Mapping of pathology curriculum as quadriphasic model in an integrated medical school: how to put into practice?

Atta, Ihab Shafek; AlQahtani, Fahd Nasser

doi:10.2147/amep.s163971

Cited by 6 publications

(3 citation statements)

References 10 publications

(12 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, modification of teaching modalities and selection of appropriate integrative approaches, along with suitable alignment with relevant teaching/learning tools, has been reported to positively impact student achievement. 38,39 Choi and Pak 40 also stated that disciplines that are more different from one another in nature and knowledge type are more likely to lead to novel approaches for composite objectives. The proposed theoretical framework of knowledge identifies many knowledge subsystems, each containing several disciplines.…”

Section: Discussionmentioning

confidence: 99%

<p>Perception of Pathology of Otolaryngology-Related Subjects: Students’ Perspective in an Innovative Multidisciplinary Classroom</p>

Atta¹,

Alzahrani²

2020

AMEP

Self Cite

View full text Add to dashboard Cite

Aim: Multidisciplinary, as a term, is used to define people from different scientific backgrounds working together, each drawing on their field of expertise. Some related terms are frequently used interchangeably, such as interdisciplinary and transdisciplinary, but they are confusing and ambiguous. Introduction of a multidisciplinary teaching method in the early phases of medical curricula is insufficient for effective learning. Here, we aim to implement a multidisciplinary approach in the early phase of medical education and identify outcomes. Methods: Two groups were evaluated in this study, each representing phases II and III of the Albaha medical curriculum, and including 90 and 86 students, respectively. "Hearing tests and their clinical applications" was selected as a subject to evaluate the understanding of special senses as studied by the phase II group, while "pathology of otolaryngologyrelated tumors and clinical correlations" was selected as a subject to evaluate the understanding of otolaryngology as studied by the phase III group. These subjects were selected by faculty members from otolaryngology, pathology and physiology departments and taught in successive stations. Teaching sessions were followed by a formative test that included 10 multiple-choice questions and a mini-clinical evaluation exercise (mini-CEX). A questionnaire to evaluate student satisfaction was completed after the exam. Results: Students' satisfaction for the "hearing tests and their clinical applications" and "pathology of otolaryngology-related tumors and clinical correlations" subjects were 80% and 90.5%, respectively. The formative assessment revealed good student performance at 63.28%, and 60.46% of all students in both phases attained scores above 80%. Conclusion: Introduction of a multidisciplinary approach early in the medical curriculum improves knowledge and skill acquisition. This is reflected in student performance, especially if evaluated using the mini-CEX format, thus providing rapid feedback to students concerning their performance.

show abstract

Section: Discussionmentioning

confidence: 99%

<p>Perception of Pathology of Otolaryngology-Related Subjects: Students’ Perspective in an Innovative Multidisciplinary Classroom</p>

Atta¹,

Alzahrani²

2020

AMEP

Self Cite

View full text Add to dashboard Cite

show abstract

“…A possible reason for this could be that the topics in General Pathology can be integrated very well with Anatomy, Physiology and Biochemistry. 12 An example of this integration is that cell injury can be taught with the normal structure and function of the cell while Genetics can be integrated with the structure and function of DNA taught in Biochemistry. Special Pathology has two components Systemic Pathology and Laboratory Medicine or Diagnostic Pathology.…”

Section: Discussionmentioning

confidence: 99%

Special Pathology in the course content of Third Year MBBS: Views of students and teachers

