فهرست مطالب

Journal of Medical Education
Volume:17 Issue: 3, Aug 2018

  • تاریخ انتشار: 1397/05/09
  • تعداد عناوین: 8
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  • Dimitar Karadzhov, Julie Langan, Martin, Laura Sharp* Pages 149-159
    Background
    This study aimed to evaluate students’ satisfaction, perceived utility and engagement with a range of Blended Learning (BL) resources, in the context of the staged introduction of BL within the MSc Global Mental Health Programme.
    Methods
    A descriptive mixed methods design was employed. An electronic questionnaire was completed by 18 (90%) of the enrolled on-campus students. Eight of them opted to participate in a collaborative workshop aiming to corroborate and expand upon the questionnaire findings, and generate ideas for optimising the BL components.
    Results
    Overall, students were satisfied with the quantity and usefulness of the BL materials.
    Specifically, the easy access to, and diversity of, learning activities were recognised as instrumental in stimulating innovative ways of thinking, in addition to improving subject-specific knowledge. Students starkly diverged according to their reported use of materials as the foundation of independent study as well as perceptions of the difficulty level of the modules. Students reported lacking the confidence and knowledge regarding integrating the breadth of learning resources effectively to support their learning. Collaboratively, the students helped generate actionable programmatic changes aimed at improving the curriculum cohesion and enhancing learner engagement.
    Conclusion
    Systematic evaluation of the initial stages of BL is critical. This study demonstrated the complexities of the staged introduction of BL in terms of ensuring learning efficiency, student satisfaction, learner development and programme cohesion. This study enabled the identification of strategic and feasible high-impact areas for optimising BL, and transforming them into stages of change.
    Keywords: BLENDED LEARNING, BLENDED TEACHING, STUDENT ENGAGEMENT, EVALUATION
    Keywords: BLENDED LEARNING, BLENDED TEACHING, STUDENT ENGAGEMENT, EVALUATION
  • Asim Mumtaz, Saadia Ali, Akhtar Suhail Chughtai, Hijab Batool* Pages 160-167
    Background
    Information technology, web-based software and applications are being used in the modern education system in many parts of the world. This trend although new, is welcomed by many
    but has also many drawbacks as well as benefits. To find out what students perceive about this shift of traditional paper-based assessment system to web-based assessment system, surveys should be carried
    out. These surveys will not only help us discover the point of view of direct users but would also help change and improve educational programs and policies in education.
    Objective
    We aimed to evaluate undergraduate medical students’ perception about online assessment systems in medical education.
    Methods
    A new online assessment system “Socrative” was introduced for Pathology assessments among undergraduate medical students of year three and four MBBS (Central park Medical College Lahore Pakistan). Students were informed about this new application and online assessments were done. Students were given a questionnaire to find out what they perceive about this new assessment system, and its advantages and disadvantages.
    Results
    208 students participated in the survey. Most of the students (60%) stated that it is convenient for them to read questions on screen and the diagrams given with the questions were very helpful during
    assessment. 46% students stated that web based assessment is easier to attempt as compared to written one and most students were satisfied with the features of Socrative online application. Despite all the positive reviews about online assessment, only 13% of the participants agreed that they will choose online assessment over written while attempting multiple choice questions and short answer questions.
    Conclusion
    Undergraduate Medical students were happy with this new online assessment but were not ready for a rapid shift and complete elimination of paper-based assessment system. Further studies should be done to find out teachers as well as students’ perception about introduction of new assessment systems in health education.
    Keywords: MEDICAL EDUCATION, ONLINE ASSESSMENT SYSTEM, PAPER BASED ASSESSMENT, SOCRATIVE
    Keywords: MEDICAL EDUCATION, ONLINE ASSESSMENT SYSTEM, PAPER BASED ASSESSMENT, SOCRATIVE
  • Hossein Kholghipour, Ali Dehshahri, Parisa Nabeiei, Hossein Mahmoodian* Pages 168-174
    Introduction

    In the medical community, ethics is important in this profession and pharmacy, like other branches of medical sciences, and requires attention. We aimed to examine the level of students’ knowledge of the Pharmacy Faculty of Shiraz University of Medical Sciences from the principles of professional ethics recommended by the American Pharmacy Association in their ethical codes, especially the principles of patient rights.

