Biomedical subjects

M Elzubeir

Publications and source records attributed to M Elzubeir.

7 recordsLinked to original sources

PubMed2001

First aid and basic life support skills training early in the medical curriculum: curriculum issues, outcomes, and confidence of students.

BACKGROUND: The importance of training physicians and other health care professionals in first aid and basic life support (BLS) is now widely recognized. The Faculty of Medicine and Health Sciences of the United Arab Emirates University have been offering formal training in these skills to 1st-year medical students since 1989. The aim of this study was to determine the efficacy of the program and the extent to which it provides students with confidence to perform skills on their own after training. DESCRIPTION: 165 of 180 male and female students comprising 3 cohorts (91.7% response rate) completed a self-administered anonymous questionnaire. The questionnaire contained open- ended and Likert-type questions regarding course organization, content, strengths and weaknesses, teaching--learning approaches, and skills development and confidence. The authors analyzed assessment outcomes and associations between self-perceived levels of confidence and ability to practice. EVALUATION: Students were uniformly enthusiastic and highly motivated by the program. Self-assessed confidence in ability to perform skills on their own after completing the program was moderately correlated with perceived frequency of opportunity to practice many skills. There was nevertheless a consistent desire for more practice time. CONCLUSIONS: The results suggest that the program provides students with sound basic knowledge and adequate practical skills in first aid and BLS and that adequacy of time and physical and human resources are important prerequisites to facilitate practice and engender confidence in skills.

Cardiopulmonary Resuscitation↗

PubMed2000

Diagnostic radiology in an integrated curriculum: evaluation of student appraisal.

RATIONALE AND OBJECTIVES: This study determined student perceptions of the effectiveness of an integrated radiology curriculum in a 6-year undergraduate medical school program. MATERIALS AND METHODS: Student perceptions of the effectiveness of an integrated radiology curriculum were assessed with a self-administered questionnaire that was developed in house and consisted of Likert-type and open-ended items. The questionnaire was distributed to 1997-1998 and 1998-1999 cohorts of 2nd- to 6th-year medical students. Quantitative data were analyzed by using descriptive statistics. RESULTS: Ninety-nine of 173 students (57% response) returned completed questionnaires. Overall, students perceived integrated radiology teaching as satisfactorily achieved and useful in facilitating learning. Compared with students in the 2nd and final years of undergraduate medical education and training, those in years 3-5 considered integrated radiology teaching to be very effective. Results of the survey suggest future modifications to improve the effectiveness of integrated radiology teaching. CONCLUSION: Radiology can be successfully integrated into modern medical curricula. Student comments indicate the need to structure and organize the integrated teaching better and to introduce it earlier in the medical school curriculum.

Curriculum↗

PubMed2000

Identifying core obstetric and gynecologic skills required of, and used by, graduates of the Faculty of Medicine and Health Sciences, United Arab Emirates University.

BACKGROUND: Acquisition of core practical skills by students assures quality and relevance of medical education. PURPOSE: To determine whether students and interns are acquiring core obstetric and gynecologic skills. METHODS: A self-administered questionnaire was sent to obstetric and gynecology clerkship coordinators (n = 3), consultants (n = 14), residents (n = 13); interns (n = 13) and final-year students (n = 29; n = 93, response rate = 77%, N = 72). The questionnaire contained a stimulus list of 21 clinical, 8 communication, and 5 professional skills. RESULTS: Of 34 listed skills, 24 were identified as core skills. At least 50% of consultants, faculty, and residents expected 28 core skills to be covered in the undergraduate program. At least 50% of interns believed that 21 core skills had been acquired at graduation. CONCLUSION: Our curriculum is facilitating acquisition of core obstetric and gynecologic skills.

Adult↗

PubMed1998

Imprecise terms in UK medical multiple-choice questions: what examiners think they mean.

Many multiple-choice questions (MCQs) used in medical education in the UK contain undefined, imprecise terms. They are particularly common in true/false items and can be found in classroom tests, published examples of MCQs and, more importantly, in high-stakes examinations which determine a candidate's graduation or membership of a professional body. This study investigated imprecise terms used in some MB BS final examinations and the Part 1 Membership Examination of the Royal College of Physicians. It revealed that imprecise terms occur commonly, yet there is a wide range of opinion among the examiners themselves about their meanings. The numbers and variety of imprecise terms which were found in high-stakes MCQ examinations are described in this paper and details are given concerning the lack of consensus about their meanings as reported by the responsible examiners. A second type of construction error--disproportionately large numbers of 'true' branches--was also recorded. Exemplary practices do exist in MCQ quality assurance, but in the UK they are very much the exception rather than the rule. The findings of this investigation strongly indicate a need for change.

Education, Medical↗

PubMed1996

Relationships between students' clinical experiences in introductory clinical courses and their performances on an objective structured clinical examination (OSCE).

PURPOSE: To elucidate the link between the quantity and quality of clinical exposure gained by first-year clinical students in hospital settings and their performance on a subsequent comprehensive assessment of clinical skills (the objective structured clinical examination, or OSCE). METHOD: Data relating to educational activities and workload were collected for the second introductory clinical attachment undertaken by 152 (of 246) students in two British medical colleges prior to a joint comprehensive 22-station OSCE administered in May 1994. Pearson correlation coefficients were used as the main analytical tool to study the relationships between measures of clinical activity and total OSCE scores. RESULTS: In general, of 43 indices of the amount, nature, and quality of bedside, ward-based, or outpatient experience, only six correlated with OSCE scores. The strongest links were for whether students examined out-patients on their own (r = .2), whether the objectives had been made clear (r = .19) and the number of clinics attended (r = .18). Variables meeting the criteria were entered into a backwards stepwise regression analysis to predict total OSCE scores, but they explained only 23% of the variance. CONCLUSION: The association between clinical experience and educational outcomes remains poorly understood.

Clinical Competence↗

PubMed1994

Project 2000 student wastage: a case study.

High wastage rates associated with the nursing profession were a contributory factor driving recent reforms in the form of Project 2000 (P2000). Such changes beg the question: to what extent has this new educational initiative affected current wastage patterns among nursing students? This paper examines whether or not this new initiative is having an effect on student wastage at a first-wave college of nursing, midwifery and health visiting which implemented P2000 in 1989. Thus far, 10 cohorts of students have been admitted on to the course, seven full-time and three part-time. It is hoped other institutions involved in nurse education and training may gain some beneficial insights from the lessons learnt and measures taken to stem wastage at the college described in this case study.

Adolescent↗

PubMedDate not supplied

Nursing skills and practice.

This article discusses the value placed on basic nursing skills and practice in preregistration diploma programmes (Project 2000). The authors argue that the current emphasis on the early acquisition of theoretical knowledge must not underestimate the importance of practising basic skills for the development of students' confidence in clinical settings.

Attitude of Health Personnel↗