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Objective: To compare the effectiveness of Team-based learning and flipped classrooms in terms of test scores in undergraduate medical education. Study Design: Quasi-experimental study. Place and Duration of Study: Federal Medical College, Islamabad Pakistan, from Mar to Jun 2020. Methodology: A total of 100 first-year MBBS students were randomly equally allocated to either team-based learning or flipped classroom for biochemistry class. In the former technique, students were assigned a topic from the textbook as prereading material. In contrast, in the latter technique, they were given an audio-based power-point lecture before class. Then, students were asked to review the material and prepare at least three questions to ask during class in the flipped classroom while they followed a modified team-based learning class. In the first session, there were (n=43) and (n=39) students in the Team-based Learning and Flipped Classroom group, whereas in the second session, 40 students each attended class. However, in the third and fourth sessions, attendance was 100.0%. Each session was given a pre and post-test based on 20 Multiple Choice Questions. Results: Females were in the majority (57%), and most students (72%) were 17 years of age. Team-based learning scored better than Flipped Classroom in each session. For example, in session 1, the mean scores were 67.0 ± 10.4 in Team-Based Learning and 48.3 ± 8.4 in Flipped Classroom group (p-value <0.001). The difference in marks obtained continued in sessions 2, 3 and 4. Conclusion: Team-Based Learning is more effective than Flipped classrooms in teaching biochemistry to medical students. [ABSTRACT FROM AUTHOR]

Objective: To measure the level of preparedness of MBBS students to clinical exposure to COVID-19 pandemic. Study Design: Cross-sectional online questionnaire survey. Place and Duration of Study: Physiology department, Islamic International Medical College, Riphah University, from July to July 2020. Methodology: Medical students from first to final year were included. Data was collected through a validated questionnaire measuring knowledge, attitude and practice of medical students regarding COVID-19. Statistical analysis was done on Microsoft Excel. Frequencies, percentages, mean, and standard deviation were calculated. Results: A total of 315 students were included in the final analysis. The mean age of the students was 21 3.2. Social media were the main sources of information for 45.5% of the students. The overall level of knowledge of students about COVID-19 was good in 88% and 12% had poor knowledge. The attitude had a mixed response of 55.5% being confident that the disease would be controlled while 93.3% and 87% of the students wanted to help and educate the society. Regarding practice 91% of the students had good practice and used face masks though poor practice were the application of hand sanitizer and going out of home 68%. Conclusion: The level of preparedness of MBBS students before clinical exposure to the COVID-19 Pandemic was satisfactory. The students had good knowledge, a mixed attitude and good practices regarding COVID-19. Gaps in knowledge and the practice which were highlighted need to be addressed by the educational institutes through awareness programs before interaction with the patients is initiated. [ABSTRACT FROM AUTHOR]

1: Department of Pathology, PAC Hospital Kamra, Kamra, Pakistan OBJECTIVE: To determine the frequency of attributes of role modelling demonstrated by clinical trainers in teaching hospitals. METHODS: A pre-validated role model apperception tool (RoMAT) was used in this cross-sectional study to collect responses from trainees serving in seven teaching hospitals of Pakistan from January to December 2019. The questionnaire contained items on personal, teaching, and clinical attributes of role models. Responders were asked to recognize and respond to attributes of their identified clinical trainers on four-point Likert scale (strongly disagree to strongly agree). Descriptive statistics was carried out using SPSS 21. RESULTS: Out of the 900 questionnaires distributed; 740 post graduate trainees responded (response rate 82%); 540 (73%) recognized one role model, 185 (25%) identified two role models and the rest 15 (2%) did not identify any clinical trainer as a role model. Common attributes of trainers included: excellent clinical reasoning skills (97%), honesty and integrity (90%), awareness of role model status (86%), professionally competent (80%), communication skills (78%), positive interaction (84%), positive attitude (82%), making learning exciting (81%), understanding learners' needs (73%), demonstrating enthusiasm (86%), easy to work with (85%), leadership qualities (72%). Less common attributes included empathy (38%), patience (36%) and rapport with students (33%). CONCLUSION: Trainers in teaching hospitals has to improve their less common characteristics which include empathy, patience and rapport with students. [ABSTRACT FROM AUTHOR]