Medical Students' Perceptions of the Implemented Curriculum at Sinnar Medical School: A Cross-Sectional Study from Sudan.

Autor:	Toum Ahmed FM; Department of Internal Medicine, University of Sinnar, Sinnar, Sudan., Fadelallah Eljack MM; Faculty of Medicine and Health Sciences, University of Bakht Alruda, Ad Duwaym, Sudan., Osman Fadl HA; Department of Haematology, Faculty of Medical Laboratory Sciences, Al-Neelain University, Khartoum, Sudan.; Department of Medical Laboratory, Sudanese Medical Research Association, Khartoum, Sudan.; Sudan Medical Specialization Board, Khartoum, Sudan., Abdelmoneim Hamza AH; MBBS Faculty of Medicine, Al-Neelain University, Khartoum, Sudan.; Department of Human Anatomy, University of Khartoum, Khartoum, Sudan., Gsmalseed Mohammed SA; Department of internal Medicine, Sinnar Teaching Hospital, Sinnar, Sudan., Taha Muawad WA; Department of Surgery, Sinnar Teaching Hospital, Sinnar, Sudan., Almahi TMK; Department of internal Medicine, Sinnar Teaching Hospital, Sinnar, Sudan., Mohamed Ahmed SA; Department of internal Medicine, Sinnar Teaching Hospital, Sinnar, Sudan., Alameen HF; Sudan Medical Specialization Board, Khartoum, Sudan.
Jazyk:	angličtina
Zdroj:	Advances in medical education and practice [Adv Med Educ Pract] 2022 Sep 26; Vol. 13, pp. 1179-1185. Date of Electronic Publication: 2022 Sep 26 (Print Publication: 2022).
DOI:	10.2147/AMEP.S370867
Abstrakt:	Introduction: Medical school curriculum evaluation is necessary to document outcomes, determine the effectiveness of educational programs, and meet accreditation requirements. This has become more difficult over the last decade, and it is critical to carefully assess the conclusion. The purpose of this research was to gather information from Sinnar medical students regarding their perceptions of the curriculum, learning, teachers, and academic self-perception. Methodology: A cross-sectional analytic quantitative study including under and freshly graduated students was conducted in the Faculty of Medicine, University of Sinnar, Sudan, between the 18th of January 2021 and the 2nd of February 2022. Data was collected using a validated questionnaire including student perception of learning, student perception of teachers, academic self-perception, and student self-perception. Results: A total of 705 students participated in this study. Of them, 443 (63.1%) were females, with the majority from second years (35.8%) followed by fourth-year (21.6%). A 433 (64.5%) agreed that the teaching is students centred, and teaching helped them in their development (68.0%). In addition, nearly half of the participants (58.1%) stated that the teacher communicated clearly and understandably. Unfortunately, 44.6% said that the exam did not achieve all the course objectives. The most tension-induced places were the dissection room (DR) accounting (70.3%) followed by lecture halls (55.6%). The most common reason for not enhancing research skills is the unavailability of the research department (72.8%), along with the stress associated with the curriculum due to a lack of enough time for different activities (63.8%). Significant differences between males and females were found when answering questions regarding research skills and students' involvement in curriculum time management. Conclusion: Most students have a positive impression towards the local curriculum, learning, and engaged teachers. More studies with more standardization and specification regarding curriculum content, Curriculum structure and strategies, should be conducted in the future. Competing Interests: Fadi M Toum Ahmed and Mohammed Mahmmoud Fadelallah Eljack are joint first authors. The authors report no conflicts of interest in this work. (© 2022 Toum Ahmed et al.)
Databáze:	MEDLINE
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