Background & Objective: An admission criterion is one of the key indicators of academic success. The purpose of admission process is to select best candidates for the particular program who will complete the program successfully. Thus rigorous admission criteria can predict academic performance, decrease failure rate and successful completion of degree. The objective of this study was to determine the relationship between various variables in the existing admission criteria and academic performance. Methods: A cross sectional study design was chosen. Data (2009-2017) was gathered from the records of Institute of Nursing Science, Khyber Medical University. Variables in the admission criteria included age, gender, previous academic performance, entry test score and experience. The dependent variable was academic performance measured in CGPA. The data was analyzed using correlation and regression analysis through SPSS and STATA. Results: The results reported a significant relationship between admission criteria and the academic performance of nursing students. Various variables in the admission criteria i.e. SSC marks (r=0.32, p=>0.001), previous academic score at diploma level (r=0.48, p=>0.001) and entry test scores (r=0.26, p=>0.001) have significant relationship between academic performance. However, previous academic scores at diploma level were better predictors of the academic performance. Conclusion: The study concludes to use integrated admission criteria for the selection of students and bring changes in the traditional admission process. doi: https://doi.org/10.12669/pjms.35.3.217 How to cite this:Yousafzai II, Jamil B. Relationship between admission criteria and academic performance: A correlational study in nursing students. Pak J Med Sci. 2019;35(3):---------. doi: https://doi.org/10.12669/pjms.35.3.217 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Objective: This study was conducted to explore the faculty’s opinion regarding factors impeding practical transition from traditional to integrated medical curriculum at the outset and a few years after the process. Methods: This qualitative exploratory study was conducted from April 2018 to October 2018 at two undergraduate medical colleges; one where integrated curriculum was at the outset and the second running it successfully. A total of 12 semi-structured interviews (six from each college) were recorded and transcribed. Thematic content analysis was carried out and faculty’s perceptions about factors impeding practical transition to integrated curriculum were explored at two stages, i.e., at the outset and after its implementation. Results: Four impediments identified at the outset were deemed genuine by faculty who had gone through the experience including, faculty’s resistance, lack of training, lack of incentives, and insufficient resources. Four more impediments were identified after the experience including lack of leadership, lack of attention to faculty’s concerns, lack of communication and difficulties in setting appropriate assessment. Conclusions: Several factors if ignored can result in failure of integration of curriculum in undergraduate medical colleges. Relevantly appropriate policies should be outlined by the regulatory body to ensure the control on the impediments. doi: https://doi.org/10.12669/pjms.37.3.3217 How to cite this:Hafeez A, Jamil B, Khan AF. Roadblocks to Integration; Faculty’s perspective on transition from Traditional to Integrated Medical Curriculum. Pak J Med Sci. 2021;37(3):---------. doi: https://doi.org/10.12669/pjms.37.3.3217 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

To assess the perceptions of undergraduate medical students about peer assisted learning (PAL). Study Design: Cross sectional study. Setting: Peshawar Medical College. Period: From March 2016 to August 2016. Materials and Methods: A total of 84 students from second year MBBS were included to record the perceptions about peer assisted learning. A total of six topics of urogenital module were selected for PAL session. A validated questionnaire having 17 close ended questions was used to evaluate PAL on Likert-scale. The participants consented and evaluated the questionnaire, from which data was gathered and analyzed to reveal the degree of satisfaction by the PAL. Results: There were equal number of males and females (40 each). About 65—75% agreed that PAL was more informative than classical lecture system; topic discussed was clearer and found answers to their questions. 60—70% liked to incorporate peer assisted learning in their modules, showed satisfaction to the contents covered, felt easy to communicate with peer tutor and were of the view that peer tutors performed well in their teacher’s role. Among peer tutors, 70—80% agreed that the endeavor improved their confidence in teaching, presentation and communication skills. Over 62% agreed that teaching at undergraduate level was a beneficial experience. Conclusion: The participants’ found the peer assisted learning teaching method as useful. Therefore, this strategy may be introduced in the college.

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Objectives: Multiple challenges have raised in medical education after the pandemic due to transition from face-to-face to online learning. One of the major issues faced is related to student engagement. This study aimed to understand the challenges of student engagement in online learning for a health professions education program. Study design: Qualitative explorative study. Place & duration: The study was conducted in the medical education department, institute of health professions education and research, Khyber medical university, Peshawar, Pakistan. For the purpose of data collection, three institutes were involved: Khyber Medical University (KMU), Riphah International University (RIU) and University College of Medicine & Dentistry (UCMD). All three institutes were conducting Masters program in Health Professions Education (MHPE). The study was conducted from 28/02/2021 to 31/08/2021. Methodology: A total of 12 students and six faculty members were recruited from three different Masters in Health Professions Education (MHPE) programs in Pakistan. Semi-structured interviews were recorded on Zoom, two variables assessed on interviews were, defining online student engagement and challenges of student engagement in online learning. The interviews were transcribed onto MS Word files. The files were imported into NVivo v12.0 and analyzed to determine any emergent themes and sub themes. Results: A total of four main themes and eleven sub themes emerged. The themes were: lack of motivation, distractors, lack of faculty development and non-conductive environment. Conclusion: The participants identified lack of student motivation and interest in online learning; technical challenge such as internet connectivity; lack of faculty training; household distractions and a non-conducive environment such as a large class size as the main challenges for online student engagement in a MHPE program. Keywords: Student engagement; medical education; online learning, health professions education, student participation, digital transformation.