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  Citation statistics : Table of Contents
   2015| May-August  | Volume 28 | Issue 2  
    Online since November 21, 2015

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Group work: Facilitating the learning of international and domestic undergraduate nursing students
Julie Shaw, Creina Mitchell, Letitia Del Fabbro
May-August 2015, 28(2):124-129
DOI:10.4103/1357-6283.170123  PMID:26609012
Background: Devising innovative strategies to address internationalization is a contemporary challenge for universities. A Participatory Action Research (PAR) project was undertaken to identify issues for international nursing students and their teachers. The findings identified group work as a teaching strategy potentially useful to facilitate international student learning. Methods: The educational intervention of structured group work was planned and implemented in one subject of a Nursing degree. Groups of four to five students were formed with one or two international students per group. Structural support was provided by the teacher until the student was learning independently, the traditional view of scaffolding. The group work also encouraged students to learn from one another, a contemporary understanding of scaffolding. Evaluation of the group work teaching strategy occurred via anonymous, self-completed student surveys. The student experience data were analysed using descriptive statistical techniques, and free text comments were analysed using content analysis. Results: Over 85% of respondents positively rated the group work experience. Overwhelmingly, students reported that class discussions and sharing nursing experiences positively influenced their learning and facilitated exchange of knowledge about nursing issues from an international perspective. Discussion: This evaluation of a structured group work process supports the use of group work in engaging students in learning, adding to our understanding of purposeful scaffolding as a pathway to enhance learning for both international and domestic students. By explicitly using group work within the curriculum, educators can promote student learning, a scholarly approach to teaching and internationalization of the curriculum.
  16 5,678 892
Application of Kern's Six-step approach to curriculum development by global health residents
Leigh R Sweet, Debra L Palazzi
May-August 2015, 28(2):138-141
DOI:10.4103/1357-6283.170124  PMID:26609014
Background: Global health practitioners have a responsibility to deliver appropriate and effective health education to patients and families. We demonstrate how residents in a global health elective can utilize Kern's six-step approach to develop educational products for patients and their families. Methods: Residents completed a pre-curricular survey of knowledge, skills and attitudes regarding curriculum development. Kern's six-steps were introduced through a series of lectures; workshop exercises highlighted the application of each step: (i) Problem identification and general needs assessment, (ii) targeted needs assessment, (iii) goals and objectives, (iv) educational strategies, (v) implementation and (vi) evaluation and feedback. Residents used the six-steps to develop health education projects they subsequently implemented locally and abroad. Reflective exercises were conducted after utilization of each of the six steps. Residents also completed a post-curricular assessment of knowledge, skills and attitudes regarding curriculum development. Results: Mean scores on pre- and post-curricular self-assessment of knowledge were 18 and 26.5 (out of 28); skills 19.8 and 33.5 (out of 35); and attitudes 13.3 and 19.8 (out of 21), respectively. Reflective exercises highlighted resident sentiment that the six steps enabled them to be more thoughtful of the interventions they were undertaking in communities locally and abroad. They were impressed how the model allowed them to ensure their goals were aligned with those of patients and their families, fully engage their audience and effectively implement the curricula. Discussion: Kern's six-step approach to curriculum development is an effective method for global health residents to develop educational products for patients and families.
  12 14,693 2,514
Evidence-based practice among physiotherapy practitioners in Mumbai, India
Vrushali P Panhale, Bharati Bellare
May-August 2015, 28(2):154-155
DOI:10.4103/1357-6283.170119  PMID:26609020
  7 3,204 396
Improving health literacy of women about iron deficiency anemia and civic responsibility of students through service learning
Rukhsana Aslam Ayub, Tara Jaffery, Faisal Aziz, Muneeb Rahmat
May-August 2015, 28(2):130-137
DOI:10.4103/1357-6283.170122  PMID:26609013
Background: Service-learning (S-L) is an educational approach that integrates community service with academic learning. S-L helps educate youth about their civic role and responsibility in society, and empowers them to tackle societal problems, strengthening communities through civic engagement. The objectives of this study were to demonstrate the effectiveness of S-L in fostering civic responsibility and communication skills in college students and to increase health literacy regarding iron-deficiency anemia (IDA) among both students and community women. Methods: This interventional exploratory study used a mixed methods approach. Thirteen first-year students from a women's college participated in the project. The authors held small interactive group sessions to teach the students about IDA and communication skills. A questionnaire measured the students' perceived knowledge about civic responsibility, communication skills, and IDA. The students then developed and delivered a health education campaign for sixty five community women and measured changes in the women's health literacy about IDA. A focus group discussion was conducted to collect students' reflections after the S-L experience. The changes in the civic responsibility and communication skills were determined by Wilcoxon rank test, while health literacy in women by a McNemar test. Results: Students showed significant improvement in all three constructs of civic responsibility and in perceptions of their communication skills. Increases in civic responsibility and in acquisition of knowledge emerged as the main themes of the focus group discussion with students. The community women showed substantial improvement in health literacy of IDA. Discussion: In this study, S-L achieves two purposes: (a) Increases students' knowledge of health topics, their sense of civic responsibility and improves their communication skills, and (b) educates women in the community about common and preventable health issues.
