Objective: To determine the effectiveness of ECG interpretation workshops as a useful tool in medical education for teaching the integrated cardiovascular module for undergraduate medical students. Study design and setting: Cross sectional (pre and post workshop quiz) at Jinnah Medical and Dental College over four months from August-November 2019. Methodology: Total 80 undergraduate medical students participated in the training session. Pre-workshop Quiz was conducted MCQs (single best answer) to determine the prior knowledge of participants on ECG interpretation and action of antiarrhythmic drugs. Interactive lectures were delivered by the cardiology consultant and faculty of pharmacology. Comprehensive hands-on skill session for 12-limb lead and ECG interpretation was organized by the physiology department. Post-Quiz included MCQs (single best answer). Feedback forms were filled at the end of the training and lecture sessions. Paired students T test was used on SPSS 21. Results: Total Eighty 4th year MBBSÊparticipated in pre-workshop quiz (MCQs) and post MCQs Sixty (75%) students had an unsatisfactory score and only twenty (25%) had satisfactory scores in pre- training Quiz. Post-training and lecture sessions, Quiz (MCQs) scores had significant improvement. Seventy (87%) students had a satisfactory score of which five students were outstanding and only five (6%) scored unsatisfactory. Feedback form filled and the comments were recorded. Conclusions: It was found by post workshop quiz scores and feedback regarding interdepartmental integrated activity results in a better teaching and learning outcomes. Post workshop Quiz scores indicated the improvement in ECG interpretation and skills.
BACKGROUND Pharmacology is widely regarded as volatile, discouraging the students to engage in learning the subject. As a result, students adopt a strategist approach by studying the subject near an examination and bunking classes and optional formative assessments. This leads to poor exam performance in pharmacology leading to the discipline earning a reputation of being difficult and boring. We designed this study to incorporate a pharmacology quiz in our curriculum and explore whether it motivates learning. MATERIAL AND METHODS The targeted population (n=353) of this non‐randomized educational intervention trial comprised of BDS year 2 (n=48), as well as MBBS years 2, 3 and 4 students (n=106, 105, 94 respectively). The study comprised of a baseline pre‐quiz (PreQ) pharmacology test, a quiz qualification (QQ) test and a follow‐up post‐quiz (PostQ) test. A knock‐out quiz contest was held between student groups included based on QQ test scores. Subjective feedback was obtained with PreQ and PostQ tests. RESULTS 233 students (67.4% females) participated in PreQ, 194 students (68.4% females) participated in PostQ, whereas 97 appeared in the QQ test. As compared to PreQ an increase was reported in independent (self) study (66.8% to 74.5%) and textbooks use (30% to 46.6%). Figure‐ 1 shows the test scores. A total of 163 students (46.2%, females 113, males 50) were included in the study (n= BDS‐2 34, MBBS‐2 62, MBBS‐3 32, MBBS‐4 35). A total of 46 students had all three test scores available (3‐data points), while 117 students had PreQ and either of QQ or PostQ test scores available (2‐data points). The mean±SD scores did not differ significantly between various tests. The PreQ to PostQ perception of pharmacology changed positively from “Difficult” (42.9% vs. 29.9%) to “Interesting” (37.2% vs. 54.1%). The common underlying reasons for perception are given in Table‐ 11. A total of 194 students gave PostQ feedback, where 136 (70.4%) reported that quiz contest motivated them to study, 84 students had participated in the quiz activity, where 56 had attempted the QQ test and remaining were only audience. Preparation of examination remained their major reason to participate (26.6%) followed by honor/prize (22.8%). The open‐ended comments (Table‐2) were grouped together according to recurring themes. Of note is the decline in their complaint about teaching and a high demand to conduct more quizzes. CONCLUSIONS The quiz activity induces a positive change in students’ perception about pharmacology, and stimulates them to study. Although the short‐term impact on gain of knowledge may not reflect in terms of test scores, students showed enthusiasm to participate, in order to prepare for examinations and achieve honor. Boxplots showing student test scores in Pre‐Quiz, Quiz Qualification and Post‐quiz tests. Graphs 1, 2 and 3 belong to students (n=46) with 3 data points respectively. Graphs 4 and 5 belong to students (n=117) with 2‐data points (PreQ vs QQ or PostQ). 1a: Common reasons underlying perception of pharmacology as...
Background: Patients on antidepressant therapy have no contact with their physicians until their next appointment, which in most cases could be more than two weeks apart. This crucial time is of utmost importance as this could assess the patient's will to follow the prescribed therapy and the general belief about the benefits of using antidepressant treatment. Thus medication adherence is necessary to reduce the risk of suicidal tendencies and mortality in these patients. The study aimed to evaluate medication adherence and adherence to antidepressant therapy in patients with major depressive disorder. Methodology: in this cross-sectional study, a total of 101 clinically diagnosed patients with Major Depressive Disorder (MDD) were included in the study from psychiatric and medical OPD from June 2018 to June 2019, from Jinnah Medical College Hospital (JMCH). Belief about medicines questionnaire (BMQ specific and BMQ general), regarding their views about the prescribed medication and the modified questionnaire of the medication adherence scale used, scores were calculated to give a numerical value to measure the adherence to antidepressant medication. Results: According to the study, 101 patients with major depressive disorder had an overall good belief about medication but have low adherence. Belief about medicines questionnaire (based on BMQ) BMQ- the specific q1-10 score was 36.54 (necessity, concern), BMQ-general 27.98 score, q11-18 (overuse and harm). Regarding their views about the prescribed medication. 86% of participants with the major depressive disorder had low adherence (scores 0-5), and those with high adherence were only 14% (scores 6-8). The patients diagnosed with the major depressive disorder who had co-morbid (diabetes, hypertension, hypothyroidism, etc.) had better adherence for their prescribed treatment as compared to those without co-morbid. Conclusion: This study indicates that although patients with major depressive disorder from tertiary care hospitals in Karachi had a positive belief about medication but have low adherence to antidepressant therapy.
Aim: To study the students and facilitators perception regarding conventional and new implicated portal based electronic Problem based Learning (PBL) in Ziauddin University Methods: The study design was comparative cross sectional. The study was conducted at Ziauddin Medical College, Ziauddin University. The study participants included 88 medical students and 26 facilitators. A feedback form was distributed to each student and facilitator. In the feedback form, students and facilitators were inquired about the preference, advantages and disadvantages of conventional and e-PBL system. The forms were collected and data was analyzed. Results: The students preferred the e-PBL system (48.8%) and the facilitators (76.9%) preferred the conventional PBL system. Regarding the log book submission, (51%) students preferred e-log book while (57.7%) facilitators had preference for conventional log book submission. Regarding preference for learning, (38.6%) students and (57.7%) facilitators selected conventional PBL. The advantages of conventional PBL included log book writing helps in learning (35.2%) students and (46.2%) facilitators, easy to access for study and recall (25%) students and (23.1%) facilitators, searching from books motivated to study (23.9%) and (38.5%) facilitators. Regarding the disadvantages of conventional PBL, (33%) students reported log book writing is time consuming. The advantages of e-PBL reported by students included time efficient (34.1%) and logbook submission deadline makes students punctual (23.1%) as reported by facilitators. In relation to disadvantages of e-PBL, (27.3%) students and (50%) facilitators mentioned that copy paste from websites in e-PBL submission has made PBL less useful to learn and retain knowledge. Conclusion: The majority of medical students had a preference for e-PBL and the majority of facilitators preferred conventional PBL system. Keywords: PBL, Medical students, Perception
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.
customersupport@researchsolutions.com
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.