Questionable research practices of medical and dental faculty in Pakistan - a confession.

PURPOSE: Intellectual honesty and integrity are the cornerstones of conducting any form of research. Over the last few years, scholars have shown great concerns over questionable research practices (QRPs) in academia. This study aims to investigate the questionable research practices amongst faculty members of medical and dental colleges in Pakistan. METHOD: A descriptive multi-institutional online survey was conducted from June-August 2022. Based on previous studies assessing research misconduct, 43 questionable research practices in four domains: Data collection & storage, Data analysis, Study reporting and Collaboration & authorship were identified and investigated. Descriptive (Frequencies, Percentages, Mean, SD) and Inferential (chi square) statistics were calculated. RESULTS: A total of 654 faculty members responded. Every respondent reported committing at least one QRP in their career. The most common QRPs included deliberately failing to mention funding, publishing program evaluation data not meant for research purposes or approved by an ethical body, inappropriately storing identifiable information and non-disclosure of any conflicts. There was significant association of age, gender and academic rank with QRPs in 'Data collection and storage' and 'Data Analysis' domains. CONCLUSION: Medical and dental faculty members participating in this study are involved in a range of questionable research practices (QRPs) in Pakistan. Their confession might have contributed to the faculty developing self-awareness and reinforcing academic integrity. There is a need for reviewing policies and practices to improve research culture. Future research should explore the factors resulting in such practices.

Digital teaching: Developing a structured digital teaching competency framework for medical teachers.

AIM: To explore the core competencies needed on part of the medical and dental teachers to carry out effective digital teaching for their students. METHODS: It was a qualitative study which employed phenomenological approach. The data were collected from 12 teachers who were purposively selected for semi-structured interviews. They were all expert digital teachers. The data were transcribed verbatim, coded and analyzed thematically. Textural and structural description of the themes helped to develop a new competency framework. RESULTS: The data yielded 47 selective codes with 15 sub-themes and five themes. The emergent themes included general digital competencies, specific digital teaching competencies, mastery of the subject matter, mastery of pedagogical strategies and proficiency in using innovative digital technologies for teaching. The themes 1, 2 and 5 relate to digital competencies only whereas the themes 3 and 4 are generic competencies which apply to both digital and non-digital teaching. These generic competencies form the basis of all kinds of teaching, hence equally important for digital teaching. CONCLUSION: Medical teachers should possess diverse digital competencies. The competency framework that emerged in the current research encompasses the essential attributes that should be included in any future training program aiming at the digital capacity building of the teachers. This will keep them primed for effective digital teaching. Given its crucial importance, the digital teaching competency should be considered as a cross-cutting competency that applies to almost all of the famous eight roles of medical teacher.

Gender-based differences in the representation and experiences of academic leaders in medicine and dentistry: a mixed method study from Pakistan.

BACKGROUND: Research evidence suggests gender-based differences in the extent and experiences of academic leaders across the globe even in developed countries like USA, UK, and Canada. The under-representation is particularly common in higher education organizations, including medical and dental schools. The current study aimed to investigate gender-based distribution and explore leaders' experiences in the medical and dental institutes in a developing country, Pakistan. METHODS: A mixed-method approach was used. Gender-based distribution data of academic leaders in 28 colleges including 18 medical and 10 dental colleges of Khyber Pakhtunkhwa, Pakistan were collected. Qualitative data regarding the experiences of academic leaders (n = 10) was collected through semi-structured interviews followed by transcription and thematic analysis using standard procedures. RESULTS: Gender-based disparities exist across all institutes with the greatest differences among the top-rank leadership level (principals/deans) where 84.5% of the positions were occupied by males. The gender gap was relatively narrow at mid-level leadership positions reaching up to as high as > 40% of female leaders in medical/dental education. The qualitative analysis found gender-based differences in the experiences under four themes: leadership attributes, leadership journey, challenges, and support. CONCLUSIONS: The study showed that women are not only significantly under-represented in leadership positions in medical and dental colleges in Pakistan, they also face gender-based discrimination and struggling to maintain a decent work life balance. These findings are critical and can have important implications for government, organizations, human resource managers, and policymakers in terms of enacting laws, proposing regulations, and establishing support mechanisms to improve gender-based balance and help current and aspiring leaders in their leadership journey.

