MBBS Students Research Articles

Do Analogies Simplify Physiology? A Student Perception

Purpose: Analogy are visually similar images that can help medical students integrate novel information with prior facts to enhance comprehension and strengthen inferences. The current study explores the student feedback regarding using analogies in teaching physiology. Methodology: During didactic lectures in Physiology a series of analogies were presented in 2 systems that is cardiovascular system including autonomic nervous system and gastro intestinal physiology. Anonymous feedback was collected form the first year MBBS students regarding the significance of the analogies utilized as educational aid during the didactic lectures. Results: 95.9% of the medical students reported that analogies played a crucial role in explaining the concepts. 90.7% of the respondents believed that using analogies in understanding the physiological concepts. 92.3% of the respondents felt that analogies enhanced the student-teacher interaction in the didactic lectures. Conclusion: In conclusion, the use of analogies incites student's interest in learning physiology and deepens their understanding of the concepts.

Evaluation of Team Based Learning as Teaching Methodology in UG Medical Teaching in Meghalaya

Introduction: This study evaluates the effectiveness and student perception of Team Based Learning teaching format implemented for final year MBBS students in the Department of Obstetrics and Gynecology at North Eastern Indira Gandhi Regional Institute of Health & Medical Sciences (NEIGRIHMS), Shillong (India). Methodology: Theoretical and clinical case-based questions were provided to students a week prior to the lecture. Students worked in groups to prepare and present answers via PowerPoint presentation. Feedback was collected through a structured Google form questionnaire and analyzed statistically. Results: The GAP class was positively rated by 53.6% of students, with 39.3% reporting significant enhancement in content understanding. However, 35.7% found GAP less effective than traditional lectures, citing challenges with comprehensive understanding, and unequal participation within groups. Conclusion: Overall, the findings support the integration of teaching methods like GAP to complement traditional lecture-based approaches, fostering comprehensive understanding and preparation of medical students for clinical practice.

E-resources: the Final Year Mbbs Students of Raichur Institute of Medical Science, Raichur: A Study

E-resources: the Final Year Mbbs Students of Raichur Institute of Medical Science, Raichur: A Study

Written Versus Oral Assessment Are Both Equally Effective in Pharmacology ?

Background: The undergraduate medical curriculum guidelines established by the Bangladesh Medical and Dental Council (BMDC) placed significant emphasis on assessing knowledge, skills, and attitudes in pharmacology. Currently, students are mostly assessed through written and oral assessments. However, oral assessment is resource-intensive and time-consuming while written assessment can efficiently assess a larger number of students in a shorter timeframe. Objective : This study aimed to observe the level of effectiveness of written assessment and oral assessment in evaluating learning objectives in pharmacology education for MBBS students. Methods: A formative interventional study was conducted from August 2022 to September 2023 at four medical colleges in Chattogram, Bangladesh, involving fourth year MBBS students and faculty members of pharmacology. Pharmacologists' opinions were gathered prior to the assessment, and post-assessment feedback from students and examiners were collected regarding the effectiveness of written and oral assessment methods in evaluating learning outcomes aligned with the curriculum objectives. Results: A total number of 240 students and 16 faculty members of pharmacology participated in the study. There was no significant differences found in students’ and teachers’ perceptions of written and oral assessment when evaluating objectives related to the cognitive and affective domains. However, written assessment was significantly preferred for evaluating objectives related to prescribing drug for special group and analyzing information. Teachers also favoured written assessment for evaluating objectives related to prescription writing. Examiners who conducted written assessment indicated that all objectives, except for communication with patients, could be effectively evaluated through written assessment. Oral examiners reported that certain objectives could be fully assessable by oral, while objectives related to drug history taking, ethics of prescribing and prescribing for special groups were partially assessable. Choosing safe and effective drugs and analyzing information could not be adequately evaluated through oral assessment. Conclusion: Findings of this suggest that written assessment can serve as a valid alternative to oral assessment in the pharmacology curriculum within medical education of Bangladesh. This study provides valuable insights for the BMDC, offering a cost-effective and time-saving approach to pharmacology assessment in the MBBS curriculum with adequate learning outcomes. BJME, Volume-16, Issue-01, January 2025: 26-39

Exploring the undergraduate medical students’ satisfaction with the urinary catheterization workshop and the factors affecting it; A Cross-sectional Survey.

