Evaluation of Impact of Prescribing Safety Assessment Workshop on Medical Doctors Using Kirkpatrick Model

Background Clinical pharmacology training is a prerequisite for all medical graduates. Prescription writing errors are not infrequent at primary health care level leading to threat to patient safety. Prescribers lacks uniform structured training and assessment which is one of the major factors for this situation across the country. In lots of institutions despite proper curriculum, learners lack interest because the subject importance is insignificant. Hence to bring more interest in pharmacology for prescribers there is a dire need for innovative and interesting methods of teaching and assessment, one of which is prescribing safety assessment (PSA). Objectives To assess if the PSA is superior method of training prescription writing than CPW To evaluate the workshop on prescription writing using guidelines of Kirkpatrick Model   Methods It was an experimental study. 44 medical doctors participated; a pre-test was taken 01 week before the workshop. Afterwards, they were randomized into 02 groups, group A went through PSA and group B followed conventional prescription writing (CPW) 01-day workshop. At the end, post-test was taken from both groups. The qualitative data was also collected from participants on feedback proforma consisting of few closed ended questions on Likert scale. Results The independent t-test was used to compare the data as it was in normal distribution. Posttest performance of PSA group significantly increased P ˂ 0.001 as compared to CPW. Reaction  to closed ended 13 questions on Likert scale showed high satisfaction from 4.32 to 4.84 on 5 points  Likert scale on workshop satisfaction. Conclusion PSA is an effective teaching and assessment strategy for learning clinical pharmacology. The study objectively proves its effectiveness in comparison to CPW and provides a guideline to implement this innovative and useful tool for teaching and assessment. Keywords Prescribing safety assessment, conventional prescription writing, Faculty development, Workshop, Impact, Kirkpatrick model

Issues and challenges in bringing reform in UGME

Background: Over the last few years medical schools and health care delivery centers in developing countries facing with the variety of challenges from patients, society doctors and students. In response to this reforming in undergraduate medical curricula took place. The objective of this paper is to identify the factors (issues& challenges) which can influence the successful implementation of reformed curriculum. Summary of work: As an ongoing activity of program evaluation at the end of first & second year in 2010, Focus Group Discussions & feedback questionnaire (on 5 point Likert scale) comprises of 19 items, duly filled by the teaching faculty, module developers & coordinators, students and medical educationist. Summary of results: Feedback of faculty & medical educationist identify the 11 issues/factors and challenges. On analysis of quantitative data, 85% of student’s favors the integrated system of study, better learning through SGD/PBL as compares to lectures. On analysis of qualitative research, students supports that PBL facilitates & promotes the acquisition of soft skills and generic competencies. Conclusions and Take-home messages: Curriculum reforming needs careful attention in its planning before its implementation to make its successful. The factors (issues& challenges) which can influence its successful implementation are; all stake holders (BODs, BOGs, Dean, department heads, faculty and students) must be involved in its planning and they should own it and train (faculty development) in its usage and implementation

The fate of health professions education as a profession: a road less travelled

Objective: To explore the views of academics about the identity of Health Professions Education as a discipline, its fate and sustainability as a profession. Method: The qualitative exploratory study was conducted from February to July 2021 after approval from the ethics review committee of Islamic International Medical College, Riphah International University, Rawalpindi, Pakistan, and comprised both fulltime and part-time health professions educationists of either gender teaching in different institutions of seven cities of Pakistan; Taxila, Kamrah, Rawalpindi, Peshawar, Lahore, Multan and Karachi. Using Professional Identity theory, data was collected through semi-structured one-on-one interviews which were conducted online. The interviews were transcribed verbatim, coded and thematically analysed. Result: Of the 14 participants, 7(50%) had qualifications and experience of other specialities as well, while 7(50%) were pure health professions educationists. Overall, 5(35%) subjects were from Rawalpindi, 3(21%) were serving in multiple cities including Peshawer, 2(14%) were from Taxilla and 1(7.5%) each was from Lahore, Karachi, Kamrah and Multan. Accumulated data led to 31 codes with 3 themes and 15 sub-themes. The main themes were identity of health professions education as a discipline, its fate and sustainability. Conclusion: Health professions education has established its identity as a discipline in Pakistan, with independent, fully functioning departments in medical and dental colleges across the country. Key Words: Health professions education, Future, Health professions educationists, Profession

From Traditional To Integrated Curriculum

Overview Why should a participant attend this workshop? At the end of this workshop, the participant should be able to: Appreciate the reason and need of transition from traditional to integrated curriculum in Pakistan. Describe the needs for the curricular adaptation rather adoption. Describe impact of curricular reform in assuring quality in medical education. Devise a plan of curricular transition in their respective institutes

Development and validation of self-assessment instrument to measure the digital professionalism of healthcare professionals using social media

