Bachelor Of Surgery Research Articles

Association of Craniofacial Anthropometry and Personality with Impact of Metacognitive and Emotional Intervention among Medical Students: A Research Protocol

Introduction: Physiognomic evaluation of the human face has been widely considered in computer-based visual applications, to know the characteristic properties of human. This had given rationality for the present study to be planned on craniofacial anthropometry and its relationship with personality traits in medical students. Aim: Evaluate the effectiveness of different craniofacial anthropometry; cephalic index, forehead width, forehead length, bizygomatic width, bigonial width, upper facial index, and facial index with the type of personality traits and impact of metacognitive and emotional interventions on personality among medical students. Materials and Methods: A cross-sectional interventional analytical study on Bachelor of Medicine and Bachelor of Surgery (MBBS) undergraduate students with sample size of 293 will be conducted in Jawahar Lal Nehru Medical College, DMIMS, Wardha, Maharashtra, India. The age group of samples will be 18-30 years. The expected duration of study will be August 2022 to July 2025. The data collection will be carried out for a period of one and half year (January 2023 to June 2024). The tools for data collection shall be craniofacial anthropometric measurement, Big Five Personality Test (BFPT) questionnaire, meta- cognitive awareness inventory, Emotional Intelligence self-assessment Questionnaire (EIQ), Personal information Questionnaire (PIQ). Expected results: The results will be drawn by comparing Craniofacial Anthropometric Measurement with personality traits and effect of metacognitive and emotional intervention. Conclusion: The present study will be also a torchbearer for medical teachers and psychologist and behavioural medicine to understand individual’s personality by face cueing.

A Study on Clinical Empathy among Undergraduate Medical Students: A Cross-sectional Study from Malappuram District, Kerala, India

Introduction: Mercer and Reynolds defined empathy as the ability to understand the patient’s situation, perspective, and feelings, communicate that understanding, check its accuracy, and act on that understanding with the patient in a helpful way. Clinical empathy is shown to boost patient’s feelings of satisfaction, which helps with compliance. The results of earlier research have been mostly contradictory, with some studies demonstrating an increase in empathy and others showing no change or a decline. Aim: To assess clinical empathy among medical students and to study the associated factors with it. Materials and Methods: A cross-sectional study was conducted in the Department of Community Medicine, MES Medical College, Perinthalmanna, Malappuram, Kerala, India, over a duration of four months from December 2018 to April 2019. The english version of Jefferson Scale of Empathy-S questionnaire (JSE-S) was used to assess clinical empathy. The JSE is a selfadministered inventory that contains 20 questions, half of which were negatively phrased, while the other half were positively phrased. The students were asked to mark one out of seven options provided on a Likert scale in response to each item. The scale was reversed for negatively phrased items. Permission to use the questionnaire was obtained. The data collected was coded and entered in MS Excel and analysed using Statistical Package for Social Sciences (SPSS) version 23.0. Baseline characteristics of the study subjects were explained in terms of frequency, percentage, mean and SD. Appropriate statistical techniques including t-test and Analysis of Variance (ANOVA) were applied to compare the means of two independent groups and more than two independent groups respectively. Pearson’s correlation test was applied to study the relation between two quantitative variables, age and empathy score. The p-value <0.05 was considered to be statistically significant. Results: The mean age of the study population was 21.36±1.54 years. A total of 360 participants, 263 (73%) were females, 251 (69.7%) of the study subjects were in the age group of 21 to 23 years. A total of 189 (52.5%) of the study participants chose people oriented specialty. The total mean JSE-S empathy score was 105.8±18.5. There was a statistically significant difference (p<0.001) in mean empathy scores among different age groups, gender and the academic year. Conclusion: Importance should be given to encourage every single individual from the primary level of understanding to matured state of mind to become empathetic. Clinical empathy should be nurtured starting from the commencement of the Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum and beyond.

