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مرکز اطلاعات علمی SID1
مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID
Issue Info: 
  • Year: 

    2020
  • Volume: 

    8
  • Issue: 

    4
  • Start Page: 

    165
  • End Page: 

    171
Measures: 
  • Citations: 

    0
  • Views: 

    4
  • Downloads: 

    2
Keywords: 
Abstract: 

Introduction: Medical Council of India has revised the undergraduate medical curriculum by introducing “ Competencybased Medical Education” which emphasizes the foundation course of one-month duration. This period is said to be essential for students to get acclimatized to the new college environment. The present study evaluated the first one-month foundation course from students and faculty members’ point of view. Methods: The present study was program evaluation. The study participants were all 150 first year medical students joining the college and preclinical department faculty in the academic year, 2019-20. The foundation program was pre-planned and implemented as per the Medical Council of India guidelines. The program was evaluated using a pre-designed questionnaire where the items were aligned with the research question and inputs were obtained from all faculty members. Kirkpatrick framework level 1 was used for evaluation. Feedback was received from the faculty members by force field analysis and from student’ s using a five-point Likert scale. A summative approach to the qualitative content analysis was done to identify certain themes from the text data and infer meaning for the force field analysis obtained from the faculty. Considering the high rating for most of the sessions, we arbitrarily considered values above 75% to reflect good consensus and below 75% to reflect poor consensus. Consensus measure expressed in percentage was obtained for each item. The quantitative data were analyzed using open Epi info version 7. 0. Results: The consensus scores ranged from 73. 7 to 83. 3 percent. The sessions on learning styles, student support system, selfdirected learning, communication skills, medical ethics, soft skills, and orientation to health systems in India reflected good consensus, indicating that these sessions were well received by the students. Other sessions like stress management, interpersonal skills, presentation skills, email writing and ethics for mobile usage reflected poor consensus, implying the need for further improvement. As per the faculty perception, good coordination, teamwork, and proper planning at interdepartmental and intradepartmental levels were the key features for the successful implementation of the course. Conclusion: Overall, the sessions in the foundation course were well received by the students. As felt by both students and faculty, more interactive sessions need to be incorporated. The major strength of the course was the skill module, visit to special school, and field visit to the community and primary health center. The findings will help us to improve our next year foundation program to meet the purpose of the Foundation course.

Yearly Impact:  

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Issue Info: 
  • Year: 

    2020
  • Volume: 

    8
  • Issue: 

    4
  • Start Page: 

    189
  • End Page: 

    195
Measures: 
  • Citations: 

    0
  • Views: 

    5
  • Downloads: 

    2
Keywords: 
Abstract: 

Introduction: Mentoring programs have the potential to develop human interaction based on respect, perseverance, and trust. This study aimed to explore the perspectives of a sample of Iranian nursing and midwifery faculty members in Birjand University of Medical Sciences concerning collaborative mentoring. Methods: Experiences from 17 members were collected using semi-structured interviews. Following the approach recommended by Graneheim and Lundman (2004), a qualitative content analysis was used to analyze the interviews. Results: Two main themes emerged: ‘ reaching team satisfaction through an engaging mentorship’ and ‘ group journey toward professional actualization’ . Conclusions: As a feasible intervention, collaborative mentoring sessions can be used to improve personal life, professional interaction, and satisfaction of nursing and midwifery faculty members.

Yearly Impact:  

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Issue Info: 
  • Year: 

    2020
  • Volume: 

    8
  • Issue: 

    4
  • Start Page: 

    196
  • End Page: 

    199
Measures: 
  • Citations: 

    0
  • Views: 

    2
  • Downloads: 

    2
Keywords: 
Abstract: 

Introduction: Mentoring is a natural process, which blossoms from the desire of experienced veterans to give and the thirst of inexperienced novices to grow. Formal faculty mentoring could help the 1 st year students to thrive on the complicated situations in a newer environment and excel in their career. This study was designed to evaluate the effectiveness of mentorship program in improving the academic performance of 1 st MBBS students. Methods: 148 first MBBS students of Al Azhar medical college, who were admitted for 2017-18 academic year, were included for this interventional study. Mentorship program was started in our college since January 2018 after first internal exam, wherein the students were equally divided among 6 mentors. At the end of 6 months, to assess the effectiveness of mentorship program, a post-exam was conducted and the marks were compared with the pre-program performance. Paired t test was used to compare the marks before and after the program. Furthermore, the perception of mentees on mentorship program was also assessed by a valid questionnaire (score of 1-4). Results: The mean score of students in the exam conducted after mentorship program was significantly higher (P<0. 001) than that conducted before commencing mentorship program. This increment in performance is appreciated more in girls rather than the boys. Furthermore, the mentorship program significantly (P<0. 001) helped to boost the academic performance in below average students who had scored <50% marks in pre-program assessment. The effectiveness of the mentorship program was further supported by the students’ feedback. 40. 5% of the students agreed and 56. 8% of them strongly agreed that mentorship program was effective and beneficial to them. Conclusion: The mentorship program obviously improves the academic performance of students, especially below average performers who need extra care and guidance.

Yearly Impact:  

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Issue Info: 
  • Year: 

    2020
  • Volume: 

    8
  • Issue: 

    4
  • Start Page: 

    200
  • End Page: 

    203
Measures: 
  • Citations: 

    0
  • Views: 

    5
  • Downloads: 

    3
Keywords: 
Abstract: 

With the worldwide increase in the number of medical education researches, few ethical quagmires have emerged regarding the recruitment and inclusion of students in research projects. The ethicists often tend to raise questions regarding the possibilities of students getting coerced to participate, such as whether they receive extra course credits in exchange for their participation, or whether their privacy is getting violated in the course of data collection. It is the need of the hour to address the perplexity behind these ethical dilemmas. Some answers to the ethical questions might call for implication of change in the organization of research, thereby affecting the output. This commentary tries to address these issues in a genuine manner and affords a way forward in the context of ethics related to educational research. By treading the delicate path between framing the research question which never encompass any ethical breaches and compromising the rigour of the study design to suffice certain baseless hindrances, we could appreciate the importance of practical ethics in educational researches.

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مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID
مرکز اطلاعات علمی SID