Medical Students' Perspective on Assessment Mechanism During Problem-Based Learning at Debre Tabor University: An Explanatory Mixed Study.

Background: Assessment in problem-based learning should aim to improve students' active learning. In due course, significant student involvement in any assessment process may aid them in meeting the curriculum's objectives. Purpose: The primary goal of this study is to assess medical students' attitudes towards the assessment method used during PBL tutorials at Debre Tabor College of Health Sciences. Methods: A mixed explanatory study design was used conducted at Debre Tabor university. For quantitative and qualitative data, cross-sectional survey and phenomenological study designs were used, respectively. A self-administered questionnaire with a 5-point Likert scale was used to collect quantitative data, while Focused Group Discussions (FGDs) were used to collect qualitative data. Results: The current study included 192 out of 195 medical students. 40%, 57.2%, and 43.2% of study participants felt the tutor did not provide constructive feedback, facilitate self-assessment/self-reflection, or encourage peer assessment, respectively. On the role of tutors in facilitating self and peer assessment, a statistically significant mean difference in agreement is observed. Their PBL assessment did not take into account punctuality or contribution to the discussion. It is perceived as biassed due to tutors' bias towards various factors such as first impressions and student academic rank. They also stated that they did not receive sufficient information about the assessment in PBL. Conclusion: According to the findings of this study, medical students believed they were not fairly assessed during their PBL tutorial. Due to the uncertainty of the evaluation process, a neutral perspective on comprehension skills was appreciated. The students also perceived that the tutors' ability to assess students, poor feedback experience, and limited information about the assessment mechanism influenced their PBL assessment.

Prevalence and Pattern of Ocular Morbidity among School Children in Southern Ethiopia.

BACKGROUND: Visual health is linked to school achievement, quality of life and productivity. But eye screening in school children is not routinely done in most Ethiopian schools. This study was done to determine prevalence and pattern of ocular morbidity among school children in Roman Dega-Kedida, Southern Ethiopia. METHOD: This was a cross-sectional study. All children aged 16 years or less, attending the school during the study period were included. Data entry and statistical analyses were performed using SPSS Version 16. A P - value of < 0.05 was considered statistically significant. RESULT: A total of 778 children participated in this study. The female to male ratio was 1.06:1. The mean age was 11.34(±2.31) years. A total of 201 (25.8%) children had ocular morbidities. The most common was trachoma found in 85(10.9%). Of these, 49(56.5%) had active trachoma, while 37(43.5%) had either trachoma scar or trachomatous trichiasis. Allergic conjunctivitis was found in 49(6.3%), refractive error in 37(4.8%), and xerophthalmia in 17(2.2%) children. Visual impairment in one or both eyes was found in 41(5.3%) children. Thirty-two children (4.1%) had bilateral Visual impairment of which 6(18.8%) had moderate to severe visual impairment. The cause of visual impairment was refractive error in 37(90.2%), corneal opacity in 3(7.3%) and cataract in 1(2.4%) child. CONCLUSION: Most of the ocular diseases observed were either preventable or treatable. Health education to the community and establishing regular school screening program is recommended.

Simulated Patient-Based Communication Skills Training for Undergraduate Medical Students at a University in Ethiopia.

BACKGROUND: Educational strategies following interactive methods of teaching enhance communication skill acquisition of medical students. However, which method of interactivity results in the most compelling communication skill improvement is the prime question yet unanswered. MATERIALS AND METHODS: In this study, experimental study design was employed among pre-clerkship II medical students of Jimma University, in the 2017/18 academic year. Accordingly, study participants were grouped in to two arms randomly. Arm 1 students were trained using simulated patients in a skill development lab and arm 2 students were trained using case-based role-plays. Both forms of training lasted for 20 hours and focused on 7 important communication skill dimensions key to patient care tasks, as adapted from the Kalamazoo II Report. An objective structured clinical examination (OSCE) form of assessment with a standardized checklist was utilized to investigate communication skill acquisition. RESULTS: In this study a total of 60 medical students was assessed for communication skills via 12 SP-based OSCE stations. This study discerned that, out of the total students, 21 (35.0%) were found to be poor at listening effectively. Similarly, 19 (31.7%), 18 (30.0%) and 16 (26.7%) were rated as poor at demonstrating caring and respectful behaviors, building and maintaining a therapeutic relationship and making informed judgments based on client data and preferences, respectively. Furthermore, the modalities of communication skill training are associated with key communication skill competencies except for eliciting information with effective questioning skills and counseling and educating patients. Thus, the SP-based training approach was found to be significantly associated with communication skill acquisition as compared to the case-based role-play approach, with AOR 21.696 at a p-value of <0.001. CONCLUSION: In this study, it was concluded that an SP-based communication skill training approach is superior to a case-based role-play approach.

Experience and Challenges of Objective Structured Clinical Examination (OSCE): Perspective of Students and Examiners in a Clinical Department of Ethiopian University.

