Objective: To identify the learning strategies used by the medical students with high Grit for design and implementation of a three months course, to assist the medical students having low Grit. Methods: A mixed-method study with explanatory sequential design was followed by an intervention to improve Grit amongst first year students at Foundation University Medical College from March to August 2019. Non-probability convenience sampling was used in the Phase-I. In Phase-II, through purposive sampling, students with high score on GRIT were interviewed. The interview questions were validated and piloted for clarity. All interviews were recorded, transcribed verbatim, and thematic analysis was done. The themes generated were used to design an intervention, which was implemented as a part of the curriculum for less Gritty students to see whether it can enhance Grit in them. Results: A total of 133 students participated out of which, 23(17%) had a high, whereas 10(7.5%) had a low level of Grit. Five themes generated from the transcripts, namely Planning, Metacognitive skills, Mastery learning, Cognitive strategies, and Self-regulation, that led the development of an intervention abbreviated as “RESET-P-GOALS”. A Wilcoxon signed-rank test showed that the intervention did elicit a statistically significant change in the Grit score in students having low Grit (Z = -2.8, p= 0.005). Conclusion: Good planning, Mastery learning and self-regulation are the reasons for success of Gritty students. The learning strategies with the name “RESET-P- GOALS” are effective in enhancing Grit in students with less score on Grit. doi: https://doi.org/10.12669/pjms.37.2.2999 How to cite this:Mirza TI, Yasmeen R, Mahboob U. Nurturing Grit among Medical Students. Pak J Med Sci. 2021;37(2):---------. doi: https://doi.org/10.12669/pjms.37.2.2999 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.
ABSTRACT: BACKGROUND & OBJECTIVE: Internet has swayed all aspects of human society and the exponential rise in global internet users indicates that internet & Social Networking sites (SNS) have become an essential part of the daily lives of people with potentially addictive effects of its overuse. This may lead to social isolation, depression & professional effects. This behavioral addictive pattern has also been observed in increasing trend among healthcare professionals worldwide. This study aims to assess prevalence of internet addiction and its behavioral patterns (BP) in Pakistani healthcare context, to determine the prevalence and intensity of Internet Addiction (IA) among Medical Doctors. METHODOLOGY: A Quantitative; Cross-sectional Survey was conducted at Shaikh Khalifa Bin Zayed/ Azad Kashmir Combined Military Hospital Rawalakot for 2 months.After calculating sample size with 95% Confidence Interval limit,100 medical and dental doctors were selected using convenience sampling. After IRB approval & informed consent data was collected using prevalidated “Young's Internet Addiction Scale”& “Behavioral Patterns scale”. The participants recorded their response on a 5-point Likert scale and dichotomous scale for each scale respectively. Data was summarized using descriptive statistics & inferential statistics in SPSS 23. Addiction was classified into 4 categories. The significant association between IA groups and BP groups was computed by Fisher's exact test with P-value <0.05 as significant. RESULTS: The Response rate was 87% with 54% males and 56% females. The prevalence of internet addiction was 79%(n=69). Out of them 36% (n=31) had mild, 41% (n=36) had moderate addiction while 2% (n=2) had severe addiction. Pattern of internet addiction symptomatology shows that prevalence of IA is higher in excessive use (87.35%) & lack of control (77.01%) while least in anticipation (35.63%) category. Statistically significant difference was seen in behavioral patterns among addicted and nonaddicted medical and dental doctors. CONCLUSION: Internet Addiction is a recognizable disorder from the spectrum of Problematic Internet Use. This study reports the prevalence of internet addiction among health care professionals and burden of multiple behavioral patterns in association with IA, which is an emerging mental health concern.
The COVID-19 pandemic has affected the overall education system in general and medical education in particular. While the cognitive and psychomotor domains were regularly taught in most medical schools, the affective domain was mostly left to informal teaching through role modelling. With the switch to online teaching, the dynamics of role modelling has changed, and the students do not observe their clinical teachers communicating with patients and colleagues. Therefore, the affective domain now needs to be taught more explicitly than ever to inculcate empathy, integrity, motivation, confidence, communication, time management, teamwork, advocacy, and respect. The five levels of affective domain namely; receiving, responding, valuing, organising and characterisation, can be taught to some extent. This paper describes the different strategies which can be utilised for online education for each level of the affective domain, and help students learn valuing emotions of others, that is an essential attribute required by a competent physician.
Aim: To conduct integrated sessions of anatomy and physiology for ascending tracts and determine its effect on academic performance and determine perceptions of the students regarding its effectiveness. Methods: Using nonprobability convenience sampling, fifty-three students were selected from first year BDS and were divided into group 1 and 2 comprising of 27 and 26 students respectively. Group 1 learned anatomy and physiology of ascending tracts through four integrated sessions while group 2 was taught same content through traditional teaching sessions. At the end of sessions, knowledge was assessed and compared through a MCQ based exam. Questionnaire based perceptions were gathered about the integrated sessions from the participants belonging to group 1. Results: The mean score of the students from group 1 (34.8 ± 6.53) was higher than that of group 2 (31.36 ± 5.71) (P<0.05). Most of the students positively perceived this method of teaching and felt that it was more understandable, motivating, interesting and they would prefer this method over traditional teaching. Conclusion: Integrated sessions for anatomy and physiology of ascending tracts enhanced academic performance and were positively perceived by the students. Keywords: Anatomy, Physiology, Integration, Medical education, Motivation.
Aim: This study is designed to understand the views of the faculty involved in teaching anatomy using online platforms during recent covid-19 pandemic. An insight into their experiences may help policy makers to improve online sessions of anatomy in the future. Study design: Qualitative phenomenological study Place and duration of study: From September to December 2021 at Dental College, HITEC-IMS. Materials & methods: Semi structured interviews were conducted face to face and transcribed verbatim. All responses were subjected to qualitative analysis, and themes were derived. Results: A total of 15 female participants from three institutions gave feedback. One of the main themes identified was Teaching effectiveness with subthemes including, included Disconnection, feeling ineffective, Technological issues, administrative issues, student related issues, internet issues. Second theme was Opportunities with subthemes including professional development, logistics, blended learning. Third theme was continuing development of online teaching which had subcategories of teacher training, student motivation and connectivity. Conclusion: The study highlights the issues faced by the faculty, teaching anatomy online for the first time during a pandemic. The feedback about learning opportunities gained and advice for future teaching may help inform policy makers of curricular reforms regarding blended learning in future teaching of anatomy. Keywords: Covid-19, Online teaching, Anatomy, Blended learning.
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