Arun K Dubey

Student attitudes towards communication skills training in a medical college in Western Nepal.

CONTEXT Previous studies have shown that students have both positive and negative attitudes towards communication skills training. However, studies in Nepal are lacking. OBJECTIVES The present study was carried out to determine the positive and negative attitudes of student respondents using the previously validated communication skills attitude scale (CSAS) (see Appendix). METHODS The study was carried out among third- and fourth-semester students at the Manipal College of Medical Sciences, Pokhara, Nepal. These students are in the pre-clinical part of their course and learn the basic science subjects through an integrated, system-based curriculum. Gender, age, nationality of the respondents, occupation of parents, medium of instruction at school, attitude towards communication skills training during the clinical years, and self-rating of communication abilities were recorded. Association of the positive and negative attitudes with these variables was determined using appropriate statistical tests (p < 0.05). FINDINGS A total of 123 students participated in the study; 74 (60.2%) were male, and 104 (84.5%) had studied in English-medium schools. The median positive attitude score was 51 (inter-quartile range 7). Nationality and attitude towards communication skills training during the clinical years showed a significant association. The mean negative attitude scale score was 31.18 (SD = 4.96). A significant association was noted with attitude towards communication skills training during the clinical years. Both scales range from 13-65, with higher scores indicating stronger attitudes. CONCLUSIONS Communication skills training should be modified and strengthened. Formal courses during the clinical years are required. Training sessions for the faculty and further studies across different semesters and in different medical colleges in Nepal are needed.

Student Feedback on Problem Stimulated Learning in Pharmacology: A Questionnaire based Study

At the Manipal College of Medical Sciences (MCOMS), Pokhara, Nepal a mixture of didactic lectures and problem-stimulated learning (PSL) is used to teach pharmacology. The present study was carried out to obtain information on student attitudes towards PSL in pharmacology and note any differences in attitudes due to demographic factors, graduation, medium of instruction at school, previous exposure to and importance of self-learning at school. Fourteen statements regarding PSL were given and the respondents were asked to indicate the extent of their agreement using a modified Likert-type scale. The fourth semester students were invited to participate in the study by notices and announcements. Of the 200 fourth semester students, 150 (75%) completed the questionnaire. The Mann – Whitney U test was used to analyze differences between the groups. Female students ( p 5 0.85), English medium students ( p 5 0.61) and students with exposure to problem-based learning (PBL) ( p 5 0.82) had a higher median score which was not statistically significant. Students from schools where self-learning was important had a more positive opinion regarding PSL ( p 5 0.005). Involvement of other departments and problem-based assessment will be helpful to the faculty in considering a problem from different perspectives and will make PSL a more integrated and effective method of learning for the students.

Students’ perception of the learning environment at Xavier University School of Medicine, Aruba

Purpose: The learning environment at Xavier University School of Medicine (XUSOM), Aruba has not been previously studied. Hence, the present study was carried out using the Dundee Ready Education Environment Measure (DREEM) to obtain student perceptions about the learning environment and compare the same among different subgroups of respondents. Methods: The questionnaire was administered to undergraduate medical students in their first to fifth semester during the first two weeks of June 2013. The students’ perceptions were evaluated by noting their degree of agreement with a set of 50 statements using a Likert-type scale. The mean overall score and the scores of subcategory were calculated and compared among different respondents (P<0.05). Results: Seventy-three of the 86 students (84.9%) completed the questionnaire. The overall mean±SD score was 131.79±22.86 (maximum score 200). The mean±SD score for students’ perception of teaching/learning was 31.99±6.23 (maximum score, 48), while the score for students’ perceptions of teachers was 30.05±5.54 (maximum score, 44). The mean±SD scores for students’ academic self-perception, students’ perception of the atmosphere, and students’ social self-perception were 21.88±5.11 (maximum score, 32), 30.92±8.59 (maximum score, 48), and 16.96±4.71 (maximum score, 28), respectively. There were no differences in scores according to the respondents’ personal characteristics. Conclusion: The student responses about the learning environment at the institution were positive. We plan to obtain regular student feedback as the curriculum becomes progressively more student-centered and integrated.

Reading habits and attitude toward medical humanities of basic science students in a medical college in Western Nepal.

Background: The Manipal College of Medical Sciences, Pokhara, Nepal, admits students from Nepal, India, Sri Lanka, and other countries to the undergraduate medical course. Purposes: The present study sought to describe and explore reading habits of medical students during the first three semesters and obtain their views regarding inclusion of medical humanities in the course. Methods: The authors introduced a voluntary module in medical humanities to the fifth- and sixth-semester students. Gender, semester, and nationality of respondents were noted. Commonly read noncourse books (fiction and nonfiction) were noted. Student attitudes toward medical humanities were studied using a set of nine statements. A total of 165 of the 220 students (75%) participated. Indians followed by Nepalese were the most common nationalities. Results: Romantic fiction and biography were most commonly read. The Alchemist and The Da Vinci Code were commonly read books. Students were in favor of inclusion of medical humanities in the curriculum. The median total score was 30 (maximum possible score = 45). Conclusions: Students read widely beyond their course. The possibility of introducing medical humanities in the curriculum should be explored.

Postgraduate students as simulated patients in communication skills learning and assessment

At the Manipal College of Medical Sciences communication skills learning and assessment has been carried out for over 7 years. Postgraduate MSc students in Pharmacology were recently used as simulated patients during learning and assessment of communication skills. The purpose was to train postgraduates to plan, initiate and conduct sessions and to help them in their future role as medical teachers. Common problems and illnesses in Nepal and South Asia were covered and the communication of drug and non-drug information to the patient was emphasised. The postgraduates enjoyed the sessions and found them interesting and useful. Feedback from 116 students was obtained using a modified Likert-type scale. The students were in favour of postgraduate students as simulated patients. Continuation and improvement of the sessions is planned for the future.

Educational sessions on assessing rationality of prescriptions: Student feedback

Introduction: Sessions on rational use of medicines are being conducted at the Manipal College of Medical Sciences, Pokhara, Nepal. Recently, sessions on analyzing rationality of prescriptions have been introduced. The present study was carried out to obtain information on the attitudes of preclinical medical students towards the sessions and note association, if any, of the attitudes with the respondents’ characteristics. Methods: Student feedback was collected using an anonymous, self-administered questionnaire. The student attitudes were measured using a modified Likert-type scale. The median total score was calculated and association was determined using appropriate statistical tests. Results: The overall response rate was 73.5% (164 of the 223 students). Indians and Nepalese were the common nationalities and majority of respondents were urban and self-financing. No association was observed of the score with demographic characteristics. Conclusion: The overall student response was positive and the sessions should be continued and strengthened.