Introduction: Doctors committed to the care of patients are trying to fulfill their duty in a difficult situation, but the consequential impacts of COVID-19 outbreak on Junior Doctors mental health are far too complex.Objective: The objective of this study was to gain insight into Junior Doctors’levels of concerns during a global pandemic of COVID-19.Methods: A quantitative cross-sectional study, utilizing a 23-item validated questionnaire was conducted on two hundred and fifty doctors of various disciplines and nationalities working on training and non-training posts.Results: The response rate was (77 %) and the levels of concern score among Junior doctors during COVID-19 pandemic in the NHS was found to be (41.35±4.9). With regard to gender differences, 32.5% of males and 27.5% females had a moderate concern score of 40 to 47. In regard to safety at work (85%) agreed that they are not safe,(100%) agreed that they are at risk to contract a COVID-19 infection at work and (100%) felt that they will transmit COVID-19 to their families but (95%) agreed that were obliged to take care of patients. In addition, (97.5%) doctors were not confident with the current infection control measures and (77.5%) felt frustrated with poor infection control training offered to them.Conclusion: Therefore, measures to strengthen personal protection and adequate support to Junior Doctors should be addressed urgently by the Healthcare system.KEYWORDS: COVID-19, Doctors, PPE, Concerns, Psychological impact.
{"title":"The “Crisis and Concerns: A cross-sectional study on Junior Doctors during COVID-19 pandemic”.","authors":"Faezah Siddiqui, A. Malik, J. Malik","doi":"10.53708/hpej.v5i2.989","DOIUrl":"https://doi.org/10.53708/hpej.v5i2.989","url":null,"abstract":"Introduction: Doctors committed to the care of patients are trying to fulfill their duty in a difficult situation, but the consequential impacts of COVID-19 outbreak on Junior Doctors mental health are far too complex.Objective: The objective of this study was to gain insight into Junior Doctors’levels of concerns during a global pandemic of COVID-19.Methods: A quantitative cross-sectional study, utilizing a 23-item validated questionnaire was conducted on two hundred and fifty doctors of various disciplines and nationalities working on training and non-training posts.Results: The response rate was (77 %) and the levels of concern score among Junior doctors during COVID-19 pandemic in the NHS was found to be (41.35±4.9). With regard to gender differences, 32.5% of males and 27.5% females had a moderate concern score of 40 to 47. In regard to safety at work (85%) agreed that they are not safe,(100%) agreed that they are at risk to contract a COVID-19 infection at work and (100%) felt that they will transmit COVID-19 to their families but (95%) agreed that were obliged to take care of patients. In addition, (97.5%) doctors were not confident with the current infection control measures and (77.5%) felt frustrated with poor infection control training offered to them.Conclusion: Therefore, measures to strengthen personal protection and adequate support to Junior Doctors should be addressed urgently by the Healthcare system.KEYWORDS: COVID-19, Doctors, PPE, Concerns, Psychological impact. \u0000 ","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133796141","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}
Introduction: Adaptive expertise is the ability of individuals to create innovative solutions when they come across novel problems or workplace challenges. Clinicians are often adept at handling routine clinical procedures but lack confidence and a proper strategy when previously un-encountered situations arise. Lots of research has been conducted on basic concepts and development of adaptive expertise however major chunk of literature belongs to non- medical fields. Little is studied about assessment of adaptive expertise in medical professionals and postgraduate residents.Objective: To measure adaptive expertise (AE) of radiology residents and to assess any association between the AE of postgraduate radiology residents (PGR) and their years of training.Methods: This multicenter correlational study involved 181 radiology residents from nine major teaching hospital of Lahore,Pakistan from May to October 2019. Katerina Bohle Carbonell Adaptive Expertise Inventory was used as a data collection tool. The questionnaire contained a total of eleven items encompassing two dimensions of AE: domain-specific and innovative skills. Total scores representing AE of PGRs were measured. AE scores and years of training were correlated using Spearman rho correlation. One-way ANOVA was conducted to further evaluate the association between AE and years of postgraduate training.Results: Out of 181 residents there were 78 (43.1%) males and 103 (56.9%) females. Most of them, 97 (53.6%) were enrolled in four years fellowship (FCPS) program and 62 (34.3%) were in the first year of their residency. Total AE scores of all radiology residents ranged from 33 to 54. AE scores and years of residency were positively correlated (rs= 0.4, p < 0.01). One-way ANOVA and Post hoc comparisons using Tukey HSD test further revealed significant pairwise differences between mean scores of residents’ groups (p = < 0.05) rejecting the null hypothesis.Conclusion: Overall, this study concludes that residents acquire adaptive expertise perpetually with progression in their training. KEYWORDS: Adaptive Expertise (AE), Radiology, Postgraduate Residents (PGRs)
