Bachelor Of Surgery Research Articles

The relationship between sleep quality and happiness among preclinical students in a medical school

Sleep quality significantly impacts both mental and physical well-being. Sleep disorders are prevalent, especially among medical students, who often overlook the importance of good sleep. This study aimed to examine sleep quality, assess happiness levels, and explore the relationship between sleep quality and happiness among preclinical students. A cross-sectional study was conducted with preclinical students (Year 1 and Year 2 of Bachelor of Medicine and Bachelor of Surgery) from Manipal University College Malaysia. An online questionnaire was distributed, covering demographic data, sleep quality (measured using the Pittsburgh Sleep Quality Index), and happiness (assessed using the Oxford Happiness Questionnaire). Data were analyzed using Microsoft Excel and SPSS, with multiple linear regression used to evaluate the relationship between sleep quality and happiness. A sample of 305 participants, comprising 66.6% females and 33.4% males, participated in the study. Sleep latency analysis revealed that 25.9% of students fell asleep within 30-45 minutes, while 6.2% took 5-6 hours. Most students (55.4%) rated their sleep as fairly good, and 43.3% slept 6-7 hours per night. A significant majority (81.3%) had high sleep efficiency (>85%). The study found that 66.6% experienced minor sleep disturbances. The happiness score revealed that 53% of participants were moderately happy, with family playing a crucial role in their happiness. In the multiple linear regression analysis, the p-value for subjective sleep quality was 0.005, and for daytime dysfunction, it was less than 0.001. Both subjective sleep quality and daytime dysfunction scores significantly predicted happiness levels.: A significant association was found between subjective sleep quality, daytime dysfunction, and happiness. Preclinical students with better sleep reported higher happiness levels. Interventions to improve sleep quality, such as counselling sessions, may enhance student well-being and academic performance.

Prof. Dinkar Govind Thatte - An exceptional educator and a renowned researcher in Ayurvedic Anatomy

Abstract Professor (Dr.) Dinkar Govind Thatte’s life is characterized by meticulous devotion and is an exceptional and indispensable symbol in the field of Rachana and Kriya Sharira (Ayurvedic anatomy and physiology). In addition to his contributions to Sharira, he is famously remembered for his unwavering commitment to advocating and enhancing Ayurveda. He chose to continue with the Bachelor of Medicine and Bachelor of Surgery (BMBS) despite the prevailing trends, rejecting the merger with contemporary medicine. Dedicated and hardworking, he achieved different heights in his academic career and carved a memorable path through a life of sacrifice, devotion, innovation, and scholarly excellence. His approach to teaching, particularly cadaveric dissection through demonstration, revolutionized pedagogy in Ayurvedic education, a paradigm shift in the understanding of the human body within the context of Ayurveda. Beyond his academic pursuits, Dr. Thatte’s philanthropic spirit led him to establish the All-India Sharira Research Institute (AISRI). Through this institute, he promoted education, research, and deserving students. This article aims to honor his memory and legacy that inspires scientists, scholars, and practitioners, across the country. His family members, colleagues, and close students were interviewed to learn about his principles, workstyle, and achievements. This biography delves into the multidimensional persona of Dr. Thatte’s rise from student to becoming a forerunner in Ayurveda, primarily in Sharira, recording his pioneering discoveries and paradigm-shifting contributions in the arena of Ayurveda.

Peer-led teaching with adjunctive virtual reality leads to increased confidence and engagement in surgical education amongst medical students

Abstract Purpose The aims of this study are to (1) evaluate the efficacy of peer-led teaching in post-surgical complications; (2) evaluate the role of virtual reality (VR) in peer-led teaching; and (3) assess the impact of performance-affecting factors (core knowledge coverage, quality of teaching, confidence in peer tutors, and engagement) in peer-led teaching with VR. Methods 30 medical students in clinical years of a 6-year Bachelor of Medicine and Bachelor of Surgery (MBChB) program participated in a peer-led tutorial and VR scenario on common post-surgical complications. Each tutorial consisted of two tutors and up to eight participants. Participants then answered a 13-item questionnaire using 5-point Likert scales. Results 28 (93%) participants showed marked improvement or remained at the previous ≥ 4 Likert rating for self-perceived experience and expertise after peer-led teaching (p < 0.05); and 30 (100%) after the VR scenario (p < 0.05). Increased confidence in peer tutors, quality of teaching and engagement correlated with improved confidence in VR and real-life post-surgical complications (p < 0.05). 24 (80%) participants felt performance pressure was diminished with VR simulation. Conclusions The use of peer-led teaching with VR scenarios increases medical student engagement in learning and confidence in dealing with post-surgical complications. Further long-term research with larger cohorts is recommended.

