Medical Students’ Preference, Attitude and Perception toward Basic Medical Science Subjects in a Public University, East Malaysia (original) (raw)
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Perceptions of Postgraduate Medical Students towards Basic Science Subjects in their Curriculum
2015
Basic science knowledge is essential to medical practice as, the diagnostic and therapeutic modalities have expanded beyond horizon. Medical curriculum for postgraduates expects them to integrate knowledge of basic science with clinical subjects which have to be highlighted. This study explored the perceptions of postgraduates of our medical college regarding the quality and relevance of basic science classes to their curriculum and their retention of knowledge using questionnaire and paper based assessment. About 73% of the students were unaware of the basic science orientation classes during their post graduation .70% of the students felt that the topics covered during the sessions were relevant to their specialities. 62% of the students gave overall positive feedback on the sessions.80% of the students wanted to suggest certain topics in the sessions. This study emphasizes many aspects of the curriculum the faculty needs to address in order to prepare postgraduates effectively an...
Journal of Contemporary Medical Education, 2015
Background: The learning process of medical students is influenced by their attitude and perception towards different subjects. In conventional curriculum, basic medical sciences generally provide basement for students to construct the mansion of clinical knowledge and skills. Objective: We aimed to assess the first and second year medical students' attitudes and perception towards the learning of basic sciences. Materials and methods: The questionnaire (nine items) designed by West and coworkers was distributed among 240 students and they were asked to denote their opinions using a five-point Likert scale, which ranges from "strongly agree" to "strongly disagree". First five items measured the perceived importance and relevance of basic sciences to clinical medicine, and last four items measured the students' attitudes toward, and perceived effectiveness of their education in basic sciences. The median score of statements were compared between subgroups of respondents using Mann-Whitney and Chi-square tests, wherever applicable. Results: Mean age of students was 19.8± 1.2 years; 58.2% and 41.8% were male and female respectively. Most of the respondents though disagreed with first statement and were neutral for second statement, agreed with all the remaining statements. The median scores were 12 and 9 for combination of first five statements and last four statements respectively. Significant level (p=0.003) of disagreement was shown by scholarship students than self-financed on the effectiveness of their education in basic sciences. Students' curiosity through teaching of basic sciences was found to be significantly decreased (p=0.035) in second year students. Conclusion: Students acknowledged the importance and relevance of basic sciences to clinical medicine and showed overall positive attitude toward, and perceived effectiveness of their education in basic sciences.
Advances in Medical Education and Practice, 2021
Introduction The knowledge of basic medical science could help to remember a fact and be used to understand causal mechanisms of disease process that improve the accuracy of diagnostic formulations. Objective To assess the perception and attitude of medical students towards basic medical science subjects along with retention rate and clinical relevance in Wollo University. Methods Institutional-based cross-sectional study design was employed in Wollo University from September, 2020 to October, 2020. A pre-tested and structured self-administered questionnaire was used for data collection. All opinions were rated using a positive-point Likert scale, which ranges from “strongly disagree” to “strongly agree.” The data were entered and analyzed using SPSS version 20. Results A total of 153 students participated with a 100% response rate. Among them, 45 (29.4%), 38 (24.8%), 39 (25.5%), and 31 (20.3%) were PC-II, C-I, C-II, and Intern students, respectively. Ninety-six (62.7%) of medical s...
