Rise of Public Medical Schools in the Philippines: Proactive Approach in Addressing 'Brain Drain' of Healthcare Professionals.

The migration of healthcare professionals from the Philippines, known as the 'brain drain,' poses a significant challenge to the nation's health system. The shortfall in healthcare workers, exacerbated by this exodus, threatens disease control and overall public health. However, the rise of public medical schools offers a strategic response to this crisis. With new programs approved by the Commission on Higher Education, state universities are expanding access to medical education, particularly in underserved regions. This initiative is crucial for addressing the immediate shortage of healthcare professionals and building a more resilient and self-sustaining healthcare workforce in the Philippines.

Academic productivity and career trajectory of international medical graduates in US neurosurgery residency programs.

OBJECTIVE: The objective of this study was to review and compare the research experiences and career outcomes of international medical graduates (IMGs) with those of US medical graduates (USMGs). METHODS: Neurosurgery graduates from 2018 to 2020 were evaluated on the basis of medical school, degree, residency program, publications before and during residency, postresidency fellowships, and career progression. Publications were further categorized by author order and type (laboratory, comprehensive clinical, or short communication). RESULTS: Of 550 neurosurgery graduates, 39 (7%) were IMGs, with the largest percentages from India (8/39, 21%) and in a residency position in Pennsylvania (5/39, 13%). Prior to residency, IMGs had a higher median number of all publications (4 vs 1, p < 0.001), first-author articles (2 vs 0, p < 0.001), comprehensive clinical articles (1 vs 0, p = 0.002), and short communication articles (1 vs 0, p < 0.001) than USMGs. Similarly, the median number of papers published by IMGs during residency was also higher compared with that of USMGs for all publications (20 vs 9, p = 0.004), laboratory articles (1 vs 0, p < 0.001), and short communication articles (4 vs 3, p = 0.04). The percentage of early academic appointments was higher for IMGs (25/39, 64%) than for USMGs (232/511, 45%) (p = 0.03). No significant difference was observed between the percentages of postresidency clinical fellowships completed by IMGs (28/39, 72%) and USMGs (302/511, 59%) (p = 0.15). No statistical significance was found between the ranking of neurosurgery residency programs attended by IMGs and USMGs (p = 0.65). CONCLUSIONS: The results indicate that IMGs often exhibit higher academic productivity than USMGs. Although there was no discernible difference in residency program rankings or postresidency fellowships completed, early academic appointments were more prevalent among IMGs.

Entrustable professional activities, emergency medicine and medical education: a systematic review.

INTRODUCTION: Entrustable professional activities (EPAs) are one way to assess competencies, and are designed to bridge the gap between theoretical competencies and real world clinical practice. AIMS: This was a systematic review which aims to answer the question: "Which EPAs related to Emergency Medicine are described for medical schools?". METHODS: We included original qualitative, interventional and observational studies (cross-sectional, case-control, and cohort studies) that described EPAs relevant to Emergency Medicine for Medical School. The search strategy was created using a combination of keywords and standardized index terms related to EPAs and Emergency Medicine. RESULTS: The search strategy identified 991 citations. After screening the titles and abstracts, we identified 85 potentially relevant studies. After the full-text review, a total of 11 reports met the criteria for inclusion. CONCLUSION: Recognizing a patient requiring urgent or emergent care and initiating evaluation and management is the most common EPA related to Emergency Medicine described at Medical Schools. Use of EPAs is associated with increased student satisfaction and improved competences. However, there is a lack of undergraduate EM specific EPAs being systematically developed and published, and this should be an area to be explored in future studies.

Study preferences and exam outcomes in medical education: insights from renal physiology.

BACKGROUND: Efficient learning strategies and resource utilization are critical in medical education, especially for complex subjects like renal physiology. This is increasingly important given the rise in chronic renal diseases and the decline in nephrology fellowships. However, the correlations between study time, perceived utility of learning resources, and academic performance are not well-explored, which led to this study. METHODS: A cross-sectional survey was conducted with second-year medical students at the University of Bergen, Norway, to assess their preferred learning resources and study time dedicated to renal physiology. Responses were correlated with end-of-term exam scores. RESULTS: The study revealed no significant correlation between time spent studying and overall academic performance, highlighting the importance of study quality over quantity. Preferences for active learning resources, such as Team-Based Learning, interactive lessons and formative assignments, were positively correlated with better academic performance. A notable correlation was found between students' valuation of teachers' professional competence and their total academic scores. Conversely, perceived difficulty across the curriculum and reliance on self-found online resources in renal physiology correlated negatively with academic performance. 'The Renal Pod', a locally produced renal physiology podcast, was popular across grades. Interestingly, students who listened to all episodes once achieved higher exam scores compared to those who listened to only some episodes, reflecting a strategic approach to podcast use. Textbooks, while less popular, did not correlate with higher exam scores. Despite the specific focus on renal physiology, learning preferences are systematically correlated with broader academic outcomes, reflecting the interconnected nature of medical education. CONCLUSION: The study suggests that the quality and strategic approaches to learning significantly impact academic performance. Successful learners tend to be proactive, engaged, and strategic, valuing expert instruction and active participation. These findings support the integration of student-activating teaching methods and assignments that reward deep learning.