Prevalence of Depression, Anxiety, and Stress Among Medical Students before their Final Examinations at a Private Medical College of Tamil Nadu, India: A Cross-sectional Study

Introduction: Due to their susceptibility to mental health problems, medical students should have their prevalence of stress, anxiety, and depression checked before their final examinations. Aim: To assess the prevalence of stress, anxiety, and depression among medical students at a private medical college in Tamil Nadu, India, four weeks before their final examinations. Materials and Methods: A cross-sectional study was conducted at a private medical college, Tamil Nadu, India, including 297 Bachelor of Medicine and Bachelor of Surgery (MBBS) students, using Depression, Anxiety, and Stress Scale-21 (DASS-21) questionnaire in December 2022 The survey was completed independently by the students with verbal agreement obtained; the response rate was 68.2%. The short form and history of usage of the DASS-21 in comparable medical student research led to its selection. Results: The mean age of the study participants was 20.48±1.23 years. The DASS-21 revealed prevalence rates of 60.9% for depression, 72.7% for anxiety, and 40.4% for stress among 297 first- to third-year medical students. There was no discernible effect of gender on these rates. With a depression frequency of 69% and significantly higher rates of severe depression (18.6%), first-year students demonstrated the highest scores, which were statistically significant (p<0.05). Conclusion: The study highlights the need for preventative actions, such as professional counselling, early detection of mental health problems, and educational programs on healthy coping mechanisms. To support medical students from the start of their academic journey and ultimately promote their resilience and mental health, these interventions should be specially designed.

Agreement of Revised Premature Infant Pain Profile Scoring between Healthcare Providers and Laypersons: A Cross-sectional Study

Introduction: The experience of pain during the neonatal period has short and long-term consequences. The Revised Premature Infant Pain Profile (PIPP-R) is a globally accepted and validated tool for assessing pain in neonates. Adequate pain management measures can be implemented using the PIPP-R, even in the absence of consultants. Aim: To assess the agreement among healthcare providers and laypersons in scoring the PIPP-R. Materials and Methods: A cross-sectional study was conducted at Shree Krishna Hospital, a rural Tertiary Care Teaching Hospital in central Gujarat, India. The duration of the study was one year and six months, from January 2021 to June 2022. The study included 12 volunteers from various fields, such as consultant neonatologists, first year postgraduate students in Department of Paediatrics, neonatal nurses, social workers, Bachelor of Medicine, Bachelor of Surgery (MBBS) interns, and mothers of newborns. A neonatology consultant provided training on the PIPP-R scoring system using handouts and a presentation. The volunteers then evaluated 100 prerecorded videos of newborns undergoing painful procedures. Agreement between volunteers for the total PIPP-R score and its subcomponents was assessed using Bland-Altman analysis and Cohen’s Kappa statistics. Results: A total of 100 videos of newborns (51 girls, 49 boys) undergoing painful procedures were evaluated for the PIPP-R score. The mean age, gestational age, and birth weight of the newborns were 2.21±1.55 days, 37±2.44 weeks, and 2.56±0.72 kg, respectively. The procedures included heel prick for Random Blood Sugar (RBS) (44%), intravenous sampling/insertion (34%), and intramuscular vitamin K injection (22%). The mean difference with 95% Confidence Limits (CL) of total PIPP-R scores between the two consultants (neonatologists) was -0.640 (-5.196, 3.916). The length of the CL was -9.112, which fell outside the defined CL of 4.2 (20% of the total score), indicating unacceptable agreement between the two consultants. Similarly, agreement between each consultant and any of the other participants, including residents, nurses, interns, mothers, and social workers, regarding the total PIPP-R score, as well as its subcomponents, was also deemed unacceptable. Conclusion: The present study concluded that the inter-rater reliability of the PIPP-R score and its subcomponents was unacceptable between consultants and with any of the other participants.

Introducing Case Study-based Panel Discussion as an Effective Means of Self-Directed Learning in Phase 2 MBBS Students: A Cross-sectional Study

