerial skills. Conclusions: The current study identified consistent themes associated with the educational system and challenges encountered in preparing physicians for FPP upon graduation. These difficulties are not insurmountable.
{"title":"Challenges Associated with the Education of Family Physicians in Iran: A Systematic Review","authors":"A. Heidarzadeh, B. Hedayati, M. Huntington, Mehdi Alvandi, A. Arabi, B. Farrokhi, M. Nojomi, Somayeh Noorhiekmat, R. Mirkazemi","doi":"10.5812/jme-130153","DOIUrl":"https://doi.org/10.5812/jme-130153","url":null,"abstract":"Context: Nearly 20 years ago, the family physician program (FPP) was established in Iran in rural areas and was expanded to some cities about 10 years ago. Different studies reported different challenges associated with the efficacy of human resources and their training or educational program. Objectives: This systematic review of the literature was conducted to comprehensively identify and collate the challenges associated with the education of family physicians in Iran. Evidence Acquisition: All published articles related to FPP in Iran were the subject of this study. The eligibility criteria included original articles, case studies, and reports published in English or Persian during 2011 - 2021 related to the challenges in the training and educational system of FPP in Iran. Data were extracted based on the SPIDER (sample, phenomenon of interest, design, evaluation, research type) technique and were reported based on the structure of PRISMA (preferred reporting items for systematic reviews and meta-analyses). International credible scholarly databases were searched. The search strategy was defined based on the search syntax and keywords. Results: The search strategy yielded 5570 potentially relevant articles and reports, of which 70 studies met the inclusion criteria. Following the full-text review, 58 studies were excluded, and, finally, 11 empirical studies and 1 report were included in the review. The study attempted to identify challenges associated with the educational system; knowledge and awareness of the FPs of the nature, activities, policies, and protocols of the FPP; and also challenges associated with the competencies of the FPs in areas like social conditions, clinical competencies, public health, and managerial skills. Conclusions: The current study identified consistent themes associated with the educational system and challenges encountered in preparing physicians for FPP upon graduation. These difficulties are not insurmountable.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75817373","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}
: Around the world, the changing needs of the labor market are met under the umbrella of technical and vocational education and training (TVET). The Iran Technical and Vocational Training Organization (ITVTO) plays this role. However, a significant issue in Iran's TVET system is that the targeting of vocational training has been oriented towards industrial professions while society also needs general and specialized training in health sciences. IN response to needs, the National Center for Technical and Vocational Education and Training of Medical Sciences was established by the Ministry of Health, Treatment, and Medical Education (MoHME) in Iran. This article intends to introduce the TVET system and the National Center for Technical and Vocational Education and Training of Medical Sciences in Iran and discuss its future horizon. Although the beginning of this path is very commendable, the path of evolution for this center will be more difficult because there is a vast world of concepts, phenomena, and problems against the TVET in Iran's medical sciences. However, what can be deduced from the study results is that with a bit of courage, we can say something new and take firm steps to transform.
{"title":"Explanation of Evolving Health Technical and Vocational Education and Training System: A National Experience","authors":"S. Ahmady, S. Shahbazi","doi":"10.5812/jme-130739","DOIUrl":"https://doi.org/10.5812/jme-130739","url":null,"abstract":": Around the world, the changing needs of the labor market are met under the umbrella of technical and vocational education and training (TVET). The Iran Technical and Vocational Training Organization (ITVTO) plays this role. However, a significant issue in Iran's TVET system is that the targeting of vocational training has been oriented towards industrial professions while society also needs general and specialized training in health sciences. IN response to needs, the National Center for Technical and Vocational Education and Training of Medical Sciences was established by the Ministry of Health, Treatment, and Medical Education (MoHME) in Iran. This article intends to introduce the TVET system and the National Center for Technical and Vocational Education and Training of Medical Sciences in Iran and discuss its future horizon. Although the beginning of this path is very commendable, the path of evolution for this center will be more difficult because there is a vast world of concepts, phenomena, and problems against the TVET in Iran's medical sciences. However, what can be deduced from the study results is that with a bit of courage, we can say something new and take firm steps to transform.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"141 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81774306","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}
Background: Shift from medical education to online mode during the coronavirus pandemic started without much preparation. Students’ perception is vital to further improve online medical education. Objectives: This study aimed to assess undergraduate medical students' perception of online education and conduct factor analysis of responses to identify latent variables. Methods: This descriptive cross-sectional online survey was conducted among the phase II undergraduate medical students. A structured questionnaire was mailed to 200 randomly selected students. Variables collected were demographics (age, sex, residence, and mother language), academic profile, and perception of online education. Outcome measures were frequencies, percentages, and the degree of agreement to given statements about online education. Factor analysis was done by principal component analysis with varimax rotation to identify latent factors. Results: Analysis was done for 115 completed questionnaires. The mean age of the respondents was 21.2 yrs, with a male preponderance (82.6%). The students had low satisfaction with online classes and did not consider online education as effective as offline classes. Exploratory factor analysis identified three factors, including 'planning and delivery of online lessons', 'satisfaction with online education,' and 'opportunity to interact.' Conclusions: Online education was not as effective as in-person education. The reason was mainly changes in student-teacher interaction.
{"title":"Factors Affecting Undergraduate Medical Students' Perception of Online Education During the COVID Pandemic at a Teaching Hospital in Eastern India","authors":"M. Datta, S. Bhattacharya","doi":"10.5812/jme-122541","DOIUrl":"https://doi.org/10.5812/jme-122541","url":null,"abstract":"Background: Shift from medical education to online mode during the coronavirus pandemic started without much preparation. Students’ perception is vital to further improve online medical education. Objectives: This study aimed to assess undergraduate medical students' perception of online education and conduct factor analysis of responses to identify latent variables. Methods: This descriptive cross-sectional online survey was conducted among the phase II undergraduate medical students. A structured questionnaire was mailed to 200 randomly selected students. Variables collected were demographics (age, sex, residence, and mother language), academic profile, and perception of online education. Outcome measures were frequencies, percentages, and the degree of agreement to given statements about online education. Factor analysis was done by principal component analysis with varimax rotation to identify latent factors. Results: Analysis was done for 115 completed questionnaires. The mean age of the respondents was 21.2 yrs, with a male preponderance (82.6%). The students had low satisfaction with online classes and did not consider online education as effective as offline classes. Exploratory factor analysis identified three factors, including 'planning and delivery of online lessons', 'satisfaction with online education,' and 'opportunity to interact.' Conclusions: Online education was not as effective as in-person education. The reason was mainly changes in student-teacher interaction.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"131 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79621127","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}
{"title":"Student Support, the Missing Link of Virtual Learning in the Era of COVID-19","authors":"Somayeh Sohrabi, S. Ahmady, Zohreh Khoshgoftar","doi":"10.5812/jme-127559","DOIUrl":"https://doi.org/10.5812/jme-127559","url":null,"abstract":"<jats:p />","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75987712","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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