Omayma Hamed - Academia.edu (original) (raw)

Papers by Omayma Hamed

Background: Transparency in providing information in higher education became a very important and... more Background: Transparency in providing information in higher education became a very important and basic matter especially after internationalization of medical education. The Egyptian Society for Medical Education (ESME) aspires that Egyptian medical schools would work more towards transparency and openness for greater effective feedback. Literature review revealed almost zero results related to the transparency situation in Egyptian medical schools. Methods: This study was carried out to estimate the transparency of medical schools’ websites information concerning their accreditation process through reviewing forty Egyptian medical schools’ official websites, as well as through the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) website searching for two major transparency criteria. Each criterion was further subdivided into several information elements. Data were registered and analyzed using the Research Electronic Data Capture (REDCap). Authors e...

International Journal of Contemporary Research and Review, 2017

Background/ Purpose: Evidential bases were not performed en masse to validate assessment results ... more Background/ Purpose: Evidential bases were not performed en masse to validate assessment results in the undergraduate Surgery clerkship in King Abdulaziz University (KAU). This study aimed at producing a comprehensive package of evidence to prove validity of students’ clinical performance assessment results (as defined by Messick’s framework). Method: Guided by Messick’s conceptual framework, the problem was analyzed. Hands-on faculty development on creating an exam blueprint was done: 1. Learning objectives (LOs) revised; 2. Alignment secured; 3. Weight of (LOs) determined; 4. Number of items/topic/domain calculated; and 5. Appropriate assessment methods selected..Quantitative evidences as reliability and correlation coefficients of various validity components were calculated. The underlying values that scaffold validity evidences were explored via a Focus Group Discussion and the results analyzed by content analysis. Results: 1. The weight of different domains in the test equally ...

Journal of Forensic Medicine, 2005

The study aimed at evaluating the empathy scores in third year undergraduate medical students in ... more The study aimed at evaluating the empathy scores in third year undergraduate medical students in King Abdulaziz University; explore the factors which might have an effect on them and how might these factors affect them. Method: A cross-sectional study was done on a sample that was taken randomly from 3 rd year medical students at King Abdulaziz University (n=163) by giving them the student version of the Jefferson Scale of Physician Empathy (JSPE-S). Results: There was no statistically significant difference between female and male students in the total empathy score; female students showed significantly higher scores than males in the compassionate care and the put oneself in patient's shoes (mean scores 44.9 vs 42.2 and 13.7 vs 12.5, respectively; t=-2.20 and-2.25, p<0.05). There was a statistically significant difference on the scores among students who selected "surgery" rather than "medicine" as their future specialties. Students who has a higher GPA showed significantly higher scores in the total score and the put oneself in patient's shoes category (mean scores 13.7 vs 11.6; t= 2.92, p<0.05). There was a significant positive correlation between GPA and empathy scores. No statistically significant difference was found in empathy score between students regarding family status. Conclusion: Many personal, cultural and academic factors affect students' empathy scores. In this study, students' attitudes towards empathy carry a predominantly emotional rather than a cognitive component. Further studies are needed to evaluate all components of empathy to select those which could be teachable.

Journal of Professional Nursing, 2019

This is a PDF file of an article that has undergone enhancements after acceptance, such as the ad... more This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

Saudi Medical Journal, 2019

Objectives: To explores cultural differences between generations of faculty and students in under... more Objectives: To explores cultural differences between generations of faculty and students in undergraduate medical education and to develop an educational framework for stakeholders involvement. Methods: This is a prospective cross-sectional mixed method study. A survey was administered on students and faculty members to measure generational differences using Hofstede's dimensions of cultural orientation. The study took place at King Abdulaziz University-Faculty of Medicine, Jeddah, Saudi Arabia, on February 2015. Quantitative methods, descriptive statistics, and correlations and regression analyses were used in data analysis. In addition, qualitative data from focus groups were used to explain findings obtained from the survey. Results: A total of 736 respondents were surveyed (129 faculty members and 607 medical students). Faculty members across all generations shared the same cultural values of low power distance and masculinity and high uncertainty avoidance, longterm orientation and collectivism. Advanced medical students showed higher power distance, collectivism, masculinity and long-term orientation than faculty members; junior medical students have higher masculinity and lower uncertainty avoidance and collectivism. Conclusion: This study explains both the cultural gap between Saudi and Western medical students as well as between Saudi generations, demonstrating the need for customized curricular revisions.