    Methods

    This was a descriptive-observational cross-sectional study. The study population consisted of 162 Pharmacy students from the 7, 8, 9, 10, 11 and final semesters of the Faculty of Pharmacy, Shiraz University of Medical Sciences who were willing to participate in the study. To collect data, a questionnaire containing 18 questions was used. The validity and reliability of this questionnaire was confirmed by expert faculty members of the Medical Ethics Department and the Faculty of Pharmacy, as well as the statistics expert. Data analysis was performed using SPSS software (version 23).

    Results

    According to Pearson test, there was a significant relationship between knowledge level and academic semester and year of entrance (P<0.05). 87 (53.7%) students participated in the workshop and 75 (46.3%) did not participate in the workshop. According to the K2 test, there was a significant relationship between knowledge and participation in the workshop (P<0.05). 14 (8.6%) students had moderate knowledge level, 68 (42%) had good knowledge level and 80 (49.4%) had very good knowledge.

    Conclusion

    Because of the necessity and importance of observing ethics and behavior in their professional and job scopes, pharmacy service providers, especially pharmacists, should be aware of the principles of professional ethics and patient rights, and adhere to it. Accordingly, in addition to the necessity of quantitative and qualitative improvement of continuing education in the PhD degree course in pharmacy, the training framework should be arranged and planned in a way that, in addition
    to transferring knowledge to students, leads to the creation of a positive attitude and, ultimately, an increase in their skills.
    Keywords: PROFESSIONAL ETHICS, MEDICAL ETHICS, ETHICS IN PHARMACY