Sticky Floor, Broken Ladder, and Glass Ceiling in Internal Medicine Academic Ranking, Leadership, and Research Productivity.

Despite more women entering medicine, substantial gender disparities remain in various medical disciplines. This study explores the extent of these disparities in Canadian academic internal medicine, particularly in academic ranks, leadership positions, and research productivity. Cross-sectional. Faculty physicians within internal medicine and subspecialties. Data on faculty physicians with Medical Doctorate (MD), Doctor of Osteopathic Medicine (DO), or Bachelor of Medicine, Bachelor of Surgery (MBBS) degrees were compiled from 17 internal medicine programs listed in the Canadian Resident Matching Service (CaRMS). Research metrics were obtained using Elsevier's Scopus, and analyses were performed with Stata v14.2. Among 5099 physician faculty members in internal medicine, 34% were women, and 66% were men. Among the faculty members holding leadership positions, 68% were men, and 32% were women. There was a significant difference in h-index between men and women physician faculty members (p ≤ 0.001), with men having a higher research output. Across all academic ranks, men faculty had higher median h-index values: Assistant Professor (12 vs. 9), Associate Professor (20 vs. 16), and Professor (40 vs. 30). Women were underrepresented in the procedural specialties, while only a few internal medicine subspecialties, such as palliative medicine and geriatrics, had a women predominance. Our study underscores existing gender disparity within academic internal medicine in Canada, aligning with global trends. Women remain disproportionately underrepresented in academic ranks, leadership positions, and research productivity. Addressing these disparities necessitates a systemic and multifaceted approach, encompassing policy reforms, mentorship, and fostering an inclusive work environment.

Social anxiety and resilience among undergraduate medical students in Kolkata: A mixed-methods study

Background: Social anxiety disorder, or social phobia, involves an uncontrollable fear of social situations, exacerbating stress and hindering academic performance. Building resilience is crucial as it helps individuals cope with and recover from stress effectively. This study aimed to assess social anxiety and resilience among undergraduate medical students at a tertiary care institute in Kolkata and to identify any associated sociodemographic factors. Methods: A mixed-methods study was conducted from April to June 2022 among 200 undergraduate medical students of Phase-I of Bachelor of Medicine, Bachelor of Surgery. Quantitative data were collected via electronic method (Google Forms). Multinomial logistic regression was performed to examine relation between sociodemographic characteristics, social anxiety, and resilience. The qualitative component consisted of in-depth interviews with 12 purposively selected participants and was thematically analysed. Results: Most (80.0%) participants were aged between 17 and 20 years, and 63.7% were from urban residences. Social anxiety was prevalent in almost 78% of participants, while only 2.1% exhibited ‘high’ resilience. Students whose mothers had received primary education and less monthly pocket money had significantly higher odds of experiencing social anxiety. Qualitative findings revealed themes such as fear of judgment, avoidance of social situations, and impacts on academic performance, with coping mechanisms including seeking social support and practicing mindfulness. Conclusion: Most of the participants experienced social anxiety, with few displaying high resilience. These findings highlight the need for comprehensive mental health support systems within medical institutions.