Objective: To assess the satisfaction level of final year medical students with urinary catheterization workshop and the factors affecting it. Study Design: Cross-sectional study. Setting: Wah Medical College, Wah Cantonment. Period: October 15th, 2023 to January 15th, 2024. Methods: Satisfaction level and factors for its improvement were assessed by using a questionnaire after conducting a mandatory workshop on the skill of urinary catheterization. All the 90 final-year MBBS students present on the day of the workshop were included in the study using purposive sampling technique. The data was analyzed by using SPSS version 25. Fisher's exact test was applied to assess the association of gender with satisfaction level of students considering a p-value lesser than 0.05 as significant. For the open-ended questions, quantitative content analysis was performed. Results: The mean age of the students was 23.6+1.1 years. 82.2% of the participants had a very high satisfaction level with the workshop. Difference was observed when the satisfaction level of the students was assessed across gender (p-value=0.02). 45.6% of the students rated the workshop as good in all domains. The identified factors that can improve satisfaction with the workshop include the provision of refreshments, making smaller batches for teaching, providing feedback after skill performance and giving more time for practice. Conclusion: The majority of the students were highly satisfied with the workshop. Around half of the participants regarded the workshop as good in all domains but the students identified some factors for the improvement of satisfaction level with the workshop.

Challenges in Learning Anatomy and Preference of Assessment Methods among CBME Phase I Students in a Medical Collage in Andhra Pradesh

Introduction: The study of anatomy presents notable challenges for medical students, particularly within the frameworkof Competency-Based Medical Education (CBME). This approach emphasizes integrated learning and competencydevelopment, complicating traditional anatomy teaching. Students often struggle with content complexity and the application of knowledge in clinical settings. This study investigates the difficulties encountered by Phase I CBME students in anatomy and their preferences for teaching and assessment methods. Methods: A cross-sectional study was conducted with 150 Phase I MBBS students at Konaseema Institute of Medical Sciences, Andhra Pradesh. Data were collected using a structured questionnaire administered via Google Forms. Thequestionnaire explored challenges in learning anatomy and preferences for teaching and assessment methods. Statistical analysis was performed using SPSS software version 20. Results and Discussion: Among participants, 53.3% identified embryology as the most challenging subdivision of anatomy, followed by gross anatomy (31.3%). Key challenges included difficulty recalling content and correlating theoretical knowledge with practical applications. Regarding assessment, 57.3% preferred structured descriptive questions for theory and 56.3% supported spotters with specimen discussions for practical evaluations. Students highlighted the needfor increased use of audiovisual aids, frequent revisions, and teaching that integrates clinical relevance. The findings emphasize the importance of tailored approaches to address learning difficulties and improve student engagement in anatomy education. Conclusion: Anatomy education under the CBME framework necessitates innovative strategies to address student challenges. Implementing integrated teaching methods, leveraging technology, and refining assessment practices can enhance comprehension and retention. This study provides insights to optimize anatomy education, ensuring alignment with CBME goals and better preparing students for clinical roles. Keywords: education, Competency-Based Medical Education, learning challenges, assessment preferences, teaching methods,

Development, Implementation and Initial Evaluation of the Blueprint for MBBS Theory Exams in a Private Medical College of Pakistan

