Journal of Medical Education
Volume:18 Issue: 4, Nov 2019

Gendered attitudes have been observed in medicine over the last 50 years, and the effects of social gender inequality can be seen in professional practices from various perspectives. We aimed to examine the attitudes of residency physicians towards their gender roles, and also to examine their exposure to gender discrimination while performing tasks in their daily work-life.

This study was a cross-sectional type phenomenological research using a mixed method design. It was designed using the sequential strategy within the explanatory pattern. In the quantitativepart of the study, 81.3% of the residency students were accessed, and a survey consisting of 78 items was performed using face-to-face interviews. In the qualitative part, personal interviews were performedwith 11 residency students who were selected using the purposeful sampling method.

According to studies in medicine, the areas of specialty and the tasks to be performed in daily work-life were classified based on gender. Female physicians were exposed to gender inequality and discriminative attitudes, especially in surgical departments.

Gender roles attributed to women negatively affect their professional and academic lives.Keywords: GENDER, WOMEN’S HEALTH, RESIDENCY PHYSICIANS, MIXED METHOD

Portfolio is a measurement tool that can document student learning, performance, and achievement of key objectives. In this study, the effect of the portfolio on nursing students’ learning and satisfaction in the field training course was assessed.

This quasi-experimental study was conducted among 60 nursing students using census sampling and randomized into the control and intervention group. The performance and satisfaction of the two groups has been tested with researcher-designed questionnaires. Construct validity was used to validate the satisfaction questionnaire. Nursing student’s knowledge and clinical competency were measured at the end of the intervention. The data were analyzed using descriptive and analytical statistics through SPSS-22.

The mean (SD) of field training score in the case and control group was 18.23 (1.03) and 17.08 (1.05), respectively (P=0.000). Mean (SD) of student satisfaction from evaluation method was 55.07 (6.28) in cases versus 37.43 (11.20) in controls (P=0.000). The mean score of knowledge, application and analysis level questions in the portfolio group was significantly greater than the control group (P=0.033, P=0.000, respectively). No significant difference was seen in two group clinical competencies. The factor structure of the satisfaction survey scale was confirmed using exploratory factor analysis (P<0.000), which produced three factors (Justice, Regularity and organization and Continuity and feedback in the evaluation) and explained 83.8% of the total variance.

Use of portfolio method increases nursing student’s competence and their participation in the learning process by increasing the level of students’ satisfaction from the evaluation method.Keywords: PORTFOLIO, EDUCATION, NURSING STUDENT, SATISFACTION, EVALUATION

Teaching fundamental skills such as suturing varies between medical teaching institutions. Despite great expectations from medical students, they are often left on their own for learning theseskills, which sometimes takes place during a clerkship. We aimed to evaluate the efficiency of a suture curriculum based on simulation teaching considering the potential effect of role modelling during clinical practice.

All third-year medical students at our university were enrolled in a suture curriculum that comprised two simulation sessions. Proficiency was evaluated using a purposefully devised suture Objective Structured Assessment of Technical Skills (OSATS) score. After randomization, some participants were selected to perform sutures on patients with mentoring between the two sessions during a clerkship, and they constituted the clinical group.

A total of 254 participants met the inclusion criteria. The overall performance in the second session was statistically better compared with the first session. The clinical group (78 students) performed significantly better in terms of OSATS scores (32.3 [30-33] vs. 30.2 [21-33]; P<0.001) and the completion time (64 [25-131] vs. 96 [29-360] seconds; P=0.006) compared with the control group. We found a significant association between perception of positive role model and performance (P=0.012).

This study demonstrated the effectiveness of a simulation curriculum for suture proficiency with the reinforcing effect of mentoring during a clerkship. Simulation as part of the medical curriculum is only effective if it is integrated in clinical practice to achieve situated learning.Keywords: TECHNICAL SKILL, SUTURING, MENTORING, ROLE MODEL, SITUATED LEARNING

Ethics education in medical schools enhances ethical reasoning skills and prepares medical students for ethical dilemmas in clinical practice. However, variations in teaching ethics and mounting reports of unethical behaviour amongst medical students have raised questions as to the efficacy and benefit of ethics education in medical schools. A systematic review is undertaken to study the prevailing methods of teaching ethics in undergraduate and postgraduate medical schools to better understand teaching methods and to guide the design and redesign of ethics programs.

Braun and Clarke’s (2006) methodological framework for conducting systematic reviews and PRISMA guidelines were employed in this study. PubMed, ERIC, Embase, and PsycINFO databases were searched for articles published between January 1st, 2000 and December 31st, 2018 on teaching medical ethics in medical schools. Also scrutinised were the ethics curricula of the top 20 medical schools on the 2019 Times Higher Education World University Rankings.

5368 abstracts were identified, 559 full text articles were retrieved, 97 articles were included and thematically analysed in tandem with the curricula from top 20 medical schools. The two themes identified were the structure and approach of prevailing ethics programs.

An effective medical ethics curriculum must include ‘core’ and ‘speciality’ topics that must be accompanied by clearly defined learning objectives. A spiralled case-based interactive ethics curriculum must be integrated within the medical curriculum and supported and overseen by the school.The teaching techniques and contents must be regularly reviewed, and tutors must be longitudinally supported and trained to support students as they develop ethical sensitivity and the ability to employ their learning in a clinical context.Keywords: TEACHING; ETHICS; MEDICAL SCHOOL

With lots of thoughts after 21 years, tremendous changes have been made in the new Medical curriculum for MBBS in India. Some changes are positive while other changes require more thought for implementation. In the long run, how the program would affect the overall development of Indian Medical Graduates is still uncertain. These aspects of changes that have occurred in the Medical Curriculum have been discussed in detail in this article.Keywords: REVISED MEDICAL CURRICULUM INDIA, INDIAN MEDICAL GRADUATE, INTEGRATION,REFORMS