    Keywords: PROFESSIONAL ETHICS, MEDICAL ETHICS, ETHICS IN PHARMACY
  • Alvaro J. Tori, Sacha Sharpe, Jacquline Mac, Sylk Sotto, Santiago* Pages 175-186
    Background
    The U.S. healthcare delivery system must increase the number of physicians who will deliver health care, as well as increase the number of scientists who will analyze and address the ailments that challenge diverse populations. Because medical schools are responsible for the education and preparation of diverse professionals, medical school administrators are working to create and maintain programs that recruit and retain students from underrepresented groups in medicine.
    Methods
    This study follows A Student Success Ad-hoc Committee (SSAC) charged with a) defining student success, b) exploring the success of underrepresented students in medicine based on this
    definition, and c) drafting recommendations based on data and evidence collected. This self-study evaluates and assesses medical student experiences, their educational attainment, and outcomes at Indiana University School of Medicine. This aim is explored through the application of higher education theories to undergraduate medical education.
    Results
    This paper demonstrates how an interdisciplinary team of academic medicine professionals endeavored to critically study the perceptions of student success in medicine. The study showcases
    the institution’s progress towards defining student success informed by literature on student retention and persistence, learning environments, and student outcomes. The paper includes recommendations based on a reflexive process about three areas: admissions and pre-matriculation, academic promotion, and the educational environment.
    Conclusion
    The authors challenge professional schools in conducting self-studies that expand the utilization of theoretical and conceptual frameworks external to medicine, and reinforce the application
    of higher education research into professional school settings.
    Keywords: STUDENT SUCCESS, ACADEMIC MEDICINE, MEDICAL EDUCATION
    Keywords: STUDENT SUCCESS, ACADEMIC MEDICINE, MEDICAL EDUCATION
  • Pathiyil Ravi Shankar Pages 187-191
    Offshore Caribbean medical schools (OCMS) face a number of academic challenges. At present, each OCMS functions as an independent university but most schools do not have the resources for optimal
    functioning as a university. In this article, the author proposes the formation of a single offshore Caribbean medical university to which all OCMS will be affiliated. The benefits of the university system are discussed in the manuscript. Among these are regulating student transfer between schools, monitoring faculty recruitment and promotion, creating a model curriculum, supporting faculty development activities, ensuring quality control of assessments, providing support with regard to clinical teaching sites, and helping with social accountability and integration with local health systems.
    Keywords: ACADEMIC, ASSESSMENT, CARIBBEAN, MEDICAL SCHOOLS, UNIVERSITY
    Keywords: ACADEMIC, ASSESSMENT, CARIBBEAN, MEDICAL SCHOOLS, UNIVERSITY
  • Arun Kumar Kaliya Perumal, Mohamed Daffalla, Awadalla Gismalla, Rami Ibrahim Pages 192-196
    The efficacy of clinical fellowships to produce experts in any focused surgical sub-speciality is undeniable. To substantiate and emphasize the importance of clinical fellowships, we conducted a survey among twenty specialist surgeons who completed their clinical fellowships in various surgical sub-specialities. We analysed the correlation between training related parameters with that of their performance after the fellowship. When surgeons strongly agreed that their fellowship training was
    comprehensive, their post-fellowship confidence as an expert increased. When they were satisfied that they developed the desired diagnostic and surgical skills during their fellowship, they became confident as an expert, were competent in practice, and able to do more sub-speciality related procedures after the fellowship; in addition, they became able clinical researchers. Therefore, it is with no doubt that clinical fellowships can be deemed as an integral part of sub-speciality training.
    Keywords: MEDICAL EDUCATION, GRADUATE TRAINING, LEARNING CURVE, CLINICAL FELLOWSHIP, CLINICAL COMPETENCY
    Keywords: MEDICAL EDUCATION, GRADUATE TRAINING, LEARNING CURVE, CLINICAL FELLOWSHIP, CLINICAL COMPETENCY
  • Dipti Magan* Pages 197-199
    Research in medical education aims to provide a platform for our understanding of learning, teaching, and assessments in medicine. This can be achieved through improving research skills and quality of training in medical education and fosters the continued development of researchers and also to medical faculties, which can be extended to medical students.
    Keywords: MEDICAL RESEARCH, SKILLS, TRAINING, MEDICAL EDUCATORS, FACULTY DEVELOPMENT
  • Intelligent Management in Higher Education / Intelligent Management in Higher Education
    Shahram Yazdani, Marzieh Dashti Rahmatabadi* Pages 200-201
    In recent editorial sections of the Journal of Medical Education (JME), in two articles by Afshar entitled ”The role of private sector in higher education: from quantity and quality ...”, (1) and Enjoo entitled “Money, Power, Justice and Higher Education” (2), have mentioned their concerns, about the article published in this Journal entitled “ Encouraging Factors for Invest in Higher Education … “ (3). Herein, some of the points on their comments are explained: In the case of Private sector investment, Afshar has focused on the attitude of investors in higher education, and believes that the private sector does not pay attention to the issue of justice and easy access to higher education, especially for low-income citizens. She basically believes that it is difficult to create a balance between the national development goals and the justice standards which the government is following and the goals pursued by the private sector. Enjoo by mentioning “… a special chance to achieve scientific power by the power of their parents…” implies the formation of educational inequality between university applicants from rich families, and the same applicants, who belong to poor families. In scientific literature, there are three major models for the finance provision and allocation in higher education (4). The disadvantages of “market-based” model that has been mentioned as “privatization” is a lack of central oversight over supply money and method of its spending on higher education. Basically, this model is applicable to higher education in free market conditions. Moreover, the imbalance in the return of social and private capital is one of the existing concerns. But in another model, called “quotas”, higher education is allowed to maintain personal and social benefits of higher education. In addition, in this model, the provision of governmentsponsored training not only emphasizes the maintenance of financial resources, but the price of training courses is reduced, which is beneficial for poorer students. Studies have also introduced four types of organizational management (5). These organizational management types – in terms of management, controls, earnings, accountability, social functions, etc. – can be set on a spectrum. One side of the spectrum is the “budget organization” and the other one is the “private organization”. Having directing managerial approach to higher education, from the budget side to the other side of the spectrum, in addition to preserving the state ownership of universities, it is possible to achieve social goals, including quality and justice. On the other hand, by giving more autonomy to managers, their motivation to attract private sector funding is encouraged, and opportunities for maintaining and using surplus revenues are provided to them. In this case, a competition of quality is formed between higher education institutions. Finally, we focus readers’ attention on this important point that Privatization in higher education is not a two-dimensional concept, and management practices in higher education cannot be turned into purely private management and defined against purely government management, instead, some intermediate cases could explain the concept of privatization in higher education. For example, Participation of public universities with private sector in the provision of educational services or expansion of educational knowledge-based institutions affiliated with state universities. In these two approaches of management, the state’s presence in order to cover the national interests and the social consequences of educational equity is imperative. It must be accepted that changes in the managerial model of higher education is extremely time consuming and can be implemented slowly and gradually. Articles on private sector partnership in higher education are being developed which will be gradually published in future issues of this journal, and can be criticized by readers.
    Keywords: Higher education, Educational investment, Educational equity