Objective: This study aimed to enhance the validity of the exam bank at Liaquat National Medical College (LNMC), Karachi, through the development and evaluation of the exam blueprinting process as part of an ongoing quality assurance initiative. Study design and setting: This study was conducted at Liaquat National Medical College (LNMC), Karachi. Participants included key stakeholders i. faculty members, ii-officials from the examination department (involved in the development of the fourth-year MBBS neuroscience exam blueprint), and iii-students. Methodology: Ethical approval for this study was taken by the LNMC Ethics Review Committee. For the ease of understanding, this article was divided into two sections: In first section, the stepwise approach of blueprint development was discussed whereas the second section dealt with feedback from 105 Year 4 MBBS students, feedback from faculty involved in this process and lastly, the experiences of examination unit personnel were explored. Results: Following the Calgary model by Coderre et al., blueprint for undergraduate MBBS theory exam was developed. Students (85%) agreed that the exam accurately assessed the taught content. Faculty expressed satisfaction with the blueprinting process, noting improvements in exam quality, topic representation, and the elimination of redundant questions. Examination unit personnel reported better time management and improved alignment with curricular objectives. Initial challenges, such as faculty’s lack of training and resistance were also identified. Conclusion: The blueprinting process significantly enhanced alignment of theory exam with educational objectives thereby ensuring the content validity. Continued training and institutional support are vital to overcoming initial challenges

EXPLORING THE IMPORTANCE OF DAILY REFLECTION WRITING AMONG UNDERGRADUATE MEDICAL STUDENTS: A CROSS-SECTIONAL STUDY

Objective: This study aimed to provide insights into the attitudes of medical students towards daily reflection writing and to explore the potential benefits of this practice for personal and professional development. The findings of this study could be used to inform medical education policy and practice, emphasising the need to integrate daily reflection writing into medical curricula. Methodology: 320 medical students (1st, 2nd, and 3rd year MBBS students) from Kabir Medical College Peshawar were included in the study from January 2023 till March 2023. Ethical approval was obtained from the Ethical Committee of Gandhara University. Two pre-tested questionnaires using a Likert scale were used. The questionnaire was self-administered, and content validity was ensured before conducting the research. Demographic information such as age, gender, and academic major was collected from participants. Descriptive and inferential analysis were applied using SPSS version 26.0. Results: The study found that most medical students positively perceived daily reflection writing. Almost half of the medical students (47.8%) found that writing in their logbooks improved their information retention, while 46.9% noticed positive changes in their learning approach. Additionally, nearly half of the participants (49.1%) reported being satisfied with the experience of daily reflection writing. These results highlight the potential benefits of integrating daily reflection writing in logbooks for medical students. Conclusion: The study highlights the need to integrate daily reflection writing into medical education curricula to foster critical thinking and self-awareness among medical students.

Pattern of edible oil consumption and practice of reuse: A health concern

ABSTRACT Background: The per capita consumption of edible oil in Indian households has risen substantially in the last decade contributing to the rising incidence of non-communicable diseases (NCDs). Increasing prevalence of reuse of edible oil for frying is an unhealthy practice, as it gives rise to formation of free radicals and other harmful agents. Hence, present study highlights the pattern of edible oil consumption and practice of reuse among the families along with the influencing factors while purchasing edible oil. Methodology: A cross sectional study was conducted among 172 families of third year MBBS students belonging to different socio-demographic and cultural background. A predesigned pretested questionnaire was administered to the families preferably to the mother. The details regarding consumption and reuse of the edible oil were asked. Result: A total of 172 families of third year MBBS students participated in the study which comprised of 672 family members. The quantity of oil consumed was estimated to be 13.64 kg/capita/year. Majority 80% of the respondents revealed that they reuse leftover oil after frying for other cooking purposes. Groundnut and soybean were the most preferred edible oil. Conclusion: According to study findings, consumption of edible oil at domestic level has increased along with the reuse of leftover oil. The increased consumption can be one of the important risk factors for increase in prevalence of non-communicable diseases which is a health concern. There is a need for the increase in awareness about use of edible oil through promotional activities for effective education of general public regarding prevention of NCDs.