Introduction: The introduction of Competency Based Medical Education (CBME) curriculum in 2019 in India has endorsed many new concepts like Early Clinical Exposure (ECE), Self-Directed Learning (SDL) etc. SDL is an active learning approach in which case-based scenarios are provided and learners are guided by questions, leading them to answers using recommended learning resources. Aim: To evaluate the outcome of introducing case study-based panel discussion as SDL and analyse student and faculty perception. Materials and Methods: This was a cross-sectional study conducted in Department of Pathology of ESIC Medical College, Faridabad, Haryana, India from May 2021 to October 2021 on 100 Bachelor of Medicine and Bachelor of Surgery (MBBS) phase 2 students. First, Didactic Lecture (DL) was taken on Diabetes Mellitus (DM). Then case study-based panel discussions were done during the practical classes assigned for SDL. Students were divided into five cohorts of 20 students each. Two faculty members were assigned for each cohort of 20 students. The assigned faculties observed and gave their inputs to their respective cohorts. Data from pre and post-test questionnaires having 15 Multiple Choice Questions (MCQ's) both theory (n-7) and problem based learning questions (n-8) was analysed statistically. Feedback from students and teachers was collected using a questionnaire in the five-point Likert scale format. Results: The pre (8.43±1.79) and post-test (12.53±1.46) scores comparison revealed statistically significant (p<0.001) improvement in the post-test scores. An 89% of students opined that CBL improved their clinical, logical, analytical and communication skills and 92% students found the whole experience of CBL enjoyable. A 100% of the faculty felt the whole experience was motivating (25% strongly agree and 75% agree) and 33.34% of faculty strongly agreed that CBL helped in bridging the gap and 41.67% strongly agreed that it improved student involvement. However, all faculty found it to be time consuming (25% strongly agree and 75% agree) and 83.34% felt it was an extra burden for them. Conclusion: Students reported an improvement in their learning, interaction, communication and analytical skills through the introduction of this innovative method of teaching Pathology using case study-based panel discussion as a means of SDL.

Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental Study

Introduction: Team-based Learning (TBL) and Problem-based Learning (PBL), both active teaching methodologies, are known for improving problem-solving abilities, clinical reasoning, and motivating students for self-directed studies. Although both active methods, TBL and PBL, differ in methodology and required resources, it is always a challenge to choose active methods that are more feasible and effective in the undergraduate medical curriculum. Aim: To compare two active teaching strategies, viz., the effectiveness of TBL vs. PBL in first-year Bachelor of Medicine, Bachelor of Surgery (MBBS) students in terms of learning outcomes, development of critical thinking skills, and retention of knowledge. Materials and Methods: This quasi-experimental study was conducted at Department of Biochemistry, NKP Salve Medical College and RC Nagpur, Maharashtra, India from August 2017 to October 2017. A total of 150 first-year MBBS students were included in the study. TBL and PBL were performed following the protocols of their respective methodologies, and scores for learning gain and critical thinking were compared between the TBL and PBL groups. Student perception regarding the procedures was collected using a prevalidated structured questionnaire. The retention of knowledge was assessed by comparing scores from a pretest and a test conducted two months later. Data were statistically analysed using the Wilcoxon signed-rank test and the Mann-Whitney U test. Results: In the present study, the mean age of the participating students was 20±2 years. Post-test results, obtained just after the intervention, demonstrated a significant learning gain in students using both methods, with a statistically higher gain in TBL (p-value <0.0001) compared to PBL. PBL was appreciated for providing freedom of learning style and facilitator guidance during discussions. Critical thinking skills improved more in PBL, particularly in terms of drawing inferences and interpretations (p-value <0.001). However, no statistically significant differences were found in knowledge retention when the test was conducted two months later in both groups. Conclusion: Learning gain was higher with TBL compared to PBL, with no difference in knowledge retention and the effect on different parameters of critical thinking skills. Students found TBL to be more beneficial for the undergraduate curriculum.

Assessment of Socio-economic Status and Personality Traits on Academic Performance of Second Year MBBS Students: A Cross-sectional Study from a Teaching Hospital of Eastern India