Prefrontal, Frontal, and Temporal Theta EEG Asymmetries and Self-Reports of Emotional Regulation.

Previous studies have shown that right-sided frontal alpha asymmetry (fAA) is an electroencephalography (EEG) marker for negatively valenced emotions and a marker for negative self-perceptions of a person's psychosocial interactions. Alpha activity is affected by the changes in visual stimulation associated with eye-opening and eye-closing; theta activity is not so affected. Therefore, this analysis investigates the relationship between an individual's theta asymmetry and self-perceptions of their psychosocial interactions. We used quantitative electroencephalographic (qEEG) data from eight right-handed male medical students aged between 19 and 38 years, recorded under eyes-open (EO) and eyes-closed (EC) conditions. Significant correlations were found between self-reported measures of psychosocial interactions via the Interactive Self-Report Inventory (ISI). The main finding was that greater left-sided frontal temporal asymmetry (fTA) under both EO and EC conditions was associated with lower "regulated" ISI scores and lower "dependent" ISI scores. Greater left-sided temporal theta asymmetry (tTA), under EC conditions, was associated with higher "anxious" ISI scores. Greater left-sided prefrontal theta symmetry (pfTA), under EO conditions, was associated with lower "relaxed" ISI scores. These findings suggest that theta asymmetries in the frontal, prefrontal, and temporal cortices may be indicative of negative emotional states. The results of this study underscore the potential of pfTA, fTA, and tTA to be used as biomarkers for cognitive-emotional balance. The implications for mental health interventions, particularly personalized therapeutic approaches, are significant.

Perceptions of organization, job attitudes, challenges, and solutions among medical school administrative staff.

PURPOSE: Staff is essential to the university's efficient administrative operations, which are critical for education, research, and service. Medical schools, often independent, need specialized administrative elements. This study explores how medical school staff perceives the organization using the Six-Box model and evaluates their perceived organizational support, job satisfaction, and organizational commitment based on the concept of job attitudes. METHODS: This study employs a mixed-methods approach, integrating quantitative and qualitative data via a convergent parallel design. It simultaneously collects and analyzes data from a survey and consensus workshop for medical school staff. The survey data were statistically analyzed (IBM SPSS ver. 25.0; IBM Corp., USA), and the workshop discussions were subjected to content analysis. The findings combined provide a comprehensive understanding of the medical school administrative system. RESULTS: Quantitative analysis revealed purpose (3.80) as the highest-rated organizational perception and rewards (2.72) as the lowest. Similarly, job satisfaction was highest (3.63) in job attitudes, while perceived organizational support (2.96) was the lowest. Group differences were observed by gender, enrollment capacity, and contract type (p<0.05). In qualitative research, keywords appeared in relation to their experiences within the medical school organization, encompassing doctor training, emotional responses, administrative features, personal attributes, and cultural influences. Overload, faculty issues, and communication gaps are obstacles. Strategies for overcoming these challenges focus on improving staff treatment, resource allocation, training, and communication channels. CONCLUSION: This study was conducted to explore a broad understanding of the administration of medical schools. Findings suggest challenges with workload, communication, and organizational support. We propose a dedicated medical school administrative system, improved work conditions, and enhanced communication.

Extending Professional Identity Formation to develop academic faculty for a new medical school.

Academic health centers have a responsibility to foster professional development approaches and engagement environments for faculty to elevate both knowledge and sense of belonging as medical educators. This new educational methods submission depicts faculty development and engagement initiatives implemented at a single institution that were created and influenced by the psychological framework of Professional Identity Formation. The authors suggest ways that academic medical centers can draw upon the formation of these programs to best serve their faculty for cultivating development and engagement for professional growth.

The Status of Canadian Radiology Mentorship Programs, Where We Stand and Where to Improve.

