Challenges towards quality assurance of Basic Medical Education in Pakistan

Khan, Abdul Waheed; Sethi, Ahsan; Wajid, Gohar; Yasmeen, Rahila

doi:10.12669/pjms.36.2.1319

Cited by 15 publications

(15 citation statements)

References 8 publications

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“… All the authors familiarized with data by carefully reading each line and segment to develop in-vivo analytic codes (1 st coding cycle) under each category. 14 Later, codes were arranged, and subcategories (sub-themes) were formed. All the data under each category were again coded (2 nd coding cycle).…”

Section: Methodsmentioning

confidence: 99%

Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

Aziz

Farhan²,

Hassan³

et al. 2021

Pak J Med Sci

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Objective: To explore student’s perceptions regarding impact of kinesics (facial expressions, gestures, head movements and postures) on undergraduate medical education. Methods: A qualitative exploratory online survey was conducted from July-Sept 2020 among purposively chosen final year BDS students (n=150) of three dental colleges of Islamabad during COVID-19 lockdown phase. Semi-structured survey questions were validated and piloted before execution. Thematic analysis was performed, and consensus was built among all authors regarding findings, hence ensuring analytical triangulation. Results: Response rate was 46% (69/150). Twenty sub-themes emerged under three domains of kinesics. Participants told that ‘neutral expressions’ frequently used by teachers create ‘boring learning environment’ and ‘hesitation among students to ask questions.’ A smile of teacher imparts ‘new degree of interest in the subject’ and gives ‘freedom of expression’ to the students. On contrary, anger ‘demotivate’ students, instills ‘fear among them’, make them anxious therefore, they are ‘unable to understand lectures’ which ultimately leads to ‘loss interest in the subject’. Use of gestures by teachers creates ‘enjoyable teaching-learning process’ but movements such as clearing throat or shaky legs produce ‘constant split-second interruption’. Moreover, standing posture of teachers bring ‘interest and alertness among students’. Conclusion: Nonverbal communication can have positive or negative impact on undergraduate medical education. Therefore, teachers may start lecture with a smile and anger should be avoided to produce friendly and healthy learning environment. Faculty training is required for the effective use of nonverbal communication strategies to create an optimal learning environment for the students. doi: https://doi.org/10.12669/pjms.37.7.4180 How to cite this:Aziz A, Farhan F, Hassan F, Qaiser A. Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4180 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.

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Section: Methodsmentioning

confidence: 99%

Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

Aziz

Farhan²,

Hassan³

et al. 2021

Pak J Med Sci

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“…In Asia, the WFME standards for basic medical education are adapted by many countries including Pakistan, Taiwan, South Korea, and Japan. 12,13 It is therefore pertinent to learn from these countries in the region because we share the same challenges. For example, a recent study from Pakistan identified various systematic, resources and personnel related challenges.…”

Section: Abbreviation Name Established Yearmentioning

confidence: 99%

“…For example, a recent study from Pakistan identified various systematic, resources and personnel related challenges. 12 This is more important as from 2024, the Educational Commission for Foreign Medical Graduates (ECFMG) in USA will only accept applicants from a medical school accredited by an agency recognized by the WFME. 15 This will also enable MOH, MOET and medical schools' leadership to harmonize accreditation standards and processes for promoting excellence in medical education worldwide.…”

Section: Abbreviation Name Established Yearmentioning

confidence: 99%

Accreditation of medical education in Vietnam: From local to global excellence

Siddiqui²

2022

Pak J Med Sci

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Medical education in Vietnam is going through a period of transformation. The number of medical schools is growing with increased enrollment of the students to meet the workforce needs of the country. Simultaneously, there is a need to ensure the quality of medical graduates and that there are mechanisms in place through relevant regulatory bodies.As part of general framework, accreditation of higher education institutions is already a requirement in Vietnam with individual programs and disciplines to be accredited by the professional organizations within Vietnam or externally where appropriate. However, accreditation of medical education programs is not established as a separate entity. No medical education program in Vietnam has undergone an external evaluation but there are ongoing discussions at various forums to initiate an independent process for medical education programs. There is a consensus among stakeholders that the accreditation of medical education programs will have a potential to drive quality improvement. In this paper, we present a brief overview of the trajectory of accreditation process in Vietnam with recommendations to move forward. The journey ahead will require a coordinated approach from all stakeholders to build an accreditation system, which ensures that quality healthcare, is offered by the workforce in Vietnam. doi: https://doi.org/10.12669/pjms.38.4.5077 How to cite this:Ha TM, Siddiqui ZS. Accreditation of medical education in Vietnam: From local to global excellence. Pak J Med Sci. 2022;38(4):---------. doi: https://doi.org/10.12669/pjms.38.4.5077 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.

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“…However, the current healthcare education curriculums and its delivering methodologies have tragically relapsed and have standardized average quality that requires major revamping in content as well instruction. 2,3 HEC, PMDC, PNC and every single administrative authority need to develop and acknowledge the way that instruction and preparing programs in health sciences in Pakistan need massive change to meet the blossoming healthcare needs and the utilization of modern tools for instance, Artificial Intelligence, Stem Cells Research, Evidence based Medicine, Simulation etc. 4 The current pedagogical approaches in most of the medical, nursing and dental colleges include instructor focused, customary subject based curricula, traditional clinical rotations and class room teaching being overseen by educators with minimal proper training in educating and learning.…”

Section: Introductionmentioning

confidence: 99%

Status of Digital Learning Practices in Health Sciences Education in Pakistan

Khuwaja¹,

Maqbool²,

Rahim³

et al. 2020

J Pak Dent Assoc

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To assess the status of digital learning practices among recognized degree awarding medical, dental and nursing education institutes in Pakistan. METHODOLOGY: In this descriptive cross-sectional study, all medical, dental and nursing education institutes registered with PMDC and PNC were approached between 1st April and 15th April, 2020. Data was collected on use of online classes during routine academic year as well as during COVID19 Pandemic. RESULTS: There were 111 medical colleges, 52 dental colleges and 62 nursing education institutes found in latest lists available on PMDC and PNC websites. Majority of health sciences education institutions were found in Punjab and Sindh, indicating sheer discrimination with other provinces of Pakistan. Use of online classes was found very low in routine academic year in all three disciplines of health sciences education explored in this study. CONCLUSION: HEC, PMDC and PNC must realize the scope of digital learning, and invest in infrastructure and capacity building for digital learning in health sciences education in Pakistan.

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Challenges towards quality assurance of Basic Medical Education in Pakistan

Cited by 15 publications

References 8 publications

Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

Accreditation of medical education in Vietnam: From local to global excellence

Status of Digital Learning Practices in Health Sciences Education in Pakistan

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