Suicidal Ideation, Psychological Distress and Depression in Medical Students of Pakistan: Surviving or Thriving

<i>Background</i>: In recent years, psychological stress has lead to increase in suicide cases readily among medical students of many countries. This study aims determine the prevalence of psychological stress, major depressive disorder, and suicidal ideation in Bachelor of Medicine and Bachelor of Surgery (MBBS) students of a government setup medical university in Pakistan. <i>Methods</i>: The data was gathered using a valid questionnaire containing 10 items Kessler psychological distress scale. The scale consists of the severity of the psychological distress from well, mild, moderate, and severe. Physical health questionnaire 2(PHQ2) was used for identifying the students with major depressive illness. Suicidal ideation was assessed using item no. 9 from PHQ9 questionnaire. <i>Results</i>: The overall prevalence of suicidal ideation, distress and major depression among 353 students of MBBS was 22.9%, 63.1%, 27.8% respectively. The students with major depression and moderate/severe distress are more probable to think about suicide. Moreover, Students who choose medicine under the family influence are more likely to have suicidal ideation. Besides this, we found that particularly females experience higher psychological distress as compared to males. <i>Conclusion</i>: In the overall study, it is identified that suicidal ideation is strongly correlated to depression and distress. However, controlling these factors at an early stage can prevent the suicidal thoughts, which inevitably can reduce the suicide attempts not only in medical students but could also be valuable for students of different fields.

THE KNOWLEDGE AND ATTITUDE AMONG MEDICAL STUDENTS TOWARD RADIATION ONCOLOGY AS A SPECIALTY IN A GOVERNMENT MEDICAL COLLEGE IN SOUTH COASTAL ANDHRA PRADESH - AN OBSERVATIONAL STUDY

Medical education is a continuously evolving field. Despite the radiation damage to normal cells, radiotherapy (RT) has emerged as an inevitable option for moderate-to-advanced stages of cancer. This highlights the need for radiation oncology for the growing oncology patient community. The present observational study assessed the 468 male and female Bachelor of Medicine and Bachelor of Surgery (MBBS) students’ knowledge and attitude towards radiation oncology as a specialty at A.C. Subba Reddy Government Medical College, Nellore, Andhra Pradesh, during the period of May–June 2024. The outcome measure of this study was the participants responses to a simple, internally validated, 18-item questionnaire. Four hundred and sixty-seven students completed the questionnaire and communicated via the same medium they received. The mean age of the male and female participants was 20.47 ± 1.42 and 20.37 ± 1.39, respectively. Data analysis revealed that, among participants, 312 (133 males and 179 females) knew RT was part of their curriculum. However, 70 students reported never knowing it, and 143 were never assessed on their knowledge. Despite RT being the second most preferred postgraduate field, students cited a lack of awareness about career prospects and inadequate undergraduate exposure as major barriers. Students recommended early curriculum integration, increased exposure, and more RT departments in government hospitals to attract bright students to the field. The findings of the present study reveal that efforts from regulatory bodies like the National Medical commission (NMC) are essential to enhancing awareness, training, and facility standards to guide more students toward radiation oncology.

A study of association between early menarche and anxiety in undergraduate students.

Anxiety has been reported to be one of the most common epidemics in recent years. The present study focused on understanding the association between early menarche and the prevalence of anxiety and anxiety symptoms among adult undergraduate students. This was an observational, case-control study. The sample included 146 young female adults aged more than or equal to 18 years pursuing the Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Sciences (BDS). Using an online questionnaire, participants were asked to recall and enter the age at which they attained menarche. We used the Generalized Anxiety Disorder 7- Item Questionnaire (GAD-7) to measure the severity of their present anxiety symptoms. The results showed a significant increase in anxiety symptoms in participants who had early menarche compared to those who did not have early menarche. The mean score on the GAD-7 Questionnaire for the cases was 9.93 and the control group was 6.89. The GAD-7 scores among the cases group were significantly higher in the GAD-7 scores than in the control group. This study concluded that early menarche is associated with higher anxiety levels in young adults.

Development and Validation of an Interprofessional Community-Based Teaching-Learning Module for a Family Adoption Programme for Indian Medical Undergraduates.