Perceptions of lecturers and students regarding discriminatory experiences and sexual harassment in academic medicine - results from a faculty-wide quantitative study.

BACKGROUND: Discrimination and sexual harassment are prevalent in higher education institutions and can affect students, faculty members and employees. Herein the aim was to assess the extent of discriminatory experiences and sexual harassment of students and lecturers at one of the largest teaching hospitals in Europe. We analyze whether there are differences between lecturers and students, different study programs as well as sex/gender differences. METHODS: In an interdisciplinary, iterative process, a semi-standardized questionnaire was developed and sent to N = 7095 students (S) of all study programs and N = 2528 lecturers (L) at Charité-Universitätsmedizin Berlin, Germany. The study was conducted from November 2018 to February 2019. Besides a broad range of questions on sociodemographic background allowing for diversity sensitive data analysis, they were asked if they had witnessed and/or experienced any form of discrimination or sexual harassment at the medical faculty, if yes, how often, the perceived reasons, situational factors and perpetrators. RESULTS: The response rate was 14% (n = 964) for students and 11% (n = 275) for lecturers. A proportion of 49.6% of students (L: 31%) reported that they have witnessed and/or experienced discriminatory behavior. Sexual harassment was witnessed and/or experienced by 23.6% of students (L: 19.2%). Lecturers (85.9%) were identified as the main source of discriminatory behavior by students. Directors/supervisors (47.4%) were stated as the main source of discriminatory behavior by lecturers. As the most frequent perceived reason for discriminatory experiences sex/gender (S: 71%; L: 60.3%) was reported. Women and dental students experienced more discriminatory behavior and sexual harassment. CONCLUSIONS: Discriminatory behavior is experienced by a significant number of students and lecturers, with power structures having a relevant impact. Dental students and women appear to be particularly exposed. Specific institutional measures, such as training programs for lecturers and students are necessary to raise awareness and provide resources. Furthermore, national preventive strategies should be thoroughly implemented to fight discrimination and harassment at the workplace.

Exploring early- and mid-career academic work wellbeing challenges through a diversity and inclusion lens.

BACKGROUND: Early- to mid-career academics (EMCAs) represent a core component of the Australian higher education workforce. These academics experience major challenges to their wellbeing, driving a strong desire to leave academia. OBJECTIVES: Determine (1) EMCA awareness of, and engagement with, previous University- and Faculty-level diversity and inclusion events/initiatives and (2) opportunities and solutions to address previously reported diversity and inclusion issues experienced in the workplace. METHODS: 114 EMCAs in medicine, dentistry and health sciences completed an electronic cross-sectional survey. The survey contained a list of University- and Faculty-provided diversity and inclusion initiatives and sought respondent ratings of interest, awareness (knowing/hearing about) and engagement (attending/applying/participating). Two in-person focus groups comprising participants who opted in during the survey or who responded to broader advertising were conducted. Both groups explored opportunities and solutions to address diversity and inclusion issues reported in an earlier organisation-wide survey. RESULTS: Whilst early- and mid-career academics reported high interest in diversity and inclusion events, they also reported limited awareness and engagement with these events, feeling unsupported to engage or perceiving consequences for workload. Focus groups identified five themes related to opportunities and solutions to address diversity and inclusion issues experienced in the workplace (1) enhanced relational support for career progression, (2) clear and transparent processes for efficient working, (3) reducing structural barriers to create opportunity, (4) improved financial renumeration, and (5) improved transitions and pathways. CONCLUSION: Early- and mid-career academics often felt unable to engage with activities outside of their immediate work responsibilities, such as events about diversity and inclusion, due to feelings of high workload. A systems approach to deploying targeted strategies to address these wellbeing challenges is recommended to sustain and retain this critical workforce.

Perceptions of academic deans regarding interprofessional education and its implementation in dental colleges in India: results of a national survey.

This national survey was conducted to assess perceptions and status of implementation of interprofessional education in dental colleges in India. An online link to the questionnaire survey was sent to Deans and Academic Deans of those dental colleges having more than one health profession institute on the same campus. The response rate was 47%. Dental colleges' primary collaborative partner was a medical faculty (46%), with the majority of IPE experiences occurring in post-graduation (58%). Lectures (54%), case-based discussions (64%) were reported to be predominant teaching-learning methods, while written exams (40%), small group participation, and group projects (30%) were predominant assessment methods of IPE experiences. Seventy-six percent responded that there are no faculty development initiatives for IPE while 20% responded that IPE is at planning/developmental stage and 38% responded that IPE is not considered presently. Faculty resistance (32%), academic calendars, and schedule (34%) were pointed out to be the most common barriers to implementing IPE. The findings revealed that although the concept and importance of IPE were well perceived by Academic Deans throughout dental colleges in India, and although dental colleges' co-existed with other faculties on same campus, IPE was not systematically implemented with minimal formal interprofessional education involving dental students.