{"title":"Measuring Adaptive Expertise in Radiology Residents: A Multicenter Study","authors":"F. Farooq, U. Mahboob, R. Ashraf, S. Arshad","doi":"10.53708/hpej.v5i2.2103","DOIUrl":"https://doi.org/10.53708/hpej.v5i2.2103","url":null,"abstract":"Introduction: Adaptive expertise is the ability of individuals to create innovative solutions when they come across novel problems or workplace challenges. Clinicians are often adept at handling routine clinical procedures but lack confidence and a proper strategy when previously un-encountered situations arise. Lots of research has been conducted on basic concepts and development of adaptive expertise however major chunk of literature belongs to non- medical fields. Little is studied about assessment of adaptive expertise in medical professionals and postgraduate residents.Objective: To measure adaptive expertise (AE) of radiology residents and to assess any association between the AE of postgraduate radiology residents (PGR) and their years of training.Methods: This multicenter correlational study involved 181 radiology residents from nine major teaching hospital of Lahore,Pakistan from May to October 2019. Katerina Bohle Carbonell Adaptive Expertise Inventory was used as a data collection tool. The questionnaire contained a total of eleven items encompassing two dimensions of AE: domain-specific and innovative skills. Total scores representing AE of PGRs were measured. AE scores and years of training were correlated using Spearman rho correlation. One-way ANOVA was conducted to further evaluate the association between AE and years of postgraduate training.Results: Out of 181 residents there were 78 (43.1%) males and 103 (56.9%) females. Most of them, 97 (53.6%) were enrolled in four years fellowship (FCPS) program and 62 (34.3%) were in the first year of their residency. Total AE scores of all radiology residents ranged from 33 to 54. AE scores and years of residency were positively correlated (rs= 0.4, p < 0.01). One-way ANOVA and Post hoc comparisons using Tukey HSD test further revealed significant pairwise differences between mean scores of residents’ groups (p = < 0.05) rejecting the null hypothesis.Conclusion: Overall, this study concludes that residents acquire adaptive expertise perpetually with progression in their training. \u0000KEYWORDS: Adaptive Expertise (AE), Radiology, Postgraduate Residents (PGRs)","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115952596","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":"Service based Learning: The missed opportunity in the MBBS Curriculum in Pakistan","authors":"Zarrin Seema Siddique","doi":"10.53708/hpej.v5i2.2249","DOIUrl":"https://doi.org/10.53708/hpej.v5i2.2249","url":null,"abstract":"","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132534701","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}
Introduction:There is scant knowledge about emotional intelligence and pandemic perceived stress scores of medical students in Pakistan. The Covid-19 Pandemic has underscored the reality of a myriad of problems in medical education, academic stress amongst them. This study aims to find the corelation between emotional intelligence and pandemic perceived stress scores of students in a medical college in Pakistan. Socio-demographic factors are used tofind possible correlations and divergences between pandemic perceived stress scores and emotional intelligence in undergraduate medical students. Objective:The primary objectives are an exploration of the demographic attributes of participants, an assessment of students’ levels of perceived stress during the COVID-19 pandemic and emotional intelligence, and an exploration of a correlation between pandemic perceived stress scores and emotional intelligence Methods:The present study utilizes a descriptive, cross-sectional, correlational design. A convenience sample of 86 medical students in the first and second years of MBBS were recruited for the study. The participants completed a self-report questionnaire, covering three sections: demographic factors, pandemic perceived stress (the Perceived Stress Scale) and, emotional intelligence (the MindTools test). Results:The results demonstrated that majority of the participants (86%) had an average level of emotional intelligence. Only 14% had high levels of emotional intelligence. A negative non-significant correlation was noted between Pandemic perceived stress scores and emotional intelligence. While a significant difference (P< 0.01) was noted between the Pandemic perceived stress scores of males and females, with females exhibiting more stress than males. A slightly less significant difference (P<0.05) for Pandemic perceived