Journal of Educational Evaluation for Health Professions

Victor Mogre

2 Articles

Medical students’ achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery Final Part I and II licensing examination: a comparison of students in problem-based learning, community-based education and service, and conventional curricula in Ghana: Victor Mogre, Anthony Amalba, Mark Saaka, Kwabena Kyei-Aboagye; J Educ Eval Health Prof. 2014;11:10. Published online May 8, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.10

31,825 View
152 Download
5 Web of Science
10 Crossref

Purpose
Problem-based learning is an established method of teaching and learning in medical education. However, its impact on students’ achievement on examinations is varied and inconsistent. We compared the levels of achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery (MB ChB) Part I and II licensing examination of students in problem-based learning, community-based education and service (PBL/COBES), and conventional curricula.
Methods
In 2014, we analyzed the MB ChB Final Part I and II licensing examination results of students in three classes (2004, 2005, and 2006) of the School of Medicine and Health Sciences, University for Development Studies, Tamale, Ghana. Ninety-three students in the 2004 and 2005 cohorts followed a conventional curriculum, and 82 students in the 2006 cohort followed a PBL/COBES curriculum. Using appropriate statistical tools, the analysis compared individual discipline scores and the proportions of students who received distinction/credit/pass grades among the classes.
Results
The PBL students had significantly higher mean and median scores than the conventional students in Obstetrics and Gynecology, Internal Medicine, Community Health and Family Medicine, Surgery, and Psychiatry, but not in Child Health and Pediatrics. Also, a significantly (P=0.0010) higher percentage, 95.1% (n=78), of the PBL students passed all the disciplines, compared to 79.6% (n=74) of the conventional students.
Conclusion
The PBL students significantly performed better in all the disciplines except child health and pediatrics, where the conventional students scored higher. These findings demonstrate that the benefits of the PBL/COBES curriculum are tangible and should be fostered.

Citations

Citations to this article as recorded by

Transforming medical education in Liberia through an international community of inquiry
Kristina Talbert-Slagle, Ibrahim Ajami, Braden Currey, Rachel Galvao, Jerusalem Hadush, Serene Silin Li, Javaughn T. Flowers, Moses Ziah, Desmond Amuh, Mikaela Rabb, Olayinka Stephen Ilesanmi, Nikole Allen, Marie Martin, Mary Miller, Attila Yaman, Tej Nut
PLOS Global Public Health.2023; 3(3): e0001610. CrossRef
Preparedness of medical students to provide nutrition care following a nutrition education intervention
Bright Yammaha Amoore, Patience Kanyiri Gaa, Shamsu-Deen Ziblim, Victor Mogre
BMC Research Notes.2023;[Epub] CrossRef
The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis
Qi-Ming Zheng, Yuan-Yuan Li, Qing Yin, Na Zhang, Ye-Peng Wang, Guo-Xiang Li, Zhi-Gang Sun
BMC Medical Education.2023;[Epub] CrossRef
Evaluating the Academic Performance of Mustansiriyah Medical College Teaching Staff vs. Final-Year Students Failure Rates
Wassan Nori, Wisam Akram , Saad Mubarak Rasheed, Nabeeha Najatee Akram, Taqi Mohammed Jwad Taher, Mustafa Ali Kassim Kassim, Alexandru Cosmin Pantazi
Al-Rafidain Journal of Medical Sciences ( ISSN 2789-3219 ).2023; 5(1S): S151. CrossRef
Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China
Wen Li, Chang Liu, Shenjun Liu, Xin Zhang, Rong-gen Shi, Hailan Jiang, Yi Ling, Hong Sun
BMC Medical Education.2020;[Epub] CrossRef
Nutrition in Medicine: Medical Students׳ Satisfaction, Perceived Relevance and Preparedness for Practice
Victor Mogre, Fred Stevens, Paul A. Aryee, Albert J.J.A. Scherpbier
Health Professions Education.2018; 4(1): 31. CrossRef
Perception of Ghanaian Medical Students of Cadaveric Dissection in a Problem-Based Learning Curriculum
Abass Alhassan, Saeed Majeed
Anatomy Research International.2018; 2018: 1. CrossRef
Learning effectiveness and satisfaction of international medical students: Introducing a Hybrid–PBL curriculum in biochemistry
Qiu Yan, Li Ma, Lina Zhu, Wenli Zhang
Biochemistry and Molecular Biology Education.2017; 45(4): 336. CrossRef
Future Doctors’ Nutrition-Related Knowledge, Attitudes and Self-Efficacy Regarding Nutrition Care in the General Practice Setting: A Cross-Sectional Survey
Victor Mogre, Paul A. Aryee, Fred C. J. Stevens, Albert J. J. A Scherpbier
Medical Science Educator.2017; 27(3): 481. CrossRef
Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students
Victor Mogre, Anthony Amalba
Journal of Educational Evaluation for Health Professions.2014; 11: 19. CrossRef

Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students: Victor Mogre, Anthony Amalba; J Educ Eval Health Prof. 2014;11:19. Published online August 15, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.19

27,176 View
213 Download
9 Web of Science
10 Crossref

Abstract PDF

Purpose
We investigated the validity and reliability of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in preclinical students in Ghana. Methods: The R-SPQ2F was administered to 189 preclinical students of the University for Development Studies, School of Medicine and Health Sciences. Both descriptive and inferential statistics with Cronbach’s alpha test and factor analysis were done. Results: The mean age of the students was 22.69 ± 0.18 years, 60.8% (n = 115) were males and 42.3% (n = 80) were in their second year of medical training. The students had higher mean deep approach scores (31.23 ± 7.19) than that of surface approach scores (22.62 ± 6.48). Findings of the R-SPQ2F gave credence to a solution of two-factors indicating deep and surface approaches accounting for 49.80% and 33.57%, respectively, of the variance. The scales of deep approach (Cronbach’s alpha, 0.80) and surface approach (Cronbach’s alpha, 0.76) and their subscales demonstrated an internal consistency that was good. The factorial validity was comparable to other studies. Conclusion: Our study confirms the construct validity and internal consistency of the R-SPQ2F for measuring approaches to learning in Ghanaian preclinical students. Deep approach was the most dominant learning approach among the students. The questionnaire can be used to measure students’ approaches to learning in Ghana and in other African countries.

Citations

Citations to this article as recorded by

A comparison of two learning approach inventories and their utility in predicting examination performance and study habits
Andrew R. Thompson
Advances in Physiology Education.2024; 48(2): 164. CrossRef
Relationship between learning approach, Bloom’s taxonomy, and student performance in an undergraduate Human Anatomy course
Andrew R. Thompson, Logan P. O. Lake
Advances in Health Sciences Education.2023; 28(4): 1115. CrossRef
Evaluation of Construct Validity and Reliability of the Arabic and English Versions of Biggs Study Process Scale Among Saudi University Students
Nadeem Shafique Butt, Muhammad Abid Bashir, Sami Hamdan Alzahrani, Zohair Jamil Gazzaz, Ahmad Azam Malik
SAGE Open.2023;[Epub] CrossRef
Development and Preliminary Validation of the Physical Education-Study Process Questionnaire : Insights for Physical Education University Students
Amayra Tannoubi, Noomen Guelmami, Tore Bonsaksen, Nasr Chalghaf, Fairouz Azaiez, Nicola Luigi Bragazzi
Frontiers in Public Health.2022;[Epub] CrossRef
The Association Between Learning Styles, Time Management Skills and Pharmacology Academic Performance Among First Year Medical Students in Universiti Putra Malaysia (UPM) During the COVID-19 Pandemic
Azmah Sa'at, Suryati Mohd. Thani, Safuraa Salihan, Nur Izah Ab. Razak, Siti Saleha Masrudin
Malaysian Journal of Medicine and Health Sciences.2022; 18(s14): 94. CrossRef
Outcomes of 2 Multimodal Human Anatomy Courses Among Doctor of Physical Therapy Students (Entry-Level): A Quasi-experimental Study
Sara F. Maher, Deborah J. Doherty
Journal of Physical Therapy Education.2021; 35(1): 38. CrossRef
Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)
Miguel Leiva-Brondo, Jaime Cebolla-Cornejo, Rosa Peiró, Nuria Andrés-Colás, Cristina Esteras, María Ferriol, Hugo Merle, María José Díez, Ana Pérez-de-Castro
Education Sciences.2020; 10(7): 173. CrossRef
Assessing ‘approaches to learning’ in Botswana, Ghana and Kenya
Caine Rolleston, Rebecca Schendel, Ana M Grijalva Espinosa
Research in Comparative and International Education.2019; 14(1): 118. CrossRef
Psychometric properties of the revised two-factor study process questionnaire r-spq-2f - spanish version
Clara Vergara-Hernández, Miguel Simancas-Pallares, Zoila Carbonell-Muñoz
Duazary.2019; 16(2): 205. CrossRef
Enfoques de Aprendizaje según el R-SPQ-2F: Análisis de sus propiedades psicométricas en estudiantes universitarios de Buenos Aires
Agustín Freiberg Hoffmann, María Mercedes Fernández Liporace
Revista Colombiana de Psicología.2016;[Epub] CrossRef

Author index