Search

Objective: To determine residents' perceptions of supervisors as clinical teachers. Study Design: Crosssectional study. Setting: Three Public Sector Teaching Hospitals in Peshawar. Period: August 2019 to May 2020. Material & Methods: For assessing the perceptions of residents in the three public sector teaching hospitals located in Peshawar, a structured questionnaire was used. (N=163) residents were taken as a sample. The response rate was 100% from the three teaching hospitals. For analyzing data SPSS version 22 was used and P < 0.05 was considered as significant. Results: Out of the whole sample (N=163), 63.8 % residents were from medical and allied health specialties, and 36.2 % were from surgical and allied health specialties with Mean ± SD = 1.36 ± 0.836. The findings of this study revealed that the vast majority of trainees were found strongly agreed with the questionnaire responses about their supervisor's role as a clinical teacher. Regarding the supervisor's role as a clinical teacher, negative perceptions in minority of trainees were found with few problems. Conclusion: In their perceptions of a good clinical teacher, most residents emphasize the teacher's characteristics. It is important to note that the trainees want to establish a positive relationship with their clinical teacher. Clinically, our residents received high marks from their supervisors. [ABSTRACT FROM AUTHOR]

Objective: To find out factors which are affecting student's perception towards teaching faculty evaluation. Study Design: Quantitative Cross-sectional Research. Setting: Nowshera Medical College, Nowshera. Period: March 2020. Material & Methods: A pre-validated questionnaire of Student's evaluation of teaching instrument comprising 21 items, were administered. A total number of 208 students from different classes were agreed for participation. All participants were given equal preference. Data was entered in Excel sheet and analyzed through SPSS version 24. Results: It is evident that majority of students' i.e.51.27 % had a positive perception towards the factors related to teachers in the student's evaluation of teaching Tool. Similarly, it has been depicted that majority of students i.e. 79.46 % have shown highly positive significance towards the factors related to them in the instrument where as 40.6 % has a positive perception towards the factors related to coursework. Conclusion: It was concluded that the faculty age, sex, qualification and medium of teaching are the major features which affect their evaluation by the students. Similarly, class size and students' grades were found to be major factors related to course and students in the tool. Thus, we conclude that overall perception of students towards Students evaluation of teaching was positive and highly significant. [ABSTRACT FROM AUTHOR]

Objective: This study was conducted to evaluate the knowledge and attitude of undergraduate medical students toward research. Study Design: Cross sectional study. Setting: Private Medical Colleges of Khyber Pakhtunkhwa. Period: November 2018 to July 2019. Material & Methods: A total of 938 final year medical students participated in the study. A validated self administered questionnaire was used for the collection of data. The student’s perception was assessed through questionnaire based on 5-point Likert scale. For the assessment of knowledge MCQs were marked as 1 in case of correct answer and 0 in case of incorrect answer. Results: Out of 1300 students, 938 returned the questionnaire resulting in a 74% response rate. 481(51%) participants were male and 457(49%) were females. The participants had a mean knowledge score of 6.103 out of a total of 15 questions and mean attitude score of 76.29. Conclusion: This study concludes a low knowledge score coupled with a positive attitude of doing research. More attention must be placed on these parameters in the curriculum to improve student knowledge in health research. [ABSTRACT FROM AUTHOR]

To assess the perceptions of undergraduate medical students about peer assisted learning (PAL). Study Design: Cross sectional study. Setting: Peshawar Medical College. Period: From March 2016 to August 2016. Materials and Methods: A total of 84 students from second year MBBS were included to record the perceptions about peer assisted learning. A total of six topics of urogenital module were selected for PAL session. A validated questionnaire having 17 close ended questions was used to evaluate PAL on Likert-scale. The participants consented and evaluated the questionnaire, from which data was gathered and analyzed to reveal the degree of satisfaction by the PAL. Results: There were equal number of males and females (40 each). About 65--75% agreed that PAL was more informative than classical lecture system; topic discussed was clearer and found answers to their questions. 60--70% liked to incorporate peer assisted learning in their modules, showed satisfaction to the contents covered, felt easy to communicate with peer tutor and were of the view that peer tutors performed well in their teacher's role. Among peer tutors, 70--80% agreed that the endeavor improved their confidence in teaching, presentation and communication skills. Over 62% agreed that teaching at undergraduate level was a beneficial experience. Conclusion: The participants' found the peer assisted learning teaching method as useful. Therefore, this strategy may be introduced in the college. [ABSTRACT FROM AUTHOR]