Faculty Willingness For Continuing Online Teaching-Post COVID-19 Pandemic In Pakistan.

Objectives: To determine faculty willingness for continuing online education after coronavirus disease-2019 in Pakistan, and to correlate it with perceived gain in experience in online teaching during the pandemic. METHODS: The cross-sectional study was conducted at Aziz Fatimah Medical and Dental College, Faisalabad, Pakistan, from January to July 2021, and comprised medical faculty with teaching experience of at least 2 years. Data was collected using an online questionnaire though Google Forms. Multiple regression analysis was done to determine faculty willingness with perceived experience levels in online education. Data was analysed using SPSS 25. RESULTS: Of the 100 subjects approached, 68(68%) responded; 51(75%) females and 17(25%) males. Of the total, 30(44.1%) participants were aged 33-40 years, 25(37%) were from Basic Sciences, 27(39.7%) from Clinical Sciences, 16(23.5%) from Allied Health Sciences, and 39(57.4%) had teaching experience <5 years.. Overall, 39 (57.4%) participants were willing to continue online education post-pandemic, 20(29.4%) agreed partially and 9 (13.2%) did not agree. A positive linear relationship was found between willingness to continue online education and increase in perceived experience level in teaching online (p=0.021). CONCLUSIONS: There was a significant difference between perceived experience level in online teaching before and after the coronavirus disease-2019 pandemic. Those with increase in perceived experience level were willing to continue online education.

Is a Medical Degree Associated With Faculty Leadership Position Attainment in Oral and Maxillofacial Surgery Residency Programs?

PURPOSE: The decision to obtain double-degree versus single-degree training in oral and maxillofacial surgery (OMS) has been a widely debated topic in the United States over the past several decades. The purpose of this study is to determine if OMS faculty holding leadership positions (ie, program directors and chairs/chiefs) are more likely to be single-degree trained versus double-degree trained. METHODS: The authors designed a cross-sectional observational study to address the research purpose. The primary predictor variable was faculty leadership education (single-degree trained vs double-degree trained). The secondary predictor variable was accredited OMS program type led by the faculty with leadership positions (double-degree, both single-degree and double-degree, single-degree, or military program). The primary outcome variable was faculty leadership position (program director or chair/chief). Sums and percentages were calculated and Chi-squared (χ2) tests were used to compare the faculty leadership education with faculty leadership positions for each group. P values less than .05 were considered statistically significant. RESULTS: The study sample was composed of 198 subjects, of which 99 subjects were identified as program directors and 99 subjects were identified as chairs/chiefs. There was no statistically significant difference between the proportions of program directors and chairs/chiefs who were single-degree trained versus double-degree trained when looking at all accredited OMS programs in the United States (52.5% vs 47.5%, P = .615 and 56.6% vs 43.4%, P = .191, respectively). However, program directors of double-degree programs were statistically significantly more likely to be double-degree trained than single-degree trained (77.1% vs 22.9%, P = .001) and program directors and chairs/chiefs of single-degree programs were statistically significantly more likely to be single-degree trained than double-degree trained (67.4% vs 32.6%, P = .022 and 65.1% vs 34.9%, P = .047, respectively). CONCLUSION: Overall, no statistically significant difference exists between the proportions of program directors and chairs/chiefs that were single-degree trained versus double-degree trained at accredited OMS programs. However, when stratifying programs by program type, program directors of double-degree programs were statistically significantly more likely to be double-degree trained and program directors and chairs/chiefs of single-degree programs were statistically significantly more likely to be single-degree trained.

Probing in the complexities of the integrated undergraduate medical curriculum: A qualitative exploratory study.

