The effect of access to electronic resources during examination on medical and dental students scores in summative assessment: quasi experimental study.

BACKGROUND: Access to electronic (E) resources has become an indispensable requirement in medical education and practice. OBJECTIVE: Our objective was to assess the effect of E-resources access during examination on end-course-exam scores of medical and dental students. METHODS: A quasi-experimental study which included two cohorts of medical (n = 106 & 85) and three cohorts of dental students (n = 66, 64 and 69) who took end-course- exams. Each exam was composed of two- parts (Part I and II), that encompassed equal number of questions and duration. Access to E-resources was allowed in part-II only. Items Difficulty Index (DI), Discrimination Index, (DisI), Point Biserial, (PBS) and cognitive level were determined. RESULTS: The study included 390 students. The proportion of items at various levels of DI, DisI, and PBS and the average values for item DI, DisI in both parts of each exam were comparable. The average scores in part-II were significantly higher than part-I (P < 0.001, < 0.001 and 0.04) and lower-order cognitive-level items scores were higher in three exams (P < 0.0001, 0.0001, 0.0001). Higher- order cognitive level items scores were comparable between part I and II in all courses. The significant factor for change in marks were questions cognitive level and type of the course. CONCLUSION: Access to E-resources during examination does not make a significant difference in scores of higher-order cognitive level items. Question cognitive level and course type were the significant factors for the change in exam scores when accessing E-resources. Time-restricted E-resources accessed tests that examine higher cognitive level item had no significant academic integrity drawback.

Virtual Clinical Encounter Examination (VICEE): A novel approach for assessing medical students' non-psychomotor clinical competency.

INTRODUCTION: The Corona Virus Disease-19 (COVID-19) pandemic disrupted medical education across the world. Online teaching has grown rapidly under lockdown. Yet the online approach for assessment presents a number of challenges, particularly when evaluating clinical competencies. The aim of this study was to investigate the feasibility, acceptability, reliability and validity of an online Virtual Clinical Encounter Examination (VICEE) to assess non-psychomotor competencies (non-procedure or manual skills) of medical students. METHOD: Sixty-one final year medical students took the VICEE as part of the final summative examination. A panel of faculty experts developed the exam cases and competencies. They administered the test online via real-time interaction with artificial intelligence (AI) based virtual patients, along with faculty and IT support. RESULTS: Student and faculty surveys demonstrated satisfaction with the experience. Confirmatory factor analysis supported convergent validity of VICEE with Direct Observation Clinical Encounter Examination (DOCEE), a previously validated clinical examination. The observed sensitivity was 81.8%, specificity 64.1% and likelihood ratio 12.6, supporting the ability of VICEE to diagnose 'clinical incompetence' among students. CONCLUSION: Our results suggest that online AI-based virtual patient high fidelity simulation may be used as an alternative tool to assess some aspects of non-psychometric competencies.

A global perspective on the challenges and opportunities in learning about rheumatic and musculoskeletal diseases in undergraduate medical education : White paper by the World Forum on Rheumatic and Musculoskeletal Diseases (WFRMD).

Rheumatic and musculoskeletal diseases (RMDs) encompass a spectrum of degenerative, inflammatory conditions predominantly affecting the joints. They are a leading cause of disability worldwide and an enormous socioeconomic burden. However, worldwide deficiencies in adult and paediatric RMD knowledge among medical school graduates and primary care physicians (PCPs) persist. In October 2017, the World Forum on Rheumatic and Musculoskeletal Diseases (WFRMD), an international think tank of RMD and related experts, met to discuss key challenges and opportunities in undergraduate RMD education. Topics included needs analysis, curriculum content, interprofessional education, teaching and learning methods, implementation, assessment and course evaluation and professional formation/career development, which formed a framework for this white paper. We highlight a need for all medical graduates to attain a basic level of RMD knowledge and competency to enable them to confidently diagnose, treat/manage or refer patients. The importance of attracting more medical students to a career in rheumatology, and the indisputable value of integrated, multidisciplinary and multiprofessional care are also discussed. We conclude that RMD teaching for the future will need to address what is being taught, but also where, why and to whom, to ensure that healthcare providers deliver the best patient care possible in their local setting.

Transformation to learning from a distance.