stress was also found between students of first and second years medical students. Second year students were observed to exhibit greater stress. Conclusion:The study findings demonstrate that emotional intelligence does not significantly differ by educational year or gender while greater levels of Pandemic perceived stress was noted to differ across genders and educational years. However, lower levels of Pandemic perceived stress were associated with higher (although non-significant) levels of emotional intelligence. It is thus, important to impart pertinent information about emotional intelligence to medical students. It is also essential to teach them to identify and therefore, overcome stressors. Information and guidance about stress and emotional intelligence should be incorporated into the curricula of health-related fields. KEYWORDS: Emotional intelligence, Pandemic, perceived stress, correlational study, medical students
{"title":"Emotional Intelligence and perceived stress against the backdrop of the Covid-19 Pandemic among students of a medical college in Pakistan: A cross-sectional correlational study","authors":"Saleha Cheema","doi":"10.53708/hpej.v5i1.1326","DOIUrl":"https://doi.org/10.53708/hpej.v5i1.1326","url":null,"abstract":"Introduction:There is scant knowledge about emotional intelligence and pandemic perceived stress scores of medical students in Pakistan. The Covid-19 Pandemic has underscored the reality of a myriad of problems in medical education, academic stress amongst them. This study aims to find the corelation between emotional intelligence and pandemic perceived stress scores of students in a medical college in Pakistan. Socio-demographic factors are used tofind possible correlations and divergences between pandemic perceived stress scores and emotional intelligence in undergraduate medical students. \u0000Objective:The primary objectives are an exploration of the demographic attributes of participants, an assessment of students’ levels of perceived stress during the COVID-19 pandemic and emotional intelligence, and an exploration of a correlation between pandemic perceived stress scores and emotional intelligence \u0000Methods:The present study utilizes a descriptive, cross-sectional, correlational design. A convenience sample of 86 medical students in the first and second years of MBBS were recruited for the study. The participants completed a self-report questionnaire, covering three sections: demographic factors, pandemic perceived stress (the Perceived Stress Scale) and, emotional intelligence (the MindTools test). \u0000Results:The results demonstrated that majority of the participants (86%) had an average level of emotional intelligence. Only 14% had high levels of emotional intelligence. A negative non-significant correlation was noted between Pandemic perceived stress scores and emotional intelligence. While a significant difference (P< 0.01) was noted between the Pandemic perceived stress scores of males and females, with females exhibiting more stress than males. A slightly less significant difference (P<0.05) for Pandemic perceived stress was also found between students of first and second years medical students. Second year students were observed to exhibit greater stress. \u0000Conclusion:The study findings demonstrate that emotional intelligence does not significantly differ by educational year or gender while greater levels of Pandemic perceived stress was noted to differ across genders and educational years. However, lower levels of Pandemic perceived stress were associated with higher (although non-significant) levels of emotional intelligence. It is thus, important to impart pertinent information about emotional intelligence to medical students. It is also essential to teach them to identify and therefore, overcome stressors. Information and guidance about stress and emotional intelligence should be incorporated into the curricula of health-related fields. \u0000 \u0000KEYWORDS: \u0000Emotional intelligence, Pandemic, perceived stress, correlational study, medical students \u0000 ","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128394462","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}
T. Siddiqui, A. Wali, Ali Hussain, Ali Ahmed, Jatindar Kumar
Introduction: Several researchers academics have revealed in recent years that cognitive ability alone is insufficient to predict success,and that morals, talent, attitude, and behaviour all play a role. Salovey and Mayer investigated the reasons why many clever people failed in life more than a decade ago. Their research led to the identification of an intelligence subset known as emotional intelligence (EI). EI, as a sort of social intelligence, is more important than cognitive intelligence in terms of success.Objective: The aim of the present study was to determine the correlation of EQ and IQ with Academic performances.Methods: The present cross -sectional study was conducted in Baqai Dental College from July 2021- September 2021 after getting ethical approval from Ethical review board, Baqai Dental College. Dental students from 