Medical education aims to prepare graduates to address society's health requirements effectively. The majority of assessments are summative and provide a minimal chance for feedback. The evaluation techniques and teaching-learning activities place a greater emphasis on knowledge than on attitude and abilities. They might also lack soft skills, including professionalism, ethics, doctor-patient relationships, and communication, as they are a hidden part of the traditional curriculum. Learning activities that take place in a specific setting, like a community, are referred to as community-based education. To develop and validate the Interprofessional Teaching-Learning Module for the Family Adoption Program for medical undergraduates. Method: This was an educational observational study to develop a module for a family adoption program for Bachelor of Medicine and Bachelor of Surgery (MBBS) students, which began from the first professional year and extended to the second and third professional years. Experts from different health professions were identified, and a preliminary meeting was called to discuss the purpose of the module and the role and responsibilities of each. Institutional Ethics Committee clearance was obtained after the submission of the synopsis. An interprofessional team was formed and communicated regarding the purpose of the module, and the initial draft was prepared with their contribution. The panel of experts for relevancy validated the module, and the content validity index derived, which was 0.92, was considered good and relevant. The Interprofessional Teaching-Learning Module for the Family Adoption Program is a comprehensive and collaborative approach for equipping students' necessary knowledge and skills to facilitate successful adoption and support families effectively.

Beyond the curriculum: A gay medical student's perceptions of health sciences education and healthcare access in KwaZulu-Natal.

The prevailing social constructs of cis-heteronormativity and endosexism have structurally marginalised sexual and gender minorities, leading to their limited representation and inclusion in mainstream health systems and health sciences education. The study aimed to explore a gay medical student's perceptions of the health sciences curriculum and their experiences in accessing and utilising healthcare services offered both by the university and externally. At a university in KwaZulu-Natal, South Africa. This study originates from a larger qualitative study conducted in 2018, involving 12 Lesbian, Gay, Bisexual, Transgender (LGBT)-identifying participants who were selected using purposive and snowball sampling techniques. The larger study used a case study approach to explore how healthcare services meet the sexual health needs of LGBT youth. Among the 12 sampled participants, one participant self-identified as 'gay' and was pursuing a Bachelor of Medicine and Bachelor of Surgery. This participant was specifically selected for analysis in this study because of their knowledge of health sciences education and pursuit of a career in healthcare. Three themes were identified in the participant's interview, including: (1) navigating healthcare services as a young gay man, (2) silenced voices: the impact of the limited Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, Asexual and + (LGBTIQA+) health education, and (3) challenging the silenced voices. There is a need for a well-planned curriculum that includes LGBTIQA+ issues to equip healthcare professionals with the knowledge to provide high-quality care to all patients, regardless of their sex, gender, or sexuality. The study provides solid proposals for developing an inclusive healthcare curriculum that considers identities beyond binary going forward.

Factors influencing academic failure rate among first-year Indian medical students who experienced competency-based medical education curriculum during the COVID-19 pandemic.

The primary objective of the study was to assess the factors that influenced the increased failure rate among first-year Indian medical students who appeared for the Maharashtra University of Health Science (MUHS) summative university examination, having experienced the competency-based medical education (CBME) curriculum for the first time amid the coronavirus disease (COVID-19) pandemic. A retrospective cross-sectional online questionnaire-based study was undertaken between July 2021 and November 2021, in which first-year Indian medical students who were enrolled in the Bachelor of Medicine, Bachelor of Surgery (MBBS) program in the year 2019 and appeared for the MUHS summative university examination in February 2021 were invited to participate. Analysis was done using JASP (v0.16.0.0), and the odds ratio for failure was calculated at a significance level of P < 0.05. Responses were obtained from 360 individuals, of whom 74.5% had passed and 25.5% had failed (n = 360). The odds of failure in first-year MBBS summative university examination was higher in students with irregular Internet access, irregular device access, an unsupportive peer environment in college, a National Entrance cum Eligibility Test score below 500, an unsupportive family environment during the lockdown, severe stress, severe depression, testing positive for COVID-19 before the exam, death in the family during the exam, and failing in terms and prelims and students of male gender ( P < 0.01). The total failure rate of 27% in the MUHS examination was mainly attributed to interplay between the student's mental health, lack of devices or Internet, and the changed assessment part of the CBME curriculum. Surprisingly, lecture frequencies, teaching patterns, and study resources did not influence the failure rate. These results can be used to formulate interventions that will help to improve academic performance and mental health students and thus help them adapt to the new curriculum.

Knowledge and Perceptions of Self-Medication Among Bachelor of Medicine and Bachelor of Surgery (MBBS) Students: A Cross-Sectional, Questionnaire-Based Study.

