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1. Prevalence of Urinary Schistosomiasis among Schoolchildren in White Nile State, Sudan

Author

Elsiddig, Hind A., Khider, Elham, Nour, Saada M., Makhawi, Abdelrafie M., and Mogadam, Mogadam B. E.

Abstract

Urinary schistosomiasis is endemic in sub-Saharan Africa, including Sudan, the risk for schistosomiasis is widespread, especially in the major irrigation systems in the Gezira area between the Blue and White Nile Rivers and both "Schistosoma mansoni" and "Schistosoma hematobium" are endemic. A cross sectional descriptive study was done to determine the prevalence of urinary schistosomiasis. Randomly 385 children were selected (223 males, 162 females) from the total population of three basic mixed schools at Assalaya locality in White Nile State. Urine samples were exanimated after allowing it to sediment in a conical urinalysis glass. A drop from the sediment is taken and examined under the light microscope for the presence of "S. hematobium" ova and by a filtration method. The percentage of the infection was 154/385 (40%). The highest frequency of positive cases were found among the age group of 12 to 15 years 91/154 (59.1%) but no significant association between age distribution and positive results was found (p-value = 0.18). In this study no significant association between sex and urinary schistosomiasis was found (p-value = 0.64). About 253/385 (65.7%) of population know the mode of transmission of the schistosomiasis from infected water with snails transmit the infection. There was significant association between contact to canals and the infection (p-value < 0.05). There was no significant association between father and mother education and the infection (p-values = 0.08, 0.06 respectively), monthly income and the infection (pvalue=0.31), the source of water supply and the disease (p-value = 0.43). While there was significant association between lack of latrines in houses and the infection (p-value < 0.05).

Published
2019

2. Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance

Author

Salih, Karim Eldin M A, El-Samani, El-Fatih Z, Bilal, Jalal Ali, Hamid, Emtinan K, Elfaki, Omer Abdelgadir, Idris, Muawia E A, Elsiddig, Hind A, Salim, Maha M, Missawi, Hashim, Abass, Mohammed, and Elfakey, Walyeldin

Subjects
team-based learning, assessment, curriculum, Advances in Medical Education and Practice, medical education, lecture-based curriculum, Original Research, Education
Abstract

Karim Eldin M A Salih,1– 3 El-Fatih Z El-Samani4 ,†Jalal Ali Bilal,5 Emtinan K Hamid,6 Omer Abdelgadir Elfaki,7 Muawia EA Idris,1 Hind A Elsiddig,8 Maha M Salim,8 Hashim Missawi,9 Mohammed Abass,10 Walyeldin Elfakey1 1Department of Pediatrics, Faculty of Medicine, University of Bahri, Khartoum, Sudan; 2Department of Pediatrics, College of Medicine, University of Bisha, Bisha, Saudi Arabia; 3Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia; 4Department of Community Medicine, School of Medicine, Ahfad University for Women, Khartoum, Sudan; 5Department of Pediatrics, College of Medicine, Shaqra University, Shaqra, Saudi Arabia; 6Department of Community Medicine, Faculty of Medicine, University of Khartoum, Khartoum, Sudan; 7Department of Internal Medicine and Medical Education Unit, Al-Rayan Medical Colleges, Medina Munawara, Saudi Arabia; 8Department of Pathology, Faculty of Medicine, University of Bahri, Khartoum, Sudan; 9Department of Pathology, Maternity and Children Hospital, Medina Munawara, Saudi Arabia; 10Department of Pediatrics, College of Medicine, Arabian Gulf University, Manama, Bahrain†El-Fatih Z. El-Samani passed away on 23.12.2020Correspondence: Walyeldin ElfakeyDepartment of Pediatrics, Faculty of Medicine, University of Bahri, Po Box: 1660, Khartoum, SudanTel +249912364272Fax +249 155 888 406Email Walyeldina@aol.co.ukAim: Students’ performance in TBL compared to LBL needs to be evaluated. This study aimed to compare students’ performance in team-based learning and traditional lectures.Methods: A total of 176 class 4 and 202 class 6 medical students from University of Bahri, Khartoum, Sudan, participated in the study during 2018. Experienced staff were selected to conduct the teaching and assessment of the two groups, using the standard team-based learning procedure (iRAT, gRAT and AppT) in the first topic and the lecture-based learning procedure in the second, within the same time limit for the two methods.Results: The two classes overall mean score has a significant 5.1 points difference (p< 0.001; 95% CI: 3.5, 6.0). Separate analysis showed consistency of superiority of TBL to LBL in either gender. A remarkable difference was observed when we compared the two methods in class 6 separately from class 4. Class 6 mean score was high for both TBL and LBL (77.2 and 70.2, respectively), with a significant mean difference of 7.0 (p< 0.001; 95% CI: 5.1, 8.9). In class 4, the score was lower for both methods (mean of 62.8 for TBL and 59.9 for LBL). The mean difference of 2.95 points was still significant (p< 0.05; 95% CI: 0.46, 5.43). Separate multivariate linear regression for TBL and LBL showed no significant difference in performance of males and females in either method. Controlling for gender in TBL, class 4 had a mean of − 14.26 points, (p< 0.001; 95% CI: − 12.54, − 15.98) less than class 6. Similarly, in LBL, class 4 had a mean of − 10.18 points (p< 0.001, 95% CI: − 7.02, − 13.35), less than class 6.Conclusion: Students’ performance using team-based learning was superior to lecture-based learning, irrespective of students’ gender, noticeable among senior students.Keywords: team-based learning, lecture-based curriculum, medical education, curriculum, assessment

