Background: The COVID-19 pandemic brought about drastic changes in the way we teach medical students. As the universities shut down to contain the pandemic, teachers and educationists were forced to contemplate upon ways & means to continue teaching our vast medical curriculum, while the students stayed at home, having their world turned entirely virtual. As the lockdown eased, social distancing came into play as it became impossible to teach the whole crowd. The objective of our survey was to determine the level of awareness & perspectives of undergraduate medical/dental/physiotherapy students of the twin cities of Pakistan regarding the pandemic, their experience and satisfaction level to the virtual teaching strategies implemented. Methods: A self-designed, validated electronic questionnaire was created using an online application (Survey Planet). The survey comprised of 30 questions and was distributed to students of 8 institutes of the twin cities via email and social media, during the second & third waves of the pandemic. Results: A total of 1490 students responded. Most demonstrated adequate knowledge of the pandemic, implemented good safety protocols, and were hopeful of the situation. Majority were satisfied with the online learning process, and gave positive view of the handling of the pandemic by their institutes. However, most found difficulty in studying at home, felt that precious time had been lost, and feared failure in exams. Internet connectivity issues were face by the majority. Most were in favour of being vaccinated. Conclusions: Twin city students have good knowledge, practices and positive views of online education.
The majority of respondents who took part in a survey were of the opinion that there should be a greater focus placed on behavioural and social sciences within the curriculum of medical schools. This is done to ensure that graduates of medical schools will be able to practise medicine in a manner that is both safe and effective. Despite the fact that behavioural and social sciences make significant contributions to the effectiveness of health care delivery, traditional medical school curricula have not traditionally placed a significant amount of focus on the study of these subjects. This article's objective is to provide the reader with a more in-depth comprehension of the value of social and behavioural sciences in medical education as well as the breadth of their application in a variety of different settings. Additionally, it discusses the areas of social and behavioural sciences that are significant to medicine, as well as the efficacy of incorporating them into the curricula of medical schools in order to educate and train future medical professionals to practise medicine in a manner that is fully informed. Place of Study: Foundation University Islamabad Study Duration: February 2022 to July 2022 Study Design: Empirical research Conclusion: This study examines the importance of teaching future doctors about medicine's social and behavioural aspects. It gives medical school educators the latest information on how to best teach medical students to succeed in the medical industry. Medical educators, administrators, policymakers, and other stakeholders must work together to integrate social and behavioural sciences into medical curricula. Keywords: Medical curriculum's courses, the social and behavioral sciences, and the foundations of medical education.
Introduction:'Learning style' is defined as an individual's preference in obtaining and understanding information. Students use different learning styles in acquisition of knowledge, skills and attitude. Objective:To determine the learning styles of preclinical and clinical students belonging to 1st and final year MBBS using the VARK questionnaire; to compare learning styles of 1st and final year medical students. Methods:A cross-sectional study was conducted to collect data about the learning style preferences of 1st and final year MBBS students of Foundation University Medical College. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2021. A convenience sampling technique was used for data collection. A total of 249 students responded to the questionnaire. Results: Among 249 students, 141 were 1st-year students and 108 were final-year students. The most common learning style reported was Kinesthetic (34%), then Auditory (29%), then Visual (20%), and finally, Read/Write (17%). The majority of students (95.6%) preferred quad modal sensory modality for learning followed by trimodal (4%), unimodal (0.4%), and bimodal (0%) preferences.There was a significant difference in the mean scores of visual and auditory learning styles (overall mean of visual scores was 5.42 ± 2.9 and mean of auditory scores was 6.58 ± 2.9 ) between the students of 1st and final year. Conclusion: Majority of the students enlisted in this study had a quad modal learning preference. The most common reported learning style of all the students was Kinesthetic (K), followed by Auditory (A), then Visual (V), and then, Read/Write (R). KEYWORDS: Learning styles, VARK, Visual, Aural, Read/Write, Kinesthetic, Modal, Medical Students.
The majority of medical school curricula have been merged both horizontally and vertically, with clinical and fundamental sciences integrating vertically. This has contributed to a more complete education. The Flexnerian curriculum is being phased out to make room for the merging of basic sciences and clinical sciences, which are now taught concurrently across the curriculum. This modification was made to allow for integration. We have developed an alternate approach of integration in which the teaching of the sciences is displayed on the vertical axis and the defined learning outcomes are depicted on the horizontal axis; this strategy is then adopted throughout all courses. We believe that it is not sufficient to merely integrate the basic and clinical sciences in the field of medicine; rather, it is vital to lay an emphasis on the importance of humanism in addition to the public health sciences. In other words, we believe that merely integrating the basic and clinical sciences in the realm of medicine is insufficient. Integration of the basic and clinical sciences, humanism, and health population into the curriculum's vertical axis is essential not only in the early years of the programme, but throughout its entirety. This involves the use of problem- or case-based active teaching strategies in small groups. Place of Study: Rai Medical College Sargodha Study Duration: January 2022 to June 2022 Study Design: Empirical research Conclusion: In conclusion, an integrated medical curriculum has both its positive and negative aspects to consider. An integrated curriculum, on the other hand, can offer medical students with a thorough grasp of the human body, as well as improve critical thinking and foster interdisciplinary learning, provided that it is done successfully. Keywords: integrated curriculum types, sciences integration, curricular architecture and development
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