Self-medication (SM) is a common practice worldwide, and the irrational use of drugs is a cause of concern. Self-medication has various forms, including taking medications without a physician's prescription, using a previous prescription for a similar condition, or using drugs obtainable at home without getting a physician's advice. The youth are highly influenced by the media and the internet, which promote SM behavior. To determine the knowledge and perceptions of SM in Bachelor of Medicine and Bachelor of Surgery (MBBS) students in all professional years, including interns in Acharya Shri Chander College of Medical Sciences (ASCOMS) and Hospital, Jammu. The present study was conducted at ASCOMS Hospital, Jammu. A total of 200 students of MBBS were included in the study. A self-structured questionnaire was used to assess the knowledge and awareness level. The collected data were recorded in a Microsoft Excel sheet (Microsoft Corp., Redmond, WA) and analyzed with the help of IBM SPSS Statistics software for Windows, version 21.0 (IBM Corp., Armonk, NY). The present study reveals that 60% of the subjects were males and 65% of the students practiced SM, which indicates that SM is highly prevalent amongst MBBS students. It was observed that minor illness and quick relief were the major reasons for SM. Further, headache, cold/cough, and fever were the major indications for SM, whereas antipyretics and analgesics were the most commonly used drugs for SM. Conclusion: The present study concluded that there was a high prevalence of SM practice among medical students, especially among females. However, the knowledge and perceptions of SM were not insufficient.

The competing role of English and Chinese in the ‘practiced’ language policies for international medical students in a Chinese hospital

ABSTRACT Informed by the theoretical concepts of ‘practiced’ language policy and space, the study investigates the language practices of English-medium Bachelor of Medicine and Bachelor of Surgery (MBBS) programs for international students, focusing on the interactional norms of language choice in a Chinese hospital where international students are interned. In accordance with the tenets of Interactional Sociolinguistics, data were gathered through observation, audio recordings, and interviews with 15 international medical students and clinical supervisors over the course of one year. The study found that three mediums of interaction were adopted across different spaces in the hospital: an English monolingual medium, a Chinese monolingual medium, and an English and Chinese bilingual medium. The findings suggest that ‘practiced’ language policies are never static or prescribed, but rather constructed in relation to personhood, type of activity and place in multiple social spaces. The study offers implications for international medical education and the promotion of an inclusive language environment.

A study of association between early menarche and anxiety in undergraduate students

Background Anxiety has been reported to be one of the most common epidemics in recent years. The present study focused on understanding the association between early menarche and the prevalence of anxiety and anxiety symptoms among adult undergraduate students. Methods This was an observational, case-control study. The sample included 146 young female adults aged more than or equal to 18 years pursuing the Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Sciences (BDS). Using an online questionnaire, participants were asked to recall and enter the age at which they attained menarche. We used the Generalized Anxiety Disorder 7- Item Questionnaire (GAD-7) to measure the severity of their present anxiety symptoms. Results The results showed a significant increase in anxiety symptoms in participants who had early menarche compared to those who did not have early menarche. The mean score on the GAD-7 Questionnaire for the cases was 9.93 and the control group was 6.89. The GAD-7 scores among the cases group were significantly higher in the GAD-7 scores than in the control group. Conclusions This study concluded that early menarche is associated with higher anxiety levels in young adults.

Stress, Anxiety and Depression in First-year Medical Undergraduates and Coping Strategies Employed during COVID-19-induced Online Learning: A Cross-sectional Study from North India

Abstract Background: The COVID-19 pandemic, due to its rising uncertainties, was expected to negatively impact the overall psychological functioning of students undergoing first year of medical professional education with changing teaching styles and environmental restraints. Objective: The objective was to assess the impact of this stressful period on the first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students at an Institute of National importance in North India, by measuring their various emotional states such as stress, anxiety, depression and coping strategies. Methods: This was a descriptive cross-sectional study undertaken in first-year MBBS students who were admitted in February 2021 due to delay in the admission process. Their physical classes were suspended due to the onset of second wave of COVID-19 and underwent a significant shift from conventional classes to a hybrid teaching module involving online classes, minimal face-to-face contact with teachers and almost no practical exposure which is in contrast to the conventional teaching practices. Data collection was done during and in the aftermath of second wave of COVID-19 using the Depression, Anxiety and Stress Scale (DASS-21) to assess emotional state and the Brief-Coping Orientation to Problems Experienced Inventory to measure the coping strategies employed. Results: One hundred and twenty-five students were approached and 80 consented to participate. The 80 students were analysed. Elevated depressive symptomatology scores were found in 46% of students, of which 14% had scores falling in severe category. More than 62% had elevated anxiety scores, of which 26% had severe range of scores, and 37% students had elevated stress scores, of which more than 10% had severe range of scores. Venting, humour and self-blame were found to be the predominant facets of coping styles employed and they had a significant statistical correlation with all three subscales of DASS-21. Conclusion: The study found a significant prevalence of depressive, anxiety and stress symptomatology. These findings emphasise the need for mental health interventions and support programmes for medical college MBBS students to help them cope with the psychological impact of academic and personal stressors.