2nd year, 3rd year and Final year were invited to participate through census sampling technique. The study included all students from each class who were present on the day of data collection whereas those absent from each class were excluded from the study.Results: A total of 165 dental students participated in the study. Majority of the dental students fall in the domain of emotional awareness and management within 25-34 range of effective functioning. Frequency and percentages were also calculated for level of intelligence and 72 (43.6%) of the dental students scored 90-109 which is considered as Normal. Association of students marks from the last examination with IQ score was calculated and 48(39.7%) students with <60% in the last examination fall in the Normal range of IQ. Correlation between EQ, IQ and academic performance was calculated and showed that a negative correlation was found between Academic performance and IQ.Conclusion: The present study concluded that emotional intelligence is positively correlated with academic performance and negatively correlated with IQ.KEYWORDS: Academic performance, Intelligent Quotient, Emotional awareness, Emotional intelligence, Emotional management, Relationship management
{"title":"Correlation of Emotional Intelligence, Intelligence Quotient with academic performances of Dental students. A Cross Sectional study","authors":"T. Siddiqui, A. Wali, Ali Hussain, Ali Ahmed, Jatindar Kumar","doi":"10.53708/hpej.v5i1.1299","DOIUrl":"https://doi.org/10.53708/hpej.v5i1.1299","url":null,"abstract":"Introduction: Several researchers academics have revealed in recent years that cognitive ability alone is insufficient to predict success,and that morals, talent, attitude, and behaviour all play a role. Salovey and Mayer investigated the reasons why many clever people failed in life more than a decade ago. Their research led to the identification of an intelligence subset known as emotional intelligence (EI). EI, as a sort of social intelligence, is more important than cognitive intelligence in terms of success.Objective: The aim of the present study was to determine the correlation of EQ and IQ with Academic performances.Methods: The present cross -sectional study was conducted in Baqai Dental College from July 2021- September 2021 after getting ethical approval from Ethical review board, Baqai Dental College. Dental students from 2nd year, 3rd year and Final year were invited to participate through census sampling technique. The study included all students from each class who were present on the day of data collection whereas those absent from each class were excluded from the study.Results: A total of 165 dental students participated in the study. Majority of the dental students fall in the domain of emotional awareness and management within 25-34 range of effective functioning. Frequency and percentages were also calculated for level of intelligence and 72 (43.6%) of the dental students scored 90-109 which is considered as Normal. Association of students marks from the last examination with IQ score was calculated and 48(39.7%) students with <60% in the last examination fall in the Normal range of IQ. Correlation between EQ, IQ and academic performance was calculated and showed that a negative correlation was found between Academic performance and IQ.Conclusion: The present study concluded that emotional intelligence is positively correlated with academic performance and negatively correlated with IQ.KEYWORDS: Academic performance, Intelligent Quotient, Emotional awareness, Emotional intelligence, Emotional management, Relationship management","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125126633","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}
Introduction:The universal driving force for learning is assessment, however, it accompanies anxiety, commonly known as exam or test anxiety. There is increasing evidence that exam modality and gender play a significant role in generating anxiety in medical students. This study was conducted to determine the prevalence of exam anxiety in different assessment modalities with same examination standards and criteria among dental students at University College of Dentistry (UCD), The University of Lahore (UOL). Method:We conducted a cross-sectional questionnaire-based survey of over 250 dental students from years 1 to 4, at UCD to assess the test anxiety in dental students with different exam modalities. Mann Whitney U test was used to compare the variations of perceptions among male and female students of UCD. Chi-square was used to test for analysis of academic years with different modalities of exams. Results:The analysis suggested that “extensive course load” with highest anxiety mean score of 4 was most anxiety provoking followed by “studying all night” (mean score=3) in all assessment modalities. The single most test-anxiety provoking modality was “OSCE station with examiner”, with an average combined mean score of 57, followed by “Long-case” (mean score=56). The data revealed that “psychological issues” (p=0.05), “OSCE station with the examiner” (p=0.02) and “exam taking strategy” (p=0.00) were found statistically significant with respect to genders. The combined score of all exam modalities under the domain of “information needs” was highly significant (p=0.02) with highest mean rank observed in final year dental students followed by 2nd-year students. Conclusion:We conclude that face-to-face assessments evoke anxiety in students, especially in females. This may be because it also involves confidence and presentation other than theoretical knowledge as in short answer questions (SAQ). The mock assessments shall be made part of the syllabus as this will increase students’ preparedness and will also be helpful for examiners. KEYWORDS Exam, Anxiety, Assessment, Modalities, Dental students
