The growing role of healthcare professionals urged admissions committees to restructure their selection process and assess key personal attributes rather than academic achievements only. Multiple mini interviews (MMIs) were designed in 2002 to assess such domains in prospective healthcare professions. Being a high-stake assessment, the utility and limitations of MMI need to be explored. The purpose of this article is to review the available evidence to establish its utility. The claim of the reliability is verified by the studies assessing the effect of number of stations, duration of stations, format and scoring systems of stations and number of raters assessing the applicants. Similarly, by gathering evidence concerning its content validity, convergent/divergent correlation and predictive ability, validity is ensured. Finally, its acceptability and feasibility along with limitations is discussed. This article concludes by providing recommendations for further work required to deal with the limitations and enhance its utility.
Objectives: To share the experience of study skill module development and implementation for first year MBBS students at Liaquat National Hospital and Medical College (LNH&MC). To compare the change in students’ self- assessment of their knowledge of study skills before and after the course. Methods: This quasi-experimental study was conducted from November 2019 to April 2020. A structured study skills course was offered to 100 first year MBBS students of Liaquat National Hospital & Medical College, Karachi. Steps involved in the development included identification of outcomes, instructional objectives, content and instructional strategies. Students were given two questionnaires. In the first questionnaire, students rated their interest in implementing the learning techniques learnt. In the second questionnaire, students rated their level of knowledge of effective study skills before and after the course. Analysis included computing percentages for students’ preferred study skill technique. Change in knowledge was assessed by comparing retrospective pre-post self-rating using Wilcoxon Signed Ranks Test (two-tailed). Results: Analysis of survey forms showed that more than 50% of the students were willing to implement active listening techniques, metacognitive note taking and writing reflections in their future study practice.There was also a statistically significant change in students’ self-rating of their knowledge about study skills (pre-test median 3, post-test median 4, p0.00). Conclusion: This study provides an insight of structured study skills course development and implementation in early medical college studies that could help them in combating academic stress. In addition, students’ response about their preferred technique and their feedback comparison concluded their positive attitude towards the course. doi: https://doi.org/10.12669/pjms.37.1.2772 How to cite this:Ali S, Tabassum A, Hashmi MSS, Huda N. A study skills course for First-Year Medical Students: Experience of a Private Medical School in Pakistan. Pak J Med Sci. 2021;37(1):65-70. doi: https://doi.org/10.12669/pjms.37.1.2772 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.
Background and Objective:In 2002 Multiple Mini Interview (MMI) was introduced to assess the noncognitive and/or high cognitive traits. Shalamar Medical and Dental College (SMDC), Lahore encouraged the process of MMI resulting in implementing and piloting the process from 2015. Acceptability is considered as the important aspect to support the validity evidence and since MMI was conducting the very first time in Pakistan for undergraduate admission, it was important to address its acceptability. The objective of this study is to assess the stake holder's acceptability for Multiple Mini Interviews (MMI) for the selection of medical students.Methods: This was a cross-sectional study and data was collected at SMDC Lahore, in years 2015 and 2016. The research sample included candidates who applied for the admission in SMDC and examiners, trained faculty of SMDC involved in process MMI for 2015 and 2016. Acceptability of MMI was determined using post-MMI survey through questionnaire with 5-point Likert scale. Data was analysed using Statistical Package for the Social Sciences (SPSS) 20.0. Demographics were determined. Means, standard deviations and frequencies for each statement of the questionnaire were calculated. Mann-Whitney U-test was applied on the similar statements of the questionnaire among the candidates and examiners for both years separately. Results:In post-MMI survey most of the statements showed more than 80% acceptability for MMI among stake holders for both 2015 and 2016. Comparison of similar statements among candidates and examiners revealed no significant difference except asked about the time duration (5 minutes) was enough to assess the attributes (P=0.003 & P=0.001) for both years 2015 and 2016 respectively. Conclusion:Study provided the evidence of stake holders' (candidates and examiners) acceptability of MMI in medical schools' admission. It reflected that they are contented with the process.
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