Views of Medical Educators and Intern Doctors on the Existing MBBS Curriculum (original) (raw)
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South East Asia Journal of Public Health, 2013
This study was designed to get the views of medical teachers regarding the present status of implementation of undergraduate medical curriculum in Bangladesh. A partially descriptive open-ended questionnaire was distributed among 60 teachers of six private medical colleges and qualitative analysis of data was done. Majority of teachers recommended to review and adjust the course contents, in-course assessments and professional examinations in relation to change in total course duration and abolishing in 'carry on' system. Majori ty teachers were satisfied with current written, oral and practical assessment methods and also with present system of admission tests and internship training. Most teachers were of opinion that premedical education is not a suitable option, however, suggested training on English language, biology and professionalism at that period were supported by rest of the teachers. Most of the teachers recommended to review and update the current undergraduate curriculum and implement it properly to make competent graduate doctor for the community.
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). ...
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 Anatomy, 2010
Objective: To identify the relevancy of contents of undergraduate medical curriculum of Bangladesh for providing service at primary health care (PHC) level through exploring the views of government PHC doctors. Methods: This descriptive study was conducted upon the government doctors who were working at primary health care level of Bangladesh. A total of 545 doctors of 176 upozilas of 62 districts of the country participated in this study by filling mailed self administered semi-structured questionnaires Result: It was found that majority of doctors were satisfied on their skill and knowledge that they acquired at undergraduate level. Their opinions indicated that clinical subjects of MBBS course need more emphasis than basic subjects. On the basis of their opinion a total of 129 health problems are prioritized according to the load of the health problems at the working place of PHC doctors. Conclusion: Curriculum of undergraduate medical education should be reviewed and more emphas...
A Review of The Undergraduate Medical Curriculum in Bangladesh
In the recent years, educational institutions around the world have been increasingly confronted with the challenge of making their curricula relevant to the needs of the time. Medical education in Bangladesh has also experienced many changes and challenges. The government has taken initiatives to bring reform in medical education over the last two decades through the UNDP-funded Project1, the FIMC Project2 and the Health and Population Sector Program (HPSP)3. The outcome is not frustrating, rather encouraging, as an "educational environment for change" has been established in the arena of medical education of Bangladesh. The positive aspects are: (i) growing realisation among stakeholders to review existing curriculum4-5; (ii) availability of a sufficiently large “critical mass” of trained teachers in medical education6; (iii) availability of resources, expertise, procedures and guidelines which were left behind by the FIMC Project4-5; (iv) presence of an organisational and operational framework of the Quality Assurance Scheme, both nationally and locally in the medical colleges4; and (v) commitment to improve the medical education in the current Health and Population Sector Program (HPSP)3. Since its development, 1988-curriculum has been criticised by several authorities as it is not strongly oriented towards community health needs and advocated urgent interventions for its revision and improvement1-4, 7-15. This paper discusses the progresses, pitfalls and perspectives of medical education in Bangladesh and put forward recommendations for its improvement.
Kathmandu University Medical Journal
Background The present Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum under Tribhuvan University - Institute of Medicine (TU-IOM) was last revised twelve-years back. Though the curriculum was built upon internationally approved recommendations on curriculum design, it is ineffectively practiced in most medical schools of Nepal with major focus on didactic teaching-learning. The curriculum, hence, needs effective implementation and revision. Objective To identify the strengths, weaknesses, and areas of improvement in the medical curriculum through student-based feedback and outline the possibility of incorporating newer evidence-based teaching-learning methodologies in Nepal. Method This is a descriptive and cross-sectional study. With appropriate ethical approval, a questionnaire was developed and disseminated virtually to all medical students of Nepal under TU from MBBS fourth year onwards. The questionnaire comprised of Likert and close-ended questions. The data an...
Graduate perception on the Undergraduate Medical Curriculum
South-East Asian Journal of Medical Education
Introduction: Graduate perception is supreme in assessing the effectiveness of the Undergraduate medical curriculum. The curriculum of the Faculty of Medicine, University of Colombo consists of the Basic Sciences Stream, Applied Sciences Stream, Community Medicine Stream, Behavioral Sciences Stream and the Clinical Sciences Stream. Quality assessment and improvement programs similar to this study are undertaken routinely to ensure optimum teaching. Objective: To assess the perception of recent graduates regarding the overall MBBS curriculum, outcome of the programme and career goals, administration, services provided, infrastructure and opportunities. Methodology: The study population consisted of 198 graduates with a response rate of 66.1%. A routinely used self-administered questionnaire was used. Results: Majority of participants had a positive impression regarding the overall MBBS programme (96.2%). Overall agreement regarding the academic curriculum was that the learning outcom...
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.
Views of Medical Teachers Regarding the Need of Training or Course on Medical Education
Bangladesh Journal of Medical Education, 2014
Background Medical education in Bangladesh is poorly assessed and there is a general lack of documented knowledge about the challenges facing this field and the needs for its development. This study aimed to assess the need of medical education training or course for the teachers of medical colleges. Methods A quantitative study based on a self-administered questionnaire of a purposive sample of 204 teachers of different medical colleges was conducted from 1st July, 2011 to 30th June 2012 to explore their views regarding the training or course in medical education. Results The study revealed that majority (98.5%) of respondents showed their interest for training or course on medical education. Among them 61% preferred a regular course, 29% desired for training program and 10% for refresher training on medical education. Most of the respondents (68%) agreed that there are some barriers to participate in a training or course on medical education. Conclusions The existing medical educa...