Medical teacher, Jan 2, 2018

There is inadequate evidence of reported validity of the results of assessment instruments used t... more There is inadequate evidence of reported validity of the results of assessment instruments used to assess clinical competence. This study aimed at combining multiple lines of quantitative and qualitative evidence to support interpretation and use of assessment results. This study is a mixed methods explanatory research set in two stages of data collection and analysis (QUAN : qual). Guided by Messick's conceptual model, quantitative evidences as reliability and correlation coefficients of various validity components were calculated using students' scores, grades and success rates of the whole population of students in 2012/2013 and 2013/2014 (n= 383; 326). The underlying values that scaffold validity evidences were identified via Focus Group Discussions (FGD) with faculty and students; sampling technique was purposive; and results were analyzed by content analysis. (1) Themes that resulted from content analysis aligned with quantitative evidences. (2) Assessment results show...

International Journal of Medical Education, 2017

Objectives: To assess the completeness of history-taking and physical-examination notes of junior... more Objectives: To assess the completeness of history-taking and physical-examination notes of junior doctors at King Abdulaziz University Hospital per the approach they learned in medical school. Methods: In this retrospective study, we reviewed 860 admission notes written by 269 junior doctors (interns and residents) in an academic tertiary-care medical centre in Jeddah, Saudi Arabia, over a two-month period. Notes were evaluated for completeness using a checklist developed with reference to relevant medical textbooks. The checklist included 32 items related to history-taking and physical examination. Based on the review of the notes, checklist items were evaluated as complete, incomplete, not present, or not applicable according to set criteria. Data were analysed and summarised for information on the frequency and relative frequency of these types. Results: The history items varied in completeness. At the high end, asking about chief complaint and duration, associated symptoms, aggravating and relieving factors, and conducting systemic review were marked 'complete' in 74.2%, 81.7%, 80.4%, and 79.7% of notes, respectively. At the low end, asking about previous episodes, allergies, medications, and family history were complete in 5.3%, 1.9%, 4.8%, and 2.9% of notes, respectively. All physical examination items were poorly documented, especially breast examination, which was 'not present' in 95.8% of the notes. Conclusions: Junior doctors' history and physicalexamination notes are often incomplete and do not follow the approach taught in medical school. The reasons for this must be studied via focus-group discussions with junior doctors.

Medical Education Online, 2016

Background: We live in an age when education is being internationalized. This can confront studen... more Background: We live in an age when education is being internationalized. This can confront students with 'cultural hegemony' that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is 'critical consciousness'. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future. Method: The setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues. Results: Participants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum. Conclusion: Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/ sensitive conversations.

Medical Teacher, 2015

Background/Purpose: This study investigates challenges that students and faculty face to implemen... more Background/Purpose: This study investigates challenges that students and faculty face to implement assessment for learning; and the activities, capabilities, enablers, and indicators which could impact performance. Method: The study is a mixed methods research, cross-sectional, exploratory study. The study was organized through two phases of data collection and analysis (QUAL ! quan). Based on qualitative focus group discussions (FGD), we first gathered data through field notes. Later, we engaged in analysis using techniques drawn from qualitative data including categorization, theme identification, and connection to existing literature. Based on this analysis, we developed a questionnaire that could provide quantitative measures based on the qualitative FGD. We then administered the questionnaire, and the quantitative data were analyzed to quantitatively test the qualitative findings. Twenty-four faculty and 142 students from the 4th and 5th clinical years participated voluntarily. Their perception of FA and the cultural challenges that hinder its adoption were evaluated through a FGD and a questionnaire. Results: The mean score of understanding FA concept was equal in faculty and students (p ¼ 0.08). The general challenge that scored highest was the need to balance work and academic load in faculty and the need to balance study load and training and mental anxiety in students. There was no difference between faculty and students in perceiving ''learning is teacher-centered'' (p ¼ 0.481); and ''past learning and assessment experience'' (p ¼ 0.322). There was a significant difference between them regarding interaction with opposite gender (p50.001). Students showed higher value as regards the ''gap between learning theories and assessment practice'', ''grade as a priority'', and ''discrimination by same faculty gender''. Conclusion: The authors suggested a ''Framework of Innovation in Endorsing Assessment for Learning''. It emphasizes a holisitic approach through all levels of the System: Government, Accreditation Bodies, Policy makers; Institution, and Classroom levels.