BACKGROUND: Invented nearly half a century ago, Objective Structured Clinical Examination (OSCE) is overwhelmingly accepted clinical skills assessment tool and has been used worldwide for evaluating and teaching learners' competences in health care disciplines. Regardless of factors affecting the attributes, OSCE is considered as reliable and powerful tool with certain validity evidences. In spite of its advantages and various promotion efforts, the progress of OSCE implementation in Ethiopian public universities has not been satisfactory. Therefore, the objective of this study was to explore the experience and challenges of OSCE implementation from the perspective of clinical year-II medical students and their examiners in Ob-Gyn Department of Jimma University. METHODS: Forty-nine students and seven examiners voluntarily participated in Ob-Gyn Department where OSCE has been used as one of summative assessment methods. Qualitative study design using structured open-ended questionnaire as a tool and descriptive phenomenology as underpinning method were employed. Collaizzi's descriptive analysis was used as phenomenological analysis approach. RESULT: Poor organization, inadequate student preparation time, and inadequate number and duration of stations were thematically emerged as umbrellas of factors negatively affecting OSCE implementation. Satisfaction with OSCE was the only theme with findings that encourage OSCE implementation. CONCLUSION: There should be team approach, shared responsibility and proper planning among faculty to minimize hindering factors of OSCE implementation. Besides faculty development on OSCE, the department should improve skill lab utilization arranging schedule for both students and faculty members to increase guided students' exposure to simulation-based learning and ultimately enhance OSCE implementation.

Evaluation of a Master of Science in Integrated Clinical and Community Mental Health (MSc ICCMH) program in Ethiopia.

Introduction: The shortage of trained manpower in the field of mental health remains a significant obstacle to the treatment of people with mental illnesses in low and middle-income countries. In 2010, a new Master of Science in Integrated Clinical and Community Mental Health (MSc ICCMH) program for non-physician clinicians was established at Jimma University to address this shortage in Ethiopia. This study aimed to assess the competency, satisfaction, and involvement level of graduates of the program. Methods: A cross-sectional study was conducted among the graduates of the program. Data were collected with a semi-structured, self-administered questionnaire that was developed for the study. Responses were recorded on a Likert scale to assess graduates' competency and satisfaction level. The quantitative data were summarized by descriptive statistics, including means, standard deviations, and frequencies. Qualitative data were transcribed and analyzed thematically. Result: Until June 2015, 32 trainees had graduated from the MSc ICCMH program; 87.5% (n=28) of these graduates participated in the study. Almost all (96.4%, n=27) graduates were working in public institutions. The majority (75%, n=21) were directly engaged in the clinical care of patients. Also, two-thirds of the graduates (67.9%, n=19) were involved in mental health research. All of the graduates felt confident in conducting psychiatric assessments of adults and identifying and managing common mental disorders (100%, n=28). Similarly, 100% (n=28) of the graduates reported that they felt confident in identifying and managing severe mental illnesses. Conclusions: The outcome of the program is a considerable workforce of skilled mental health professionals. The majority of graduates were retained within the public mental health service. Brain drain does not appear to be a challenge among non-physician mental health specialists. The findings on the self-perceived competencies mirror the amount of clinical exposure during the training. With a minimal revision of the curriculum, the level of satisfaction and competencies can be enhanced.

Retinal detachment in southwest Ethiopia: a hospital based prospective study.

PURPOSE: The incidence of retinal detachment in Blacks is generally considered to be low though there are few supporting studies in Africa. This study, thus, aimed at describing the clinical profile of patients with retinal detachment in Southwest Ethiopia. METHODS: A hospital-based study was done on all consecutive retinal detachment patients who presented to Jimma University Hospital over six months period. A semi-structured questionnaire was used to collect patients' sociodemographic characteristics and clinical history. Comprehensive anterior and posterior segment eye examinations were done and risk factors were sought for. Statistical tests were considered significant if P < 0.05. RESULTS: A total of 94 eyes of 80 patients (1.5%) had retinal detachment (RD) and about 69% of patients were symptomatic for over a month before presentation. The mean age was 41.4 years (SD ±16.5). Fourteen patients (17.5%) had bilateral RD. At presentation, 61 eyes (64.9%) were blind from RD and 11 (13.8%) patients were bilaterally blind from RD. Rhegmatogenous RD was seen in 55 eyes (58.5%) and tractional RD in 22 eyes (23.4%). The most common risk factors were ocular trauma (32 eyes, 34.0%), myopia (23 eyes, 24.5%), posterior uveitis (13 eyes, 13.8%) and diabetic retinopathy (9 eyes, 9.6%). Most retinal breaks (25 eyes, 43.1%) were superotemporal and horse-shoe tear was the most common (19 eyes, 20.2%). Macula was off in 77 eyes (81.9%) and 38 eyes (69.1% of RRD eyes) had grade C proliferative vitreoretinopathy (PVR). Macular status was significantly associated with PVR (P=0.011), and duration of symptoms (RR=1.25, 95%CI: 1.059-1.475, P=0.040). CONCLUSIONS: A significant numbers of patients with ocular problem had retinal detachment, and nearly two third of the patients presented late. Trauma and myopia were the most important risk factors. People should be educated to improve their health seeking behavior and use eye safety precautions to prevent ocular trauma.

Periocular cutaneous anthrax in Jimma Zone, Southwest Ethiopia: a case series.

BACKGROUND: Anthrax is a zoonotic disease caused by Bacillus anthracis. Naturally occurring human infection is rare and is generally the result of contact with anthrax-infected animals or animal products. CASE PRESENTATION: We examined three patients who had contact with presumed anthrax-infected animal and/or its product and presented with preseptal cellulitis with a localized itchy erythematous papule of the eyelid and non-pitting periorbital edema, followed by ulceration and dark eschar formation. All the three patients responded to intravenous antibiotics, and the lesion resolved leaving scars which caused cicatricial ectropion in all cases. CONCLUSION: Anthrax is a rare disease but should be considered in the differential diagnosis of ulcerative (and eschar forming) preseptal cellulitis with a history of contact with anthrax-infected animals or animal products. Furthermore, cicatrization of the eyelids, one of the sequelae of periocular cutaneous anthrax, should be addressed. Urgent case report to the local zoonotic disease and infection control body and other responsible authorities is recommended.