Introduction: The skill and quality of doctors largely depend on their academic performances. Examination scores of medical students can be impacted by their personality and Socioeconomic Status (SES). Identification of the effects of different personality traits and socioeconomic profile on the academic results of medical undergraduates can help to identify the vulnerable groups and consider possible support by counselling, financial aids and policy formulation. Aim: To assess the correlation of personality traits and SES with the academic performances of undergraduate medical student based on the marks scored in the second professional Bachelor of Medicine and Bachelor of Surgery (MBBS) examination. Materials and Methods: An observational cross-sectional study of 10 months duration from May 2017 to February 2018 was done on 143 students of sixth semester (Part I) of MBBS course, in a Government Medical College of Kolkata, West Bengal, India. Participants filled up the Big Five Inventory (BFI) questionnaire that evaluates dimensions like extraversion, agreeableness, conscientiousness, neuroticism and openness, and the Kuppuswamy’s SES scale form which considers education of the head of family, occupation of head and monthly family income. The examination marks were collected from the student’s section of the institution. Demographic parameters of the population like age, gender and religion were considered. Data was tabulated in MS Excel spreadsheet and a descriptive statistical analysis was performed. Any correlation of the study parameters with student’s academic performance was determined through statistical analysis using Spearman correlation coefficient and p≤0.05 was considered significant. Results: Among the participants of the study (n=143), a mean age of 21.53 years was observed with male:female ratio of 2.04; about 87.41% of the students were Hindu while rest were Muslim. The results showed conscientiousness (r=0.1842) and neuroticism (r=0.1799) were correlated with total academic score as well as openness to pathology (r=0.1783) and forensic medicine (r=0.2362). Higher SES positively affected the results in microbiology (r=0.1698). Occupation of the head of the family was correlated positively with total marks (r=0.1677) and performances in microbiology (r=0.2256) and pathology (r=0.1919). Conclusion: Conscientious behaviour, an attitude of openness and even neuroticism, can contribute to better grades. Higher occupation of the head of the family may also contribute positively. Appropriate counselling to nurture beneficial personality traits and adequate guidance by mentors may help students achieve better academically.

The effectiveness of online team-based learning in introduction to medical ethics education for medical students at a medical college of Nepal: a pilot study

Background:The effectiveness of online classes is always a concern, and it can be overcome by opting for active learning strategies like team-based learning (TBL). This study was conducted to find out the effectiveness of online TBL as an active learning strategy. We also aimed to explore the satisfaction and perception of students toward TBL.Methods:This is a mixed-method study conducted among 29 third-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students of Gandaki Medical College using purposive sampling method in the duration of January to September 2021. Three two hours online TBL sessions were used for teaching introduction to medical ethics. The individual readiness assurance test (IRAT) scores were compared to the group readiness assurance test (GRAT) scores to evaluate the effect of TBL through cooperative learning. Learner reactions and satisfaction of students towards TBL were assessed using a validated questionnaire comprising of a five-point Likert scale. An open-ended question asking the participants to describe their overall experience of the TBL sessions was also included to explore their perceptions towards TBL. The data were collected using Google form and exported to Microsoft Excel and the quantitative data were then analyzed using Statistical Package for Social Sciences (SPSS) version 16.0. To check the normal distribution of the data, Kolmogorov Smirnov and Shapiro-Wilk test were used. Non-parametric tests were used for the non-normally distributed data. P value of < 0.05 was regarded as significant. Thematic analysis was conducted for the qualitative data.Results:The median GRAT scores were significantly higher (p = 0.006 in TBL 1 and 0.001 in TBL 2) than IRAT scores. Learner reactions toward TBL sessions were positive as shown by the mean scores which were in the range of 3.59 to 4.66. Five themes were generated from the codes: “effective learning method”, “positive experience”, “gained knowledge”, “expression of gratitude” and “the way of conduction of the sessions”.Conclusion:Online TBL in medical ethics was effective as a teaching learning tool in our setting. The students were satisfied with the learning process and rated the learning strategy positively.

Oral Health Related Habits, Knowledge, and Frequency of Dental Floss use among Undergraduate Medical and Dental Students in a Public Health Sector University in Pakistan: A Comparative Study