OBJECTIVE: To explore the perceptions of the faculty regarding the level of curriculum integration and their interpretation of the integration ladder in achieving the complex process. Methods: The qualitative exploratory study was conducted at Islamic International Medical College Islamabad, University College of Medicine and Dentistry Lahore and Rehman Medical College Peshawar, from March to August 2018. The participants were the faculty members involved in the designing and implementation of the integrated curriculum in these institutes. The semi-structured interviews were audio-recorded, transcribed and analysed using Braun and Clarke's thematic content analysis. RESULTS: Of the 18 faculty members, 6 (33.3%) belonged to each of the three institutions. Four themes identified were: curriculum planning, an uphill task; dream versus ground reality; moving up and down the ladder; and teamwork in the paradigm shift. There were different perceptions of the level of integration among faculty members within the same institute. The level of integration ranged from 5-9 in different phases of the curriculum. The processes included all the teamwork steered by the departments of medical education. Conclusion: Although Harden's integration ladder is a useful tool, curriculum integration is an inherently inconsistent and complex process that does not follow a simple hierarchical continuum of integration and requires a teamwork. Identifying the patterns of integration in different phases of the curriculum might be more practical than just determining a single level of integration in the whole curriculum.

Perceptions of faculty on promotion policy in medical and dental colleges associated with Shaheed Zulfiqar Ali Bhutto Medical University Islamabad, Pakistan.

OBJECTIVE: To explore the perceptions of medical and dental faculty regarding the existing promotion criterion and develop a proposed alternative criterion. METHODS: The qualitative exploratory study was conducted from November 2019 to May 2020 at Shaheed Zulfiqar Ali Bhutto Medical University, Islamabad, Pakistan, after approval from the Islamic International Medical College which is affiliated with Riphah International University, Rawalpindi, Pakistan. It comprised focus group discussions involving experts from two medical and dental colleges from both private and public sectors. Data was analysed manually to develop codes, subthemes and themes. RESULTS: Of the 24 participants, 12(50%) participated in each of the two focus groups discussions. Each discussion included 1(8.3%) principal, 2(16.7%) professors, 1(8.3%) associate professor, 2(16.7%) assistant professors and 1(8.3%) senior lecturer from basic sciences, and 1(8.3%) professor, 1(8.3%) associate professor and 1(8.3%) assistant professor from the clinical side as well as 1(8.3%) final year student each from the medical and dental streams. All 24(100%) believed that the current promotion criteria was unrealistic, inconsistent and biased, and lacked justified faculty evaluation; 19(80%) agreed on strengthening the role of research in promotion; 3(12.5%) highlighted lack of opportunities for post-graduation, and 18(75%) were in favour of introducing faculty e-portfolio. Collectively, they suggested that in order to make the criteria dependable, it should include comprehensive teacher assessment with mandatory continuing professional development activities, by standardising research work, and through introducing robust faculty promotion policy and guidelines. CONCLUSIONS: Faculty opinions outlining the gaps in the existing promotion criteria of medical and dental colleges associated with a specific medical university in Pakistan carries critical value as they proposed a modified criteria contextual to the needs of the faculty.

Academic Relative Value Units: A Proposal for Faculty Development in Oral and Maxillofacial Surgery.

PURPOSE: The Resource-based Relative Value Scale (RBRVS) designates quantitative values to clinical health care services to identify the relative work and cost of these services. Each clinical service translates to relative value units (RVUs). Clinical RVUs describe clinician work effort to guide employed clinician salaries in academic medical centers. The development of an academic RVU (aRVU) system also seems reasonable to establish and assess the quantity and quality of academic effort of members of our specialty that supports resident and student achievement. MATERIALS AND METHODS: The 1998 Association of American Medical Colleges (AAMC) Mission-based Management (MBM) Program was assessed and adapted in creating an aRVU system. This aRVU system is hypothesized to guide oral and maxillofacial surgery faculty in advancing their missions of didactic and interactive teaching, production and dissemination of scholarly activity, performance of basic science and translational research, and participation in administrative service to academic medical centers. RESULTS: A logic model was constructed to create and support the aRVU equation as a proposal for faculty development in oral and maxillofacial surgery. Numerous potential barriers exist to the implementation of this proposal, including those related to legacy and generational issues in academic medical centers. CONCLUSION: The proposed aRVU system provides quantitative metrics for recognition of faculty development in oral and maxillofacial surgery. This system is based on strategic planning and allocation of effort sessions, and therefore, reflects mutually agreed upon faculty/department chair interests and goals. Annual performance evaluations of oral and maxillofacial surgery faculty can be based on aRVU accumulation.

