Journal of Educational Evaluation for Health Professions

Initiating small group learning in a Caribbean medical school: P. Ravi Shankar; J Educ Eval Health Prof. 2015;12:10. Published online April 10, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.10

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Challenges in shifting to an integrated curriculum in a Caribbean medical school: P. Ravi Shankar; J Educ Eval Health Prof. 2015;12:9. Published online April 9, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.9

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Medical humanities: developing into a mainstream discipline: P. Ravi Shankar; J Educ Eval Health Prof. 2014;11:32. Published online November 26, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.32

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Designing and conducting a two day orientation program for first semester undergraduate medical students: P. Ravi Shankar; J Educ Eval Health Prof. 2014;11:31. Published online November 25, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.31

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Foundation course – A fundamental requirement for Indian medical graduates as per graduate medical regulations
M. Ganesh, A. Manikandan, Rakchna Muthukathan
Sri Ramachandra Journal of Health Sciences.2022; 2: 2. CrossRef
Challenges in shifting to an integrated curriculum in a Caribbean medical school
P. Ravi Shankar
Journal of Educational Evaluation for Health Professions.2015; 12: 9. CrossRef
Initiating small group learning in a Caribbean medical school
P. Ravi Shankar
Journal of Educational Evaluation for Health Professions.2015; 12: 10. CrossRef

Student feedback about the integrated curriculum in a Caribbean medical school: P. Ravi Shankar, Ramanan Balasubramanium, Neelam R. Dwivedi, Vivek Nuguri; J Educ Eval Health Prof. 2014;11:23. Published online September 30, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.23

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Purpose
Xavier University School of Medicine adopted an integrated, organ system-based curriculum in January 2013. The present study was aimed at determining students’ perceptions of the integrated curriculum and related assessment methods. Methods: The study was conducted on first- to fourth-semester undergraduate medical students during March 2014. The students were informed of the study and subsequently invited to participate. Focus group discussions were conducted. The curriculum’s level of integration, different courses offered, teaching-learning methods employed, and the advantages and concerns relating to the curriculum were noted. The respondents also provided feedback about the assessment methods used. Deductive content analysis was used to analyze the data. Results: Twenty-two of the 68 students (32.2%) participated in the study. The respondents expressed generally positive opinions. They felt that the curriculum prepared them well for licensing examinations and future practice. Problem-based learning sessions encouraged active learning and group work among students, thus, improving their understanding of the course material. The respondents felt that certain subjects were allocated a larger proportion of time during the sessions, as well as more questions during the integrated assessment. They also expressed an appreciation for medical humanities, and felt that sessions on the appraisal of literature needed modification. Their opinions about assessment of behavior, attitudes, and professionalism varied. Conclusion: Student opinion was positive, overall. Our findings would be of interest to other medical schools that have recently adopted an integrated curriculum or are in the process of doing so.

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Designing and conducting a two day orientation program for first semester undergraduate medical students
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Students’ perception of the learning environment at Xavier University School of Medicine, Aruba: a follow-up study: P. Ravi Shankar, Rishi Bharti, Ravi Ramireddy, Ramanan Balasubramanium, Vivek Nuguri; J Educ Eval Health Prof. 2014;11:9. Published online May 7, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.9

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Xavier University School of Medicine admits students mainly from the United States and Canada to the undergraduate medical program. A previous study conducted in June 2013 used the Dundee Ready Educational Environment Measure to measure the educational environment and impact of different teaching and learning methods in the program. The present study aims to obtain information about students’ perceptions of changes in the educational environment, which underwent modifications in teaching and learning, in January 2014. Information was collected about the participants’ semester of study, gender, nationality, and age. Students’ perceptions of the educational environment were documented by noting their degree of agreement with a set of 50 statements grouped into five categories. Average scores were compared among different groups. The mean total and category scores were compared to those of the 2013 study. Sixty of the sixty-nine students (86.9%) who enrolled in the undergraduate medical program participated in the survey. The majority were male, aged 20¬–¬25 years, and of American nationality. The mean±SD total score was 151.32±18.3. The mean scores for students’ perception in the survey categories were perception of teaching/learning (38.45), perception of teachers (33.90), academic self-perceptions (22.95), perception of atmosphere (36.32), and social self-perception (19.70). There were no significant differences in these scores among the different groups. All scores except those for academic self-perception were significantly higher in the present study compared to the previous one (P < 0.05). The above results will be of particular interest to schools that plan to transition to an integrated curriculum.

