Medical Education Terminologies: Do These Really Percolate to the Level of Medical Students? A Survey.

Autor: Jagzape A; Associate Professor, Department of Physiology, Shri Shankaracharya Institute of Medical Sciences, Raipur, Chattisgarh, India., Jagzape T; Associate Professor, Department of Pediatrics, AIIMS, Raipur, Chattisgarh, India., Pathak S; Professor and Head, Department of Pharmacology, JNMC, Sawangi (M), Wardha, Maharashtra, India.
Jazyk: angličtina
Zdroj: Journal of clinical and diagnostic research : JCDR [J Clin Diagn Res] 2017 Sep; Vol. 11 (9), pp. JC01-JC05. Date of Electronic Publication: 2017 Sep 01.
DOI: 10.7860/JCDR/2017/26582.10631
Abstrakt: Introduction: In Medical Education Technology, many terminologies are embodied in faculty training programs; used by teachers in daily practice like learning objectives, curriculum, and domains, formative and summative assessments. The awareness and knowledge of students regarding these terminologies, is questionable.
Aim: To assess the awareness and knowledge of the students of all phases of MBBS - regarding terminologies in medical education.
Materials and Methods: The study was questionnaire based survey at a private medical college in rural setting. Participants were the students from first, second, third Part I and third part II MBBS. Sample size included 175, 161,150 and 162 participants of first, second, third Part I and third Part II MBBS respectively. The questionnaire included 10 closed and one open ended questions which included the themes in educational spiral like: learning objectives, teaching-learning and assessment.Statistical data analysis was done by using descriptive and inferential statistics (Chi-square test) and p<0.05 was considered as level of significance. Qualitative data was analysed using coding and categorization.
Results: Percentage of students participated for first, second, third Part I and third Part II MBBS were 87.5%, 80.09%, 93.16% and 90% respectively. The students were aware of some terms like learning objectives, its importance, curriculum; but knowledge component was missing. For some terms like cognitive, psychomotor, affective domain, simulation, formative, summative assessment; awareness as well as knowledge was missing. The methods suggested by students regarding the terminologies ranged from explanation of importance of these terms to its application.
Conclusion: Efforts should be made in the direction to increase the awareness and knowledge of the basic terminologies used in medical education technology.
Databáze: MEDLINE
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