{"title":"Examination Anxiety in Integrated Modular Curriculum: Perceptions of Dental Students","authors":"Qasim M. Janjua, Faheem Khan, S. Mukhtar","doi":"10.53708/hpej.v5i1.1265","DOIUrl":"https://doi.org/10.53708/hpej.v5i1.1265","url":null,"abstract":"Introduction:The universal driving force for learning is assessment, however, it accompanies anxiety, commonly known as exam \u0000or test anxiety. There is increasing evidence that exam modality and gender play a significant role in generating anxiety in medical students. This study was conducted to determine the prevalence of exam anxiety in different assessment modalities with same examination standards and criteria among dental students at University College of Dentistry (UCD), The University of Lahore (UOL). \u0000Method:We conducted a cross-sectional questionnaire-based survey of over 250 dental students from years 1 to 4, at UCD to assess the test anxiety in dental students with different exam modalities. Mann Whitney U test was used to compare the variations of perceptions among male and female students of UCD. Chi-square was used to test for analysis of academic years with different modalities of exams. \u0000Results:The analysis suggested that “extensive course load” with highest anxiety mean score of 4 was most anxiety provoking followed by “studying all night” (mean score=3) in all assessment modalities. The single most test-anxiety provoking modality was “OSCE station with examiner”, with an average combined mean score of 57, followed by “Long-case” (mean score=56). The data revealed that “psychological issues” (p=0.05), “OSCE station with the examiner” (p=0.02) and “exam taking strategy” (p=0.00) were found statistically significant with respect to genders. The combined score of all exam modalities under the domain of “information needs” was highly significant (p=0.02) with highest mean rank observed in final year dental students followed by 2nd-year students. \u0000Conclusion:We conclude that face-to-face assessments evoke anxiety in students, especially in females. This may be because it also involves confidence and presentation other than theoretical knowledge as in short answer questions (SAQ). The mock assessments shall be made part of the syllabus as this will increase students’ preparedness and will also be helpful for examiners. \u0000 \u0000KEYWORDS \u0000Exam, Anxiety, Assessment, Modalities, Dental students","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129676720","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}
Introduction: Medical teachers in Pakistan are facing workplace stress leading to burnout, more so after the introduction of online teaching, since getting accustomed to the demands of online teaching is somewhat challenging. However, emotional intelligence may act as a buffer to being burned out. Objective: This study aims to investigate the association of demographic factors with emotional intelligence with burnout and Determine if there is a correlation between emotional intelligence and burnout amongst medical teachers of pre-clinical sciences in a public medical college. Method: A cross-sectional correlational study was conducted among medical teachers of pre-clinical departments of a public medical school in Lahore. To a total of 30 participants, the following questionnaires were given to fill: Trait Emotional Intelligence Questionnaire – Short Form to measure emotional intelligence, and the work-related version Burnout Assessment Tool to measure burnout levels. Results: In total, 60% were females and 40% were males. 30% of these participants took more than 40 online classes. A significant difference was seen in the burnout scores amongst different designations. Amongst the different designations, Assistant/Associate Professors had the highest mean burnout score. The correlation coefficient between emotional intelligence and burnout scores obtained was r = -0.578 (p-value 0.01). Conclusion: Emotional Intelligence and Burnout Levels are negatively correlated. Developing opportunities to help teachers improve their emotional intelligence and help them manage burnout at the workplace may optimize their productivity. It is suggested that workshops and awareness seminars be arranged as part of Faculty Development Programs for this purpose. KEYWORDS Emotional Intelligence, Burnout, medical teachers.