Published
2021
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3. Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance

Author

Salih,Karim Eldin, El-Samani,El-Fatih Z, Bilal,Jalal, Hamid,Emtinan K, Elfaki,Omer, Idris,Muawia EA, Elsiddig,Hind A, Salim,Maha M, Missawi,Hashim, Abass,Mohammed, Elfakey,Walyeldin, Salih,Karim Eldin, El-Samani,El-Fatih Z, Bilal,Jalal, Hamid,Emtinan K, Elfaki,Omer, Idris,Muawia EA, Elsiddig,Hind A, Salim,Maha M, Missawi,Hashim, Abass,Mohammed, and Elfakey,Walyeldin

Abstract

Karim Eldin M A Salih,1– 3 El-Fatih Z El-Samani4 ,†Jalal Ali Bilal,5 Emtinan K Hamid,6 Omer Abdelgadir Elfaki,7 Muawia EA Idris,1 Hind A Elsiddig,8 Maha M Salim,8 Hashim Missawi,9 Mohammed Abass,10 Walyeldin Elfakey1 1Department of Pediatrics, Faculty of Medicine, University of Bahri, Khartoum, Sudan; 2Department of Pediatrics, College of Medicine, University of Bisha, Bisha, Saudi Arabia; 3Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia; 4Department of Community Medicine, School of Medicine, Ahfad University for Women, Khartoum, Sudan; 5Department of Pediatrics, College of Medicine, Shaqra University, Shaqra, Saudi Arabia; 6Department of Community Medicine, Faculty of Medicine, University of Khartoum, Khartoum, Sudan; 7Department of Internal Medicine and Medical Education Unit, Al-Rayan Medical Colleges, Medina Munawara, Saudi Arabia; 8Department of Pathology, Faculty of Medicine, University of Bahri, Khartoum, Sudan; 9Department of Pathology, Maternity and Children Hospital, Medina Munawara, Saudi Arabia; 10Department of Pediatrics, College of Medicine, Arabian Gulf University, Manama, Bahrain†El-Fatih Z. El-Samani passed away on 23.12.2020Correspondence: Walyeldin ElfakeyDepartment of Pediatrics, Faculty of Medicine, University of Bahri, Po Box: 1660, Khartoum, SudanTel +249912364272Fax +249 155 888 406Email Walyeldina@aol.co.ukAim: Students’ performance in TBL compared to LBL needs to be evaluated. This study aimed to compare students’ performance in team-based learning and traditional lectures.Methods: A total of 176 class 4 and 202 class 6 medical students from University of Bahri, Khartoum, Sudan, participated in the study during 2018. Experienced staff were selected to conduct the teaching and assessment of the two groups, using the standard team-based learning procedure (iRAT, gRAT and AppT) in the first topic and the lecture-based learning procedure in the second, within the same time limit for the

Published
2021

5. Measurement of the educational environment in MBBS teaching program, according to DREEM in College of Medicine, University of Bahri, Khartoum, Sudan

Author

Salih,Karimeldin, Idris,Muawia, Elfaki,Omer, Osman,Nasir, Nour,Saada, Elsiddig,Hind, Toam,Rahmatalla, Elfakey,Walyeldin, Salih,Karimeldin, Idris,Muawia, Elfaki,Omer, Osman,Nasir, Nour,Saada, Elsiddig,Hind, Toam,Rahmatalla, and Elfakey,Walyeldin

Abstract

Karimeldin MA Salih,1,2 Muawia EA Idris,1 Omer A Elfaki,3 Nasir MN Osman,4 Saada M Nour,5 Hind A Elsidig,6 Rahamatalla M Toam,7 Walyeldin EM Elfakey1 1Department of Pediatrics, College of Medicine, University of Bahri, Khartoum, Sudan; 2Department of Medical Education, Faculty of Medicine, University of Bisha, Bisha, Saudi Arabia; 3Department of Health Professional Education, Medical College, University of Batterjee, Jeddah, Saudi Arabia; 4Department of Biochemistry, College of Medicine, University of Bahri, Khartoum, Sudan; 5Department of Microbiology, College of Medicine, University of Bahri, Khartoum, Sudan; 6Department of Pathology, College of Medicine, University of Bahri, Khartoum, Sudan; 7Faculty Registrar, College of Medicine, University of Bahri, Khartoum, Sudan Introduction: Learning environment might be defined as anything that can affect the learning directly or indirectly. During the era of accreditation and quality assurance, we are badly in need to evaluate our program strength and pick possible areas for curriculum reform.Objectives: The aim of this study was to investigate the perception of medical students in the University of Bahri (UB) about the educational environment and analyze the variation of this perception with gender, level of study, type of intake, type of certificate, and accommodation.Methodology: This is a cross-sectional study that was conducted at the Faculty of Medicine, UB, in Sudan during July–August 2017, enrolling 347 students. Dundee Ready Education Environment Measure (DREEM) questionnaire was used as a survey tool for this study.Results: Overall DREEM average score of 125.2997/200 is perceived. This score is distributed in all DREEM subclasses.Conclusion: Having some negative perceptions is a huge burden on policymakers, administration, and all stakeholders to revise the whole educational environment at the UB with special efforts needed for curriculum revision, faculty development, mentoring, and other skills deve

Published
2018

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