Afzal Muhammad Faheem, Ali Abrar Ashraf, Hanif Asif
Dr. Muhammad Faheem Afzal, FCPS, MHPE. Department of Pediatrics, King Edward Medical University Lahore, Pakistan.
Dr. Abrar Ashraf Ali, FCPS, FRCS (Ed), MCPS-HPE, DCPS-HPE, FACS. Department of Surgery, King Edward Medical University Lahore, Pakistan.
Pak J Med Sci. 2019 Nov-Dec;35(6):1499-1504. doi: 10.12669/pjms.35.6.830.
To assess the clinical teaching skills of Pediatrics' residents as rated by final year MBBS students by using augmented Stanford Faculty Development Program questionnaire (SFDPQ) in a teaching hospital, Lahore.
This cross- sectional survey was conducted in the Department of Pediatrics, King Edward Medical University, Lahore in six months in 2016.Total of 265 students of final year MBBS, attending the teaching sessions organized by residents during their four weeks rotation in Pediatrics were included by non-probability purposive sampling. The augmented SFDPQ was emailed to the study participants after the completion of the clinical rotation, following several encounters with the resident. The data was entered in SPSS 22 for statistical analysis. Scores for each domain (learning climate, control of session, communication of goals, promoting understanding and retention, evaluation, promoting self-directed learning, teacher's knowledge and teacher's attitude) were also presented as mean and standard deviation. One-sample Kolmogorov-Smirnov test was applied to observe the normality of data. Where normality of data was observed, independent sample t-test was applied and where normality of data was not observed, Mann-Whitney U test was applied to compare the score between genders. Score of four was considered as cut off score for satisfactory results.
Out of 265 students, 250 responded with response rate of 94.3%. Out of 250 medical students, 105 (42.0%) were male and 145(58.0%) were female. The internal consistency (Cronbach's alpha) of this score was excellent (0.973). The mean score for all SFDPQ domains was also sub-optimal (2.90±0.611). The mean total score was sub-optimal for learning climate (3.39±0.69), control of session (3.25±0.77), communication of goals (3.26±0.86), promoting understanding and retention (3.26±0.77), evaluation (2.25±0.67), promoting self-directed learning (3.17±0.90), teacher's knowledge (3.14±0.93) and teacher's attitude (3.31±0.89), while it was good only for feedback (4.03±0.11). The mean total score for all SFDPQ domains in males and females was 3.05±0.54 and 2.79±0.64 respectively. Although sub-optimal in both the genders, the score was significantly higher in males with p-value 0.001.
We found suboptimal clinical teaching skills of Pediatrics' residents as rated by final year MBBS medical students.
在拉合尔的一家教学医院，通过使用增强版斯坦福教师发展计划问卷（SFDPQ），评估医学学士最后一年学生对儿科住院医师临床教学技能的评价。
2016年，在拉合尔爱德华国王医科大学儿科系进行了为期六个月的横断面调查。通过非概率目的抽样，纳入了265名医学学士最后一年的学生，他们在儿科为期四周的轮转期间参加了由住院医师组织的教学课程。在临床轮转结束后，经过与住院医师的多次接触，将增强版SFDPQ通过电子邮件发送给研究参与者。数据录入SPSS 22进行统计分析。每个领域（学习氛围、课程控制、目标传达、促进理解和记忆、评估、促进自主学习、教师知识和教师态度）的得分也以均值和标准差呈现。应用单样本柯尔莫哥洛夫-斯米尔诺夫检验观察数据的正态性。若观察到数据呈正态分布，则应用独立样本t检验；若未观察到数据呈正态分布，则应用曼-惠特尼U检验比较性别间的得分。四分被视为满意结果的截断分数。
265名学生中，250名做出回应，回应率为94.3%。在250名医学生中，105名（42.0%）为男性，145名（58.0%）为女性。该得分的内部一致性（克朗巴哈系数）极佳（0.973）。所有SFDPQ领域的平均得分也未达最优（2.90±0.611）。学习氛围（3.39±0.69）、课程控制（3.25±0.77）、目标传达（3.26±0.86）、促进理解和记忆（3.26±0.77）、评估（2.25±0.67）、促进自主学习（3.17±立样本t检验；若未观察到数据呈正态分布，则应用曼-惠特尼U检验比较性别间的得分。四分被视为满意结果的截断分数。
265名学生中，250名做出回应，回应率为94.3%。在250名医学生中，105名（42.0%）为男性，145名（58.0%）为女性。该得分的内部一致性（克朗巴哈系数）极佳（0.973）。所有SFDPQ领域的平均得分也未达最优（2.90±0.611）。学习氛围（3.39±0.69）、课程控制（3.25±0.77）、目标传达（3.26±0.86）、促进理解和记忆（3.26±0.77）、评估（2.25±0.67）、促进自主学习（3.17±0.90）、教师知识（3.14±0.93）和教师态度（3.31±0.89）的平均总分未达最优，而仅反馈方面（4.03±0.11）良好。男性和女性所有SFDPQ领域的平均总分分别为3.05±0.54和2.79±0.64。尽管两性得分均未达最优，但男性得分显著更高，p值为0.001。
我们发现医学学士最后一年的医学生对儿科住院医师临床教学技能的评价未达最优。
