Utility of iRat as a Tool to Identify Low Academic Performers in 1st Year MBBS with High Scores in Pre-Medical Examination

Objective: To identify low performers by utilizing individual readiness assurance test (i-RAT) scores in first year MBBS students using Team-based learning (TBL) strategy. Study Design: Cross sectional observational study. Place and Duration of Study: Study was conducted in Federal Medical College Islamabad from 10 January to 31 March 2022. Materials and Methods: TBL were introduced in 1 year MBBS. Six TBL activities were practiced by Anatomy Department during the 12-week respiratory and CVS course program. Premedical examination scores, first week individual readiness assurance scores and average i-RAT scores of 6 weeks were gathered. Mean and standard deviation were calculated. Difference in the first week i-RAT scores of three groups based on their premedical examination scores i.e., upper percentile group (A), middle percentile group (B) and lower percentile group (C). Each group comprised of 37 students, was calculated using One Way ANOVA Method. Pearson correlation coefficient (r) was used to access strength and direction of linear association between premedical examination scores and i-RAT scores. The data was analyzed in the statistical package for social sciences (SPSS) version 21 for analysis. Results: High scorers in premedical examination (Group A) showed lowest scores in first week iRAT (i-RAT 1) and Average i-RAT when compared with group B and C with significant p value < 0.05. Significant increase was seen in progressive i-RAT scores in all 3 groups. Negative linear association (r= -0.2) was found between premedical examination scores and i-RAT 1 scores. A strong positive linear association with r= 0.54 was found between first i-RAT and average i-RAT scores. Conclusion: High achievers in premedical examinations struggled the most in 1 year of medicine

Synthesis and characterization of nanobiochar from rice husk biochar for the removal of safranin and malachite green from water

Xenobiotic pollution in environment is a potential risk to marine life, and human health. Nanobiotechnology is an advanced and emerging solution for the removal of environmental pollutants. Adsorption-based technologies are being used to alleviate the global prevalence of xenobiotics like dyes, due to their high efficacy and cost effectiveness. Current study explored the potential of nanobiochar syntehsized via ultrasonication and centrifugation from rice husk for dye removal from water. It involves the synthesis of nanobiochar from rice husk biochar for removal of Safranin, Malachite green, and a mixture of both from aqueous water. Biochar was synthesized through pyrolysis at 600 ◦C for 2 h. To convert it into nanobiochar, sonication and centrifugation techniques were applied. The yield obtained was 27.5% for biochar and 0.9% for nanobiochar. Nanobiochar analysis through Fourier-Transform Spectrometer (FTIR), X-ray Power Diffraction (XRD) and scanning electron microscopy (SEM) suggested its crystalline nature having minerals rich in silicon, with a cracked and disintegrated carbon structure due to high temperature and processing treatments. Removal of dyes by nanobiochar was evaluated by changing different physical parameters i.e., nanobiochar dose, pH, and temperature. Pseudo-first order model and pseudo-second order model were applied to studying the adsorption kinetics mechanism. Kinetics for adsorption of dyes followed the pseudo-second order model suggesting the removal of dyes by process of chemical sorption. High adsorption was found at a higher concentration of nanobiochar, high temperature, and neutral pH. Maximum elimination percentages of safranin, malachite green, and a mixture of dyes were obtained as 91.7%, 87.5%, and 85% respectively. We conclude that nanobiochar could be a solution for dye removal from aqueous media.Biotecnologí

How to get published in a standard peer-reviewed medical journal: Some useful tips for novice authors

Young researchers and novice authors face lot of difficulties to document their research work and get it published due to lack of guidance and proper training in the art of scientific writing. This manuscript provides some important information and highlights some useful tips for novice authors which if followed in letter and spirit will minimize the trauma to their manuscripts with increased chances of publication in standard peer reviewed biomedical journals even those with Impact Factor. Other authors will also find it helpful to know the details related to the whole publishing process.&#x0D; doi: https://doi.org/10.12669/pjms.36.6.3135&#x0D; How to cite this:Aziz A. How to get published in a standard peer-reviewed medical journal: Some useful tips for novice authors. Pak J Med Sci. 2020;36(6):1408-1411. doi: https://doi.org/10.12669/pjms.36.6.3135&#x0D; This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.</jats:p