Implementing Team Based Learning of Pharmacology Subject in Year 1 MBBS Programme, UiTM: A Reflection of First Experience and Ways to Move Forward

This reflection paper describes the implementation of Team-Based Learning (TBL) in the pharmacology curriculum for first-year MBBS students at the Faculty of Medicine, UiTM during the Musculoskeletal (MSK) module. TBL was primarily introduced to overcome the challenges and limitations inherent in traditional tutorial methods, including a shortage of teaching staff and the lack of an interactive, student-centred learning approach. The TBL format consists of Individual Readiness Assurance Test (iRAT), Team Readiness Assurance Test (tRAT), an appeal session to clarify iRAT and tRAT, and an application exercise using problem-based questions (PBQs). This approach fosters active learning, promote critical thinking, and encourage teamwork. This paper also reflects on the process, highlighting the importance of preparation by both educators and students, as well as thorough grouping process of the students to enhance team dynamics. Challenges faced including various technological issues, facilitator inexperience, and the suitability of clinical cases are discussed, with suggestions for improvement. These include having a more diverse case materials and structured peer feedback in the future. The experience showed that TBL encourages student engagement, collaboration, and a deeper understanding of pharmacological concepts. In conclusion, TBL fosters essential skills like critical thinking, communication, and teamwork, which are crucial for future medical professionals. Although TBL requires substantial preparation, it minimizes passive learning and enables facilitators to manage larger groups more effectively. Additionally, TBL approach allows the identification of students’ misunderstandings of fundamental pharmacological concepts that requires further explanation by the facilitators. This collaborative approach minimizes the need for multiple facilitators, allowing them to focus on providing targeted feedback and managing larger groups more effectively.

A “Sage on the Stage” to a “Guide on the Side”: Flipping the Conventional Classroom

ABSTRACT Background: In the constantly changing field of medical education, it is imperative for educators to adopt newer methods of teaching-learning. Flipped classroom [FC] is a student-centric method where the students gain knowledge outside the classroom with class time being used for application of knowledge. There is paucity of data about the use of FC’s for teaching pathology. Materials and Methods: Two batches of MBBS Phase II students were enrolled. The first batch underwent a flipped classroom. Students were given pre-class material followed by in-class activities like case scenarios to prompt in-depth discussion. Feedback was collected about the flipped class. Another batch of MBBS students was subjected to conventional classroom teaching. Both batches were administered pre- and post-tests. Results: In the flipped class, the mean post-test score was higher by 2.26 ± 3.11 and this value was statistically significant. There was a statistically significant increase in number of students acquiring A or B grade. A greater number of students got upgraded to A grade in post-test after attending flipped class as compared to conventional class. 50.6% students felt that flipped class helped in understanding key concepts. Conclusion: Flipped classrooms are a unique and student-centric method of teaching where the role of a teacher shifts from being a “Sage on the stage” to a “Guide on the Side.” Strategic planning on the part of the instructors and adequate preparation on the part of the students is vital. Flipped classroom had a more positive influence on high achievers.

Assessment of health consequences of sleep deprivation among Fakeeh College students during the exams

Objective: This study aimed to investigate the association between sleep quality, academic stress, and health perceptions among medical students at Fakeeh College in Saudi Arabia. Methods: This four-month cross-sectional study included 408 undergraduate medical students from various specialties at Fakeeh College. Participants completed an electronic self-administered questionnaire that comprised demographic information, academic performance indicators, health perception questions, and the Pittsburgh Sleep Quality Index (PSQI). Results: The majority of participants (88.0%) were aged 18-22 years, with a near-equal gender distribution (51.0% male, 49.0% female). The overall mean PSQI score was 7.26, indicating moderate sleep disturbances among students. Older students (23-28 years) and females reported significantly higher PSQI scores, suggesting poorer sleep quality. Nursing and Pharmacy students also exhibited higher PSQI scores compared to MBBS students. Health perception was strongly correlated with sleep quality; students with better health ratings reported lower PSQI scores. Exam-related stress significantly impacted sleep quality, with students experiencing higher levels of pain, anxiety, and reduced social activities reporting poorer sleep quality. Conclusion: This study highlighted the significant impact of demographic factors, health perceptions, and academic stress on sleep quality among medical students. The findings suggested a need for targeted interventions to improve sleep hygiene and support mental health, particularly for older students, females, and those in demanding academic programs. Addressing these issues could enhance both academic performance and overall well-being.

