Reasons of Dropouts and Defaulters of Medical Students in Bangladesh (original) (raw)
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JPMA. The Journal of the Pakistan Medical Association, 2021
OBJECTIVE To evaluate student's perceptions related to their academic failure, and to compare these perceptions with their nationality. METHODS The non-interventional, bi-national, comparative study was conducted in medical colleges of Pakistan and Saudi Arabia from 2015 to 2017 and comprised medical students who had scored less than 50% in their professional examinations. Data was collected using a pre-designed 22-item questionnaire that was scored by the students on a 5-point scale. Data was analysed using SPSS 23. Results Of the 210 students, 115(55%) were Pakistanis and 95(45%) were Saudis. Common reasons of failure identified were information overload 114(50%), difficult examination 101(48%), poor teaching skills of teachers 82(39%), system of education 75(36%) and unfair examination 78(37%). In terms of nationality, 11 items were found significant (p<0.05). CONCLUSIONS Regardless of cultural and environmental differences in factors contributing towards failure in studen...
The Academic Profile of Students Failing in the First Two Years of Medical School
Middle-East Journal of …, 2007
The study was carried out to identify the characteristics of Medical Students who failed at 100 and 200 levels. The age, sex, 'O' level grades, University Matriculation Examination (UME) scores, Pre-Degree Science (PDS) scores, 100 level cumulative grade points average (CGPA), 200 level Physiology scores and Comprehensive Examination results of students admitted in 1999/2000 session were recorded. The results of those who passed the 100 level University Examination and the 200 level Comprehensive Examinations were compared with the results of the students that failed the examination. The results showed significantly poorer aggregate 'O' level grades, Pre-Degree scores and 100 level CGPA scores among students who failed in either 100 level or 200 level. However, the mean UME scores of students who failed were not significantly different from that of those who passed. On the basis of these findings, it is suggested that students 'O' level aggregates PDS scores and 100 level CGPA be considered in determining students eligible to proceed to the Medical programme proper in medical School.
Perception of the medical students in Bangladesh regarding quality of education
Z H Sikder Women's Medical College journal, 2023
Low quality of medical education has been a longstanding issue and needs to be addressed by medical teaching professionals. Like any other educational stream, teaching-learning in medicine also aims at affordable, student centered and quality education. It is possible to derive information about the efficacy of medical education in a variety of ways. Of them, perception-based assessment of the education quality is a proven method and thus this method was used in drawing the views of undergraduate medical students in many studies. These show that content-based teaching affects negatively the students' learning process. Student's educational attainment depends on the quality of teaching and learning. Satisfaction with learning and the educational achievement of medical students is directly dependent on the learning environment; the support system, course content and factual learning-all are creating communication barrier for the students. The traditional mode of teaching-learning as per the undergraduate MBBS curriculum is still predominantly followed in Bangladesh with a teacher centered, discipline-oriented, information gathering and hospital-based approach. Students' perception become negative because of delayed feedback from teachers, unavailable or poorly arranged technical support, limited self-regulation and self-motivation, the intense sense of isolation and deprivation, monotonous one-way instructional methods, and poorlydesigned traditional course content. A curriculum that includes problem-based learning may be of value to provide students with stimulating learning; structured clinical teaching with specific curricular objectives, as well as mentoring of students by faculty in a student-centered environment might improve the learning environment of the medical students.
A CROSS SECTIONAL STUDY ON MEDICAL KNOWLEDGE OF STUDENTS JOINING MBBS
Background: Medical profession is a much chosen profession today. It is a noble profession, which requires a great deal of commitment. Ignorance of medical students or doctors can endanger the lives they handle. The present study attempts to find out the medical knowledge of students joining MBBS and the association between medical knowledge and family members being doctors, type of admission (government, management, NRI) and reason for joining the course. Methods: The present study was carried out among 100 first year MBBS students of Azeezia medical college, Meeyannoor, Kollam on the first day of the joining of MBBS course. The study was done in the month of September 2014.Data was collected using a predesigned questionnaire. It consisted of 50 questions related to medical knowledge. Questions were all of multiple-choice type. Data was collected and was analyzed using SPSS software (20 th version). Chi square test was used to find out the association p value <0.05 was considered statistically significant. Results: Out of 92 students, the performance of 44 (47.8%) was good (score 40-50), 38 (41.3%) were average (score 30-39) and 10 (10.9%) were poor (below 30). 31(33.7%) were male and 61(66.3%) were female. Among the 92 students, 44(47.8%) were admitted under government seat, 32(34.8%) under management quota and 16(17.4%) under NRI seat. The relationship between type of admission and performance was highly significant (p = 0.000). The reason in 88(95.7%) students for joining MBBS was by their own interest, 1(1.1%) under peer pressure and 3(3.3%) on family interest. We found that the relationship between reason for joining MBBS and performance was significant (p=0.03). Conclusions: Our study showed that the medical knowledge among students joining MBBS was average. There was no relationship between parents being doctors or family members being in the medical profession and medical knowledge of students. Those who joined on their own interest rather than under peer or family pressure had better knowledge than others It was sad to notice that some of the students were not aware of the duration of the course and many of them were ignorant of even the basic things.
