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Perceptions of teachers and students about curriculum viability inhibitors are equally important yet may differ. Divergence can lead to destructive friction and adversely affect curriculum viability. Our team aimed to find the perceptions of teachers and students on inhibitors affecting the viability of an implemented medical curriculum, report their convergence or divergence, and explore approaches to reduce divergence. Through a mixed-method approach, using valid and reliable questionnaires, we found the curriculum under review had no clear inhibitors. Whereas teachers exhibited complete agreement that no educational programme inhibitors existed, students did not fully agree. Upon qualitative inquiry, using focus group discussion with students and teachers, we found that 'improving the communication gap', 'enhancing the role of faculty and students in curriculum', and 'improving the assessment process' can reduce the friction between teachers and students. This study provides an approach that identifies the curriculum viability inhibitors and solutions to address them.

Objective: To determine the effectiveness of video-based teaching in surgery residents by comparing it to the routine operating room traditional teaching. Methodology: The randomized control trial was done at four institutions from September 2022 to March 2023. Interventional group underwent video-based instruction of basic surgical skills whereas the control group was taught through traditional operating room teaching. Pre and post-test mean scores were analyzed on SPSS version 20 through paired t-test. Learning gain was calculated. Supervisors' perceptions were recorded on survey form regarding direct observations and recorded video evaluations of resident skills on post-test. Results: Out of sixty (n=60), fifty-five newly inducted surgical residents completed the study including both females (n=13) and male residents (n=42). Video intervention Group (27.93±3.72) and control group (23.07±4.62) both showed improvements in their post-test scores as compared to pretest scores of 13.68±3.25 and 13.52±3.60 respectively. Mean score difference improvement was more in video intervention group (13.9±3.8) in comparison to control group (9.5±4.3) provided both groups exhibits improvements in all seven domains of the global rating system (reflected by the p <0.0001). However, learning gain of 65% was observed in intervention group as compared to learning gain (41%) of control group. Evaluators(n=5) observed that recorded video evaluations helped to provide integrated feedback, despite being time (40%) and resource intensive (60%). Conclusion: Video-based teaching has higher learning gain irrespective of the fact that both groups exhibit statistically significant results in all seven domains of the global rating system. Recorded video evaluation was found feasible and reliable tool for formative assessment. [ABSTRACT FROM AUTHOR]

Objective: To determine the prevalence of compassion fatigue, compassion satisfaction and burnout and identify the socio-demographic and work-related factors associated with compassion fatigue among FCPS Part-II trainees in Pakistan. Method: A cross-sectional study of FCPS-Ⅱ trainees was conducted using stratified sampling at multiple centers over six months. Data was collected through an online, self-administered survey, which consisted of the 30-item ProQOL-V and a socio-demographic and work-related characteristics questionnaire. Informed consent was obtained from all participants. Data was analysed using SPSS 26 for descriptive stats, one-sample t-test, Pearson correlation, and multivariate linear regression at a 95% significance level. Results: Out of 460, only 392 trainees completely filled the online survey (completion rate: 90.74%). The study found that 78.80% of postgraduate trainees experienced moderate levels of compassion fatigue (CF) (Mean = 27.6, SD = 6.3), with moderate burnout (BO) (75.50%, Mean = 26.6, SD = 5.9), while moderately high Compassion satisfaction (CS) (90.60%, Mean = 33.3, SD = 5.5). Compared to normative data, compassion fatigue levels were significantly elevated among post-graduate trainees (p < 0.001). Significant correlations were observed between CF and BO (r =0.59), CF and CS (r = -0.20), and BO and CS (r = -0.63). Factors associated with higher CF included family dependents (p = 0.029), longer working hours (p < 0.001), and inadequate sleep (p < 0.001). Trainees in “Poor” work environments reported higher CF levels than those in “Excellent” environments (p < 0.001). Additionally, engaging in self-care activities such as exercise, prayer, and socialising were associated with lower CF levels (p < 0.05). Conclusion: The study revealed that many postgraduate trainees experience moderate compassion fatigue and burnout, with a strong positive correlation between CF and BO. Compassion satisfaction inversely related to both CF and BO, highlighting the need to boost CS. Factors like longer work hours, poor sleep, family dependents and unfavorable work conditions were linked to higher Compassion Fatigue. Conversely, engaging in self-care practices like prayer, meditation, exercise, and socialising is associated with decreased compassion fatigue levels. These results stress the importance of tailored interventions to enhance trainees’ well-being and ultimately improve patient care quality. [ABSTRACT FROM AUTHOR]

