IAP Journal of Medical Education and Research

Message from IAP Members

2024-09-06T11:28:57+00:00

Messages from IAP Members

Embracing Transformational Change in Medical Education

2024-09-07T07:07:25+00:00

Medical education is experiencing significant changes both in India and across the globe. These trends reflect the evolving needs of the healthcare sector and the increasing demand for competent and compassionate healthcare professionals. As we stand on the brink of transformational change in medical education, it is crucial that all stakeholders come together to drive this process forward. By embracing innovation, collaboration, and a commitment to excellence, we can shape a medical education system that meets the needs of our people and prepares doctors to deliver high-quality healthcare for all. One key trend is the shift towards competency-based education. Traditional methods of rote memorization are being replaced by a focus on practical skills, critical thinking, and problem-solving abilities. This ensures that medical graduates are better prepared to meet the complex challenges of modern healthcare.

Elective Choices by Undergraduate Medical Students: What do They Tell about the Future Physician Workforce?: A Cross-Sectional Study

2024-09-07T07:36:28+00:00

Introduction: Graduate Medical Educati on Regulati ons 2019 has tried to create, in the MBBS curriculum itself, opportuniti es for the students to get individualized educati onal experiences, known as electi ves.
Aims:
1. To ascertain the choice of electi ves made by the students
2. To determine the factors that infl uence the student’s choice of electives
Method: This is a cross-secti onal questi onnaire-based study conducted at the ti me of allotment of electi ves to MBBS Phase 3 Part 1 students. An online Google-based self-administered questi onnaire in the English language was distributed to all 100 students of MBBS Phase 3 Part 1. The questi onnaire consisted of electi ve choices from pre/ para clinical (Block 1) and clinical electi ves (Block 2). The students were asked to state their four preferences in each block. Frequencies and percentages were computed for all variables.
Results: All the 100 students of the MBBS 2019 batch parti cipated in the study. The students were in the age group of 20–23 years with 49 males and 51 females. Among the electi ves off ered in the pre/ para clinical subjects, those of Pathology were the most sought aft er and those off ered by Anatomy and Physiology were chosen the least. Among the clinical electi ves, Medicine and Allied were the most opted ones followed by Surgery. Pediatrics and Psychiatry were the categories that turned out to be the least sought aft er. No student opted for electi ves in Community Medicine.
Conclusion: Understanding the thought processes, interests and aspirati ons of our students (the future workforce), and adapti ng accordingly, is very essenti al.

Introducing Portfolios for Family Adoption Program for Undergraduates

2024-09-24T04:33:21+00:00

Introduction: The “family study” has been a part of the undergraduate curriculum since the incepti on of the subject of Community Medicine. With the introducti on of the recommended Family Adopti on Program
as a part of the curriculum of Community Medicine, family study has gained a new and more robust face for community learning. To address the uti lity and impact of such a robust program involving experienti al learning, existi ng methods of learning and assessment need to be changed. Hence, the portf olio used for learning as well as assessment has been explored for the family adopti on program (FAP) at the undergraduate (UG) level.
Study Design: Interventi onal educati onal project.

Objecti ves: 1. Preparati on of framework for Portf olio development for FAP 2. Uti lizing the portf olio for student learning 3. Developing rubrics for portf olio assessment 4. Uti lizing portf olios for assessment
using the rubrics.
Method: The study was conducted involving one batch of 150 students and all faculty of the Community Medicine department. It was carried out in 3 phases - Developing a framework and guidelines for portf olio
development, Introducing portf olios to learners and mentoring in preparati on & organizati on & Assessment of portf olios.
Results: The Portf olio guidelines were developed and uti lized during FAP by the students and the mentors for learning and feedback. Additi onally, the Rubric for Assessment was developed and uti lized for portf olio assessment. Conclusion: Portf olio use by UGs for FAP was found to be suitable for sustainability and replicability.