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Challenges in shifting to an integrated curriculum in a Caribbean medical school
P. Ravi Shankar
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Initiating small group learning in a Caribbean medical school
P. Ravi Shankar
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Reassessing the educational environment among undergraduate students in a chiropractic training institution: A study over time
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Student feedback about the integrated curriculum in a Caribbean medical school
P. Ravi Shankar, Ramanan Balasubramanium, Neelam R. Dwivedi, Vivek Nuguri
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Designing and conducting a two day orientation program for first semester undergraduate medical students
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Journal of Educational Evaluation for Health Professions.2014; 11: 31. CrossRef

Students’ perception of the learning environment at Xavier University School of Medicine, Aruba: P. Ravi Shankar, Arun K Dubey, Ramanan Balasubramanium; J Educ Eval Health Prof. 2013;10:8. Published online September 30, 2013; DOI: https://doi.org/10.3352/jeehp.2013.10.8

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Students’ perception of the learning environment at Xavier University School of Medicine, Aruba: a follow-up study
P. Ravi Shankar, Rishi Bharti, Ravi Ramireddy, Ramanan Balasubramanium, Vivek Nuguri
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Self-financing students in private medical schools: P. Ravi Shankar; J Educ Eval Health Prof. 2012;9:4. Published online January 31, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.4

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Feedback on and knowledge, attitude, and skills at the end of pharmacology practical sessions: P. Ravi Shankar, Nisha Jha, Omi Bajracharya, Sukh B Gurung, Kundan K. Singh; J Educ Eval Health Prof. 2011;8:12. Published online November 30, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.12

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Concern has been raised about inadequate pharmacology teaching in medical schools and the high incidence of prescribing errors by doctors in training. Modifications in pharmacology teaching have been carried out in many countries. The present study was carried out using a semi-structured questionnaire to obtain students??perceptions of their knowledge, attitudes, and skills with regard to different subject areas related to rational prescribing at the end of two-year activity-based pharmacology practical learning sessions in a private medical school in Nepal. The effectiveness of the sessions and strengths and suggestions to further improve the sessions were also obtained. The median total knowledge, attitude, skills and overall scores were calculated and compared among different subgroups of respondents. The median effectiveness score was also calculated. Eighty of the 100 students participated; 37 were male and 43 female. The median knowledge, attitude, and skills scores were 24, 39, and 23, respectively (maximum scores being 27, 45, and 36). The median total score was 86 (maximum score being 108). The effectiveness score for most subject areas was 3 (maximum 4). The strengths were the activity-based nature of the session, use of videos and role-plays, and repeated practice. Students wanted more sessions and practice in certain areas. They also wanted more resources and an internet connection in the practical room. The skills scores were relatively low. The immediate impact of the sessions was positive. Studies may be needed to assess the long term impact. Similar programs should be considered in other medical schools in Nepal and other developing countries.

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Pharmacists’ Knowledge and Practice of Issues Related to Using Psychotropic Medication in Elderly People in Ethiopia: A Prospective Cross-Sectional Study
Gashaw Binega Mekonnen, Alemante Tafese Beyna
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Ramzi Shawahna, Mais Khaskiyyi, Hadeel Abdo, Yasmen Msarwe, Rania Odeh, Souad Salame
Journal of Educational Evaluation for Health Professions.2017; 14: 8. CrossRef
Role-Play Preceded by Fieldwork in the Teaching of Pharmacology: from “Raw Sap” to “Elaborated Sap”
Daniel Riani Gotardelo, Valdes Roberto Bóllela, Anderson Proust Gonçalves Souza, Daiane de Paula Barros, Jesus Mística Ventura Balbino, Denise Ballester
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Recall of Theoretical Pharmacology Knowledge by 6th Year Medical Students and Interns of Three Medical Schools in Riyadh, Saudi Arabia
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Transcripts of a Medical Education in Humanities Module
P. Ravi Shankar, Kundan Kr. Singh, Ajaya Dhakal, Arati Shakya, Rano M. Piryani
International Journal of User-Driven Healthcare.2012; 2(3): 63. CrossRef

