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FUMJ Special Issue 2015.Pdf Foundation University Med J - Special Issue Abstracts of Presentations AEME Conference 2015 Foundation University Med J - Special Issue Abstracts of Presentations AEME Conference 2015 CASE BASED LEARNING- IMPACT ON STUDENT`S TEST SCORES IN UNDERGRADUATE TEACHING Ambreen Anwer Armed Forces Post Graduate Medical Institute, Rawalpindi Purpose: To determine the impact of introducing case based learning (CBL) in place of traditional lecture based teaching. In contrast to the traditional methods where there is more focus on accumulation of facts, Case based learning is guided inquiry based learning. In contrast to PBL which is an open inquiry CBL is more structured and focused. Methodology: We planned an intervention based on “Case based learning (CBL)” as instructional strategy rather than lectures for final year MBBS. Lectures were replaced gradually by case based learning in a ratio of 1/3rd and 2/3rd. Case scenarios were displayed in the study guides and notice boards. Questionnaire directed to the students and teachers were carried out to check the satisfaction rates.after ethical approval Selected interviews were carried out of students and faculty. A comparison between the test score results of the previous year (controls 2013) and this year was made (study group 2014). Results: A total of 130 students and 15 faculty members responded to the questionnaire. CBL was preferred by students (89%) and faculty (84%) across the school and learner levels. The students found the interactive method much more entertaining, more interactive which facilitated greater depth of learning, leading to a logical application of knowledge in problem solving. Teachers enjoyed the teacher-student learning partnership that the method offered and more application of clinical knowledge. Due to limited faculty they found the method labor intensive. Students taught by CBL scored significantly better both in MCQ's and viva as compared to controls (pvalue >0.5). Conclusions: Learners and faculty overwhelmingly preferred CBL over lecture. Given the dense medical curriculum and need for efficient use of student and faculty time , CBL offers a useful model as compared to lectures. Keywords: Small group discussions, Case based learning, Problem based learning, Undergraduate Medical Education STRUCTURED INTERACTIVE SESSIONS AS AN EDUCATIONAL STRATEGY IN A PAKISTANI MEDICAL COLLEGE Matiur Rahman Al Nafees Medical College, Isra University, Islamabad Purpose: To see the effectiveness and suitability of Structured Interactive Sessions for inclusion in the curricular delivery strategy of Medical Colleges of Pakistan to enhance active interactions of students during teaching sessions. Method: Tuberculosis being a common disease in our country was selected to conduct structured interactive session in 3rd year MBBS students integrating Pharmacology, Microbiology, Pathology and clinical medicine. The students were divided into groups and reading material were provided to each participant beforehand and they were asked to come prepared for the SIS . A President and secretary was appointed from each group and they helped ensure maximum participation and maintain scoreboard for their group. Students were encouraged to interact informally in their groups, to have maximum participation by all students and were encouraged to ask questions and each question was given one point to the group. Students were encouraged to provide the answers of the questions asked and each correct answer provided by the groups were given 2 points. A scoreboard was maintained by each group. Total Scores were calculated for each group. The group getting highest score was given a gift. Student feedback was taken at the end of the lecture. Self-administered course evaluation questionnaire on a likert scale was given to students to evaluate their perception about their learning .The response rate was 80%. Results: 85% students found SIS as a good method of learning, 82.5% students opined that SIS improved understanding of subject and their knowledge improved after this course and most of the students were satisfied and recommended to hold this course for their colleagues. The results reveal that excellent interaction of students can be achieved successfully by introducing simple innovation in lecture delivery techniques Conclusions: Hence SIS is recommended as a feasible strategy of educational delivery in Medical Colleges of Pakistan Keywords: Curricular Delivery, Tuberculosis, Strategy 1 Foundation University Med J - Special Issue Abstracts of Presentations AEME Conference 2015 FLIPPED CLASS – MAKING THAT ONE HOUR EFFECTIVE IN A RESOURCE CONSTRAINED SETTING Afsheen Zafar Islamic International Medical College, Riphah University, Rawalpindi. Background: Lectures form a large