Simulation-Based Teaching Using Standardized Patients for Advanced Communication Skills Among Medical Undergraduates

2024-09-07T08:00:03+00:00

Introduction: Good communicati on skill is the foundati on for the doctorpati ent relati onship. This is even more important when we encounter medical challenges. We conducted a study on undergraduate students and facilitators to record their percepti ons regarding simulati on-based teaching in complex communicati on.
Method: A mixed method study was conducted among the 1st batch of CBME MBBS students presently in Phase III part I, in a Medical College located in coastal Andhra Pradesh. It was conducted during the AETCOM classes in the Department of Community Medicine, among a convenient sample of 119 students. A module was created to develop medical trainees’ competencies in advanced communicati on skills by SBT using standardized pati ents. Feedback was gathered from the students.
Result: The majority (95.8%) of respondents were comfortable with this TL method. The suitability and appropriateness of the case scenarios were agreed upon by 95% of the parti cipants. Suffi ciency of allocated ti me for learning through role plays was agreed upon by 84.88% of the parti cipants and achievement of learning objecti ves was agreed upon by 85.15% of parti cipants. Mock press conferences were found to appeal
more (42%) to the parti cipants. There is an increase in the self-rati ng about knowledge, confi dence, communicati on, team building and empathy demonstrati on aft er the training.
Conclusion: The simulati on-based structured teaching program on ‘advanced communicati on’ using standardized pati ents is acceptable to the two major stakeholders, students (learners) and faculty (teachers). It
is feasible within the given context which is the most commonly prevailing scenario in the teaching medical insti tutions.

Utility of Video-Assisted Learning for Improving Performance Skills in Anthropometry among Undergraduate Students Posted in the Pediatrics Department

2024-09-07T09:22:40+00:00

Introduction: Medical educati on in the twenty-fi rst century faces a variety of implementati on obstacles. Informati on technology assists in overcoming these diffi culti es by providing several curriculum delivery
modaliti es. Off ering students diff erent learning modes meets their specifi c needs while also providing medical schools with opti ons for coping with diffi culti es related to medical educati on delivery. This study aims to assess the uti lity of video-assisted learning in learning anthropometry in undergraduate (UG) students.
Objective: To assess the uti lity of video-assisted learning in learning anthropometry in UG students.
Method: A total of 60 students in batches of 15 were included in this cross-secti onal, analyti cal study. Batches were divided into two groups and two anthropometric measurements – head circumference and mid-arm circumference, were taught aft er a pre-test. Group I was taught in the traditi onal way of demonstrati on and Group II by video demonstrati on. The groups were crossed over to teach the other skill. Students then were subjected to post-test and OSCE separately for the anthropometric measurement skills. Structured feedback was obtained from the parti cipants.
Results: The demonstrati on group and video group were comparable based on mean pre-test scores (0.95 and 0.82, respecti vely), though the pre-test and post-test scores of both the groups showed a high level of stati sti cal signifi cance (p = 0.0001). Their mean post-test scores showed no stati sti cal signifi cance (4.85 and 4.78; p = 0.32), but the demonstrati on group performed well in OSCE (4.47 and 4.12; p = 0.01).
Conclusion: Video demonstrati on did not have a bett er eff ect on performance as compared to direct demonstrati on. Parti cipants felt that the video could be played again and could reinforce traditi onal
demonstrati on, but it cannot substi tute demonstration.

