This paper aims to elucidate the careful connection of medical practice in Ancient Egypt covering the time span with the theoretical and practical constructs of “Narrative medicine” interventions in today’s health care settings; proposing the essence of a training model in Narrative Medicine which is designed to prepare future physicians to practice medicine ethically and compassionately, using reflective manners that helps to clarify personal values and a sense of professional identity.
{"title":"Educational Innovation: Narrative Medicine Course in Kasr Al-Ainy “The House of Life”; Bridging the Past, Navigating the Present and Drawing Vision for the Future.","authors":"M. El-Sherbini","doi":"10.33328/ejme.2020.002","DOIUrl":"https://doi.org/10.33328/ejme.2020.002","url":null,"abstract":"This paper aims to elucidate the careful connection of medical practice in Ancient Egypt covering the time span with the theoretical and practical constructs of “Narrative medicine” interventions in today’s health care settings; proposing the essence of a training model in Narrative Medicine which is designed to prepare future physicians to practice medicine ethically and compassionately, using reflective manners that helps to clarify personal values and a sense of professional identity.","PeriodicalId":434825,"journal":{"name":"The Egyptian Journal of Medical Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125345075","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}
Context: In medical school, learning approach used by students while preparing for assessment can vary from one individual to another. Students may conduct deep or either surface learning approach when studying for an examination. Objective-structured clinical examination (OSCE) is one of assessments for medical students’ learning outcome which may require different learning approach from other written examinations. Different types of learning approach thus may affect the students’ OSCE outcome. Aims: To analyze correlation between learning approach used by medical students and OSCE passing rate. Settings and Design: A cross-sectional study conducted in February 2018 at the Faculty of Medicine, Swadaya Gunung Jati University. Methods and Material: Learning approach of 146 medical students was assessed using Revised Study Process Questionnaire 2 Factors (R-SPQ-2F). Data of OSCE passing rate was obtained from the academic section of Faculty of Medicine, Swadaya Gunung Jati University. Rank Spearman test was used to analyze the correlation between learning approach and OSCE passing rate. Results: Eighty-three students out of 146 (56,8%) ran into deep approach, while 63 students (43.2%) applied surface approach. Rank Spearman analysis showed that learning approach is significantly correlated with students’ OSCE passing rate (p = 0.001; CI 95%). Conclusion: Deep learning approach resulted in higher OSCE passing rate.
背景:在医学院，学生在准备评估时使用的学习方法可能因人而异。学生在备考时可以采取深度学习或表面学习的方法。客观结构化临床考试(OSCE)是对医学生学习成果的评估之一，它可能需要不同于其他笔试的学习方法。因此，不同类型的学习方法可能会影响学生的OSCE结果。目的:分析医学生学习方式与欧安组织通过率的相关性。设置和设计:2018年2月在Swadaya Gunung Jati大学医学院进行的一项横断面研究。方法与材料:采用修订后的《学习过程2因素问卷》(R-SPQ-2F)对146名医学生的学习方式进行评估。欧安组织通过率数据来自斯瓦达亚古农贾提大学医学院学术部门。采用Rank Spearman检验分析学习方法与OSCE通过率的相关关系。结果:146名学生中有83名(56.8%)采用深度入路，63名(43.2%)采用表面入路。Rank Spearman分析显示，学习方法与学生的OSCE通过率显著相关(p = 0.001;CI 95%)。结论:深度学习方法提高了OSCE通过率。
{"title":"Correlation Between Learning Approach and Students Objective-Structured Clinical Examination Passing Rate.","authors":"","doi":"10.33328/ejme.2020.001","DOIUrl":"https://doi.org/10.33328/ejme.2020.001","url":null,"abstract":"Context: In medical school, learning approach used by students while preparing for assessment can vary from one individual to another. Students may conduct deep or either surface learning approach when studying for an examination. Objective-structured clinical examination (OSCE) is one of assessments for medical students’ learning outcome which may require different learning approach from other written examinations. Different types of learning approach thus may affect the students’ OSCE outcome. Aims: To analyze correlation between learning approach used by medical students and OSCE passing rate. Settings and Design: A cross-sectional study conducted in February 2018 at the Faculty of Medicine, Swadaya Gunung Jati University. Methods and Material: Learning approach of 146 medical students was assessed using Revised Study Process Questionnaire 2 Factors (R-SPQ-2F). Data of OSCE passing rate was obtained from the academic section of Faculty of Medicine, Swadaya Gunung Jati University. Rank Spearman test was used to analyze the correlation between learning approach and OSCE passing rate. Results: Eighty-three students out of 146 (56,8%) ran into deep approach, while 63 students (43.2%) applied surface approach. Rank Spearman analysis showed that learning approach is significantly correlated with students’ OSCE passing rate (p = 0.001; CI 95%). Conclusion: Deep learning approach resulted in higher OSCE passing rate.","PeriodicalId":434825,"journal":{"name":"The Egyptian Journal of Medical Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126942584","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}
ABSTRACT Background/Aim: A structured journal club course that counts towards the final assessment was introduced in a medical doctorate program course at King Edward Medical University, Pakistan. This study aims to explore its effects on the learning approach of PhD scholars. Methods: A qualitative study comprising of a focus group discussion, involving eight out of the total of thirteen PhD scholars was conducted in 2017. Focus group discussions were transcribed verbatim and codes and themes were identified using grounded theory. The findings were triangulated with data from teaching feedback forms of the course from all the thirteen PhD scholars from 2015 to 2017. Results: The participants described an overall positive effect of the course on their learning, including development of critical and scientific thinking. They also reported improvement in their clinical and teaching practice. They attributed these to the interactive nature of the course, role playing as author while presenting the assigned paper in journal club, help from the study guide, interdisciplinary peer learning and the awareness that they were being graded on their performance. Conclusions: A semester long structured journal club course that contributes to the final assessment may be an effective tool to teach medical doctorate students about the research process and critical appraisal skills.
{"title":"How a Journal Club Course Changed Learners’ Approach in a Medical Doctorate Program- an Analysis of the PhD Scholars’ Perspective.","authors":"T. Ahmed","doi":"10.33328/EJME.2019.002","DOIUrl":"https://doi.org/10.33328/EJME.2019.002","url":null,"abstract":"ABSTRACT\u0000\u0000Background/Aim: A structured journal club course that counts towards the final assessment was introduced in a medical doctorate program course at King Edward Medical University, Pakistan. This study aims to explore its effects on the learning approach of PhD scholars. Methods: A qualitative study comprising of a focus group discussion, involving eight out of the total of thirteen PhD scholars was conducted in 2017. Focus group discussions were transcribed verbatim and codes and themes were identified using grounded theory. The findings were triangulated with data from teaching feedback forms of the course from all the thirteen PhD scholars from 2015 to 2017. Results: The participants described an overall positive effect of the course on their learning, including development of critical and scientific thinking. They also reported improvement in their clinical and teaching practice. They attributed these to the interactive nature of the course, role playing as author while presenting the assigned paper in journal club, help from the study guide, interdisciplinary peer learning and the awareness that they were being graded on their performance. Conclusions: A semester long structured journal club course that contributes to the final assessment may be an effective tool to teach medical doctorate students about the research process and critical appraisal skills.","PeriodicalId":434825,"journal":{"name":"The Egyptian Journal of Medical Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125898523","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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