Transmogrifying Anatomy Learning by Kaizen Strategies and Game-Based Education.

The study explores the significance of continuous improvement through Kaizen in the evolving landscape of anatomy education. In this study, our objectives were twofold: 1) to assess the effectiveness of incorporating games in the first-year medical curriculum for reinforcing anatomy knowledge, and 2) to explore whether game-based sessions elicit improved student responses in the learning of anatomy. A total of 100 first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students at All India Institute of Medical Sciences (AIIMS), Bibinagar, Hyderabad, Telangana, India, were exposed to game-based learning which involved six rounds: acronym mnemonics (Redolent), jigsaw puzzle solving (Dumbfound), Filling gaps in concept maps (Blogging), Connecting images (Kinship), case scenario creation (Penman), and rapid-fire round (Rattling). At the end of the intervention, a test was taken and feedback was obtained from all the participants using a prevalidated questionnaire prepared based on a 5-point Likert scale. Questionnaire responses were subjected to descriptive analysis, and reliability analysis (Cronbach's α) was performed to evaluate the internal consistencies of items. A paired t-test indicated that there was a significantly large difference between before (mean (M) = 17.2, standard deviation (SD) = 9.1) and after (M = 25.9, SD = 8), t(99) = 18.4, p < .001, signifying that the performance of the students was far better with game-based learning approaches than conventional learning. Combining game-based education with Kaizen principles in anatomy education not only prepares students for success in their academic pursuits but also empowers them to navigate the complexities of the ever-evolving healthcare landscape with confidence and proficiency.

Online Medical Education During the COVID-19 Pandemic: Experience and Perception of Second-Year Bachelor of Medicine and Bachelor of Surgery (MBBS) Students in a Tertiary Care Hospital in Assam, India.

Introduction The onset of the COVID-19 pandemic-imposed changes in educational practices worldwide. It forced medical institutions to adapt to an online teaching mode, which has advantages and disadvantages. The present study aims to investigate the perceptions of medical students regarding online learning during COVID-19. Purpose This study assesses whether online teaching methods are feasible, suitable, preferred, and effective compared to traditional in-class teaching for Bachelor of Medicine and Bachelor of Surgery (MBBS) students. Methodology It is a cross-sectional descriptive study conducted on 120 second-year MBBS students ofSilchar Medical College, Silchar, India. Using Google Forms, a closed-ended pre-formed questionnaire was distributed to the students to get feedback on the advantages and challenges of online learning. The respondents were prompted to respond to the questions on a Likert scale ranging from 1 to 5. The data were analyzed using Excel 16 (Microsoft® Corp., Redmond, WA). Results The majority of the participants positively supported the feasibility, suitability, utility, and effectiveness of online learning. The most preferred online web conferencing platform for e-learning in the survey was Google Classroom. Despite the advantages, online medical education was limited by network-related issues and a lack of socializing with peers. Moreover, looking forward, about 90% of the students preferred online or a combination of online and classroom teaching. Conclusion The study highlights the positive attitude toward online education among second-year MBBS Students in a tertiary care hospital in Assam. It provides valuable insights into the challenges faced in e-learning in medical education, forming the groundwork for devising future education strategies.