Preference of teaching and learning methods in a new medical school of Malaysia
Teaching and learning are the two sides of a coin. Henceforth, there is a strong correlation between the methods used in delivering the information by the lecturers and the assimilation of that knowledge by the students. MBBS programme of FPSK, UniSZA, is divided into two phases, preclinical (Year I and II) and clinical (Year III, IV and V) phases. The main teaching and learning methods for preclinical phase include lecture, tutorial, practical, problem based learning (PBL) and early clinical exposure (ECE). This cross-sectional study was conducted in July 2013 in UniSZA, Malaysia. 50 respondents from preclinical phase were randomly selected from total 117 students to answers the questionnaire. The questionnaire was developed with extensive literature review and pretested and validated. The questionnaire has been divided into 5 sections. The data were analysed using the SPSS 17.0. This study showed that 36 (72%) out of 50 respondents chose lecture as the most preferred teaching and learning method. Five (10%) out of 50 respondents preferred tutorial and 3 (6%) out of 50 respondents preferred PBL, practical and ECE respectively. None of the respondents chose Computer Assisted Learning (CAL) as a preferred method. Probably learning guideline of CAL is not clear that make the session the most unpreferred. Majority of the students in preclinical phase preferred lecturer/teacher-centred learning session to acquire knowledge in a medical school.
Student's preferences for learning in medical education
International Journal of Community Medicine and Public Health, 2015
Background: The mission of medical education is to provide the medical students adequate learning experiences so that they become competent doctors. In most of the medical schools of India, it is mainly taught by means of didactic lectures, tutorials and practical classes with often least interdisciplinary interaction. Objective: The objective of the present study was to explore the student's preferences about teaching methods. Methods: A cross sectional study was conducted during the period of July to November 2014 amongst 2nd year undergraduate medical students attending community medicine subject classes. Out of total 150 students, 138 were participated in the study. A pre-designed self-reported questionnaire was used as a tool for data collection. All opinions were rated using a five-point Likert scale, which ranges from "strongly preferred" to "strongly not prefer." Data was entered in MS Excel and were analysed in the form of percentage and proportions whenever appropriate. Results: In this study, mean age of the students was 19.38 ± SD 0.69 years. Out of 138 students, 81(58.7%) were females and 57(48.3%) were males. Ninety nine (71.74%) students agreed that the length of MBBS curriculum should be 4.5 years. The most preferred mode for theory and practical teaching by students was focused group discussion and bedside clinic respectively. The most common obstacle faced by students during theory and practical learning was one way, non-interactive teaching. Conclusions: The students are interested in more interactive learning sessions. Students felt that the understanding is better with focused group discussion and bedside clinics.
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
Background: To make basic sciences easy and accessible inorder to enhance their clinical importance. Objective: basic sciences in Medical education have a pivotal role in forming foundation of a medical students. however, students have become disinterested due to the inaccessible nature of the stud system and methods. Through this study there has been an attempt made to highlight the problem and find a suitable solution. Material and Method: Data was collected from students of first, second, third, fourth, final year a house officers using a sample size of 265 .data collection was achieved by means of a questionnaire which was analysed using SPSS v.20 (IBM, Chicago, IL). Descriptive statistics were run for categorical and quantitative variables. Total scores on each subscale pertaining to basic science subjects; anatomy, physiology and biochemistry were calculated. Results: Medical students reported mixed responses on clinical significance of subjects of anatomy (moderate) and physiology (low to moderate) while biochemistry was reported as being most useful clinically. More than 50% of the respondents considered the syllabus of the basic medical sciences to be vast, in contrast to their very little clinical usefulness. Traditional teaching of basic medical sciences as individual disciplines, unrelated to each other and other clinical subjects , made them very difficult to recall and applicable in clinical years of the students, included in our survey Conclusion: Majority of the respondents in our study were of the view that the knowledge of basic medical sciences is very important in order to become a good clinician but the majority also thought that only a working knowledge of these subjects is required in clinical years. Therefore, there is no need for the deeper concepts of structures and functions.
Procedia - Social and Behavioral Sciences, 2012
The failing rate of Medical science subjects which were taught to students from the Bachelor of Nursing Program in Universiti Kebangsaan Malaysia was between 35%-45% every semester. This exploratory survey was designed to examine the issues, perception and experiences related to the learning of these subjects. Thirty, year one nursing students participated in this study. Data was analysis indicated that 53% of the students did not expect these subjects in nursing, 70% were not satisfied with the way these subjects were conducted and 40% wanted different teaching strategies. This study reveals a need to reform the teaching and learning of these subjects to a more student-centered approach.