Objective: This study is designed to identify the attributes of Evidence-Based Practice demonstrated by postgraduate residents in tertiary care hospitals in KPK, Pakistan. Material and Methods: A cross-sectional study was conducted at tertiary care government hospitals in the Khyber Pakhtunkhwa (KPK) province from March to August 2023. To achieve a 95% confidence level with a margin of error of 5%, the study aimed to collect data from a sample of 301 participants. This sample size was determined based on the assumption that the expected proportion of the population with the characteristic of interest is 31%. The instrument to assess healthcare professionals ‘perceptions, behavior, self-efficacy, and attitudes toward evidence-based health Practice (I-SABE) was used to collect data, and SPSS version 23 was used for data analysis. Results: Nearly half, or 48.4% (152 respondents), of the overall sampled population identified as male. This is a little higher than the percentage of women, which was 38.9% (122), with the majority in their second residence year 29.6% (93 respondents). With an average age of 34, the three main specialties represented were medicine, surgery, and gynecology. Self-efficacy, attitude, behavior, and patient care outcome scores of 24.22, 14.35, 30.07, and 24.49 on average were reported by residents, showing a modest level of confidence in their EBP skills. Confidence intervals and clinical trial measures were unclear to 42% (132) of respondents. Insufficient data (8.9% or 28 respondents) and problems with resource availability and time restrictions (14.3% or 45) were obstacles to the deployment of EBPs. Despite widespread support for medical research methods, consistent implementation was absent. Residents’ confidence grew as training continued, with little significant gender difference in self-efficacy scores. Increased confidence correlated with improved behavior. Conclusion: Although medical research techniques are generally appreciated, their consistent implementation remains a challenge. The adoption of evidence-based practices (EBP) faces various obstacles, including limited resources and knowledge gaps. As residents progress through their program, their confidence and use of EBP concepts increase. [ABSTRACT FROM AUTHOR]

Our study aimed to explore the factors affecting the trustful relationship between teachers and students in a medical school, which is a subject that has attracted very little attention in literature. This study, conducted at the University College of Medicine and Dentistry in Pakistan, identified ways to increase the trustful relationship between teachers and students. Through a qualitative research design utilising an exploratory study method, one-to-one interviews were carried out with 10 medical students and 10 medical teachers. Data were recorded and transcribed verbatim, and codes and themes were applied using ATLAS.ti. Students revealed that a trustful relationship can be improved by enhancing teachers’ professionalism, accessibility, mentorship, empathy, and dedication, whereas students should possess emotional intelligence and conformist, fairness, affiliative, and achiever qualities to build trust with teachers. This study found that by working on these qualities, a trustful relationship can be improved between teachers and students. [ABSTRACT FROM AUTHOR]

Objective: To explore the experiences of struggling undergraduate medical students (mentees) with formal mentoring program at a private medical college in Rawalpindi. Methods: A qualitative exploratory study was carried out from March to August 2019. Data was collected from a purposive sample of sixteen struggling undergraduate students. Validated interview guide was utilized to conduct semi-structured one-to-one interviews. Interviews were audio recorded and transcribed accurately. Confidentiality and anonymity were ensured to the participants due to the sensitive nature of the data. Various measures were taken to achieve trustworthiness in the study. Manual thematic analysis was performed and consensus among all authors was built regarding themes and subthemes. Results: Four themes and twelve subthemes emerged from the data. Participants were satisfied with the psychosocial outcomes of the mentoring program such as emotional, moral, and psychological support, and personal and professional development. Mentees told that mentors were their best guides who shared their life experiences. Moreover, mentors provided guidance on Islam, research methods, and case-based learning. Further, mentees said that mentors provide solutions to their problems. Useful suggestions were provided by the mentees regarding betterment in the present mentoring program such as recruitment of committed staff, the need for verbal feedback from mentees about their mentors, need for career counselling and one-to-one mentoring sessions. Conclusions: Majority of the mentees were satisfied with the formal mentoring program. Mentoring focuses on personal and professional development of all medical students. In addition to the useful suggestions provided by the mentees, there is a need for the addition of specific strategies to deal with students struggling with personal or professional problems. [ABSTRACT FROM AUTHOR]

Objectives: The study aimed to assess the students' perception of the educational environment in the pediatric unit of Khyber teaching hospital using Dundee Ready Educational Environment Measures (DREEM). Material and Methods: This cross-sectional, questionnaire-based study was conducted at the Department of Child Health Khyber Teaching Hospital Peshawar, Pakistan, from May to November 2019. The sample size included 220 students fourth-year students. The study instrument was the DREEM questionnaire, which has 50 items that assess five domains. There are 50 items with 5 subscales and the maximum score is 200. Descriptive statistics were used to calculate the mean and standard deviation of the DREEM and the five domains Results: Of the 220 Students, 100 completed the questionnaire, resulting in a response rate of 45%. The total DREEM score was 113.14/200 (56.57%). The results showed that student's perception of their learning environment was 27.31/48 (56.89%), the perception of teachers was 25.45/44 (57.84%), self-perception of their academics was 18.97/32 (59.28%), their perception of the atmosphere was 27.7/48 (57.7%), and social self-perception was 13.7/28 (48.96%). Conclusion: The study found that the atmosphere in the pediatric ward of Khyber Teaching Hospital was perceived positively by the students. However, the total DREEM score and points in the subdomains did not fall in the excellent category and remained one step below the highest rank. Therefore, there is room for improvement in the educational climate at the pediatric ward of Khyber Teaching Hospital. [ABSTRACT FROM AUTHOR]