Ghayur Sameena, Rafi Shahid, Khan Asna Haroon, Ahmad Rifat Nadeem, Iqbal Mobeen
Department of Pathology, Shifa College of Medicine, Islamabad.
J Pak Med Assoc. 2012 Sep;62(9):937-41.
To ascertain the perceptions of students and faculty of Shifa College of Medicine, Islamabad regarding the delivery of Endocrinology and Reproduction module as a component of the newly introduced Integrated Modular Curriculum.
A descriptive study, using mixed qualitative and quantitative method, starting from June 6 to August 15 2008. A period of 10 weeks was spent on the study including 8 weeks of planning, 2 weeks of delivery and assessment and a 2 weeks period of post hoc analysis and data collection. A multidisciplinary team of faculty developed themes, clinical cases, objectives and table of specification of the Endocrinology and Reproduction Module for Fourth Year MBBS Class. Continuous assessment was done by theme-based assignments and student presentations. Summative assessment was done by Multiple Choice and Short Answer Questions. Likert scale-based student feedback questionnaire was administered while the students were also encouraged to comment on the module for improvement. Feedback was obtained from the faculty in a similar manner.
Out of a class of 86 students, 47 (55%) agreed to a balance between basic and clinical concepts addressed in the module, 21 (24%) agreed that emphasis on clinical concepts was appropriate, 37 (43%) agreed that learning strategies were well integrated, 50 (58%) were of the opinion that the assigned learning material was consistent with the session objectives, while 39 (45%) agreed that case-based instruction was useful, and 40 (47%) students were of the opinion that large group discussion was useful. Faculty feedback was positive towards integrated learning.
Integrated Endocrinology and Reproduction module received mixed response from students. This led us to modify and tailor the curriculum to better cater for the needs of students. Feedback from students and faculty is essential for improvement in the quality of educational interventions.
确定伊斯兰堡希法医学院的学生和教师对作为新引入的综合模块化课程一部分的内分泌学与生殖模块授课情况的看法。
采用描述性研究，运用定性和定量相结合的方法，研究时间从2008年6月6日至8月15日。该研究为期10周，包括8周的规划、2周的授课与评估以及2周的事后分析和数据收集。一个多学科教师团队为医学学士四年级课程制定了内分泌学与生殖模块的主题、临床病例、目标和规格表。通过基于主题的作业和学生展示进行持续评估。通过多项选择题和简答题进行总结性评估。发放基于李克特量表的学生反馈问卷，同时鼓励学生对该模块提出改进意见。以类似方式从教师那里获得反馈。
在86名学生中，47名（55%）认为该模块在基础概念和临床概念之间取得了平衡，21名（24%）认为对临床概念的强调是恰当的，37名（43%）认为学习策略融合得很好，50名（58%）认为指定的学习材料与课程目标一致，39名（45%）认为基于案例的教学很有用，40名（47%）学生认为小组讨论很有用。教师对综合学习给予了积极反馈。
内分泌学与生殖综合模块在学生中得到了不同的反馈。这促使我们修改和调整课程，以更好地满足学生的需求。学生和教师的反馈对于提高教育干预质量至关重要。