A qualitative ‘free-list’ analysis of the challenges in the implementation of competency-based medical education for MBBS students in a Government Medical College in Assam

Abstract Background: In India, competency-based medical education (CBME) was introduced for the 2019–2020 batch of Bachelor of Medicine, Bachelor of Surgery (MBBS) students. Methods: The objective of this study was to identify the key challenges perceived by the medical college faculties in the implementation of the CBME curriculum for MBBS students. This was a qualitative cross-sectional study using the free-lists method to obtain data from 25 faculties about their perceptions of challenges regarding the implementation of CBME. Results: The most frequent items mentioned by faculty members were: less workforce, inadequate infrastructure, less training, assessment methodology and non-simplified curriculum. The challenge regarding the workforce had the highest Smith’s salience index score of 0.41, followed by inadequate infrastructure and inadequate time distribution for competencies in the curriculum. Conclusions: As the challenges related to the curriculum were identified, addressing them with the incorporation of local needs and aspirations is the need of the hour.

Gender-based support systems influencing female students to pursue a bachelor of medicine, bachelor of surgery (MBBS) in Rwanda

BackgroundWhile Sub-Saharan Africa contains nearly one third of the global burden of disease, it only contains 3.5% of the healthcare workforce. Furthermore, female medical doctors are underrepresented across the continent. Studies show that increasing gender representation in medicine not only bridges this gap but may have a positive impact on patient care. This study explores the support systems influencing female students to pursue medical school in Rwanda, aiming to recommend ways to increase female participation through support systems.MethodsThis is an exploratory, interpretive study employing qualitative methods. The study was conducted at thirteen secondary schools within two provinces and three universities in Rwanda that offer a medical degree program. Participants were divided into focus groups, including female and male secondary students in science and non-science combinations; teachers of secondary students; female and male students enrolled in medical school; and parents of secondary students in science and non-science combinations. Private and public, mixed and girls-only secondary schools that met the criteria were selected in each province, and all universities offering a medical degree. Participants were selected via random stratified sampling. Thirty-four semi-structured focus group discussions were conducted (28 secondary-level and 6 university-level) and 16 interviews. Data was coded inductively, with common themes identified.ResultsFour main themes were identified as support systems that can either serve as facilitators or barriers to pursuing an MBBS, including teacher support, parental or familial support, financial or institutional policy support, and having access to female mentors or role models.ConclusionSocial support systems are enablers encouraging female students to join medical school. Integrating social support systems in schools and the community has the potential to increase female applicants to medical school in Rwanda.

Perceptions of Undergraduate Students towards Utilization of Clinical Simulation in Teaching and Learning in Rural Universities in Uganda: A Mixed method study.

Simulation is a new pedagogical method in Africa that underscores the need to operationalize it and generate context-specific scholarship regarding clinical simulation in Africa. Despite the superior learning outcomes of using simulation in medical education, its use in developing countries is often limited, compounded by limited scholarship on simulation especially relevant to an African context. The research aimed to explore perceptions surrounding the use of simulation among undergraduate students. A mixed method convergent parallel design was used in which both the quantitative and qualitative approaches were employed currently to explore the perception of the undergraduate students towards the use of clinical simulation in teaching and learning. The quantitative approach assessed the perception of the students on a five-point Likert from strongly disagree to strongly agree scale while the qualitative approach employed a focused group discussion to explore the perception of the students in regards to clinical simulation. Quantitative data was analyzed using Stata Version 17. Qualitative results were analyzed through thematic analysis by Brauna and Clark. 298 participants were recruited into the study. The mean age of the participants was 27 years with a standard deviation of 5.81 years. The majority 152(51.01%) of the participants were males. Most 111(37.25%) of the participants were pursuing Bachelor of Medicine and Bachelor of Surgery. The grand mean of the perception scores of the students towards the use of simulation in clinical teaching was 3.875269 ±0.5281626. The participants strongly agreed that it is incredibly helpful to have someone who works in the field debrief with them after completing a scenario and their overall perception towards this was high (Mean =4.65241±0.6617337). This exploratory study revealed that medical, nursing, and midwifery students from the rural Universities of Busitema and Lira demonstrated a positive perception of the use of clinical simulation in teaching and learning. The results conclude that simulations help students better understand concepts in clinical settings, provide them with valuable learning experiences, and help them stimulate critical thinking abilities. Further, the participants perceive simulation to be realistic, and knowledge gained could be transferred to the clinical areas.