Janjua

Riaz

Omer³

2020

Pak J Med Sci

View full text Add to dashboard Cite

Objective: The students and teachers are major stakeholders whenever there is a change in the curriculum. Objective of the study was to assess the views of Third Year MBBS students and college teachers involved in teaching Third Year MBBS class regarding the inclusion of special pathology to the already cumbersome course content. Methods: It was a cross-sectional descriptive study carried out over a period of eight months from April, 2019 to December, 2019.An online questionnaire was used to collect the data from 110 third year MBBS students and 35 medical college teachers involved in teaching the third year MBBS class at HBS Medical & Dental College, Islamabad, Pakistan. The questionnaire contained open ended questions along with a short questionnaire based on 3-point Likert scale for a semi-quantitative analysis. The open ended responses in the interviews were assessed using Mayring’s qualitative context analysis. The similar comments were bundled up as the comments were sequentially processed and the replicates were grouped. The responses were then ranked by the number of times they were selected using Microsoft Excel 2013 and SPSS 21. Results: A total of 105 medical students and 32 medical teachers participated in the study. n=94 (89.5%) of the students agreed that the content taught was incoherent and n= 92 (88%)agreed that the time allocation for the various modules was inappropriate. The important reservation of the students was that the assessment strategies of the past continued to prevail and they were not aligned with the change in the curriculum. They suggested to spread Pathology over four years of MBBS so that true integration can be done. The top ranked reason amongst the students who were in favor of this system was that they could easily leave microbiology on choice and study selectively to pass the exam as the extensive course inhibited the examiners to assess every aspect of Pathology comprehensively especially Microbiology and general Pathology being compromised upon. As far as the teachers are concerned n=28 (88%) agreed that the course content is inappropriate and the students are being bombarded with selective knowledge in a shorter period of time. Important reservation of the faculty members was that they were not trained to deliver the content according to this sudden change which has seriously affected the student’s results. Conclusions: Although curriculum change is a dynamic process and leads to refinement of the existing content but it should be implemented after proper planning, training and validation so that the students and the teachers can cope with and derive maximum benefit. doi: https://doi.org/10.12669/pjms.36.5.2397 How to cite this:Janjua RS, Riaz J, Omer W. Special Pathology in the course content of Third Year MBBS: Views of students and teachers. Pak J Med Sci. 2020;36(5):---------. doi: https://doi.org/10.12669/pjms.36.5.2397 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.

show abstract

“…Faculty of Medicine, Al-Baha University (FMBU) follows the integrative approach of teaching in the medical Bachelor of Medicine, Bachelor of Surgery program (MBBS) program. 1 , 2 The integration was adopted not only in the basic and preclinical years but also in the clinical years. 3 , 4 Therefore, many learning and teaching strategies were adopted such.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Journal Club Presentation as a Learning Modality in the Endocrinology and Endocrine Surgery Module in an Integrative Undergraduate Medical Curriculum

Alghamdi

2023

AMEP

View full text Add to dashboard Cite

Introduction The journal club is widely used in most postgraduate programs of medical institutes; however, the use of journal clubs in undergraduate medical programs is nearly absent or very rare. Aim The aim of this work is to document the insertion of the journal club as a method for learning in the undergraduate starting with the endocrinology/endocrine surgery module to be fully implemented in all modules of the MBBS of FMBU. In addition, the study aimed to outline the steps of designing a journal club by following specific procedures and Identification of students’ and faculty satisfaction through 5-years implementation of the journal club. Material and Methods A total of 453 students representing the five consecutive batches of medical students from 2019 to 2023 who studied the endocrinology/endocrine surgery module were entered into the study. Following guidelines for implementation of the journal clubs that were adopted by the quality and accreditation committee, the faculty select the types of papers from the articles chosen by students. The papers discussed were case reports, original research, and review articles. The students were asked to formulate critical appraisal topics, PICO, for each paper. A 20-question test was applied to all participants. The students’ attendance, scores, and students/faculty satisfaction were estimated. Results A total of 50 papers were discussed in the 5-year journal club 15 case reports (30%), 26 original research (52%), and 9 review articles (18%). The student’s attendance ranged from 72.53±3.74 to 98.07±3.15. The students and faculty’s satisfaction were 3.52 and 3.82 respectively. The mean Students’ score in A 20-question test in a 5-year journal club was 76.93 ± 9.78 and the lowest score was in the 2nd batch (online batch). Conclusion The insertion of a well-structured journal club in the undergraduate medical program is necessary to improve the knowledge including knowledge among students. In addition, journal clubs inspire students to be lifelong learners.

show abstract

Mapping of pathology curriculum as quadriphasic model in an integrated medical school: how to put into practice?

Cited by 6 publications

References 10 publications

<p>Perception of Pathology of Otolaryngology-Related Subjects: Students’ Perspective in an Innovative Multidisciplinary Classroom</p>

<p>Perception of Pathology of Otolaryngology-Related Subjects: Students’ Perspective in an Innovative Multidisciplinary Classroom</p>

Special Pathology in the course content of Third Year MBBS: Views of students and teachers

Effectiveness of Journal Club Presentation as a Learning Modality in the Endocrinology and Endocrine Surgery Module in an Integrative Undergraduate Medical Curriculum

Contact Info

Product

Resources

About