Strategies for improving faculty retention: A mixed-methods study in a private medical university in Karachi, Pakistan.

OBJECTIVE: To determine the strategies that improve faculty retention at a medical university. METHODS: The mixed-method study was conducted at Bahria University Medical and Dental College, Karachi, from August to September 2020, and comprised faculty members of either gender associated either with the university or with Pakistan Navy Station Shifa Hospital. Qualitative component comprised of semi-structured interviews. Quantitative data was collected using the 35-item Faculty Retention Strategies Questionnaire (FRSQ). Data was analysed using SPSS 23. Exploratory factor analysis (EFA) was done to extract the common factors influencing faculty retention. RESULTS: Of the 182 faculty members approached, 101(56%) responded. Of them, 66(65.3%) subjects were females, 35(34.7%) were males, 46(45.5%) were aged <36 years, and 65(65.3%) were working at the university for <5 years. The factors affecting faculty retention were direct communication of departmental head with faculty, timely promotions, feedback on teaching performance to junior faculty, clear employment policies, protected research time, teaching expertise-based promotions, implementing innovative faculty ideas, scholarships for postgraduate faculty, faculty administrative positions, equal junior faculty workloads, transport provision, competitive pay-scale and faculty development workshops. Item mean was 4.143±0.380, Cronbach's alpha was 0.894 and inter-item correlation was 0.223. EFA revealed a 4-factor solution: 'institutional work support', 'faculty development', 'faculty communication' and 'faculty leadership initiative'. CONCLUSION: Implementing these strategies could possibly lead to long-term faculty retention.

Identifiable Factors Associated With Acceptance Into Sports Medicine Fellowship Programs: A Brief Report.

OBJECTIVE: To identify factors associated with entry into primary care sports medicine (PCSM) fellowship programs. DESIGN: Primary care sports medicine fellowship directors (FDs) and fellowship faculty were surveyed regarding preferences for accepting applicants into their programs. SETTING: Survey study. PARTICIPANTS: Primary care sports medicine FDs and fellowship faculty. ASSESSMENT OF RISK FACTORS: Questions were designed to delineate factors [clinical experience, letters of recommendation (LOR), scholarship, service commitment, interview performance, etc] perceived to be associated with entry into PCSM fellowship (1-10 scale; 10 = highest value). Weighted mean ± SD were calculated for each question. MAIN OUTCOME MEASURES: Determination of most valued factors for entry into PCSM fellowship. RESULTS: Responses were provided by 242/2332 (10.4%) of the American Medical Society for Sports Medicine members, including 77 of 175 (44%) FDs. The top 3 factors for entry into PCSM fellowships for all respondents were as follows: interview performance (9.17 ± 1.13), LOR from SM fellowship faculty (8.20 ± 1.67), and high school game/event coverage (7.83 ± 1.70). Musculoskeletal ultrasound experience (4.50 ± 2.23) and residency training in pediatrics (4.58 ± 2.54), internal medicine (4.48 ± 2.44), emergency medicine (4.44 ± 2.59), and physical medicine and rehabilitation (4.40 ± 2.83) received the lowest scores. CONCLUSIONS: Applicants seeking entry into SM fellowships should prioritize performance during interviews, LOR from SM fellowship faculty, and team game/event coverage experiences.

Mentorship availability and needs for junior faculty members at the United States and Australian dental schools.

OBJECTIVES: The aims of this study were to understand the experiences junior faculty have during their professional socialisation as educators and how they perceive the need and value of mentorship. METHODS: A cross-sectional qualitative study design was used. Data were collected in 2019 through a pre-survey and focus groups with junior faculty (defined as 0-5 years) across four institutions in Australia and the United States of America. Framework analysis was used to identify themes in the data, based on our defined research questions, and socio-cognitive career theory was applied to guide our analysis. RESULTS: A total of 22 junior faculty participated in the study. Only one of the four institutions had a formal mentoring programme for junior dental faculty. At this institution, 83% of participants indicated they were likely/extremely likely to remain in dental education. Across the three institutions where formal mentoring for junior dental faculty was not available, only 40% of participants indicated they were likely/extremely likely to remain in dental education. We identified five themes in the qualitative data: motivation for career choice, the importance of relationships, personal goals and the need for self-direction, expectations of the role, and institutional effects. CONCLUSION: Our findings suggest that mentoring is a critical factor in a junior faculty member's experience entering and socialising into a career in dental education. The perceived value of mentoring emerged across all themes, both from the perspective of participants who had received formal mentoring and those who had not.