part of teaching methods in medical colleges in Pakistan because of resource constrains in terms of available faculty, time and space. Flipped class has the advantage that it can be run with the same resources and available technology. However the attitude of our students towards this teaching modality is unknown. Therefore this study was designed to explore attitude of undergraduate medical students towards flipped class. Methods: Flipped class was conducted for topics taught by surgery department in cardiovascular module in third year MBBS. After etical approval .It was conducted by a single teacher for a class of 100. Both quantitative and qualitative data was collected. A sequential mixed methods approach was used for analysis. Quantitative data was collected through a survey questionnaire to assess students' response to the new method. A focus group was then conducted with the set of students who didn't like the method and preferred traditional lectures to understand their perspective and identify factors that potentially hinder active learning. Results: 71% students participated in the survey. 84.5% students liked the method of teaching but only 74.6% wanted this method to continue. Students identified prior knowledge, fruitful interaction, better retention, better conceptualization, active learning and application of knowledge as strengths of the class. Noise, limited time, lack of confidence in self and presence of uninterested students were identified as problems for engaging in the class. Conclusions: Students have a favorable attitude towards the flipped class. However successful execution requires the support of virtual learning programs to make it more manageable for a teacher to handle queries. Organization and time management is essential to satisfy all groups equally. Keywords: Flipped Classroom, Reverse Teaching, Inverted Classroom, Learning and Teaching Methods. CASE BASED LEARNING AND TRADITIONAL TEACHING STRATEGIES: WHERE LIES THE FUTURE? Naheed Bano Rawalpindi Medical College, Rawalpindi Purpose: The purpose of this sequential mixed method study was to explore the perceptions and satisfaction level of final year medical students of Rawalpindi Medical College about traditional teaching methods and Case-based learning(CBL) and evaluate the effect of CBL on students' performance. Methods: SETTINGS Department of Obstetrics and Gynaecology, Holy Family Hospital, Rawalpindi. STUDY DESIGN Sequential mixed method study DURATION OF STUDY: January 2013 to June 2013 PARTICIPANTS AND METHODS Students expressed their perceptions on a Likert scale in a questionnaire. It was triangulated with data collected from 4 focus group discussions (FGD). Students for FGD were selected using purposive sampling. Students' performance in OSPE and long case was compared with another group who was taught with traditional methods. Quantitative data was analyzed by SPSS version 17. For qualitative data, themes and patterns were identified using content analysis technique Results: Of 141 students, 134 returned completed forms giving a response rate of 95%.Gender distribution was similar in both the groups. There was no statistically significant difference in performance assessment. Strong preference for CBL was expressed by 97% as it improved their confidence (83%), clinical and presentation skills (91& 80%), attitude and student teacher relationship (68 & 77%), strengthened link between theory and practice (90%), and integrated basic and clinical knowledge (92%). Seventy six percent stated that all teaching should be CBL. Qualitative data from SGD strongly supported these views. Conclusions: Although test performance was similar in both the groups, students expressed strong preference for CBL as compared to traditional methods. Keywords: Case Based Learning, Traditional Methods, Small Group Discussion. 2 Foundation University Med J - Special Issue Abstracts of Presentations AEME Conference 2015 TEACHING PATIENT CENTERED - COMMUNICATION SKILLS TO FOURTH YEAR M.B.B.S STUDENTS Faisal Rashid, Asma Humayyun Al-Nafees Medical College & Hospital, Islamabad. Purpose: At Al-Nafees Medical College & Hospital, Integrated system based curriculum was introduced in 2013. The teaching of attributes of professionalism and ethics were made essential elements of the curriculum and it was decided to implement them horizontally as well as longitudinally. In pursuit of achieving above mentioned objectives a workshop based 3 days long certificate course was developed & implemented for our fourth year students. Methods: Different areas such as Introduction to communication, Building a relationship, collecting information, providing information, Breaking bad news and Counselling the patients/families were outlined. An eight hour divided activity spread over
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