Abstract Background The use of social media across the globe has risen incrementally. During the COVID-19 pandemic, these sites undeniably provided new avenues for professional networking but also led to a surge in cases of online misconduct. Professionalism instruments and scales do not assess the digital attitude and behaviour of healthcare professionals (HCPs). The purpose of this study was to identify the domains and items of digital professionalism related to social media use and to validate a self-assessment instrument to assess the digital professionalism of HCPs using social media. Methods An instrument development multiphase mixed method study (exploratory sequential) was conducted in two phases: item development and qualitative content validation followed by validation of the instrument. Feedback was taken from 15 experts for qualitative content validation in phase 1. In phase 2, content validity was established through three rounds of modified Delphi. Validity evidence was collected for the content (content validity index), response process (cognitive interviews), internal structure (confirmatory factor analysis), and internal consistency (Cronbach’s alpha). Results The 48-item preliminary instrument was reduced to a 28-item instrument with eight domains: self-anonymity, privacy settings, maintenance of boundaries and confidentiality, conflict of interest, accountability, respect for colleagues, and ethics. The content validity index of the scale was 0.91. The reliability and construct validity of the instrument was established by responses from 500 healthcare professionals from multiple hospitals. Confirmatory factor analysis showed a model with a goodness-of-fit index of 0.86, root mean square error of approximation of 0.06, and observed normed χ2 of 2.7. The internal consistency through Cronbach's alpha α was 0.96. Conclusion The digital professionalism self-assessment instrument (DP-SAI) has an appropriate level of content and measures the construct reliably. It can be used by medical doctors, dental clinicians, nurses, physiotherapists, and clinical pharmacists to self-assess and reflect on their social media practices. This will help to address these issues to enhance the quality of online communication through various social media platforms

Developing consensus on content & format of e-portfolio for MHPE students: a Delphi study

Objectives: To build a consensus on portfolio framework for master’s in health professional education students and document programme learning outcomes, tasks for students related to each outcome, and the pieces of evidence regarding the completion of each task. --Continu

Language of actions: The effects of teacher's kinesics on student learning and learning environment

BACKGROUND: A teacher's appropriate use of nonverbal communication skills, mainly kinesics, can play a crucial role in the success of the students. Medical educators are unaware of the effective use of nonverbal communication as an instructional skill that can be used to engage learners, balance learners' participation by controlling the classroom environment, and motivate them to have a passion for learning. The purpose of the study was to explore the students' perceptions regarding the effect of teachers' kinesics on students' learning and their learning environment. This can be helpful for teachers in modifying their teaching styles and delivering quality education. MATERIALS AND METHODS: A qualitative study with an exploratory design was conducted at a private medical institute in 2021 for a duration of 6 months. Fourteen medical students volunteered to participate in the study. Focus group discussions were conducted with the students to explore the experiences of the medical students regarding the use of nonverbal communication skills by their teachers and its effect on their learning in the classroom. The data collected was analyzed manually. RESULTS: The results of the study revealed that teachers' nonverbal behaviors in the classroom significantly influence students' motivation, engagement, and learning in the classroom. Students preferred interaction with the teachers who were friendly and confident and used their nonverbal communication skills (eye contact, facial expressions, hand gestures) effectively, compared to strict and judgmental teachers. CONCLUSION: Teachers need to motivate their students by improving their teaching styles and incorporating nonverbal behaviors positively in the classroom. By creating an impactful learning environment, students' participation and learning will increase, which will, in turn, improve their academic performance

Additional file 1 of Development and validation of self-assessment instrument to measure the digital professionalism of healthcare professionals using social media

Additional file 1: Appendix A. Feedback of experts for qualitative content validation in phase 1. Appendix B. Results of modified Delphi Round 1 in phase 2. Appendix C. Responses of experts during cognitive pre-testing during response process validation

The effective coping strategies against burnout: perceptions of Pakistani medical students.

Objective: To explore the effective coping strategies used by medical students against burnout. Method: The study was a mixed method study design. The Maslach burnout inventory (MBI) was used to identify burnout after which focus group discussions were carried out. Results: In our study, 56% of the students had high levels of Emotional Exhaustion, 23% had moderate and 21 % has low levels of EE, on the Cynicism scale 63% scored high,32% scored moderate while 5% scored low on cynicism scale. For professional efficacy 28% students scored low,50% scored moderate and 22% scored high on professional efficacy scale. Students with high scores on EE and Cynicism and low scores on Professional Efficacy were considered as burnt out. To determine coping strategies, focus group discussions and interviews with students with high burnout and low burnout were carried out. Seeking emotional support for coping was very common in the high burn out group. This involved getting moral support, sympathy and understanding. Parents played the main role in providing support to these students. Turning to religion, acceptance and venting were also seen as commonly used coping strategies. In the low burn out group, friends were the main source of support. Turning to religion was also found in this group. Doing extracurricular activities, positive reinterpretation and mental disengagement were also used to cope with stressful events. Conclusion: The results of this study can be used to promote positive coping strategies in students who are suffering from or at risk of developing burnout. Continuous..

“Probing in the complexities of the integrated undergraduate medical curriculum”: A qualitative exploratory study

Objectives: To explore the perceptions of the faculty regarding the level of curriculum integration and their interpretation of the integration ladder in achieving the complex process. Method: The qualitative exploratory study was conducted at Islamic International Medical College Islamabad, University College of Medicine and Dentistry Lahore  and Rehman Medical College Peshawar, from March to August 2018. The participants were the faculty members involved in the designing and implementation of the integrated curriculum in these institutes. The semi-structured interviews were audio-recorded, transcribed and analysed using Braun and Clarke’s thematic content analysis. Results: Of the 18 faculty members, 6 (33.3%) belonged to each of the three institutions. Four themes identified were: curriculum planning, an uphill task; dream versus ground reality; moving up and down the ladder; and teamwork in the paradigm shift. There were different perceptions of the level of integration among faculty members within the same institute. The level of integration ranged from 5-9 in different phases of the curriculum. The processes included all the teamwork steered by the departments of medical education. Conclusion: Although Harden’s integration ladder is a useful tool, curriculum integration is an inherently inconsistent and complex process that does not follow a simple hierarchical continuum of integration and requires a teamwork. Identifying the patterns of integration in different phases of the curriculum might be more practical than just determining a single level of integration in the whole curriculum. Key Words: Curriculum, Integration, Faculty, Pakistan