Objective: The current study aimed to evaluate oral health related habits, knowledge, and frequency of dental floss use among undergraduate medical and dental students. Methods: A cross-sectional study was undertaken at two institutes, Sindh Institute of Oral Health Sciences (SIOHS) and Sindh Medical College (SMC) of Jinnah Sindh Medical University (JSMU), Karachi, Pakistan, between March to May 2022. All undergraduate medical and dental students irrespective of gender, cast, creed, or socioeconomic status were eligible to partake in the study. The data on demographics including the age, gender, primary way of cleaning teeth, frequency of dental flossing, general oral health habits, assessment of knowledge of interdental cleaning aids etc. were recorded in a structured questionnaire. Results: The majority of the students acknowledged the importance of the role of students in promoting dental floss use among the community. Years of study in Bachelor of Dental Surgery (BDS) students was significantly associated with cleaning frequency (p &lt; 0.0001) and primary cleaning method (p = 0.001). Interdental cleaning aid awareness, frequency of interdental cleaning, issues from not cleaning the interdental spaces, the role and use of dental floss were all significantly correlated with year of study among BDS students. Use of secondary methods was significantly associated with years of study among Bachelor of Medicine, Bachelor of Surgery (MBBS) students (p &lt; 0.001). Conclusion: The present study concluded that years of study significantly correlated with the knowledge, awareness, and habits of dental students with respect to dental flossing. Keywords: dental hygiene, dental floss, interdental cleaning, oral health, dentist, medicine

What is the evidence for biology as the ‘heart of eligibility’ to study medicine? A retrospective analysis

The first, sometimes the only, selection tool for entry into undergraduate medicine is prior educational attainment (PEA). This is often further specified to include certain subjects, for example, biology is a prerequisite for entry into medicine in many Asian countries. However, there seems no clear evidence base for this prerequisite. Our aim, therefore, was to carry out a retrospective quantitative study comparing the performances of five cohorts of students (2015–2019 entry; n = 588) with and without biology PEA in Years 1 and 2 Bachelor of Medicine and Bachelor of Surgery (MBBS) integrated written assessments (n = 3) and anatomy practical examinations (APE) (n = 5). The study was conducted at one of Singapore’s three medical schools. Data were analyzed using independent t-tests and Mann–Whitney U with p values of less than 0.05 were considered significant. There were no significant differences in performance on any Years 1 or 2 integrated written assessments. Similarly, in one of the APE, a significant difference was found for one cohort (academic year [AY] 2015–2016) out of five assessments. These results suggest that having a prior biology qualification does not make a difference in assessment performance in the early years of medical school. This information may help stakeholders and admissions committees decide whether biology is required for medical school entrance.

Evaluation of a competency based medical curriculum in a Sub-Saharan African medical school

BackgroundMedical schools in Sub-Saharan Africa have adopted competency based medical education (CBME) to improve the quality of graduates trained. In 2015, Makerere University College of Health Sciences (MaKCHS) implemented CBME for the Bachelor of Medicine and Bachelor of Surgery (MBChB) programme in order to produce doctors with the required attributes to address community health needs. However, no formal evaluation of the curriculum has been conducted to determine whether all established competencies are being assessed.ObjectiveTo evaluate whether assessment methods within the MBChB curriculum address the stated competencies.MethodsThe evaluation adopted a cross-sectional study design in which the MBChB curriculum was evaluated using an Essential Course Evidence Form (ECEF) that was developed to collect information about each assessment used for each course. Information was collected on: (1) Assessment title, (2) Description, (3) Competency domain (4) Sub-competency addressed, (5) Student instructions, and (6) Grading method/details. Data were entered into a structured Access data base. In addition, face-to-face interviews were conducted with faculty course coordinators.ResultsThe MBChB curriculum consisted of 62 courses over 5 years, focusing on preclinical skills in years 1–2 and clinical skills in years 3–5. Fifty-nine competencies were identified and aggregated into 9 domains. Fifty-eight competencies were assessed at least one time in the curriculum. Faculty cited limited training in assessment as well as large student numbers as hindrances to designing robust assessments for the competencies.ConclusionCBME was successfully implemented evidenced by all but one of the 59 competencies within the nine domains established being assessed within the MBChB curriculum at MaKCHS. Faculty interviewed were largely aware of it, however indicated the need for more training in competency-based assessment to improve the implementation of CBME.

Factors Associated with Medical Students' Career Choices Regarding Internal Medicine in Uganda.

