Ramanan Balasubramanium

Student feedback about the integrated curriculum in a Caribbean medical school

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.

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.

Small group effectiveness in a Caribbean medical school's problem-based learning sessions.

Purpose: The Tutorial Group Effectiveness Instrument was developed to provide objective information on the effectiveness of small groups. Student perception of small group effectiveness during the problem base learning (PBL) process has not been previously studied in Xavier University School of Medicine (Aruba, Kingdom of the Netherlands); hence, the present study was carried out. Methods: The study was conducted among second and third semester undergraduate medical students during the last week of September 2013, at Xavier University School of Medicine of the Netherlands. Students were informed about the objectives of the study and invited to participate after obtaining written, informed consent. Demographic information like gender, age, nationality, and whether the respondent had been exposed to PBL before joining the institution was noted. Student perception about small group effectiveness was studied by noting their degree of agreement with a set of 19 statements using a Likert-type scale. Results: Thirty-four of the 37 (91.9%) second and third semester medical students participated in the study. The mean cognitive score was 3.76 while the mean motivational and de-motivational scores were 3.65 and 2.51, respectively. The median cognitive category score was 27 (maximum score 35) while the motivation score was 26 (maximum score 35) and the de-motivational score was 12 (maximum score25). There was no significant difference in scores according to respondents’ demographic characteristics. Conclusion: Student perception about small group effectiveness was positive. Since most medical schools worldwide already have or are introducing PBL as a learning modality, the Tutorial Group Effectiveness Instrument can provide valuable information about small group functioning during PBL sessions.

Using Movies to Strengthen Learning of the Humanistic Aspects of Medicine.

INTRODUCTION Movie screening and activities have been used during the last two semesters (spring and summer 2015) to strengthen the learning of communication skills, empathy, professionalism, and greater understanding of the process and death and dying at the Xavier University School of Medicine. AIM The present manuscript describes the movie screening and activities. Student feedback regarding the sessions is also mentioned. SETTINGS AND DESIGN The activity was conducted among basic science undergraduate medical students and student feedback was obtained. A cross-sectional study design was used. MATERIALS AND METHODS Feedback was obtained towards the end of June 2015 using a questionnaire designed by the authors. Participants were asked to rate their degree of agreement with the set of statements and provide an overall rating for the sessions. No demographic information was collected. STATISTICAL ANALYSIS Cronbachs alpha was calculated as a measure of internal consistency. The normality of distribution of the scores of individual statements and of the overall rating was determined using one sample Kolmogorov-Smirnov test. The average scores were calculated. Free text comments were tabulated. RESULTS Forty-nine of the 63 students (77.8%) participated in the study. Cronbachs alpha was 0.868 indicating a high level of internal consistency. The median scores indicating the degree of agreement with most statements ranged from 3 to 5. The mean participant rating of the sessions was 7.10 (maximum possible score 10). A few participants provided free text comments regarding the sessions. CONCLUSION Student feedback about the session was positive. Impact of the session on humanistic issues, professionalism and death and dying should be studied in future.

Attitude of Basic Science Medical Students Toward Interprofessional Collaboration.

Purpose: Interprofessional collaboration (IPC) and interprofessional education (IPE) are increasingly emphasized in the education of health professions. Xavier University School of Medicine, a Caribbean medical school admits students from the United States, Canada, and other countries to the undergraduate medical course. The present study was carried out to obtain information about the attitude toward IPC among basic science medical students and note differences, if any, among different subgroups. Methods: The study was conducted among first to fifth semester students during July 2015 using the previously validated Jefferson Scale of Attitudes Toward Interprofessional Collaboration (JeffSATIC). Gender, age, semester, and nationality were noted. Participants’ agreement with a set of 20 statements was studied. Mean total scores, working relationship, and accountability scores were calculated and compared among different subgroups of respondents (p<0.05). Results: Sixty-seven of the 71 students (94.4%) participated. Cronbach’s alpha value of the questionnaire was 0.827, indicating good internal consistency. The mean total score was 104.48 (maximum score 140) while the working relationship and accountability scores were 63.51 (maximum score 84) and 40.97 (maximum score 56), respectively. Total scores were significantly higher among third-semester students and students of Canadian nationality. Working relationship and accountability scores were higher among first and third-semester students. Conclusion: The total working relationship and accountability scores were lower compared to those obtained in a previous study. Opportunities for IPE and IPC during the basic science years should be strengthened. Longitudinal studies in the institution may be helpful. Similar studies in other Caribbean medical schools are required.

Student's perception of the learning environment at Xavier University School of Medicine, Aruba: a follow-up study

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.

Approach to learning of medical students in a Caribbean medical school

There are three main approaches to learning. Deep approach (DA) is an organized one where the emphasis is internal and learners are motivated by the relevance of the syllabus to their personal needs (4). Surface apathetic approach (SAA) is a superficial method of learning where the emphasis is on memorization