Artificial Intelligence Tools for Academics in Medicine

2024-09-07T09:35:49+00:00

The emergence of ChatGPT in December 2022 has sparked signifi cant interest in Arti fi cial Intelligence (AI) across the public and academic communiti es. However, AI’s applicati ons in research extend far beyond
ChatGPT, off ering tools that can enhance various stages of the research process, from idea generati on to disseminati on. Research Rabbit is an AI assistant that helps researchers discover and organize academic papers into shareable collecti ons, fostering a sense of community and making literature explorati on more effi cient and collaborati ve. SciSpace (formerly Typeset) simplifi es the understanding of complex research papers by providing clear explanati ons and off ering tools for literature reviews, citati on generati on, and document formatting. This saves researchers valuable ti me and streamlines the research writi ng process. Scite Assistant leverages Smart Citati ons to provide context on how articles are cited. It off ers insights into whether a citati on supports or contrasts the referenced work, helping researchers assess the credibility and impact of studies.
Consensus is an AI-driven search engine that fi nds relevant papers based on research questi ons, providing summaries and a consensus meter to quickly gauge the overall stance on a specifi c topic. Elicit automates literature reviews by identi fying relevant papers, summarizing key informati on, and off ering tools for brainstorming, argument structuring, and text classifi cati on. These AI tools signifi cantly enhance producti vity and effi ciency by aiding in the organizati on, analysis, and understanding of academic research. While they off er substanti al benefi ts, using them alongside human experti se and criti cal thinking is important, as AI is not infallible and may have limitati ons, such as data biases and ethical concerns.

Changing Roles of a Teacher in Medical Education

2024-09-07T09:37:14+00:00

A number of factors have disturbed the teaching/ learning dynamics in health professions educati onal insti tuti ons. These have necessitated wide and all-encompassing changes in the roles required of a teacher
working in this environment. The traditi onal six roles have doubled to twelve with increasing student strength per class, decreasing availability of teachers, lack of faciliti es, demands of the CBME curriculum, lack of moti vati on in students and other factors. This paper focuses on these changed roles of a teacher without which the system will fail in its eff orts to produce competent medical professions which are a must for the country and for fulfi lling the Sustainable Development Goals of the UN related to health as enunciated in 2015.

Clinical Supervision for Quality Teaching Practices Among Educators of Health Professionals

2024-09-09T08:56:52+00:00

Educators use clinical supervision as a formati ve skill development method. The supervisor establishes an environment of mutual trust and open communicati on for the supervisee. Based on accepted theory and
proacti veness, they select strategies that are suitable for the teacher’s level of maturity. This technique has long been accepted as a method for moti vati ng teachers to take charge of their own development. In this arti cle, we reviewed the role of clinical supervision or educati onal supervision in improving teaching practi ces among the educators of health professionals. Briefl y, we have constructed an overview of accreditati on practi ces in Nepal and discussed the suitable framework for implementi ng clinical supervision in an organizati on. We conclude that despite being a refl ecti ve and person-centered technique for enhancing the teaching practi ces of the health profession and its widespread acceptance, clinical supervision remains underuti lized in Nepal.

Current Dilemmas in Medical Education in India

2024-09-09T09:02:55+00:00

Medical educati on in India has undergone a rapid transiti on in recent years. Some of the developments have brought up issues which need deliberati on. Since the viewpoints and needs of the stakeholders are dynamic, it is important to discuss the various aspects criti cally and with an open mind.

Use of Distant Simulated Patients for Formative Assessment in Pediatrics

2024-09-09T09:11:45+00:00

The COVID-19 outbreak created a major dent in the lives of all. It led to the suspension of classroom examinati ons in all educati onal insti tuti ons. The Department of Pediatrics implemented a novel online examinati on using Distant Simulated Pati ents (SP) and received encouraging student feedback. Here is a model for conti nuing clinical practi cal examinati on and result declarati on during the crisis.

Elevating Medical Education and Research in India: A Call for Quality Publications, Rigorous Promotion Criteria, and Equitable Funding

2024-09-09T09:18:28+00:00

In the dynamic landscape of Indian medical educati on and research, a profound analysis reveals a dichotomy of challenges and opportuniti es. This perspecti ve delves into the complexiti es of quality publications emerging from medical colleges, the lenient criteria for academic promotion, the indispensable role of reviewers, the impact of digitalizati on, and the accessibility of arti cle processing charge waivers
in esteemed journals. Quality publicati ons are the linchpin of academic progress, acti ng as conduits for disseminati ng crucial knowledge, best practi ces, and innovati ons. However, the ease with which these publicati ons are attained, and their pivotal role in academic advancement pose intriguing questions.1,2 Behind every published paper are the reviewers, the unsung heroes of scienti fi c publishing. These experts, oft en unsung gurus in the scienti fi c community, off er their experti se altruisti cally, driven solely by their dedicati on to advancing knowledge. Astonishingly, these reviewers, despite their monumental contributi ons, remain unpaid volunteers, oft en sacrifi cing their ti me and eff ort without fi nancial recompense. Research training for postgraduate students (PGs) presents a unique challenge.