Background: The importance of mentorship in medicine is well-established. Access to mentors is pivotal in enhancing career opportunities and networking, increasing research productivity, and overall wellness and resilience at all career stages. Our study aims to assess the current status of radiology mentorship programs for Canadian medical students and radiology residents. Methods: We distributed an anonymous survey to Canadian radiology program directors in December 2022. The questions pertained to the existing mentorship programs' specific goals, structure, and success. Our null hypothesis was that medical students and residents have similar mentorship opportunities. Results: We have received 12 responses (a response rate of 12/16 = 75%), 9 of which had formal mentorship programs and 3 (25%) did not. Comparing the mentorship program for medical students and residents yielded a P-value = .11 > .05. This result does not reject our null hypothesis, indicating there is no significant difference between these 2 groups. Using qualitative analysis, we categorized the responses into 4 main themes: mentorship programs' goals, structures, evaluation methods, and their results. Conclusion: Although our result did not reach statistical significance (P-value = .11 > .05), the observed trend shows that one third of Canadian medical schools do not offer a radiology mentorship program for medical students, highlighting a potentially significant opportunity for improvement. Qualitative analysis shows that despite various methods for assigning mentees to mentors, developing formalized yet flexible mentorship models that allow students and residents to self-select their mentors might be more beneficial than randomly assigning mentors to them.

Many Paths to the Summit: Survey of Step 1 Study Methods with Pass/Fail Scoring.

Introduction: After the United States Medical Licensing Examination (USMLE) shifted the Step 1 licensure exam to pass/fail, there have been limited studies to analyze changes in student study strategies. Material and Methods: Surveys were distributed to third- and fourth-year medical students at the University of Michigan Medical School (UMMS). The response rate was 66%. Results: The largest proportion (18.81%) of students chose 8 weeks of study time. 40.59% of students increased the length of their study period. To determine time allocated for dedicated study, 37.26% of respondents consulted near-peers who had already taken Step 1. Students also considered prior experiences with standardized tests (15.57%), personal reasons (14.62%), and conversations with school advisors (13.21%). 44.55% of students studied for 9-11 h a day, and 42.57% studied for 5-8 h a day. 52.69% of students scored between 70 and 80% on their final practice NBME test before their Step 1 exam. One hundred percent of respondents passed the exam. Exam non-extenders achieved higher end average practice test scores with shorter study periods. No differences in Step 1 study time or intensity were found when comparing students by intended specialty competitiveness. Conclusion: Our results demonstrated patterns in study strategies for the new pass/fail Step 1 exam that may prove useful for curriculum design and schedule plan for future cohorts. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-02072-2.

Return on Investment of Three-Year Accelerated Programs for Students, Medical Schools, Departments, and Community.

Building on the initial accelerated pathway programs in the 1970s to increase workforce, nearly 30 schools have launched accelerated 3-year pathways (A3YP) during the past decade. The authors based on their educational roles, experiences, and scholarship with A3YP provide this perspective of the argument for A3YP and potential disadvantages for each group-students, schools, residencies, departments, and community. When schools consider innovations, they might consider A3YPs for multiple reasons; this perspective helps provide justification for the program and broadly considers return on investment (ROI). The ROI for students includes decreased debt, reduced costs and stress associated with the fourth-year residency applications, and a directed pathway with facilitated transition into a residency program with accompanying professional identity development. Disadvantages for students include early specialty commitment, risk of deceleration, and condensed curriculum. The ROI for schools includes recruiting and retaining students, who will then transition more easily into residency and stimulating innovation. Residency programs gain residents with known skills, who have been a part of the department for 3 years. In addition, fewer residency slots for interviewing leads to saving recruitment administrative costs and time. Finally, many programs are intended to increase the workforce, since students who come to the region for medical school and transition directly into residency are likely to stay in the region. Disadvantages include increased curricular complexity for the medical school, increased administrative support, and advising resources. Finally, several of the accelerated programs attract matriculants from diverse backgrounds contributing to the diversity of the medical school, residency program, and community workforce.

Surveying Undergraduate Medical Students' Motivational Orientations and Learning Strategies in the First and Last Year of Medical School.

