Tayyaba Azhar - Academia.edu (original) (raw)
Papers by Tayyaba Azhar
Pakistan Journal of Medical and Health Sciences, Mar 26, 2022
Aim: To assess the effectiveness of Gamification approach for teaching anatomy to first year medi... more Aim: To assess the effectiveness of Gamification approach for teaching anatomy to first year medical students by comparing the students’ performance in traditional teaching with gamification approach. Method: A Comparative Analytical study was conducted in undergraduate students having Taught anatomy in a private medical college of Lahore (mention Name), from 16th July -31st August 2019. A total 155 students of 1st year MBBS were enrolled and divided randomly into two groups Group 1(Traditional n=77) and Group 2 (Gamification n=78). Shapiro-wilk and Kolmogorov-smirnov test were applied to check the normal distribution of pre-test and post-test scores. Comparison of pre and post test scores by paired sample t-test resulted in significant decrease in the control group while a significant positive change in learning of experimental group. Results: Findings of the study showed that students studied in Group 2(i.e. Gamification) achieved the highest scores in post-test, compared with the other group. Mean difference of Group 2 is (MD=-6.100) compared to Group 1(Traditional) which is MD=-1.040 and paired sample t-test shows p-value=.000 of both groups, thus evident from the statistics that students of group 2(Gamification) achieved high scores as compared to traditional group. Conclusion: This study concluded that planned gamification frameworks can be generally welcomed by students. It is recommended that this approach in small group discussion is worth pursuing in future, this teaching approach can be implemented for teaching medical students where the role of teacher is more of facilitator. Keywords: Gamification, Effectiveness, Education
Pakistan Journal of Medical and Health Sciences, 2021
Background: Undergraduate medical studies are tough and require long hours of study and thus can ... more Background: Undergraduate medical studies are tough and require long hours of study and thus can lead to significant stress for the students both physically and emotionally. Stress can affect a student’s mental wellbeing and can lead to anxiety, fatigue and depression. Medical undergraduates report a greater level of perceived stress then general population. We need to understand the stressors affecting the health of our students in order to prevent psychological and emotional consequences. Methods: A descriptive cross-sectional study using the Medical student stressor questionnaire (MSSQ) was designed to determine the different stressors that a medical student deals with during their educational career at the University College of Medicine (UCM) at University of Lahore (UOL). Student participation in this study was voluntary. 1st, 2nd and 3rd year MBBS students of UCM were included in the study. The questionnaire has 20 questions that determine the academic, interpersonal & intrape...
Pakistan Journal of Medical Sciences, 2021
Objectives: MCQ’s and SEQ’s are the most widely used assessment tool in dental colleges across Pa... more Objectives: MCQ’s and SEQ’s are the most widely used assessment tool in dental colleges across Pakistan. This study explores the impact of assessment tool: MCQ’s and SEQ’s on learning approach of dental students and also identifies correlation between these assessment tools and deep & surface learning approaches in integrated and discipline based curriculum. Methods: A quantitative co-relational study was conducted in 2018 on 2nd and 4th year dental students. A pre-validated “Revised Study Process Questionnaire” was used. Spearman’s rho correlation coefficient and Wilcoxon signed ranks test were applied to determine the relationship between learning approaches and assessment tools. Internal consistency was calculated by Cronbach’s alpha. Results: Ninety six students out of one hundred and fifty completed the questionnaire. Correlation test showed that surface approach correlates significantly with MCQ’s (0.73) while no co-relation exists with SEQ’s (-0.14) in our study. Deep approac...
Health Professions Educator Journal, 2020
Background: The practical curriculum of 2nd year medical students mainly consists of neurological... more Background: The practical curriculum of 2nd year medical students mainly consists of neurological examination. Objective of this study was to see the effect of experiential learning on performance of medical undergraduates during examination of cortical and peripheral perceptions. Method: In this quasi experimental study, 142 students of 2nd Year MBBS, University College of Medicine and Dentistry were inducted and Experiential Learning cycle was used as a teaching and learning intervention. This cycle was run in 4 stages: Concrete experience, Observation and reflection, Formation of abstract concepts (analysis) and generalizations (conclusions), and Hypothesis testing leading to new experiences. A conventional practical demonstration was given followed by hands-on training by trained Demonstrators. The students were assessed at observed OSPE stations. Their performance was video-recorded for reflection. The students then reflected on performance videos (reflection on action). They w...
