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Biomedical subjects

P T Jayawickramarajah

Publications and source records attributed to P T Jayawickramarajah.

10 recordsLinked to original sources
PubMed2000

A computer-based epidemiological skills module for medical undergraduates in Nepal.

OBJECTIVE: To ascertain whether undergraduate medical students could acquire the basic competence needed to design, analyze and use a computer-compatible database in an epidemiologically meaningful way. SETTING: Since 1998 the Manipal College of Medical Sciences (MCOMS) of Kathmandu University (KU), Nepal has included in its undergraduate medical curriculum a training module that incorporates knowledge and skills in doing computer-assisted data analyses of epidemiological questions. The present study was designed around the implementation of this module. SUBJECTS: All 96 students of the seventh semester (first six months of the fourth year) of the MBBS course at the MCOMS. METHODS: The teaching-learning activities for the module were carried out mainly in six 2-hour sessions, for groups of 16 students at a time. The software used was EPI-INFO. MAIN OUTCOME MEASURES: Knowledge and skills of computer-assisted data analyses were assessed. In addition, feedback was obtained from the students and scored on seven dimensions. FINDINGS: The pre-test/post-test questionnaire score difference, which evaluated the knowledge component, was highly significant (t = 51.3, p < 0.001). In the skills assessment session, 83% were successful. The students gave high average scores on the satisfaction, small group learning environment, curricular relevance and evaluation dimensions; but the scores were relatively low on the time, other resources and confidence dimensions. CONCLUSION: The module was successful in achieving its objectives and can be implemented even under tight resource constraints. Our plans for improving upon this first run of the module are outlined in the paper.

Journal Article↗
PubMed1996

Problems for problem-based learning: a comparative study of documents.

In medical education the problem-based approach to learning can be considered as the most significant educational innovation in the past two decades. This paper examines the ways and extent to which health problems have been designed for implementation of problem-based curriculum. Content analysis of curriculum documents of three problem-based schools was carried out in a systematic way from identification of unit of analysis, categorization, sampling, data analysis and interpretation. The comparative study revealed common areas in curriculum organization, arrangement of problems in stages, problem selection criteria, and basic concepts in the early stages of the curriculum. About one-third of the health problems were found to be similar in the schools compared. However, there was no uniformity in the sequence of organ-systems or the health problems. This study provides a framework for the development of problem-based curriculum in three stages with essential concepts identified for the first stage. Criteria for a balanced selection of problems and problem design features which affect the quality of health problems have been identified. These findings could be of value for those who are in the process of developing or revising a problem-based curriculum.

Bahrain↗
PubMed1992

How to evaluate educational programmes in the health professions.

This paper advocates an alternative approach to the evaluation of educational programmes in the health professions. In the past, effectiveness of programmes has been judged by casual observations, visitation reports by outside experts, student performance at nationwide examinations, systematic surveys and experimental research. Decisions have been made based on either one or more of the above methods. It is being argued that these methods are not always appropriate and mostly inadequate in providing a holistic description and judgement of the educational programme. Social science disciplines have contributed to the development of case study, an alternative methodology, for evaluating educational programmes. The case study design is emerging as a legitimate approach for evaluating educational programmes. Qualitative methods such as participant observation, interviewing and documentary analysis have been found to bring new insights in evaluating short-term and long-term programmes in medical and allied professions. Although qualitative methods are emphasized in case studies, quantitative data from survey instruments can increase the credibility and understanding of the evaluation results. Different measures have been suggested to deal with questions of validity and reliability in case study evaluation.

Health Education↗
PubMed1991

Problem-based curriculum: outcome evaluation.

The College of Medicine and Medical Sciences of the Arabian Gulf University (CMMS-AGU) in Bahrain is, in its innovativeness, unique in the region in that a problem-based strategy is used in the planning and implementation of the curriculum. The first batch of graduates have completed their internship programme in the different countries of the region. This paper presents an evaluative study of the outcome of the programme in relation to the institutional goals. Assessment of the intern's performance in clinical competence, interpersonal relations, self-directed learning, and their relative standing vis-à-vis graduates from other schools was done by supervisors. The findings of the study confirm the relative merits of the problem-based curricular strategy in medical education.

Bahrain↗
PubMed1985

Oral examinations in medical education.

A questionnaire survey was conducted on the nature of the oral examinations in different disciplines in the medical schools in Sri Lanka. A total of 352 students from Peradeniya and Jaffna medical faculties and pre-registration house officers, including Colombo faculty graduates of the two teaching hospitals, responded to the questionnaire. The results of the survey, which included twelve disciplines, reveal that the time duration of the oral encounter ranged from 10 to 20 minutes. The number of questions asked ranged from five to nine. Detailed analysis of the intellectual level of the questions showed that more than 63% of the questioning was at simple recall level and none at the level of problem-solving. These results show that the oral examination in addition to its inherent weakness of low reliability and objectivity also lacks validity in terms of content sampling. Its predictive validity of professional competence, which requires problem-solving skills, is questionable. Content analysis of the items also revealed that all the abilities tested in the orals could best be tested in a pen-and-paper examination or a structured practical or clinical examination.

Education, Medical, Undergraduate↗
PubMed1981

An analysis of internship training in Sri Lanka.

The internship period is a critical phase in the continuum of training provided to medical students. An analysis was made of the tasks the intern medical officers in Sri Lanka are engaged in during their period of training in different clinical disciplines. Data was collected by direct observations by trained observers for a continuous period of 10 days and self-reporting by the interns at the two teaching hospitals and four of the provincial hospitals where interns are posted. The reliability of the data was high. The results indicated the wide differences in the learning experiences of the interns in important aspects of patient care in the different training situations. The non-availability of any guidelines to the consultants with respect to the training intended is another deficiency. The study shows an urgent need to implement a planned and monitored internship programme in the country.

Hospitals, Teaching↗