Motivation to learn has been linked to learning outcomes, academic performance, learner well-being, and choice of medical specialty. Previous studies showed successful educational interventions to optimize students' levels of motivation and learning strategies. The purposes of this study are (1) to describe undergraduate medical students' motivational orientations and learning strategies in the first and last year at a Canadian university and (2) to analyze possible differences between undergraduate medical students' motivational orientations and learning strategies in those two academic years. An online cross-sectional survey was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ). The survey was sent to a total of 207 first-year and 203 third-year students. We received a total of 58 surveys, 32 of them were complete and analyzed. The overall response rate was 14.1%. The internal consistency for all the scales varied from 0.61 to 0.904. The overall score for the survey was 4.97 on a 7-point scale for all students. Highest scales' scores were obtained for elaboration (mean 5.68) and learning beliefs (mean 5.64), with the lowest scores obtained for rehearsal (3.82) and test anxiety (3.94). The total scores did not differ by students' academic year (p = 0.764), except for the effort regulation scale in which first-year students scored higher (p = 0.01). The largest differences between first- and last-year students were found in effort regulation, where first-years scored higher (difference of 0.99), followed by peer learning (difference of - 0.51), and then test anxiety (- 0.36). Our results showed a sample of students that are highly motivated, mostly driven by intrinsic goals, and are confident that they will master the tasks given to them. They rely more on elaboration strategies building connections between new and prior information, and less in rehearsal strategies used for simple tasks and memorization. The MSLQ showed to be a reliable instrument in our sample, and it could be use as an instrument to identify students' adaptive changes to enhance students' motivation to learn. A portrayal of medical students' attitudes in learning could guide educators to develop instructional programs that would help students to optimize their own learning.

IFEM model curriculum: emergency medicine learning outcomes for undergraduate medical education.

BACKGROUND: The International Federation for Emergency Medicine (IFEM) published its model curriculum for medical student education in emergency medicine in 2009. Because of the evolving principles of emergency medicine and medical education, driven by societal, professional, and educational developments, there was a need for an update on IFEM recommendations. The main objective of the update process was creating Intended Learning Outcomes (ILOs) and providing tier-based recommendations. METHOD: A consensus methodology combining nominal group and modified Delphi methods was used. The nominal group had 15 members representing eight countries in six regions. The process began with a review of the 2009 curriculum by IFEM Core Curriculum and Education Committee (CCEC) members, followed by a three-phase update process involving survey creation [The final survey document included 55 items in 4 sections, namely, participant & context information (16 items), intended learning outcomes (6 items), principles unique to emergency medicine (20 items), and content unique to emergency medicine (13 items)], participant selection from IFEM member countries and survey implementation, and data analysis to create the recommendations. RESULTS: Out of 112 invitees (CCEC members and IFEM member country nominees), 57 (50.9%) participants from 27 countries participated. Eighteen (31.6%) participants were from LMICs, while 39 (68.4%) were from HICs. Forty-four (77.2%) participants have been involved with medical students' emergency medicine training for more than five years in their careers, and 56 (98.2%) have been involved with medical students' training in the last five years. Thirty-five (61.4%) participants have completed a form of training in medical education. The exercise resulted in the formulation of tiered ILO recommendations. Tier 1 ILOs are recommended for all medical schools, Tier 2 ILOs are recommended for medical schools based on perceived local healthcare system needs and/or adequate resources, and Tier 3 ILOs should be considered for medical schools based on perceived local healthcare system needs and/or adequate resources. CONCLUSION: The updated IFEM ILO recommendations are designed to be applicable across diverse educational and healthcare settings. These recommendations aim to provide a clear framework for medical schools to prepare graduates with essential emergency care capabilities immediately after completing medical school. The successful distribution and implementation of these recommendations hinge on support from faculty and administrators, ensuring that future healthcare professionals are well-prepared for emergency medical care.

Strength of motivation of 1st year dental students of a dental institution: A cross-sectional study.

Objective: The study aims to evaluate the motivation levels of dental students, with an emphasis on first-year BDS students, by utilizing the Strength of Motivation for Medical School (SMMS) questionnaire. Methods: It was a descriptive cross-sectional quantitative study targeting 89 first-year BDS students enrolled at Lahore Medical and Dental College from 5th June to 18th August 2023. The Strength of Motivation for Medical School (SMMS) questionnaire was given to the participants after ethical board approval. Data analysis was done through SPSS version 26. The SMMS score was presented as the means standard deviation and an independent t-test was used to find the difference between the groups. The maximum score possible is 80 and the minimum is 16. The higher the score, the greater the strength of motivation. Results: In this study, a total of 89 first-year BDS students completed motivation questionnaires, with 34.8% males and 65.2% females. The average age was 19.92 ± 3.13. The overall Strength of Motivation Score (SMMS) averaged 45.53 ± 6.82. Results indicated 9% low, 89.9% moderate, and 1.1% strong motivation. Females had a slightly higher mean SMMS (45.93 ± 6.88) than males (44.80 ± 6.76), but the difference was deemed insignificant (p = 0.462) via independent t-test. Conclusion: Motivation is vital to achieving excellence in academic pursuits. Nevertheless, there isn't a single criterion that can be utilized to assess success and motivation. Our primary focus must be on every possible outcome of success, not just the scoring criteria.