  7 5,925 982
Knowledge, attitude and practices of evidence-based medicine among Sudanese medical doctors
Hatim Sid Ahmed, Elsadig Yousif Mohamed, Sawsan Mustafa Abdalla, Khalid Altohami Madani, Feroze Kaliyadan
May-August 2015, 28(2):152-153
DOI:10.4103/1357-6283.170128  PMID:26609019
  6 2,960 407
Medical students hanging by a thread
Sonal Pruthi, Vineet Gupta, Ashish Goel
May-August 2015, 28(2):150-151
DOI:10.4103/1357-6283.170129  PMID:26609018
  4 3,171 345
Residents' and attendings' perceptions of a night float system in an internal medicine program in Canada
Anurag Saxena, Loni Desanghere, Robert P Skomro, Thomas W Wilson
May-August 2015, 28(2):118-123
DOI:10.4103/1357-6283.170125  PMID:26609011
Background: The Night Float system (NFS) is often used in residency training programs to meet work hour regulations. The purpose of this study was to examine resident and attendings' perceptions of the NFS on issues of resident learning, well-being, work, non-educational activities and the health care system (patient safety and quality of care, inter-professional teams, workload on attendings and costs of on-call coverage). Methods: A survey questionnaire with closed and open-ended questions (26 residents and eight attendings in an Internal Medicine program), informal discussions with the program and moonlighting and financial data were collected. Results and Discussion: The main findings included, (i) an overall congruency in opinions between resident and attendings across all mean comparisons, (ii) perceptions of improvement for most aspects of resident well-being (e.g. stress, fatigue) and work environment (e.g. supervision, support), (iii) a neutral effect on the resident learning environment, except resident opinions on an increase in opportunities for learning, (iv) perceptions of improved patient safety and quality of care despite worsened continuity of care, and (v) no increases in work-load on attendings or the health care system (cost-neutral call coverage). Patient safety, handovers and increased utilization of moonlighting opportunities need further exploration.
  2 3,815 523
Higher acceptance rates for abstracts written in english at a national research student meeting in a non-english speaking country
Afshin Khani, Amin Zarghami, Fatemeh Izadpanah, Hamid Mahdizadeh, Leila Golestanifar
May-August 2015, 28(2):142-144
DOI:10.4103/1357-6283.170121  PMID:26609015
Background: The rate of English-written submissions is increasing in local meetings of non-English speaking countries. However, it seems that the quality of research and methodology of the studies has not progressed. This study aimed to evaluate the association of English writing and the acceptance for presentation following the peer-review process in the 13th Annual Research Congress of Iran's Medical Sciences Students (ARCIMSS). Methods: All 1817 complete abstracts submitted to the meeting were included in this cross-sectional study. Each was evaluated for the language of the text (English or Persian), final decision after peer review (accepted vs. rejected), presentation type (oral, poster discussion and poster) and the scores of reviewing process. Results: There were 395 (21.7%) abstracts written in English and 1422 (78.3%) in Persian. The acceptance rate for English abstracts was 33.7% and for Persian 24.6% (OR = 1.56, 95% CI: 1.22–1.98). The rate of abstracts' acceptance for presentation in oral panels was significantly higher for English abstracts than for those in Persian (25.6% versus 15.7%, OR = 1.84, 95% CI: 1.14–2.99). By contrast, Persian abstracts were more likely to be accepted as poster panels than were English abstracts (74.9% versus 63.9%, OR = 1.68, 95% CI: 1.10–2.58). Discussion: English-written abstracts have higher chance of acceptation in a non-English speaker country like Iran.
  - 2,475 206
Ongoing faculty development for peer tutors: A widely neglected need
Gihan Jayasinghe, Rebecca Jayasinghe, Dason E Evans
May-August 2015, 28(2):145-147
DOI:10.4103/1357-6283.170126  PMID:26609016
  - 2,287 257
Co-Editors Notes 28:2
Donald Pathman, Michael Glasser
May-August 2015, 28(2):116-117
DOI:10.4103/1357-6283.170130  PMID:26609010
  - 2,398 362
Hand hygiene and health care hierarchy by year of medical education
Vic Sahai, Karen Eden, Shari Glustein
May-August 2015, 28(2):148-149
DOI:10.4103/1357-6283.170120  PMID:26609017
  - 2,283 296
Distance training of medical laboratory professionals in Sub-Saharan Africa: Concern over assessment method
Ezekiel U Nwose, Phillip T Bwititi
May-August 2015, 28(2):156-157
DOI:10.4103/1357-6283.170127  PMID:26609021
  - 1,949 192