Feedback of final year medical students lectures by paediatrician at a Government Medical College of Karachi.

OBJECTIVE: To assess the feedback of final year medical students on paediatric lectures delivered over a year. METHODS: The descriptive, cross-sectional study was conducted at Karachi Medical Dental College, Abbassi Shaheed Hospital, Karachi, and comprised final year medical students who were exposed to the scheduled lectures in paediatrics from April 2016 to May 2017. After the completion of the designated lectures, an evaluation of the lectures was done by the students who rated the lecture(s) on whether the lectures were clear, interesting, easy to take notes from, thought-provoking and relevant to the course. The evaluation was done anonymously on pre designed evaluation forms which were collected by volunteer third year medical students. Data was analysed and expressed as frequencies and percentages. RESULTS: Of the 212 students, 112(52.8%) agreed strongly that the lectures were clear, 50(33%) found them interesting, 56(26.4%) said the lectures were easy to take notes from, for 58(27.3%) the lectures were thought-provoking, and 118(55.6%) found them relevant to the course. CONCLUSIONS: Majority of the students agreed that the lecture was clear and relevant to the course, but the lectures were generally not found to be easy to take notes from.

Gender Gap in Leadership in Academic Medicine and Dentistry: What Are the Barriers? What Can Be Done To Correct It?

PURPOSE: The present study aimed to report the main barriers to women's advancement in leadership and high-rank academic positions in the fields of medicine and dentistry. MATERIALS AND METHODS: An electronic search was conducted of the MEDLINE database using the PubMed search engine. The Google Scholar search engine was also used to access scholarly articles across all disciplines. A total of 173 reports and abstracts published in the English language were retrieved and evaluated for their content. Of these, 32 were initially selected and reviewed. Finally, 16 studies focusing on gender-related discrepancies in healthcare concerning leadership and academic advancement were included. RESULTS: The following themes emerged as the main contributors to the gender disparity in academic medicine and dentistry: 1) the lack of appropriate role models and mentorship for successful socialization of female faculty; 2) the lack of peer support for women's promotion through the academic ranks and their selection for executive administrative roles at equal rates as their male counterparts; and 3) implicit bias and negative stereotypes. CONCLUSIONS: A need exists to increase the number of female role models and enhance mentorship to increase the attraction toward academic careers in medicine and dentistry. Cultural changes also are required at an institutional and organizational level to embrace diversity. The implicit biases against women's promotion to higher academic ranks must be addressed.

The use of active learning strategies in healthcare colleges in the Middle East.

BACKGROUND: Multiple studies have explored the use of active learning strategies among faculty members in different healthcare colleges worldwide, however, very few have described the use of these strategies in the Middle East. The aim of this study was to evaluate the extent of the implementation of active learning and its various techniques across different fields of healthcare education in various countries in the Middle East. METHODS: A Web-based questionnaire was developed to obtain information on the use of active learning methods. This survey was disseminated among faculty members in healthcare colleges in 17 Middle Eastern countries. RESULTS: Out of 22,734 online invitations that were sent to faculty members in different healthcare colleges, 2085 (9.17%) accepted the invitations, however, only 722 (34.63%) of those who agreed to participate filled out the questionnaire. Eighty-seven percent of the responders utilized at least one technique of active learning. Active learning was used more frequently by female responders. For example, 54.30% of the female responders reported using learning by teaching as one of their teaching methods compared to 41.30% of their male counterparts (p = 0.0005). The various forms of active learning were used at similar levels in both public and private healthcare colleges. Only minor differences were seen among different age groups or academic positions of the responders, but significant variabilities were noted among the several fields of healthcare education. For example, 61.54% of responders from the nursing faculty reported using reaction to videos as one of their teaching methods compared to 31.11% of their counterparts in the faculty of dentistry (p = 0.0021). The most frequently reported obstacles interfering with the effectuation of active learning include the lack of technical support and time constraints. CONCLUSIONS: Although some barriers to the implementation of active learning exist, it is extensively used by faculty members in healthcare colleges in the Middle East.