What problems make students struggle during their undergraduate medical education? A qualitative exploratory study

Objective: To explore problems faced by struggling undergraduate medical students and their impact on student’s academics.&#x0D; Methods: A qualitative case study was carried out from March to August 2019. Semi-structured interviews were conducted with a purposive sample of sixteen struggling students. The interview questions were validated and then piloted to ensure clarity. All interviews were audio recorded and transcribed verbatim. Due to sensitive nature of the data, confidentiality and anonymity was ensured. Thematic analysis was employed to get meaning with in the data set. All authors ensured analytical triangulation by independently analyzing the data before developing consensus on the codes and themes.&#x0D; Results: Eleven sub-themes under four major themes emerged from the transcripts. Participants were found to be struggling with emotional, academics and family related problems. Psychological distress was caused by factors such as fight with friends, one-sided love, and hard financial times. Time management, lack of attention and commitments at home were few of the other problems. Problems had an impact on students as they were demotivated, lost focus in their studies, could not perform good and few participants even failed in examinations.&#x0D; Conclusions: Students were struggling more with emotional and family related problems and less with academics related problems. They were impacting student’s academics. The study site had a robust mentoring program however, struggling students need timely identification and more dedicated time to help them manage their problems. Stress relieving activities and counselling sessions may frequently be added, and academically underachieved students should also be given extra care, support, and guidance.&#x0D; doi: https://doi.org/10.12669/pjms.36.5.2267&#x0D; How to cite this:Aziz A, Mahboob U, Sethi A. What problems make students struggle during their undergraduate medical education? A qualitative exploratory study. Pak J Med Sci. 2020;36(5):1020-1024. doi: https://doi.org/10.12669/pjms.36.5.2267&#x0D; This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.</jats:p

Benefits of Reflective Writing in Health Care through the Vivid Lens of House Officers

This article was migrated. The article was marked as recommended. Introduction: Reflective writing, a complex human activity is one of the innovative pedagogies to promote deep learning among medical students and doctors. Despite its potential to facilitate learning, there is limited literature on evaluation of various purposes of reflective writing in medical education. Hence, aim of this study is to develop an instrument and evaluate the perceptions of house officers about benefits of reflective writing. Methods:Mixed method study followed AMEE 87 guidelines for questionnaire development. The study was carried out from Oct 2018-Feb 2019 in a dental college in Islamabad. A 30-items questionnaire was developed by following these steps: (1) conduction of literature review, (2) item development, (3) conduction of cognitive interviews and (4) pilot testing. Coding and interpretation of transcribed data and notes taken during cognitive interviews was done to finalize three main themes (learning, self-regulation and alteration in clinical behavior) identified in literature review. In pilot testing, participants were asked to rate the purposes of reflective writing on a three-point Likert scale (Agree, do not know and disagree). Data was analyzed using SPSS version 22. Results: All of nineteen house officers (n= 3 for cognitive interviews, n= 16 for pilot testing) had previous experience of writing reflections using Gibb's reflective cycle. Thirteen (81%) out of sixteen house officers agreed that reflective writing improves learning, helps in self-regulation and alters clinical behavior, two (13%)did not know about the three themes that were finalized in cognitive interviews and one (6%) did not agree. Discussion and Conclusion:Reflective writing improves learning, helps in self-regulation and alters clinical behavior in the selected house officers. This study may inspire medical education experts to include reflective writing as a part of formal undergraduate medical and dental curriculum to enhance student's learning experience.</ns4:p

