Background: Medical professionalism is an essential skill in medical education. Objective: The aim of this study was to evaluate medical professionalism among first year, final year and faculty of public and private medical and dental colleges. Material and Methods: A cross-sectional study was conducted among 184 medical students of private and public Medical and Dental Colleges, of Karachi from November 2021 till January 2022 after ethical approval.First, final year students and faculty were enrolled using non-probability convenience sampling. We used a validated self-assessment tool “LAMPS” after getting permission. This questionnaire consisted of Accountability (seven items), Autonomy (six items), Integrity, Altruism, and Respect had five items each. The data was analyzed using t-test by SPSS version-23.(P ≤ 0.05)was considered significant. Results: The students of Public college’s undergraduate (first and final year; p=0.00) scored higher on Excellence(sub-scale of professionalism)while private sector students scored higher on altruism (first year p=0.01, final year; p=0.00) and respect (first year; p=0.01, final year p=0.02)respectively. Public sector faculty scored more on duty, honor, and respect (p=0.02, p=0.00 and p=0.00 respectively) while private medical college’s faculty scored more on Excellence (p= 0.00). Conclusion: The professionalism curriculum, teaching and assessment must be tailored to specificpublic and private sector to meet the needs of the community. The curriculum delivery and assessment offaculty development initiatives is essential to address the gaps of professionalism. Keywords: Assessment, Dental students, Faculty, Medical students, Medical Professionalism
Background: During COVID-19 all universities have shift their face to face teaching pattern to e-learning. Objective: This study explores various factors of E-exams and learning associated to academic failure during Covid-19. Material and Methods: A case-control study was conducted in March, 2021 among 225 dental undergraduate students out of which 75 were cases (failed) and 150 were controls (passed). Online questionnaire consisted of 24 items was filled by BDS students’ from first year till final year. Hence, odds ratio was calculated by using SPSS version 23. Results: The results of the study revealed that the rate of failure among the dental students from first year till final year was (60%), (11.1%), (13.9%) and (19.0%) respectively (p= 0.000). Significant E-exam related factors associated to academic failure were effort and time required to attempt exams (p=.000, OR=1.8), online OSPE/OSCE (p= .001, OR=2.7), technical IT skills (p= .009, OR=2.1), Student’s presentation marks (p=0.05, OR=1.7) and cheating (p=0.03, OR=1.8), whereas lower risk factors were MCQ’s (p=0.06), synchronous oral viva (p=0.5), internet connectivity issues (p=0.2), assignments (p=0.3) and online quizzes (p=0.7). Factors associated with highest risk of failing were pre-recorded didactic online lectures (p=0.03), less responsibility of learning online (p=0.04), dissatisfied bedside clinical skills (p=0.02) and poor attendance (p=0.05). Conclusion: The results of the study conclude that faculty training is immediately required to conduct fair online E-assessments, OSCE/OSPE using appropriate technology and include presentation marks. While designing E-courses, interactive virtual sessions should be conducted to improve student engagement and attendance. Keywords: Academic failure, Dental students, Remote E-exams, Undergraduate
Objective: To explore the faculty perceptions regarding the phenomenon of feedback and its‟ practices in a traditional undergraduate dental college in Pakistan. Study Design: Qualitative following principles of phenomenology. Place and Duration of Study: Rawal Institute of Health Sciences, Islamabad from Feb to Apr 2017. Methodology: Purposive sampling was done, and data was gathered using semi-structured individual interviews of 12 BDS faculty members. Data was organized using qualitative software package Atlas.ti 8.0 and analyzed using thematic framework analysis. Results: Feedback practices were found to be informally practiced in traditional BDS curriculum. Perceptions regarding purpose and beliefs on oral and written feedback were explored. The essence of the phenomenon under focus is described in terms of five domains denoted by five emergent themes: 1) „Understanding Feedback‟ through participants‟ response to/use of the term, 2) highly variant experiences of information exchange, 3) modes and forms of feedback, 4) factors affecting feedback and 5) methods achieving learning progression. Conclusion: Faculty in our culturally different learning environment is devoid of formally instituted feedback practices, have understandings and practices that are both similar and dissimilar in nature to those often described in western-centric literature. Education about the phenomenon of feedback and faculty training to use it appropriately may help streamline the educational process in this context.
Objective: To assess students’ perceptions of feedback, regarding its understanding, and practices in a traditional undergraduate dental curriculum in Pakistan, where feedback was not part of a formal curriculum as a structured entity. Study Design: Qualitative-phenomenology. Place and Duration of Study: Rawal Institute of Health Sciences, Islamabad from Dec 2017 to May 2018. Methodology: Purposive sampling was done, and data was gathered using semi-structured, group interview of 16 BDS students. Data was organized using qualitative software package Atlas.ti 8.0 and analyzed using thematic framework analysis. Results: Feedback, though, being practiced by faculty, was not identify as feedback by students. They did not appreciate it as an essential skillset for learning and performance. Though, conceptions of students regarding this phenomenon varied, five emergent themes displayed the essence of the phenomenon in this learning environment: 1) understanding ‘feedback’ through participants’ response, 2) highly variant experiences of information exchange, 3) modes and forms of feedback, 4) factors affecting feedback and 5) methods achieving learning progression. Conclusion: Our students were devoid of formally instituted feedback practices, so they were unable to identify it as ‘feedback’. Wide range of contradictory and many negative experiences of participants indicated that formal training in feedback and its systematic use might improve students’ experiences.Keywords: , , , , , .
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.