Medical Teacher, 2014

In order to achieve validity of assessment results in the basic imaging module, an integrated ass... more In order to achieve validity of assessment results in the basic imaging module, an integrated assessment practice was introduced. The purpose of this article is to evaluate the impact of utilizing the created exam blueprint and relating its results to item analysis on students&amp;amp;amp;amp;amp;#39; achievement of the learning objectives as reflected in their overall performance scores and satisfaction. A simple blueprint method was created by the authors. Cross-sectional study was performed on two groups of students: one did not utilize blueprinting while the other did. Data were retrieved from the results of two questionnaires evaluating the students&amp;amp;amp;amp;amp;#39; satisfaction of the course and of their perception of ILO; students&amp;amp;amp;amp;amp;#39; scores; and from item analysis results. The adopted assessment practice was evaluated using the modified and expanded version of Kirkpatrick&amp;amp;amp;amp;amp;#39;s model. Group B results outperformed group A reflected as statistically higher students&amp;amp;amp;amp;amp;#39; scores, satisfaction, perceived and actual achievement of the assessed learning outcomes, and higher psychometric indices of the exams. The method adopted by using the newly developed blueprinting method and relating it to item analysis results has positive impact on the validity and reliability of students&amp;amp;amp;amp;amp;#39; performance results and their satisfaction in relation to intended learning outcomes.

Medical Education, 2013

promised. Because of the programme’s size, we employ a distributed model of marking whereby acade... more promised. Because of the programme’s size, we employ a distributed model of marking whereby academic staff on and off campus assess and provide feedback. There is no continuity in terms of establishing a relationship with the student or a shared context for the assessment task. Assessors are unsure about the usefulness of their feedback and about whether similar issues have been identified before. What was tried? InterACT was designed to provide a longitudinal repository of feedback and student reflection on previous assignments in the new online course. To encourage the use of feedback in future assignments, assessments were blueprinted against learning outcomes and reviewed to promote better sequencing. For each assignment, students complete a cover page on which they evaluate their work qualitatively against the assignment’s criteria, request specific feedback, and identify how previous feedback informed the current work. Tutors provide feedback about the assignment and respond to students’ self-evaluations, thus establishing dialogue. Students then upload their marked assignments into their personal journals and answer four questions relating to their interaction with and understanding of the feedback. Explicit comparison of external feedback against internal evaluative judgements of one’s work is the essence of informed self-assessment. An e-mail alerts the tutor of a student’s posting to his or her journal and the dialogue can continue as required. The journal acts as a repository for all of the student’s work throughout the programme. It is accessible to all course tutors, but only to that student. Tutors can quickly access previous feedback, which gives a longitudinal and programmatic approach to assessment. The process is introduced in the induction module to ensure familiarity. What lessons were learned? Tutors find the process valuable for dialogue with students; it allows tutors to receive immediate feedback on their feedback, clarifies issues with the assessment and module content, and efficiently closes the evaluation loop. Preliminary student evaluations indicate that students understand the pedagogical rationale and appreciate the opportunity to ask further questions about their work. The process must be easy for students, tutors and administrators to ensure engagement. Automatic alerts and reminder e-mails stimulate participation. We are now evaluating InterACT, examining stakeholder satisfaction and value, and improvements in student learning. We will introduce a patchwork assessment in which students identify how they meet exit outcomes at certificate and diploma levels using evidence from their journal reflections, and are exploring opportunities for peer evaluation.

Competence is a complex phenomenon that requires comprehensive and holistic assessment. This coul... more Competence is a complex phenomenon that requires comprehensive and holistic assessment. This could be only be achieved through a complete assessment program that navigates poles between assessment for learning, assessment of learning and assessment as learning. Assessment of competence is not an easy task; educationists resorted to unfolding competence into sub-sub-competences and assessing them as separate chunks which violated the purpose of competency-based education. This is attributed to the reduction of the rich information from an assessment to a numerical score. In addition, evaluations of chunks from different competency domains are collated together in a compensatory manner rather than in a conjunctive manner resulting in adding oranges to apples with resultant meaningless assessment information. A useful contribution to this whole issue is the introduction of entrustable professional activities (EPAs) which are considered portal for capturing and visualizing competences i...