This article was migrated. The article was marked as recommended. COVID-19 is a strong disruptive force that has not only influenced our global health and economy but also has changed the way we teach, learn and communicate with our students. It has disturbed the regular education pattern and the standard practices that we adapted over many years. The challenge is beyond changing the mode of delivering instructions from face to face to online. The real challenge is in creating a culture that supports the adoption of innovative practices, which require different skills and competences from the teacher, student, mentor and administrator, and at the same time maintaining the quality of the products. In other words, changing what was exceptional to be the norm over a short period of time. This article describes our approach "Open Learning" in managing such change. Our over-riding philosophy is about ensuring that students have high quality resources, and the enthusiasm and learning skills to benefit from them. At the same time we want to optimise the use of the available online applications and learning management system so that their use is within the capability of our faculty. This paper describes the evolution of our approach and the principles upon which it has been based. Our experiences over the past few months will transform the educational experience of our students over the years to come.

Specialty preferences and motivating factors: A national survey on medical students from five uae medical schools.

BACKGROUND: Workforce planning is critical for being able to deliver appropriate health service and thus is relevant to medical education. It is, therefore, important to understand medical students' future specialty choices and the factors that influence them. This study was conducted to identify, explore, and analyze the factors influencing specialty preferences among medical students of the United Arab Emirates (UAE). METHODS: A multiyear, multicenter survey of medical student career choice was conducted with all five UAE medical schools. The questionnaire consisted of five sections. Chi-squared tests, regression analysis, and stepwise logistic regression were performed. RESULTS: The overall response rate was 46% (956/2079). Factors that students reported to be extremely important when considering their future career preferences were intellectual satisfaction (87%), work-life balance (71%), having the required talent (70%), and having a stable and secure future (69%). The majority of students (60%) preferred internal medicine, surgery, emergency medicine, or family Medicine. The most common reason given for choosing a particular specialty was personal interest (21%), followed by flexibility of working hours (17%). DISCUSSION: The data show that a variety of factors inspires medical students in the UAE in their choice of a future medical specialty. These factors can be used by health policymakers, university mentors, and directors of residency training programs to motivate students to choose specialties that are scarce in the UAE and therefore better serve the health-care system and the national community.

A retrospective study of the seasonal pattern of urolithiasis.

This retrospective descriptive study was conducted among patients who presented with variable symptoms of urolithiasis at the Department of Surgery and Urology of Gulf Medical College Hospital and Research Centre (GMCHRC), Ajman, United Arab Emirates (UAE), in order to assess whether the occurrence of urolithiasis differed in relation to season, temperature and humidity. A checklist was used for abstracting the case record and analysis was performed using PASW 17 version. Maximum number of cases was below the age of 40 years, with a male to female ratio of 5.2:1. The present study revealed a higher number of cases during summer compared with the other seasons, but it was not statistically significant. No significant correlation was seen between atmospheric temperature, relative humidity and number of cases with urolithiasis. Our study also revealed that the admission rate for renal colic was higher in the summer season as against the rest of the year, although the difference was not significant. In conclusion, urolithiasis is an important public health issue that predominantly affects people of the productive age groups. Men are affected more commonly than women. No significant seasonal variation in the number of patients with urolithiasis was observed in the study.

Breast self-examination: knowledge and practice among nurses in United Arab Emirates.

This study was conducted to explore the knowledge and practice of nurses regarding breast self-examination (BSE) in the United Arab Emirates. Nurses working in different hospitals constituted the study population. A total of 154 nurses who had come to participate in the breast cancer awareness week programme were the participants. Approval of the Gulf Medical University ethics committee was obtained. A self-administered, pre-tested, structured, close ended questionnaire was used for data collection. Statistical analysis was performed using PASW 17. Age of the participants in this study ranged from 20 to 59 years, with a mean age of 24.1 years. 96.1% of the participants were aware of the ideal age to start BSE, while 87.7% respondents knew that women with regular menstruation should perform BSE monthly on a particular day, preferably on the fifth or seventh day after menstruation. With regard to BSE technique, 68.8% knew that both inspection and palpation were the ideal methods to detect any change in the breast. A high proportion, 84.4% of the respondents, reported performing BSE. Among those married, 87.0% and among single 78.3% were practicing BSE. The results point out that the nurses have a satisfactory knowledge regarding BSE and this is shown in their practice of BSE. Emphasis should be laid on BSE in undergraduate and postgraduate courses, especially for nurses, as they are mostly involved in patient care and education.