{"title":"Correlation between Emotional Intelligence and Burnout amongst medical teachers of a public medical school in Lahore","authors":"Maheen Qutab, Sakina Mohammad Joya","doi":"10.53708/hpej.v5i1.1253","DOIUrl":"https://doi.org/10.53708/hpej.v5i1.1253","url":null,"abstract":"Introduction: Medical teachers in Pakistan are facing workplace stress leading to burnout, more so after the introduction of online teaching, since getting accustomed to the demands of online teaching is somewhat challenging. However, emotional intelligence may act as a buffer to being burned out. \u0000Objective: This study aims to investigate the association of demographic factors with emotional intelligence with burnout and Determine if there is a correlation between emotional intelligence and burnout amongst medical teachers of pre-clinical sciences in a public medical college. \u0000Method: A cross-sectional correlational study was conducted among medical teachers of pre-clinical departments of a public medical school in Lahore. To a total of 30 participants, the following questionnaires were given to fill: Trait Emotional Intelligence Questionnaire – Short Form to measure emotional intelligence, and the work-related version Burnout Assessment Tool to measure burnout levels. \u0000Results: In total, 60% were females and 40% were males. 30% of these participants took more than 40 online classes. A significant difference was seen in the burnout scores amongst different designations. Amongst the different designations, Assistant/Associate Professors had the highest mean burnout score. The correlation coefficient between emotional intelligence and burnout scores obtained was r = -0.578 (p-value 0.01). \u0000Conclusion: Emotional Intelligence and Burnout Levels are negatively correlated. Developing opportunities to help teachers improve their emotional intelligence and help them manage burnout at the workplace may optimize their productivity. It is suggested that workshops and awareness seminars be arranged as part of Faculty Development Programs for this purpose. \u0000 \u0000KEYWORDS \u0000Emotional Intelligence, Burnout, medical teachers. \u0000 ","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130820530","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}
Currently, the acceptance of artificial intelligence (AI) in thehealth care system and medical education is growing rapidly.It is crucial to involve healthcare professionals and medicaleducators in developing, authenticating, and implementingAI-enabled tools in medicine. A lack of AI knowledge andinadequate preparation to embrace this revolution will leadto orthodox patient care. Consequently, medical support willnot be optimal to keep pace with rapidly changing healthcaretrends word widely. This is a significant barrier to adoptingand implementing AI that will affect the quality of patient careand the future of the healthcare sector. In addition, the limitedexisting AI education programs are a barrier to the developmentand implementation of AI-assisted applications at various levelsof medical education (Charow et al., 2021).
目前，人工智能(AI)在医疗保健系统和医学教育中的接受度正在迅速增长。让医疗保健专业人员和医学教育工作者参与开发、认证和实施医学中的人工智能工具是至关重要的。缺乏人工智能知识和接受这场革命的准备不足将导致传统的患者护理。因此，医疗支持将不会是最佳的，以跟上迅速变化的医疗保健趋势在世界范围内。这是采用和实施人工智能的一个重大障碍，将影响患者护理质量和医疗保健行业的未来。此外，现有有限的人工智能教育项目阻碍了人工智能辅助应用在各级医学教育中的发展和实施(Charow et al.， 2021)。
{"title":"Are Medical Educators Primed To Adopt Artificial Intelligence In Healthcare System And Medical Education?","authors":"Shazia Iqbal","doi":"10.53708/hpej.v5i1.1707","DOIUrl":"https://doi.org/10.53708/hpej.v5i1.1707","url":null,"abstract":"Currently, the acceptance of artificial intelligence (AI) in thehealth care system and medical education is growing rapidly.It is crucial to involve healthcare professionals and medicaleducators in developing, authenticating, and implementingAI-enabled tools in medicine. A lack of AI knowledge andinadequate preparation to embrace this revolution will leadto orthodox patient care. Consequently, medical support willnot be optimal to keep pace with rapidly changing healthcaretrends word widely. This is a significant barrier to adoptingand implementing AI that will affect the quality of patient careand the future of the healthcare sector. In addition, the limitedexisting AI education programs are a barrier to the developmentand implementation of AI-assisted applications at various levelsof medical education (Charow et al., 2021).","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133959395","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}
Introduction:'Learning style' is defined as an individual's preference in obtaining and understanding information. Students use different learning styles in acquisition of knowledge, skills and attitude. Objective:To determine the learning styles of preclinical and clinical students belonging to 1st and final year MBBS using the VARK questionnaire; to compare learning styles of 1st and final year medical students. Methods:A cross-sectional study was conducted to collect data about the learning style preferences of 1st and final year MBBS students of Foundation University Medical College. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2021. A convenience sampling technique was used for data collection. A total of 249 students responded to the questionnaire. Results: Among 249 students, 141 were 1st-year students and 108 were final-year students. The most common learning style reported was Kinesthetic (34%), then Auditory (29%), then Visual (20%), and finally, Read/Write (17%). The majority of students (95.6%) preferred quad modal sensory modality for learning followed by trimodal (4%), unimodal (0.4%), and bimodal (0%) preferences.There was a significant difference in the mean scores of visual and auditory learning styles (overall mean of visual scores was 5.42 ± 2.9 and mean of auditory scores was 6.58 ± 2.9 ) between the students of 1st and final year. Conclusion: Majority of the students enlisted in this study had a quad modal learning preference. The most common reported learning style of all the students was Kinesthetic (K), followed by Auditory (A), then Visual (V), and then, Read/Write (R). KEYWORDS: Learning styles, VARK, Visual, Aural, Read/Write, Kinesthetic, Modal, Medical Students.