Relationship between the Lifestyle and Mental Health of Medical Students of UCMS, Bhairahawa: A Cross-Sectional Study

INTRODUCTION Medical students suffered from high level of stress during their studies and this percentage has been increasing. This study was conducted to find out association between lifestyle and mental health of MBBS and BDS students to encourage effective intervention to manage the stress. MATERIAL AND METHODS A cross sectional study was conducted at Universal College of medical sciences, Bhairahawa comprising both MBBS and BDS students from first to final years by written questionnaire using stress assessing tools. RESULTS Out of 202 students, 85.1% participants experienced stress of which 73.2% went through moderate stress while 11.9% with high stress. MBBS students were found to be more stressed than that BDS which was 59.4%. While concerning global PSQI, 57.9% complained for disturbed sleep. A significant association of stress was found with poor study ability as 89.2% experienced difficulty in coping up with study. Although more than half of students are physically active, the perceived stress score was seen still higher. A positive correlation was seen between study pattern with global PSQI (r =0.347, p= 0.001) and PSS (r =0.519, p=0.001). CONCLUSION Sleeping pattern, physical activity, substance abuse and nutrition affect mental status. Hence, interventions should be done considering all dimensions to avoid further fatal consequences.

Does Participation in Peer Assisted Learning Programs as a Tutor Lead to an Increase in Teaching Skills Domains? A Quasi-Experimental Study

Objective: To evaluate the effectiveness of a training program for tutors in peer-assisted learning using objective structured teaching evaluation scores. Study Design: Quasi-experimental study. Place and Duration of Study: Combined Military Hospital Lahore Medical College and Institute of Dentistry, Lahore Pakistan, from Jul 2022 to Oct 2022. Methodology: Peer-assisted learning was introduced for fourth-year MBBS students rotated in the Ear, Nose, and Throat Department. Twenty-two students, demonstrating strong academic performance and a willingness to teach, were chosen as peer-assisted learning tutors. A series of workshops was conducted to equip these tutors with effective peer-assisted teaching and learning strategies. To gauge the influence of the training on the tutors' teaching abilities, data were collected using 12 stationed Objective Structured Teaching Evaluation scores, both pre-and post-workshop series. Results: Of the 22 students, 16(72.73%) were females, while 6(27.27%) were males. Their ages ranged from 21 - 24 years, with a mean age of 22.45±0.73 years. The study revealed a significant improvement in total Objective Structured Teaching Evaluation raw scores for Peer-assisted learning tutors. The Pre-Objective Structured Teaching Evaluation median score was 35(IQR: 9), exhibiting a substantial increase to 61(IQR: 5.75) Post-Objective Structured Teaching Evaluation, with a statistically significant change (p<0.001). Conclusion: The research results indicate that training Peer-Assisted Learning Tutors in teaching and learning principles significantly enhanced their teaching skills.

Frequency of nomophobia among medical students of Hayatabad: A cross sectional survey

Background: Nomophobia is relatively new medical term coined in 2008 by a UK based health organization. It is an acronym to the term “No mobile phone phobia” and it refers to people anxiety and fear of not being able to use their smart phones due to their battery running out or being out of coverage area. In some cases, it can become a serious mental problem for those affected. This study was conducted to find out the frequency of Nomophobia in medical students of Hayatabad. Materials and methods: A cross-sectional study was conducted on of medical students of Hayatabad and included all 5 years MBBS students in the survey. Participants who didn’t own their own smart phone were excluded from the study. Total sample size was 325 participants. Convenient sampling methods was used for data collection. Demographic data was obtained initially and nomophobia was assessed using NMP-Q questionnaire which is 7-point Likert scale and performed scoring and minimum possible score was 20, whereas maximum possible score was 140. Data was analyzed using SPSS-version 21. Results: A total of 130 (40%) males and 195 (60%) females participated in the study. Mean age of the participants was 21.72±3.043. Out of total 325 participants majority of the participants 168 (51.7%) reported to have moderate level of nomophobia followed by severe levels. Only 42 (12.9%) participants reported to have mild levels nomophobia. Conclusion: The current study findings showed that nomophobia is quite common in medical students. Nomophobia is a serious mental health issue and awareness needs to be created to help minimize it.

