Difference In Number Of Students Research Articles

An Analysis of Medical Students\u2019 Attitude and Motivation in Pursuing an Intercalated MSc in Clinical Anatomy

ObjectivesThis study aimed to explore what factors influence and motivate medical students to undergo an intercalated degree and why they prefer to choose an intercalated MSc in Clinical Anatomy.MethodsThe study consisted of 54 medical students enrolled in Queen’s University Belfast which offers a range of intercalated degrees, including an iBSc in Medical Science and an iMSc in Clinical Anatomy. Five-point Likert scale survey was used to collect data, designed to discover what the influencing factors were in deciding to take an intercalating degree and if they have a desire to gain research experience. It measured the motivational features of their chosen courses.ResultsIn recent years, more students (68.5%, n = 54) opted for the iMSc rather than the iBSc. This difference in number of students was statistically significant (chi-square = 33.4, P < 0.0001). It was theorized that this was due to an interest in future surgical specialization; however, this study has shown that the prime reason 72.2% of students opt to take a year out of their medical degree to carry out an intercalated degree is simply to gain an extra qualification whilst 61.1% thought it would enhance their competitiveness in the job market. Ninety-four percent of the iMSc students recommended the intercalated degree to junior students in comparison to only 34.8% of the iBSc students. This difference in percentage was statistically significant (t = 2.78, P = 0.009).ConclusionThe study shows no significant link to a desire to gain research experience in determining which intercalated programme to undertake. Students favoured iMSc more because they believed it will enhance their employability.

A causal relationship between knowledge of Sanskrit language and results of Bachelor of Ayurvedic Medicine and Surgery examination: An analytical study.

Introduction:Education in the field of Ayurveda is regulated by the Central Council of Indian Medicine (CCIM). The weightage of Sanskrit subject in first Bachelor of Ayurvedic Medicine and surgery (BAMS) course has been decreased from 250 marks to 100 marks by CCIM notification in 2012. Decrease in weightage of marks of Sanskrit subject from 250 marks to 100 marks may affect the knowledge of Sanskrit subject.Aims:To established a causal relationship between knowledge of Sanskrit language and results of Bachelor of Ayurvedic Medicine and Surgery examination.Material and Methods:Comparisons of knowledge, attitude and practice (KAP) scores and average marks in BAMS examination of two groups of students of 2nd and 3rd year BAMS and who have passed 1st year BAMS professional examination with Sanskrit subject of either 250 marks or 100 marks regarding were done. The relationship between prior exposure to Sanskrit at school level and average marks in BAMS examinations was also assessed through this study. It was a cross-sectional KAP questionnaire study. KAP questionnaire to assess KAP toward Sanskrit subject was developed and was reviewed by expert faculties. A total of 200 students of various Ayurvedic colleges from Mumbai and Navi Mumbai were enrolled in the study. The data was analyzed by appropriate statistical tests.Results and Observation:It was observed that in spite of decrease in weightage of marks of Sanskrit subject, there was no significant difference in KAP score as well as average marks in BAMS examination in both the groups. There was significant difference in number of students who had studied Sanskrit subject and who had not studied it at school level. There were significant differences in KAP score and average marks in BAMS examination in those two groups.Conclusion:Students who have studied Sanskrit at school level find it easier to get good marks in BAMS examination, and particularly Sanskrit subject. Due to less weightage of Sanskrit subject, although syllabus is not decreased to that extent; there is very limited scope to ask various questions to judge the understanding level of students. Existing or previous syllabus of Sanskrit do not make any difference in understanding of subject and also in marks in University examination.

Comparison of Honor Code and Non-Honor Code Classrooms at a Non-Honor Code University

The present paper examines the effects of a classroom honor code at a non-honor code institution by comparing a class with an honor code (HC) to a non-honor code (NHC) class. The HC class had a peer-reporting requirement and unproctored quizzes and exams. The NHC class used traditional methods of enforcing academic honesty. Surveys were distributed to the students in both classes asking for self-reports of cheating and beliefs about the instructors’ attitudes toward academic dishonesty. Despite the increased ease and temptation of engaging in academic dishonesty in the HC classroom, results showed that there was no difference in number of students who reported cheating or in number of students who witnessed cheating in the two classes. A greater proportion of students in the HC classroom than in the NHC classroom perceived the instructor to be trusting and respecting of students, and to hold academic integrity as more important than other instructors. These results suggest a classroom honor code may be a viable mechanism for promoting academic integrity through improvement of the student-instructor relationship.