MEDICAL EDUCATOR'S NONVERBAL BEHAVIOR AND ITS IMPACT ON STUDENTS AND EDUCATIONAL ENVIRONMENT

BACKGROUND &amp; OBJECTIVE: Nonverbal communication has been overlooked in medical education. The purpose of this study was to explore student-teacher perceptions regarding impact of nonverbal behavior of medical educators on educational environment.&#x0D; METHODOLOGY: A qualitative exploratory study was conducted among purposively chosen final year students (n=150) and medical teachers (n=73) from three dental colleges of Islamabad. A web-based survey concerning three domains of kinesics (Facial expressions, Gestures, Head movement and postures) was developed and validated before execution. Comparison of participant’s responses to closed-ended questions was done by applying Fisher’s Exact Test and open-ended questions were thematically analyzed.&#x0D; RESULTS: Response rate of students and teachers was 46% and 63% respectively. Five out of nine closed-ended questions gave statistically significant difference among student’s and teacher’s responses (p≤0.05). Twenty-seven subthemes emerged from three domains of kinesics. Students revealed that happy mood of their teachers reduces boredom in the classroom and a teacher’s smile lets them freely express anything, whereas anger produces fear among them. According to the educators a happy instructor inspires students to study and makes the environment friendly and an undemanding smile helps build a rapport with students. Moreover, positive gestures used by teachers encourage students to clarify concepts and upright posture brings energy and motivation to the classroom.&#x0D; CONCLUSION: A teacher’s nonverbal behavior has a profound effect on educational environment. A smile on a teacher’s face creates a friendly and fearless environment whereas anger creates barriers to communication. A happy teacher can generate a pleasant and motivating learning environment.</jats:p

Exploring the experiences of struggling undergraduate medical students with formal mentoring program at a private medical college in Rawalpindi

Objective: To explore the experiences of struggling undergraduate medical students (mentees) with formal mentoring program at a private medical college in Rawalpindi.&#x0D; Methods: A qualitative exploratory study was carried out from March to August 2019. Data was collected from a purposive sample of sixteen struggling undergraduate students. Validated interview guide was utilized to conduct semi-structured one-to-one interviews. Interviews were audio recorded and transcribed accurately. Confidentiality and anonymity were ensured to the participants due to the sensitive nature of the data. Various measures were taken to achieve trustworthiness in the study. Manual thematic analysis was performed and consensus among all authors was built regarding themes and subthemes.&#x0D; Results: Four themes and twelve subthemes emerged from the data. Participants were satisfied with the psychosocial outcomes of the mentoring program such as emotional, moral, and psychological support, and personal and professional development. Mentees told that mentors were their best guides who shared their life experiences. Moreover, mentors provided guidance on Islam, research methods, and case-based learning. Further, mentees said that mentors provide solutions to their problems. Useful suggestions were provided by the mentees regarding betterment in the present mentoring program such as recruitment of committed staff, the need for verbal feedback from mentees about their mentors, need for career counselling and one-to-one mentoring sessions.&#x0D; Conclusions: Majority of the mentees were satisfied with the formal mentoring program. Mentoring focuses on personal and professional development of all medical students. In addition to the useful suggestions provided by the mentees, there is a need for the addition of specific strategies to deal with students struggling with personal or professional problems.&#x0D; doi: https://doi.org/10.12669/pjms.39.3.7114&#x0D; How to cite this: Aziz A, Shadab W, Siddique L, Mahboob U. Exploring the experiences of struggling undergraduate medical students with formal mentoring program at a private medical college in Rawalpindi. Pak J Med Sci. 2023;39(3):815-819.  doi: https://doi.org/10.12669/pjms.39.3.7114&#x0D; This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.</jats:p

Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

Objective: To explore student’s perceptions regarding impact of kinesics (facial expressions, gestures, head movements and postures) on undergraduate medical education.&#x0D; Methods: A qualitative exploratory online survey was conducted from July-Sept 2020 among purposively chosen final year BDS students (n=150) of three dental colleges of Islamabad during COVID-19 lockdown phase. Semi-structured survey questions were validated and piloted before execution. Thematic analysis was performed, and consensus was built among all authors regarding findings, hence ensuring analytical triangulation.&#x0D; Results: Response rate was 46% (69/150). Twenty sub-themes emerged under three domains of kinesics. Participants told that ‘neutral expressions’ frequently used by teachers create ‘boring learning environment’ and ‘hesitation among students to ask questions.’ A smile of teacher imparts ‘new degree of interest in the subject’ and gives ‘freedom of expression’ to the students. On contrary, anger ‘demotivate’ students, instills ‘fear among them’, make them anxious therefore, they are ‘unable to understand lectures’ which ultimately leads to ‘loss interest in the subject’. Use of gestures by teachers creates ‘enjoyable teaching-learning process’ but movements such as clearing throat or shaky legs produce ‘constant split-second interruption’. Moreover, standing posture of teachers bring ‘interest and alertness among students’.&#x0D; Conclusion: Nonverbal communication can have positive or negative impact on undergraduate medical education. Therefore, teachers may start lecture with a smile and anger should be avoided to produce friendly and healthy learning environment. Faculty training is required for the effective use of nonverbal communication strategies to create an optimal learning environment for the students.&#x0D; doi: https://doi.org/10.12669/pjms.37.7.4180&#x0D; How to cite this:Aziz A, Farhan F, Hassan F, Qaiser A. Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4180&#x0D; This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.</jats:p