BackgroundThere is an unmet need for internal medicine physicians in Uganda owing to the growing burden of diseases. This study aimed at evaluating the factors associated with career choices of undergraduate medical students regarding internal medicine in Uganda.MethodsWe conducted a cross-sectional study in the first 3 weeks of October 2021 via WhatsApp messenger. Medical students in the 3rd to 5th year of study who had completed internal medicine clinical rotations and pursuing a Bachelor of Medicine and Bachelor of Surgery (MBChB) degree at 7 Ugandan universities (4 public and 3 private) were enrolled. Multivariable logistic regression model was constructed to determine factors associated with a career choice in internal medicine.ResultsWe enrolled 418 participants, median age was 24 (interquartile range (IQR): 23–26) years, 67.7% were male, and 36.1% had a family member or relative who was a doctor. Most of the students (84.0%) were interested in research. The top three most preferred specialties were internal medicine (52.6%), surgery (51.2%), and obstetrics and gynaecology (51.0%). Overall, 186 (44.5%) participants reported plans to pursue a Master of Medicine degree in internal medicine. Interest in research was the only factor independently associated with 2.5-fold higher odds of pursuing a career in internal medicine (adjusted odds ratio: 2.5, 95% CI: 1.4–4.6, p = 0.003). About 73% of the participants strongly agreed that internal medicine requires wide reading.ConclusionThere is a strong interest to pursue a career in internal medicine among Ugandan medical students. We recommend an increase in training opportunities in Internal Medicine, especially in view of the growing disease burden and increasing population growth.

Case Based Learning in Teaching Pharmacology to Undergraduate Medical Students.

Background With the new competency-based curriculum coming into effectwe need to introduce newer teaching-learning methods to help students improve their learning and acquire necessary knowledge and skills. Hence to integrate pharmacology with clinical sciences and involve the students in their learning process, case-based learning (CBL) has been found to be very successful. Thereforethe present study was planned to introduce CBL as a new teaching-learning methodin pharmacology and to know the perceptionsof the students regarding this method. Objectives The study aimed to introduce CBLto Bachelor of Medicine and Bachelor of Surgery (MBBS)students as a method of teaching pharmacology andthe perceptions of the students regarding CBL were noted. Methodology After seeking institutional review board approval and sensitizing the students and faculty about this new teaching-learning method, CBL sessions were conducted on a few topics.Perceptions of the students were recordedon a feedback questionnaireand the results were analyzed. Results Ninety-five percentof students agreed that CBL helped in better comprehension of the concepts. Ninety-six percent of thestudents found CBL interesting and96% of studentssaid that CBL will help them correlate pharmacology clinically. Conclusions The students felt that CBL is an effective learning tool and would promote the clinical application of pharmacology.

ATTITUDE TOWARDS PSYCHIATRY AND PSYCHIATRISTS AMONG MEDICAL STUDENTS IN TERTIARY HEALTH CARE HOSPITAL

Background. Psychiatry is a medical subject; many medical students ignore its importance in medicine. Regarding mental illness, many medical professionals and students are less aware as mental illness is very important in affecting the quality of care the patient receives and in choosing psychiatry as a career. This study specializes in psychiatry based on many factors, however undergraduate students’ attitude towards career choice is the most important. Objective. This study aims to explore attitude towards psychiatry subject among undergraduate medical students. Methods. This is a Descriptive cross-sectional study done at Vikhe Patil Medical College, Ahmednagar. The total of 295 volunteer students from all phases of MBBS (Bachelor of Medicine and Bachelor of Surgery) were enrolled by purposive sampling, a 30-item self-administered questionnaire, ATP-30 (Attitude towards Psychiatry) was used to measure the attitude of medical students. Data collected was analysed using SPSS version 24. The results were reported as percentage and frequencies. Results. In the study, 47.4% of the respondents were males and 52.6% were females. Out of total study participants 52.3% of our study respondents strongly agreed that psychiatry was a respected branch of medicine; 56.7% strongly agreed that psychiatry should be an important part of medical curriculum; 19.4% of study respondents considered it in the list of the career choice while the majority did not think that it should be in their career list options. Conclusions. In the study, the students from the later phases of MBBS showed positive attitude than that of the initial phases. Many students found it as respected subject and essential field of medicine for their choice of profession. However, shortcoming knowledge and awareness was observed in the responses pertaining to present available treatment and recent trends in the field.

