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Background: The development of a medical curriculum is a multi-layered and complicated process, demanding teamwork among diverse stakeholders, including undergraduate medical students and faculty members. This study investigates the underexplored realm of stakeholder perceptions, specifically those of undergraduate medical students and faculty, regarding their engagement in the intricate process of medical curriculum development. Methods: The research, conducted at Azad Jammu & Kashmir Medical College Muzaffarabad, employs a qualitative exploratory approach, with participants selected from the 4th and 5th years based on academic performance. Through two Focus Group Discussions (FGDs) and successive thematic analysis, the study discovers valuable understandings of the level of commitment, influencing factors, and recommendations for development articulated by the stakeholders. Results: The findings underscore the vital status of subject incorporation for improved understanding and constant student engagement. Cognitive and emotional engagement emerge as serious elements for optimal curricular outcomes, impacting academic presentation and attendance. Integrated programs, aimed at linking basic and clinical sciences, are shown to enhance critical thinking and problem-solving skills, the development of a solid understanding of medical concepts. Particularly, involving students in the curriculum development process is identified as an empowering strategy, leading to heightened motivation and improved academic performance. Conclusion: The insights gained from this study have implications for humanizing curriculum development processes, ultimately benefiting both students and the healthcare system. [ABSTRACT FROM AUTHOR]

Background: Evaluation of the educational environment is key to the delivery of high-quality medical education. Especially, when an institute is in the transition phase of curriculum. In curriculum transformation phase of Ayub Medical College Abbottabad, no such evaluation has been done. This study aimed to find the direction of Educational environment in the transition phase curriculum of Ayub Medical College Abbottabad and compare different domains of educational environment with gender, residency, pre-medical education’s medium of instruction, and doctors among sibling or parents. Methods: This descriptive cross-sectional survey was conducted among students of integrated and traditional curriculum of Ayub Medical College, Abbottabad from 1st December 2019 to 29th February 2020. By Non-probability convenience sampling technique, pre-validated Dundee Ready Educational Environment Measure questionnaire was used. Descriptive and inferential statistics were calculated in SPSS v22. Results: A total 149 (100%) participants, 66 (44.3%) males and 83 (55.7%) females with mean age of 20.5±1.07 years responded. Among total, 76 (51%) were from integrated curriculum and 73 (49%) were of traditional curriculum. Significant difference was found among different aspect of education environments and both classes. Conclusion: The current transitional phase of curriculum at Ayub Medical College Abbottabad is more positive than negative. Some areas like student social-selfperception still need improvement. Moreover, gender and place of birth affect student’s perception about their learning environment. [ABSTRACT FROM AUTHOR]

Sometimes, knowledge or information becomes difficult to understand and/or memorize. Cognitive load theory aids a learner to gain information effectively. It provides a scientific roadmap to the design of learning materials. Through a complex set of mental processes, information is acquiring, process, retain, and comprehend information. Applying mental effort for remembering is a very crucial phenomenon. The core of memory process is apprehending and saving of information into long term memory. Because of limited capacity of working memory, delivering or acquiring of information should not be overloaded with irrelevant materials. Based on cognitive load theory dozens of strategies can be intervened at different loci of cognitive process and every piece of information is easily remembered. Not only learners, but teachers can also get benefits from them. In this commentary, John Sweller ideology is further discussed and strategies are presented for better comprehension and memorization of difficult information. [ABSTRACT FROM AUTHOR]