BARRIERS AND FACILITATORS TO WRITE GOOD QUALITY MCQS FOR DENTAL ASSESSMENTS: A QUALITATIVE CASE STUDY

Background: To explore barriers and facilitators to write good quality items for undergraduate dental assessments. Methods: A qualitative case study was conducted from Feb–April 2021. Semi-structured interviews were conducted with a purposive sample of eighteen item writers from a public-sector dental institute of Rawalpindi, Pakistan. The data were transcribed verbatim and thematically analyzed to extract themes regarding barriers and facilitators to write good quality items. All quality assurance procedures of qualitative research were ensured during the research process. Results: Five themes related to barriers and three themes related to facilitators to write good quality items emerged from the data. The participants reported more barriers such as lack of frequent training and lack of peer review and feedback. Other barriers were demotivation due to lack of acknowledgement or monetary incentives, lack of content and construct expertise, clinical workload, and contextual barriers such as lack of internet facility, outdated library, and lack of place and time allocation for item construction. Facilitators were availability of peer review, feedback from post-hoc analysis, motivation due to the senior designation, clinical experience, and ample time for basic sciences faculty. Conclusion: Frequent item writing training, strong peer review process, pre-exam item vetting by the dental education department, and institutional improvements such as striving for content experts, time and place allocation for item construction, internet facility, updated library, and equal distribution of workload among faculty could enhance the quality of items. Moreover, ways to inculcate motivation among item writers such as appreciation or monetary incentives could be used to improve the quality of undergraduate assessments.</jats:p

Perception of Academic Stressors Among Dental Undergraduate Students

OBJECTIVE: Present study was conducted to assess the perceived academic sources of stress among undergraduate dental students and determine its association with gender, year of study, pre-university education and accommodation. METHODOLOGY: This study was conducted in dental section, Islamabad Medical and Dental college, Islamabad from July to November 2016. BDS students were asked to rate their perceived stress on four point Likert scale of modified version of Dental Environment Stress (DES) questionnaire. Descriptive statistics were applied to find the mean scores and SD on all items. Using SPSS v.21, Kruskal Wallis test was used to compare stress levels among different undergraduate professional years and Mann-Whitney U test was applied to determine the association and stress sources and demographic variables. RESULTS: A total of 172/200 participants responded (86%) to the survey. Overall stress in undergraduate dental students was in moderate range. Majority of students (93%) reported that syllabus load was either stressful or very stressful (3.53±0.64), 85% students reported lack of relaxation time as stressful or very stressful (3.42±0.86) and fear of failing was reported as stressful or very stressful by 82.5% (3.34±0.87). When stress scores of all classes were compared third year reported more mean stress scores than other years (2.50±0.50). Females were more stressed compared to males with mean score of (2.37±0.39), students living at home were more stressed than hosteilites (2.38±0.38) and those with GCE A-levels had higher stress (2.40±0.38) compared to HSC background students. Academic performance was the most stressful of the five stress domains (3.07±0.74). CONCLUSION: Syllabus load followed by lack of time for relaxation and fear of failing were the most perceived sources of stress. Academic performance was the most stressful of the five stress domains and third year BDS was the most stressed class. KEY WORDS: Dental Education; Dental Students; Psychological Stress, Stressor, Undergraduate,.</jats:p