Voices of the accelerated: key themes when considering implementation of an accelerated medical school program.

In this rapid communication, accelerated undergraduate medical education is examined using prior literature as well as experiences of those who have completed or are in the process of completing accelerated medical curricula. The Consortium of Accelerated Medical Pathway Programs (CAMPP) hosts an annual multi-institutional conference for all its members. During the meeting in July 2023, a virtual panel was convened from multiple constituent programs (N = 4) including medical students (N = 2), resident physicians (N = 4), and faculty (N = 2). Panel participants represented current learners or graduates from accelerated pathways of varying specialties (N = 5) to share firsthand experiences about acceleration to an audience representing over 25 medical schools. Five key themes were identified for accelerated students and trainees: Reduced debt as motivating factor to accelerate, Feeling prepared for residency, Ideal accelerated students are driven, Ability to form early professional relationships, and Less time for additional clinical experiences. Discourse from the CAMPP panel can inform current and developing accelerated programs at institutions looking to create or improve accelerated learning.

A multicenter cross-sectional study in China revealing the intrinsic relationship between medical students' grade and their perceptions of the learning environment.

BACKGROUND: Medical school learning environment (MSLE) has a holistic impact on students' psychosomatic health, academic achievements, and personal development. Students in different grades perceive MSLE in different ways. Thus, it is essential to investigate the specific role of student's grade in the perception of MSLE. METHODS: Using the Johns Hopkins Learning Environment Scale (JHLES) as a quantification instrument for the perception level of MSLE, 10,901 medical students in 12 universities in China were categorized into low or high JHLES group according to their questionnaires. We investigated the relationship between student's grade and JHLES category by univariate analysis employing Pearson Chi-square test and Welch's ANOVA. Then multivariable logistic regression analysis confirmed the predictive efficacy of student's grade. A nomogram concerning the prediction of low JHLES score probability in medical students was also constructed. RESULTS: A significant difference between two JHLES categories among students in different grades was observed (p < 0.001), with the proportion of the high JHLES group dominating in grade 1, 5, and the graduate subgroups (p < 0.001). The mean JHLES score declined especially in the third and fourth graders compared to freshmen (p < 0.001), while the mean score among the fifth graders had a remarkable rebound from the third graders (p < 0.001). Most imperatively, identified by multivariable logistic regression analysis, students in grade 3 (OR = 1.470, 95% CI = 1.265-1.709, p < 0.001) and 4 (OR = 1.578, 95% CI = 1.326-1.878, p < 0.001) perceived more negatively than freshmen. The constructed nomogram provided a promising prediction model for student's low JHLES score probability, with accuracy, accordance, and discrimination (area under the curve (AUC) = 0.627). CONCLUSION: The student's grade was a significant influencing factor in medical students' perception of MSLE. The perceptions among the third and fourth graders got worse, probably due to the worrying changes in various aspects of MSLE during that period. The relevant and appropriate interventions to improve medical students' perceptions are urgently needed.

Socioeconomic disparities and their effect on medical student academic attainment sudanese universities.

BACKGROUND: Socioeconomic status (SES) is a social classification factor that takes into account income, parental education and occupation. SES has been shown to play an important role in shaping students' academic performance, including in medical schools, but there still remains significant variation in findings around SES and academic achievement worldwide. We aim to assess and explore socioeconomic disparities and their effects on medical school performance at Sudanese public and private universities. OBJECTIVES: The objective of our study was to assess the effects of age, sex, living conditions, parental education and income level on the academic achievement of medical students from universities in Sudan. METHODS: This cross-sectional study was conducted among undergraduate medical students at ten public universities in Sudan between September and December 2023. Participants were included if they were older than 18 years and were studying in their 2nd year or older. The data were collected using an online questionnaire with open- and closed-ended questions measuring age, living conditions, parental income level and education. A convenience sampling method was used to recruit participants from universities. The data were analyzed using SPSS v28.0.0, and a p value less than 0.05 was used to indicate statistical significance. RESULTS: We received 832 responses, 516 (62%) from females and 307 (36.9%) from males. The median age was 23 years. Most students lived with their families (61.1%), followed by student housing (28.2%). This study revealed age (p = .024) (95% Cl: 0.025- 0.023) andhigh family income (p = .019) (95% Cl: 0.018- 0.02) are associated with academic achievement in the long term, as demonstrated through cumulative grade point average (cGPA). CONCLUSION: The findings underscore the importance of targeted support systems to bridge the socioeconomic gaps that exist among medical students, allowing all students to thrive academically regardless of their background. CLINICAL TRIAL NUMBER: None.