PhD as a Pre-requisite for Clinical Lectureship: Perceptions of Medical and Dental Consultants of a Tertiary University Teaching Hospital.

BACKGROUND: The new policy introduced by the National Universities Commission (NUC) on PhD being the minimum qualification for clinical lectureship and academic career progression has generated a debate among medical and dental consultants (MDCAN). However, MDCAN could influence the decisions of these key stakeholders with a view to modifying the policy. METHOD: MDCAN respondents in the study numbered 110. Using a purposive sampling technique, a self-administered semistructured questionnaire was distributed and a cross-sectional analytical study carried out. Data was entered into Microsoft Excel and exported to the SPSS version 20 for statistical analysis. RESULTS: Majority of the respondents fell within the 45-55 age range (41.8%); most were 5-9 years post-Fellowship; about 21.8% and 1.8% possessed Masters and PhD degrees, respectively. Most (95.5%) knew about the new policy and felt NPMCN should regulate postgraduate medical training (63.6%). Those with Masters were 14 times more likely to support PhD becoming a prerequisite for clinical lectureship (p=0.002). The Masters Degree holders opined that the Fellowship was deficient for clinical lectureship (p=0.001) and that PhD should be obtained in addition to the Fellowship. (p=0.0001). About 46.4% of respondents felt the Fellowship should be modified, and this was unrelated to demographic and career factors. Also, the study shows that most of the respondents (90%) did not consider PhD necessary for clinical lectureship; 76% did not feel that Fellows should acquire PhD in addition to the Fellowship. Fellowship was not considered to be deficient for clinical lectureship by 84.5% of respondents, although 46.4% felt that Fellowship should be modified to include a more robust academic component. CONCLUSION: Most members decried replacing the Fellowship with PhD as a mandatory requirement for clinical lectureship. They neither thought that a PhD was needed in addition to the Fellowship nor did they feel the Fellowship was deficient. However, half of them felt some modifications to the Fellowship was necessary which will include encouraging those without PhD to acquire one.

Indian Higher Health Education Institutions and World University Ranking: A Viewpoint.

Competitiveness is very important for growth in any field. Equally important is to create a competitive environment and platform that will push the competitors to showcase their excellence. Worldwide, educational universities are also making efforts to excel and make a mark on various ranking platforms. This has a definite impact on imparting high-quality education and raising the standards. Moreover, ranking systems will help the students in choosing appropriate institutions for their future education. By virtue of this process, universities get international students.

Evaluation of Oral and Maxillofacial Surgery Residents' Operative Skills: Feasibility and Engagement Study Using SIMPL Software for a Mobile Phone.

PURPOSE: There are no universally accepted tools to evaluate operative skills of surgical residents in a timely fashion. The purpose of this study was to determine the feasibility of using a smartphone application, SIMPL (System for Improving and Measuring Procedural Learning), developed by a multi-institutional research collaborative, to achieve a high rate of timely operative evaluations and resident communication and to collect performance data. The authors hypothesized that these goals would be achieved because the process is convenient and efficient. MATERIALS AND METHODS: This was a prospective feasibility and engagement study using SIMPL to evaluate residents' operative skills. SIMPL requires the attending surgeon to answer 3 multiple-choice questions: 1) What level of help (Zwisch Scale) was required by the trainee? 2) What was the level of performance? 3) How complex was the case? The evaluator also can dictate a narrative. The sample was composed of 3 faculty members and 3 volunteer senior residents. Predictor variables were the surgeons, trainees, and procedures performed. Outcome variables included number and percentage of procedures performed by faculty-and-resident pairs assessed, time required to complete assessments, time lapsed to submission, percentage of assessments with narratives, and residents' response rates. RESULTS: From March through June 2016, 151 procedures were performed in the operating room by the faculty-and-resident teams. There were 107 assessments submitted (71%). Resident response (self-assessment) to faculty evaluations was 81%. Recorded time to complete assessments (n = 75 of 107) was shorter than 2 minutes. The time lapsed to submission was shorter than 72 hours (100%). Dictations were submitted for 35 evaluations (33%). Data for the type of help, performance, and complexity of cases were collected for each resident. CONCLUSIONS: SIMPL facilitates timely intraoperative evaluations of surgical skills, engagement by faculty and residents, and collection of detailed procedural data. Additional prospective trials to assess this tool further are planned.