A Comparative Study of Case-Based Learning vs. Traditional Teaching Method in Pathology in Indian Medical Graduates

Background: There has been a substantial shift in the educational curriculum in Indian medical institutes with a more experiential approach toward teaching. One such method is case-based learning (CBL). Objectives: This study aimed to compare CBL with traditional method and gain students’ and teachers’ feedback. Methods: This was a cross-sectional study conducted in the Pathology Department among second-year bachelor of medicine and bachelor of surgery (MBBS) students. The students were divided into two groups of 75 students: group A was given anemia cases, and group B was given jaundice cases. After covering theory lectures on these topics, the students were given pre-test multiple-choice questions (MCQs). This was followed by this was followed by subdividing students into five groups and conducting three CBL sessions. This was followed by post-CBL test. Data were compared using paired t-test and analyzed using SPSS software version 16. Results: Out of 150, 110 students attended the pre-and post-CBL test and completed the feedback form. There was a significant improvement (P &lt; 0.001) in the mean scores of students in both groups A and B from 8.31 and 7.54 to 13.44 and 12.71, respectively. Regarding the student feedback, it was revealed that 87% of the students agreed with the usefulness of CBL in better understanding of the topic and retention in memory. They also acclaimed that it encouraged their critical thinking and decision-making qualities. Among the faculties, all of them agreed with the incorporation of CBL in the routine curriculum. Conclusions: CBL improves students’ logical, analytical and clinical skills, which helps bridge the gap between theoretical knowledge and clinical skills. Rather than replacing, it serves better as an adjunct to the traditional lectures.

Basis, Process and Outcomes of a Student Involvement Project for Curriculum Review at the Imperial College School of Medicine.

Introduction: To help create a Bachelor of Medicine, Bachelor of Surgery (MBBS) curriculum centred around the student voice, the Imperial College School of Medicine (ICSM) recruited two medical students for a two-week student-staff collaboration in Summer 2019 for its wider curriculum review. This write-up discusses the background, processes, and outcomes of the collaboration and includes some student reflections. Methods: The team comprised a member of the faculty and two medical students (the authors). We met daily for two weeks and focussed on the Bioregulatory Systems (BRS) module of Year 1. There were three key areas of work: learning objectives, large-group sessions, and small-group sessions. Each aspect involved planning, implementation, and reflection. For example, learning objectives were recategorized and reorganised, students fed back on a new slide template for large-group sessions, and new small-group sessions were designed. Feedback from the staff was collected verbally, and the medical students submitted feedback in the form of a mid-project interview, a post-project report, and informally.Results: We achieved such outcomes as reorganising and refining learning objectives, improving large-group teaching sessions, and refining and creating small-group teaching sessions. Following the collaboration, we had a debrief session.Conclusions: This collaboration was highly valuable for both students and faculty; the feedback revealed that the ideas, discussions, and outputs had a substantial impact. Overall, student-staff collaboration will become increasingly valuable as we emerge from COVID-19; we hope this write-up informs and inspires more 'students as partners’ projects worldwide.

Perception of Medical Students Regarding TU-IOM MBBS Curriculum and Teaching Learning Methods in Nepal

Background The present Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum under Tribhuvan University - Institute of Medicine (TU-IOM) was last revised twelve-years back. Though the curriculum was built upon internationally approved recommendations on curriculum design, it is ineffectively practiced in most medical schools of Nepal with major focus on didactic teaching-learning. The curriculum, hence, needs effective implementation and revision.&#x0D; Objective To identify the strengths, weaknesses, and areas of improvement in the medical curriculum through student-based feedback and outline the possibility of incorporating newer evidence-based teaching-learning methodologies in Nepal.&#x0D; Method This is a descriptive and cross-sectional study. With appropriate ethical approval, a questionnaire was developed and disseminated virtually to all medical students of Nepal under TU from MBBS fourth year onwards. The questionnaire comprised of Likert and close-ended questions. The data analysis was followed after receiving the filled questionnaire through Google forms.&#x0D; Result A total of 337 respondents participated in the study. The most effectively implemented components out of the SPICES model were Integrated learning (I) and Community-based learning (C), with 73.89% and 68.84% responses. There were 94.7% (319) students who favored the incorporation of research in the core curriculum. Only 34.2% (115) students found PowerPoint lectures, the most utilized form of teaching-learning in Nepal, as engaging. The respondents (84.6%) showed a high degree of readiness to incorporate newer evidence-based teaching-learning tools such as flipped learning, blended learning, and peer-to-peer learning.&#x0D; Conclusion This study shows that effective interventions must be rethought on various aspects of the curriculum, taking students’ feedback on the table while considering curricular revision.