Revitalizing medical schools in late sixteenth-century China: Lü Kun and the medical reform program in his Shizheng Lu.

This article takes a glance at the medial reform program recorded in the book Shizheng Lu (Records of Practical Policies for Governing) by Lü Kun, a scholar-official from Ming China who was active more than 400 years ago. The Shizheng Lu is a compilation of varied policies and plans designed by Lü Kun as a local official to restore and improve administration of civic affairs. A sub-chapter in this book is devoted to the subject of public health service. Analysis of this text yields knowledge of how the local public health system in Ming China was supposed to operate, pivoting on the key role of medical schools and highlighting the severe malfunction of this system in Lü Kun's time. The same text also sheds light on a handful of popular medical books from the era that could have been used for medical education.

Combining Business Education With Clinical Accumen is it Necessary?

The evolving landscape of healthcare necessitates a paradigm shift in professional education, blending clinical expertise with business acumen. This paper delves into the need for healthcare professionals to acquire a comprehensive understanding of both clinical intricacies and business dynamics while examining the emergence of joint degree programs aimed to equip graduates with multifaceted skills required to navigate the complexities our of modern healthcare delivery systems. Drawing from a diverse literature review, this paper highlights the pros and cons of this dual-degree education and the benefits that it brings given today's challenging healthcare landscape. It explores the profound impact of such programs on student outcomes, emphasizing the cultivation of leadership, financial acumen, and strategic thinking alongside clinical competencies. Moreover, it addresses concerns regarding academic rigor and the feasibility of integrating business education into an already demanding healthcare curricula. Analysis of current trends and future projections underscores the growing demand for professionals who possess hybrid skill sets. With healthcare workforce shortages and evolving industry challenges, individuals equipped with both clinical and business proficiencies are poised to lead innovation and drive organizational success.

Revisiting Physiological and Operative Severity Score for the Enumeration of Mortality and Morbidity (POSSUM) and Portsmouth-POSSUM (P-POSSUM) Scores: Are They Valid in Cases of Ileal Perforation?

Introduction Ileal perforation due to typhoid is common in tropical countries, and the ensuing secondary peritonitis is treated by resuscitation and surgery. The Physiological and Operative Severity Score for the Enumeration of Mortality and Morbidity (POSSUM) was developed to predict postoperative outcomes to overcome systemic obstacles in any healthcare setup and is considered fairly accurate. The Portsmouth-POSSUM (P-POSSUM) score was developed as a corrective scoring system for overestimations made by the POSSUM score vis-à-vis mortality. Our study aimed to examine the validity of these two scores in the postoperative prediction of surgical outcomes in patients with ileal perforation. Materials and methods An observational study involving 40 patients diagnosed with ileal perforations was undertaken over 18 months. The postoperative outcome for each patient was calculated as per the POSSUM and P-POSSUM parameters. Statistical analysis was done using SPSS (IBM Corp., Armonk, NY) and the results were tabulated. Results We found that age, gender, respiratory dysfunction, propensity for multiple surgeries, duration of surgery, co-morbidities, underlying malignancy, and systolic blood pressure played a significant role in determining postoperative outcomes. Haemoglobin, potassium, and urea levels were also found to be significantly associated with outcome. Cardiac signs, pulse, white blood cell count, Glasgow Coma Scale score, sodium, and electrocardiography, part of the physiological score parameters, were found to be insignificant in the prediction of postoperative outcomes. Among the intraoperative parameters, peritoneal soiling was found to be insignificant. Conclusion Some parameters inherent to POSSUM and P-POSSUM calculations appear to bear no statistical significance to the final score, highlighting that these need to be revisited and perhaps modified to further simplify the calculation. The POSSUM score is an excellent predictor of postoperative morbidity and mortality in ileal perforation patients but is of questionable reliability due to its tendency to overestimate them. P-POSSUM has a better predictive power of postoperative mortality by correcting POSSUM mortality overestimation.