NExT - A Game Changer of Competency-Based Medical Education?

2024-09-09T09:45:59+00:00

National Medical Commission (NMC ) declared the NExT mock test 2023 on July 28 by issuing government regulation. But continuously faced with a lot of resistance from medical students and faculty, it was deferred. The reasons cited included need of prior preparation for examination, logistics and determining the curriculum, type, administrative agency and format of the mock and final exam. Furthermore, students wanted more time for preparation for the new exam. The resident doctors in India thanked NMC for the step of deferral of exam and are hoping for the student friendly draft. NExT examination is planned for granting registration to doctors as well as the basis for postgraduate seat allocation which will replace MBBS final examination and the National Eligibility Entrance Test Postgraduate (NEET PG).It is believed to be one of the best solution for bringing uniformity to medical education to get global recognition. This assessment is nothing but the final journey of competency based medical education what was probably envisioned by all expert medical educationists in India to bring uniformity in medical education.

The NExT Wave: Raising the Bar for Healthcare Professionals

2024-09-09T09:58:58+00:00

In accordance with the Nati onal Medical Council (NMC) Act of 2019, the government has set forth plans to introduce a comprehensive Nati onal Exit Test (NExT). NExT is designed to serve a dual role i.e., acti ng as a
singular examinati on for certi fying the eligibility of medical graduates to grant the license to practi ce modern medicine and determining the eligibility for the purpose of allocati on of postgraduate residencies.1 It aims to bring objecti vity in the assessment and ensure minimum standards in the medical educati on being provided all throughout the country in line with One Nati on- One Examinati on. The NMC aims to conduct the examinati on in 2 steps. Step 1 shall be a Multi ple Choice Questi on (MCQ) based screening test involving six papers and applied aspects of all the basic science and para-clinical subjects. In comparison to the current MCQs-based examinati ons, it is expected to include MCQs of higher order including clinical vignett es, extended matching type, problem-solving and applicati on-based questions. Step 2 shall be a practi cal-based examinati on which would assess the expected skills of an Indian Medical Graduate (IMG). The merit for postgraduate admission would be solely based on the marks of Step 1. Results of Step 2 shall be declared as Pass/ Fail only.

Clinical Competence: Knowledge or Skill or Both?

2024-09-09T10:05:02+00:00

George Miller proposed the now well-known Miller pyramid,1 which marked a departure from an emphasis on knowledge-based assessments to an assessment of clinical performance. Miller’s pyramid views the development of clinical competence in four hierarchical stages, viz. knows, knows how, shows, and does. The knowledge component forms the base of the pyramid; the next ti er comprises understanding and applicati on of knowledge; moving on to competence and fi nally to performance. Writt en tests assess the fi rst and second levels; the third by clinical examinati ons, simulati ons, and standardized pati ents; the fourth level is assessed by direct observati on in real-life clinical settings. By placing observable behavior at the top, the Miller pyramid
seems inclined towards a behaviorist rather than a cogniti vist approach to learning.

An Update on Graduate Medical Education Regulations-2023

2024-09-09T10:10:43+00:00

There has been a paradigm shift in Medical Educati on in India since the introduction of the Graduate Medical Educati on Regulati ons (GMER) 2019 by the Nati onal Medical Commission (NMC). A new set of GMER was released and gazett ed in the year 2023. In this short report, the authors have summarized the changes in GMER 2023 with reference to GMER 2019.