Pakistan Journal of Medical and Health Sciences, Mar 26, 2022
Aim: To assess the effectiveness of Gamification approach for teaching anatomy to first year medi... more Aim: To assess the effectiveness of Gamification approach for teaching anatomy to first year medical students by comparing the students’ performance in traditional teaching with gamification approach. Method: A Comparative Analytical study was conducted in undergraduate students having Taught anatomy in a private medical college of Lahore (mention Name), from 16th July -31st August 2019. A total 155 students of 1st year MBBS were enrolled and divided randomly into two groups Group 1(Traditional n=77) and Group 2 (Gamification n=78). Shapiro-wilk and Kolmogorov-smirnov test were applied to check the normal distribution of pre-test and post-test scores. Comparison of pre and post test scores by paired sample t-test resulted in significant decrease in the control group while a significant positive change in learning of experimental group. Results: Findings of the study showed that students studied in Group 2(i.e. Gamification) achieved the highest scores in post-test, compared with the other group. Mean difference of Group 2 is (MD=-6.100) compared to Group 1(Traditional) which is MD=-1.040 and paired sample t-test shows p-value=.000 of both groups, thus evident from the statistics that students of group 2(Gamification) achieved high scores as compared to traditional group. Conclusion: This study concluded that planned gamification frameworks can be generally welcomed by students. It is recommended that this approach in small group discussion is worth pursuing in future, this teaching approach can be implemented for teaching medical students where the role of teacher is more of facilitator. Keywords: Gamification, Effectiveness, Education
Pakistan Journal of Medical and Health Sciences, 2021
Background: Undergraduate medical studies are tough and require long hours of study and thus can ... more Background: Undergraduate medical studies are tough and require long hours of study and thus can lead to significant stress for the students both physically and emotionally. Stress can affect a student’s mental wellbeing and can lead to anxiety, fatigue and depression. Medical undergraduates report a greater level of perceived stress then general population. We need to understand the stressors affecting the health of our students in order to prevent psychological and emotional consequences. Methods: A descriptive cross-sectional study using the Medical student stressor questionnaire (MSSQ) was designed to determine the different stressors that a medical student deals with during their educational career at the University College of Medicine (UCM) at University of Lahore (UOL). Student participation in this study was voluntary. 1st, 2nd and 3rd year MBBS students of UCM were included in the study. The questionnaire has 20 questions that determine the academic, interpersonal & intrape...
Pakistan Journal of Medical Sciences, 2021
Objectives: MCQ’s and SEQ’s are the most widely used assessment tool in dental colleges across Pa... more Objectives: MCQ’s and SEQ’s are the most widely used assessment tool in dental colleges across Pakistan. This study explores the impact of assessment tool: MCQ’s and SEQ’s on learning approach of dental students and also identifies correlation between these assessment tools and deep & surface learning approaches in integrated and discipline based curriculum. Methods: A quantitative co-relational study was conducted in 2018 on 2nd and 4th year dental students. A pre-validated “Revised Study Process Questionnaire” was used. Spearman’s rho correlation coefficient and Wilcoxon signed ranks test were applied to determine the relationship between learning approaches and assessment tools. Internal consistency was calculated by Cronbach’s alpha. Results: Ninety six students out of one hundred and fifty completed the questionnaire. Correlation test showed that surface approach correlates significantly with MCQ’s (0.73) while no co-relation exists with SEQ’s (-0.14) in our study. Deep approac...
Health Professions Educator Journal, 2020
Background: The practical curriculum of 2nd year medical students mainly consists of neurological... more Background: The practical curriculum of 2nd year medical students mainly consists of neurological examination. Objective of this study was to see the effect of experiential learning on performance of medical undergraduates during examination of cortical and peripheral perceptions. Method: In this quasi experimental study, 142 students of 2nd Year MBBS, University College of Medicine and Dentistry were inducted and Experiential Learning cycle was used as a teaching and learning intervention. This cycle was run in 4 stages: Concrete experience, Observation and reflection, Formation of abstract concepts (analysis) and generalizations (conclusions), and Hypothesis testing leading to new experiences. A conventional practical demonstration was given followed by hands-on training by trained Demonstrators. The students were assessed at observed OSPE stations. Their performance was video-recorded for reflection. The students then reflected on performance videos (reflection on action). They w...