Student feedback about The Skeptic Doctor, a module on pharmaceutical promotion: P. Ravi Shankar, Kundan K. Singh, Rano M. Piryani; J Educ Eval Health Prof. 2011;8:11. Published online November 30, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.11

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Abstract PDF: Pharmaceutical promotion is an integral part of modern medical practice. Surveys show that medical students have a positive attitude towards promotion. Pharmaceutical promotion is not adequately taught in medical schools. A module based on the manual produced by Health Action International was conducted for second year medical students at KIST Medical College, Lalitpur, Nepal. Student feedback on various aspects of the module was obtained using a semi-structured questionnaire. Eighty-six of the 100 students (86%) provided feedback about the module. Forty-five (52.3%) were female and 39 (45.3%) were male. Participant feedback about the module was positive. Small group work and role plays were appreciated, and the ratings of the module and the manual were satisfactory. Respondents felt pharmaceutical promotion will play an important role in their future practice and that the module prepared them to respond appropriately to promotion and select and use medicines properly. The module further developed on issues covered during pharmacology practical and majority felt the module was of relevance to Nepal. Students appreciated the module though there were suggestions for improvement. The module should be considered during the years of clinical training (third and fourth years) and internship and in other medical schools.

Conducting correlation seminars in basic sciences at KIST Medical College, Nepal: P. Ravi Shankar; J Educ Eval Health Prof. 2011;8:10. Published online October 17, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.10

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KIST Medical College is a new medical school in Lalitpur, Nepal. In Nepal, six basic science subjects are taught together in an integrated organ system-based manner with early clinical exposure and community medicine. Correlation seminars are conducted at the end of covering each organ system. The topics are decided by the core academic group (consisting of members from each basic science department, the Department of Community Medicine, the academic director, and the clinical and program coordinators) considering the public health importance of the condition and its ability to include learning objectives from a maximum number of subjects. The learning objectives are decided by individual departments and finalized after the meeting of the core group. There are two student coordinators for each seminar and an evaluation group evaluates each seminar and presenter. Correlation seminars help students revise the organ system covered and understand its clinical importance, promote teamwork and organization, and supports active learning. Correlation seminars should be considered as a learning modality by other medical schools.

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Brenda J. Klement, Douglas F. Paulsen, Lawrence E. Wineski
Journal of Medical Education and Curricular Development.2016; 3: JMECD.S18919. CrossRef
Students’ perception of the learning environment at Xavier University School of Medicine, Aruba
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Challenges in conducting the undergraduate medical program in a medical school in Nepal: A personal selection
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Undergraduate medical education in Nepal: one size fits all?: P. Ravi Shankar; J Educ Eval Health Prof. 2011;8:9. Published online October 1, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.9

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Readiness for Interprofessional Learning Among First Year Medical and Dental Students in Nepal
Nisha Jha, Subish Palaian, Pathiyil Ravi Shankar, Sijan Poudyal
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Book review: Basics in medical education: P. Ravi Shankar; J Educ Eval Health Prof. 2011;8:8. Published online July 30, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.8

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Taking medical humanities forward: P. Ravi Shankar, Rano M Piryani; J Educ Eval Health Prof. 2011;8:7. Published online July 27, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.7

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Citations

Citations to this article as recorded by

Medical humanities: developing into a mainstream discipline
P. Ravi Shankar
Journal of Educational Evaluation for Health Professions.2014; 11: 32. CrossRef
Transcripts of a Medical Education in Humanities Module
P. Ravi Shankar, Kundan Kr. Singh, Ajaya Dhakal, Arati Shakya, Rano M. Piryani
International Journal of User-Driven Healthcare.2012; 2(3): 63. CrossRef

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