Objectives: To assess the clerkship experiences and self-perceived competence of Undergraduate medical students in clinical and procedural skills at Bolan Medical College, Quetta, Balochistan. Study Design: Cross-sectional study. Setting: Bolan Medical College, Quetta, Balochistan. Period: February 2016 to August 2016. Methodology: Undergraduate medical Students of 2nd, 3rd and final profession MBBS at Bolan Medical College, Quetta. Multistage stratified random sampling method was used; making a total sample size of 166. A self-administered questionnaire was used with item responses based on 4-point Likert Scale for the number of times a clinical skill was performed and 3-point Likert scale for the number of times a clinical skill competence was perceived by the performer respectively. The questionnaire contains mainly three parts. The first part mainly contained information on socio demographic data like age, gender, monthly income, marital status; student's year of study and completed clinical clerkship. The second part contained information regarding clinical and procedural skills that is physical skills examination and the third part includes information about the number of times a clinical skill is performed and the competence achieved or not by the participant. SPSS version 16 was used to carry out the statistical analysis. Results: Among nine listed basic physical examination skills, both 2nd and 3rdproff students were having low exposure or experience i.e< 50% have performed the skills at least two times and among 12 listed procedural skills only 4thproff (final year) students were having high level of experience i.e ≥ 70% have performed the skills. Among 9 listed basic physical examination skills, only 4thproff (final year) students were having high level of competence i.e ≥ 70% reported to be very confident. Similarly among 12 listed procedural skills the 4thproff (final year) students were having high level of competence i.e ≥ 70% reported to be very confident. There was a strong positive linear correlation between level of exposure and self-perceived competence (r=0.92). Conclusion: The level of performing the basic physical skills and clinical procedures was low for majority of the variables. However, on several occasions an important clear connection was appeared performing physical skills and practical course of action and confidence level of students. [ABSTRACT FROM AUTHOR]

Objectives: To determine the effect of guided and minimally guided teaching methods in acquiring practical skills in anatomy in Peshawar Medical College. Study Design: A randomized control trial. Setting: Peshawar Medical College, Peshawar. Period: March 2016 to August 2016. Methods: 80 students of 2nd year MBBS who gave consent to participate in the study. Students were divided into control & intervention group. Each of the group consisted of 40 students, respectively. OSPE was used as the tool of assessment in this study. Students of both groups appeared in Pre-test OSPE after which controlled group was given 2 weeks time and were minimally guided for the selected anatomy dissection topics, however, intervention group spent 2 weeks under direct instruction and guidance of their teacher who was teaching them in dissection classes the same topics. Post- test was carried out after the completion of the 2 weeks time for both the groups. Cross over of the groups was done to minimize bias. Results: There were 20 males and 20 females in the intervention group that were matched according to gender and academic performance with the control group. Pre-test scores of the control group and the intervention groups were 6.15±2.69 and 5.05±1.75 respectively. The post test scores of control and the intervention groups were (18.95±2.64 SD) and (19.20±2.25SD) respectively. Independent sample t test was applied to academic scores of OSPE of both the groups. P value of 0.351 depicts that there was no significant difference between academic scores of both the groups taught by guided and minimally guided teaching respectively. Thereby deducing that guided and minimally guided are both good teaching and learning strategies. Further, paired sample t test was applied within respective groups to find out the difference in academic performance between pre and post OSPE test scores, p value of <0.007 & 0,031 was obtained respectively which was signifying & further proving that both teaching methodologies were comparable. Conclusion: It is concluded that guided and minimally guided teaching strategies are equally effective in small group anatomy classes. [ABSTRACT FROM AUTHOR]

Objective: To compare the effectiveness of Directly Observed Procedural Skills (DOPS) and Traditional Method of Learning of Procedural Skills in Ophthalmology at undergraduate Level. Setting: Armed Forces Institute of Ophthalmology Rawalpindi. Period: Nov 2015 to June 2016. Study Design: It is an interventional study and is based on randomized pre and post-test comparison of DOPS with Traditional method of teaching & learning procedural skills. Methods: After obtaining informed consent; a batch of 40 students were equally assigned to interventional and non interventional study groups through stratified randomization. The Objective Structured Clinical Examination (OSCEs) was used as data collection instrument after validation. Pre and post test were taken from both groups before and after intervention. The data were analyzed using SPSS version 20. Results: By comparison of means of post test of two groups it was found that Post test torch examination traditional group had a mean of 5.35 and post test mean of DOPS group was 6.80 with a p value <0.05 which was significant. Post test Fundoscopy had a mean of 4.70 in traditional group and post test mean DOPS group was 6.50 with p value < 0.05. Conclusion: There is significant difference between the two groups and the students in DOPS group performed better than their counterparts in traditional group. [ABSTRACT FROM AUTHOR]

Objectives: To explore perception of Khyber Medical University teachers regarding challenges in provision of timely feedback to students. Setting: Khyber Medical University, Peshawar. Period: March 2016 to September 2016. Methods: A qualitative multiple case study in which seven focus group discussions with seven constituent institutes of Khyber Medical University have been conducted, each institute is taken as one case, selected through purposive maximum variation sampling technique. Each FGD was audio-recorded, transcribed verbatim, analyzed and themes were identified. Results: Total forty faculty members participated in seven focus group discussions. Three themes that emerged were "institutionalization of feedback" indicating need of establishing a feedback culture so that it is taken as a norm both by teachers and students; "Lapses in feedback priority" indicating teachers don't give priority to feedback due time constraints, work overload, lack of training and resource deficiencies: "establishing manageable model of feedback at organizational/institutional level" indicating a need for developing a feasible feedback model compatible to university contextual needs instead of implementing any ideal feedback model. Conclusion: The concept of providing and receiving feedback is deficient and its significance with respect to teaching and learning is lacking. Contextual academic workload and time constraints may impact the quality and timing of feedback provided. There is need of collaborations between university administration and faculty so that feedback can be utilized effectively in the learning process. [ABSTRACT FROM AUTHOR]