Evaluation of DOPS (Direct Observation of Procedural Skills) as an Assessment Method for MBBS Students

Evaluation of DOPS (Direct Observation of Procedural Skills) as an Assessment Method for MBBS Students

Polycystic Ovaries And Associated Biochemical Features In Medical Students Of The Women Medical College In Haryana

Background: Polycystic ovarian syndrome (PCOS) is a heterogenous endocrinal disorder and one of the leading causes of infertility worldwide. Its diagnosis is based on abnormalities of the reproductive system, hyperandrogenism and persistent anovulation after exclusion of primary diseases of the ovaries and adrenal and pituitary glands. Methods: This Cross – sectional study was conducted among 362 MBBS students of a government medical college in Haryana chosen by simple random sampling. After taking written consent, interview was conducted. Categorical variables were presented in the form of frequency and proportions while continuous variables as mean and standard deviation. Results: Prevalence of PCOS among the study population was 15.74%. The mean age of onset of PCOS was 21.32 ± 1.35 years. Significant risk factors for PCOS were family h/o, drug intake for any illness, testosterone, DHEAS values, thyroid profile, Ultrasonography (USG) findings, BMI and Menstrual Irregularity with p-value < 0.005. Conclusion: PCOS is an emerging disorder that has been linked to a number of health issues, including obesity, anovulation and irregular menstruation. Age-related increases in PCOS prevalence and symptoms highlight the necessity for a multidisciplinary approach to early detection of this condition.

Dynamics of Team-Based Learning in Molecular Biology: Insights and Reflections From Undergraduate Medical Students.

To investigate the dynamics of collaborative learning in team-based learning (TBL) through students' reflections and feedback. A phenomenological mixed-methods approach was adopted where the survey and reflections were conducted concurrently after the TBL session and the results were analyzed. The study employed a mini-cluster technique to include all first-year MBBS students of batch 2023-24 with an age range between 19 and 22 years. Qualitative and quantitative data were collected from feedback and reflections submitted by 107 first-year MBBS students at the end of the TBL session. The study found five main themes related to students' engagement with the session, i.e., (1) conceptual clarity as the foundation, (2) collaborative learning culture, (3) communication skills, (4) informative and useful team discussions, and (5) interactive learning for team development. The majority of the respondents, 93 (87%), listened to classmates and coordinated with group members in discussion; 77 (72%) were willing to learn from other group members and contribute ideas to them; 79 (74%) came prepared for the session; and 75 (70%) found learning material assigned to them as appropriate. Respondents had positive perceptions regarding their participation in group work and were strongly inclined to agree with the statements provided. The study highlights the positive effects of TBL in promoting peer-to-peer engagement, active engagement, teamwork skills, and knowledge sharing among undergraduate medical students, ultimately contributing to an effective learning experience.

Implementation and Evaluation of Self-directed Learning Activity in Biochemistry for Phase I MBBS Students

Implementation and Evaluation of Self-directed Learning Activity in Biochemistry for Phase I MBBS Students

Using case-based role-play to learn professionalism in Pharmacology

Background: Professionalism has been identified as a key competency for physicians to conduct, effective and ethical practice. The current competency-based medical education curriculum lays great emphasis on the development of attitude, ethics, and communication (AETCOM) among medical students which is embedded in the core concepts of professionalism. Comprehending these concepts early in the course of medical training is especially important as such a change may lead to reducing future incidents of professional misconduct. However, teaching this complex topic to undergraduate students through routine didactic lectures alone is challenging. Methods: To address this, we divided the batch of second-year MBBS students into 5 random groups and assigned 1 case scenario for role play to each group with sub-questions for discussion and reflection. After a short introductory lecture on professionalism, each group presented their role-play and discussed the sub-questions. Assessment for the improvement in knowledge was done using pre and post-test multiple choice questions. Results: Our findings show a statistically significant improvement in the mean (± Standard Deviation) scores for post-test (16.76±3.00) vs the pre-test (11.56±2.81) (p< 0.0001). Participant feedback was overwhelmingly positive based on the 5-point Likert scale. Conclusion: This shows that an interactive and engaging model, such as relevant case scenarios and role-play with reflection, along with assessment and feedback, could be effective for medical students, in learning the complex topic of professionalism.