{"title":"Exploring the Preferred Learning Styles among first and final year MBBS students using VARK Inventory at Fauji Foundation Hospital Rawalpindi","authors":"S. Inam, Amna Haq","doi":"10.53708/hpej.v5i1.1257","DOIUrl":"https://doi.org/10.53708/hpej.v5i1.1257","url":null,"abstract":"Introduction:'Learning style' is defined as an individual's preference in obtaining and understanding information. Students use different learning styles in acquisition of knowledge, skills and attitude. \u0000Objective:To determine the learning styles of preclinical and clinical students belonging to 1st and final year MBBS using the VARK questionnaire; to compare learning styles of 1st and final year medical students. \u0000Methods:A cross-sectional study was conducted to collect data about the learning style preferences of 1st and final year MBBS students of Foundation University Medical College. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2021. A convenience sampling technique was used for data collection. A total of 249 students responded to the questionnaire. \u0000Results: Among 249 students, 141 were 1st-year students and 108 were final-year students. The most common learning style reported was Kinesthetic (34%), then Auditory (29%), then Visual (20%), and finally, Read/Write (17%). The majority of students (95.6%) preferred quad modal sensory modality for learning followed by trimodal (4%), unimodal (0.4%), and bimodal (0%) preferences.There was a significant difference in the mean scores of visual and auditory learning styles (overall mean of visual scores was 5.42 ± 2.9 and mean of auditory scores was 6.58 ± 2.9 ) between the students of 1st and final year. \u0000Conclusion: \u0000Majority of the students enlisted in this study had a quad modal learning preference. The most common reported \u0000learning style of all the students was Kinesthetic (K), followed by Auditory (A), then Visual (V), and then, Read/Write (R). \u0000KEYWORDS: \u0000Learning styles, VARK, Visual, Aural, Read/Write, Kinesthetic, Modal, Medical Students. \u0000 ","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"14 25","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113963017","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}
Altruism is one of the core components of medical professionalism as specified by the American Board of Internal medicine (ABIM) in their ‘Project Professionalism’ document. (Stobo, J., Kohen, J., Kimball, H., LaCombe, M., Schechter, G., & Blank, 1995) Conventionally in the medical context, it was understood as a selfless concern for patients without the expectation of an external reward,(Xiao et al., 2021) almost bordering on self-sacrifice (Harris, 2018). Even the feelings of self-satisfaction and gratification were questioned when considering this service to others. This imparted an almost messiah-like image to the doctors for a long time, which they had to strive to uphold and were bound to fall short. They were doomed to harbor guilt for and thus hide a profit-based motivation to practice(O’Riordan, 2019).
{"title":"What constitutes altruism in the present medical context?","authors":"M. Sajjad","doi":"10.53708/hpej.v4i2.1438","DOIUrl":"https://doi.org/10.53708/hpej.v4i2.1438","url":null,"abstract":"Altruism is one of the core components of medical professionalism as specified by the American Board of Internal medicine (ABIM) in their ‘Project Professionalism’ document. (Stobo, J., Kohen, J., Kimball, H., LaCombe, M., Schechter, G., & Blank, 1995) Conventionally in the medical context, it was understood as a selfless concern for patients without the expectation of an external reward,(Xiao et al., 2021) almost bordering on self-sacrifice (Harris, 2018). Even the feelings of self-satisfaction and gratification were questioned when considering this service to others. This imparted an almost messiah-like image to the doctors for a long time, which they had to strive to uphold and were bound to fall short. They were doomed to harbor guilt for and thus hide a profit-based motivation to practice(O’Riordan, 2019).","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131199362","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：