ABSTRAT: Reflection heighten students' self-directed and life-long leaning. Gender difference probably represents significant sources of variation in learning behavior which should be detected and identified by medical educationists. This study was accomplished to "compare difference in Reflection-in-Learning Score between the gender and age of dental students in Bolan Medical College, Quetta." METHODOLOGY: An observational quantitative Census was carried out in all professional year dental students (n=85) of Bolan Medical College, Quetta. Data was collected during the period of 6 months (December, 2015 to May, 2016. A proforma was distributed to the participants under the supervision of principal investigator in lecture hall, time allotted to complete questionnaire was half hour; RLS was then collected, data was coded and entered in Special Package for Social Sciences version 20 for analysis. Frequency, percentage, means, median and standard deviation were computed for each RLS statement. Shapiro Wilk test was utilized to check normality of data whereas ANOVA scrutinized difference between RLS score and gender. P-value < 0.05 was considered significant. RESULTS: Out of 85 study participants 21 (24.8%) were from 1st year, 16 (18.8%) from 2nd year, 20 (23.5%) from 3rd year and 28 (32.9%) from 4th year. Females participants were dominant (72.9%) and acquire statistically significant RLS score. (P=<0.001) Majority of the samples belong to 20-22 years age group, 14 (16.5%) were more than 23 years whereas 6 (7.1%) were below 20 years presenting no statistically significant age difference. (P=0.413) CONCLUSION: Females participants were more reflective, whereas age doesn't matter in RLS score.Difference in self assessed learning scale 35. Phan HP. Exploring students' reflective thinking practice, deep processing strategies, effort, and achievement goal orientations. Difference in self assessed learning scalePlease answer the items below in relation to your learning experiences in dental programme. Draw a circle around the scale number closer to your usual behavior. To what extent have I: [1=Never, 2=very rarely, 3=some times, 4=when possible, 5often, 6=when required, 7= Always]
Objective: To explore factors promoting and hampering a medical resident’s journey from residency induction to role adaptation into consultant practice. Method: The qualitative, phenomenological study was conducted at the Fatima Memorial Hospital and Sir Ganga Ram Hospital, Lahore, Pakistan, from February to July 2019, and comprised junior residents, senior residents, newly qualified consultants and supervising consultants from four departments. Semi-structured interviews were conducted to achieve theoretical saturation. The interviews were audio-recorded, transcribed verbatim, and along with nonverbal cues notes by the researchers were analysed using Atlas.ti 7. Using interpretive phenomenological analysis protocol, codes were merged into categories to form main themes. Results: Of the 16 subjects, 4(25%) each were junior residents, senior residents, senior registrars and supervising consultants. There were 7(44%) males and females 9(56%) females. The mean age of the residents was 30.9+5.03 years and that of the supervisors was 55.3+0.97 years. Overall, 157 codes were developed which led to 18 categories and subsequently to 2 main themes; intrinsic factors and extrinsic factors. The former encompassed physical and emotional health, personality traits, style, personal skills, core knowledge, attribution training, self-selection of career, and previous life experiences. Extrinsic factors included physical/non-physical environment, economic stability, communication of expectations, structured residency programme, regular programme evaluation, society and culture, family, support system, preparation for transition, psychological assistance, role of supervisor, involvement into communities of practice, time for relaxation, opportunity provision, work-life boundaries, and reflective practices. ---Continue
Objective: To explore the ethical constructs of dental patients to guide dental ethical teaching. Methodology: A grounded theory approach, inspired by the socio-constructivist paradigm was used for data collection. The duration of the study was six months and non-probability, purposive, convenience was used. Dental patients, visiting the various departments of dental colleges in Lahore, Pakistan, were interviewed to explore their ethical constructs and thematic analysis was done. Results: Nineteen dental patients were interviewed. Three themes were derived from four hundred and sixty-two codes. Three themes were: dental patient ethical constructs, dental ethics teaching, and ethical context. Honesty, good communication ethics and respect for patients were the main ethical constructs of dental patients. Dental patients also emphasized effective ethics teaching and assessment. Finally, for dental patients, religion and economic condition were two main contextual factors affecting ethical constructs. Conclusion: Dental patients desire honesty, good communication ethics, and respect for patient from dental students. The patients defined ethical context and ethical constructs may help curriculum developers to contextualize and emphasize dental ethics teaching. Religion and the financial aspect are the two contextual factors effecting ethical construct that play key roles. Keywords: Dental ethics, dental patients, dental ethics teaching, dental curriculum, ethical context, dental patients’ ethical constructs.
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