A Pilot Study to Introduce Mentoring to 1st-year Medical Students at a Private Medical College in Eastern India

Background: The stress of a difficult medical course, emotional immaturity, and acclimating to unfamiliar surroundings is all issues that new medical students encounter. As a result, a mentorship program was established to assist them in their academic and personal growth. Aims and Objectives: The purpose of this study is to introduce and assess mentors’ and mentees’ perspectives on mentorship programs. Materials and Methods: For First Professional students in the Bachelor of Medicine and Bachelor of Surgery (M.B.B.S) degree, a mentorship program was created. To sensitize the professors, a 1-day session was held. Mentors were volunteered by 17 faculty members from diverse areas. Following the sensitization, 150 MBBS first professional students were randomly assigned to these faculty members. The mentor organized a regular visit with the mentees. A validated and semi-structured feedback questionnaire was used to assess mentors and mentees’ perceptions at the conclusion of the mentorship program. Students participated in a focus group discussion. Results: The feedback survey was completed by 114 students and 17 faculty members. This program was beneficial to the mentors’ self-improvement, teaching, and communication abilities. The majority of mentees reported that the program aided them emotionally and academically. It was an excellent technique to foster a positive student–teacher relationship. The mentorship program was well received by both mentors and mentees. Conclusion: Mentorship programs, which were recently implemented, aided in the overall growth of mentors and mentees. This program was highly well received by both mentors and mentees, who saw it as an effective intervention.

Volunteering among pre-clinical medical students: Study of its association with academic performance using institutional data.

Background: Participating in volunteering activities during students' higher education experience is becoming more commonplace. Studies have noted that volunteering has a positive impact on the academic performance of undergraduate medical students. However, most of these studies rely on self-reported data like surveys, interviews, and journals. In this study, we leverage actual institutional data to examine the relationship between volunteering and academic performance among medical students in the pre-clinical phases of the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. The current study also explores the factors that might influence students' volunteering behaviours. Methods: Analysis based on retrospective data was conducted in the College of Medicine at the Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU) in Dubai, United Arab Emirates. Three years of volunteering records for three cohorts of undergraduate medical students enrolled in the MBBS program between 2016 - 2018 were reviewed and analyzed to complete this study. The correlation between the annual Grade Point Average (GPA) and volunteering was studied across the three cohorts in each study year. Results: Analysis of 153 undergraduate medical students' volunteering records revealed a significant positive relationship between the annual GPA and the number of volunteering in year two. The correlation was insignificant in year one, year three, and across the three cohorts. Conclusions: The association between academic performance and volunteering among undergraduate medical students appeared to be positive. However, this relationship differs across the pre-clinical study years and is likely influenced by factors associated with volunteering that might influence GPA.

Volunteering among pre-clinical medical students: Study of its association with academic performance using institutional data

Background: Participating in volunteering activities during students’ higher education experience is becoming more commonplace. Studies have noted that volunteering has a positive impact on the academic performance of undergraduate medical students. However, most of these studies rely on self-reported data like surveys, interviews, and journals. In this study, we leverage actual institutional data to examine the relationship between volunteering and academic performance among medical students in the pre-clinical phases of the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. The current study also explores the factors that might influence students’ volunteering behaviours. Methods: Analysis based on retrospective data was conducted in the College of Medicine at the Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU) in Dubai, United Arab Emirates. Three years of volunteering records for three cohorts of undergraduate medical students enrolled in the MBBS program between 2016 – 2018 were reviewed and analyzed to complete this study. The correlation between the annual Grade Point Average (GPA) and volunteering was studied across the three cohorts in each study year. Results: Analysis of 153 undergraduate medical students' volunteering records revealed a significant positive relationship between the annual GPA and the number of volunteering in year two. The correlation was insignificant in year one, year three, and across the three cohorts. Conclusions: The association between academic performance and volunteering among undergraduate medical students appeared to be positive. However, this relationship differs across the pre-clinical study years and is likely influenced by factors associated with volunteering that might influence GPA.