Context: Globally, it is an accepted fact that training to become a medical professional is rigorous and needs a lot of hard work. In Kempe Gowda Institute of Medical Sciences, Bangalore on an average 15-25% of each year's student intake have diffi culty in completing the medical course in the prescribed duration of 4½ years. There are many factors which infl uence the academic performance of the students. Identifi cation of these factors could help to establish a support system to help the students to improve their academic performance.
2011
Background Accreditation of curriculum by students may be useful in further modification of teaching and learning methods in medical colleges of any country specially Nepal. Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers without consulting the students for whom it is made. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree. Until now it has not been assessed as to what type of Doctors we are producing. This paper aims on the objective to find out whether integrated teaching or classical medical studies produce better doctors. Methods The present study was done to assess the teaching, learning and evaluation procedures adopted in Nepal Medical College, Kathmandu by getting feedback from students of 4 th (Basic Sciences), 5 th-7 th semesters and feedback was also taken from a few final year students (Clinical Sciences). A total of nearly two hundred students from this institution participated in this study. A multi-graded questionnaire was prepared and a pilot study of 20 students was done and the results were discussed among the authors to modify the questionnaire. This modified questionnaire was used in the main study. The same questionnaire was used for eliciting feedback from clinical students. The present study was undertaken from August 2008-January 2009. Results Out of 200 medical students, the mean age was found to be 19.4 ± 3 years SD. In gender distribution, male students (61%) were higher than female students (39%). Most of the medical students (70%) wanted to become doctor, to become rich and famous, 90% wanted to go to US (Massive brain drain). 90% of the students perceived that Anatomy is the most interesting and most relevant basic science subject for clinical studies and in Anatomy theory hours of teaching is to be increased (60%). Community Medicine was the most uninteresting subject of Basic sciences and if they are assured of attendance which subject they would not like to attend community medicine classes. 85% wanted that Pharmacology should be reduced in first four semesters and
Bangladesh Journal of Medical Education, 2014
Introduction: An important aspect in higher education consists in improving the quality of students outcomes. Infact, different factors influence these outcomes. Among these factors are the quality of teaching, material used and at the students' expectation of the institution. Part of this perception is reflected in what students expect from their teachers. It is fact that students' performance depends on teachers' exigencies, teachers' perception of students' expectations and how the teachers fit with these expectations. Methodology: It was a cross sectional type of descriptive study. Conducted in 3 medical colleges for one year (July 2012 to June 2013) with the aim to find out the expectations of students from their teachers in undergraduate medical education in Bangladesh. The total respondents were 353 students selected by convenience sampling from preclinical, para clinical and clinical departments of those medical colleges. Pre-tested, self administered, st...
Perception of Medical Students on Current Medical Education in Bangladesh
Bangladesh Journal of Medical Education
Introduction A modernized and relevant medical curriculum is the backbone of an effective medical education. A healthy and efficient medical academic environment is crucial for effective implementation of any medical curriculum. This study was performed with the aims and objectives of determining medical students’ perception of ongoing medical curriculum, teaching and learning methodologies and academic resources. Methodology: A cross sectional descriptive analytical study was conducted with a self-administered questionnaire to determine the perception of medical students about current medical curriculum, teaching-assessment methodology and learning academic environment. A total of n= 268 medical students from 4 different medical colleges participated in the study. The questionnaire consisted of 5 questions. The first two questions (Q1 and Q2) addressed students’ views ongoing medical curriculum and each were Likert type on a 1 to 5 scale (from strongly disagree to strongly agree). ...
Potential risk factors related to academic failure in a medical college: A comparative approach
JPMA. The Journal of the Pakistan Medical Association, 2020
OBJECTIVE To compare risk factors related to medical students' failure based on gender, year of study and living away from home. METHODS The cross-sectional, non-interventional, comparative study was conducted at a private medical college of Islamabad, Pakistan from 2015 to 2017, and comprised students who had even once scored <50% marks in their professional examinations. Data was collected using a questionnaire that was scored on a five-point Likert scale. Data was analyzed using SPSS 23. RESULTS Of the 115 students, 62(52%) were day scholars compared to 55(48%) hostellers; 64(56%) were females compared to 51(44%) males; and 50(43%) belonged to the second year. Overall, differences in terms of gender, year of study and living away from home were not significant (p>0.05). CONCLUSIONS Risk factors for poor academic performance were found to be common among all students.