Quality of Teaching-learning in Undergraduate Medical Education in Bangladesh - Views of Stakeholders

Abstract

This descriptive type of cross-sectional study was carried out in 4 government and 4 non-government medical colleges of Bangladesh to assess the quality of undergraduate medical education. The study was conducted during the period of July 2018 to June 2019. The total sample size was 576, out of which there were 440 fifth year medical students, 114 clinical teachers and 22 Key informants. Convenience sampling technique was adopted. Two self - administered semi- structured questionnaires and one in-depth-interview schedule were utilized for the study. The study revealed that there was shortage of teaching staffs and infrastructure facilities. However numbers of hospital beds, indoor and outdoor patients were found to be sufficient. Study revealed that most of the students learned to take history, examine the patients; but had difficulties to make a provisional diagnosis. The clinical teaching in evening session was found to be neglected. Teachers could not ensure students’ learning of optimum skills and attitude. The study recommended reviewing the curriculum. Course burden should be reduced by removing redundant contents. The subjects namely Pathology, Microbiology and Pharmacology need to be rearranged to shift those to second phase. Emphasis is required to be given on behavioural science, communication skills and medical ethics.
 Bangladesh Journal of Medical Education Vol.11(2) 2020: 34-42

Perception and Experiences of Undergraduate Nursing Students on Clinical Learning Environment in a Public University

“…This study has identified several key themes to present the contributory factors for positive learning. These are learning from patients, learning from ward-boys and mistresses, evaluation forms, studying theory supports clinical practice [21], training in skill lab supports clinical practice, warm welcome and cooperation from senior nurses, learning from the doctors, and teaching methods [11] (Fig. 3).…”

“…A literature review has revealed a few studies on students’ challenges during clinical learning in Bangladesh [10, 11]. Identifying the obstacles that nursing students confront in all facets of the clinical learning environment may help enhance skills and the planning quality and advancement of students [2].…”

Medical colleges’ challenges and coping strategies in implementing accreditation standards in Pakistan

“…Participants mentioned that the buildings of medical colleges and their affiliated hospitals, especially in the periphery were not purpose-built. Studies from Bangladesh 23 and India 24 pointed out similar challenges of inadequate infrastructure, insufficient staff, and weak logistics management in accreditation implementation. Implementing a national accreditation program requires considerable financial resources.…”