PROCEEDINGS “Enhancing Clinical Education in the Health Professions” Galadari Hotel

Transcription

South East Asian Regional
Association for Medical
Educationri
Forum of Sri Lankan
Medical Educationists, Sri
Lanka
“Enhancing Clinical Education in the Health
Professions”
PROCEEDINGS
Galadari Hotel
Colombo, Sri Lanka
12th – 15th November, 2014
1
Acknowledgements
The Organizing Committee extends its gratitude to the following sponsors who generously
supported 3rd SEARAME and 2nd FOSME Conference
SPONSORS
Ministry of Higher Education, Sri Lanka
World Health Organization
State Pharmaceutical Corporation, Sri Lanka
University of Kelaniya
TECHNICAL PARTNER
ORGANIZED BY
The Forum of Sri Lankan Medical Educationists
Co organizers:
Faculty of Medicine, University of Colombo
Faculty of Medicine, University of Kelaniya
Faculty of Medicine, University of Peradeniya
Faculty of Medicine, University of Sri Jayawardenepura
3
Contents
MESSAGES .............................................................................................................................. 1
COMMITTEES........................................................................................................................ 4
ABOUT SRI LANKA ............................................................................................................ 6
ABOUT THE CONFERENCE .......................................................................................... 10
INFORMATION FOR DELEGATES ............................................................................ 11
PROGRAMME AT A GLANCE ...................................................................................... 12
PRE-CONFERENCE WORKSHOPS............................................................................ 15
MAIN CONFERENCE DAY 1 ......................................................................................... 19
MAIN CONFERENCE DAY 2 ......................................................................................... 30
POST CONFERENCE WORKSHOPS.......................................................................... 41
ORAL PRESENTATION ABSTRACTS.......................................................................43
POSTER PRESENTATION ABSTRACTS.................................................................77
RESOURCE PERSONS ..................................................................................................... 94
5
3rd SEARAME and 2nd FOSME Conference, 2014
Colombo, Sri Lanka
MESSAGES
Message from the President, SEARAME
It gives me great pleasure to note that the Third SEARAME conference is
being organized at Colombo, in collaboration with Forum of Sri Lankan
Medical Educationists (FOSME). The two organizations have a common
mission of improving the status of medical education in their respective
regions.
All through the past many years, there have been efforts by various
organizations around the world to make medical and other health professions education more
responsive to the needs of the society. The changing needs and expectations of the society
make it all the more important for educators to help develop the required competencies
among the new graduates. Population-centred and patient-centred teaching is at the heart of
such training. The theme of the conference ‘Enhancing clinical education in health
professions’ is both appropriate and targeted towards developing competent physicians. The
program has been developed very carefully by the scientific committee and focuses
significantly on the communication skills and professional behaviour, something that lies at
the heart of being a good health care professional.
It is also very heartening to see the active involvement and participation of the World
Federation for Medical Education (WFME) in the conference program, focusing on the issues
of quality, global standards and accreditation as regards the clinical training of doctors.
Capacity building workshops have been designed to help faculty develop skills and design
educational strategies to enhance training in clinical and community settings.
I thank University of Colombo, WHO SEARO, FOSME, WFME and other partnering
organizations for supporting this conference and wish the conference a huge success.
Professor Dr. Rita Sood
President
South East Asian Regional Association for Medical Education (SEARAME)
1
Colombo, Sri Lanka
MESSAGES
Message from the President, FOSME
It is with great sense of honour and personal satisfaction I send this
message for publication in the Proceedings of the 3rd SEARAME Conference
in Sri Lanka. This conference is focused on improving clinical training
provided in health professions educational Institutions to achieve desired
clinical competence for better health care.
The quality of the health work force and the density of distribution have
been shown to positively correlate with health outcomes. In countries of South East Asia there
is a tendency to produce more health professionals by merely increasing the student intake
and training institutions without adequate consideration on selection process, training
facilities, academic faculties, competency requirements and accreditation. This is found to be
more evident in the case of medical school admissions and mushrooming of schools. This
situation if continued for long may negate some of the positive achievements in health
outcomes of the past. This conference is providing a forum to discuss these critical issues with
local, regional and international experts.
Professor Chris Argyris from Harvard University commenting on teaching smart people says
that most professionals are almost always successful at what they do, they rarely experience
failure. And because they have rarely failed, they have never learned how to learn from
failure. Whenever they go wrong they become defensive, screen out criticism and blame
others. Their ability to learn shuts down precisely at the moment they need it most. This
phenomenon is not uncommon amongst our academic and medical colleagues. We expect
this conference to provide opportunities for reflection by both academicians and clinicians.
There is an increase in documentation of medical errors, malpractice litigations and evidence
of physicians moving away from social contract to business contract in dealing with their
patients. In the recent past there is an abundance of literature emerging on professionalism
in health care with definitions, types, training programs and assessment in leading medical
and educational journals to enable training programs to develop caring professionals. This
conference provides the forum for discussion on professionalism.
I would like to thank the SEARAME Executive Board for providing the opportunity to host the
3rd SEARAME Conference in Sri Lanka jointly with the 2nd Conference of FOSME.
I welcome all resource persons and participants to have lively discussions in the conference
and wish memorable experiences for our friends from abroad in our beautiful island.
Professor P T Jayawickramarajah
President
Forum of Sri Lankan Medical Educationists (FOSME)
2
Colombo, Sri Lanka
MESSAGES
Message from the Conference Chairs
It gives us immense pleasure to write this message for the Programme Book of the 3rd
SEARAME and 2nd FOSME Conference. We view this as a rendezvous of two custodians of
medical education: one regional (SEARAME) and the other national (FOSME).
In the modern world none can function alone. Even if one can, the efficiency and effectiveness
of a solitary effort cannot be compared with those of a combined effort. It is in this spirit that
SEARAME and FOSME organize this conference. Hence, we would like to set this as a
trailblazer for the other national associations of medical education in the region to follow.
It goes without saying that organizing a conference of this magnitude calls for courage,
determination and hard work. Such sterling qualities were shown in ample measure by the
members of the organizing committee. We salute them all and one for making it possible.
Even the noblest of efforts needs direction. We thank the FOSME and SEARAME councils for
giving us that all important direction. The solidarity and conviction of purpose that were
shown by many others including sponsors, event organizers and well wishes need special
mention. It is the fruits of the efforts of all these men and women that will be on display during
the conference. All this would have been in vain, had it not been for the scholarly input of all
the resource persons and participants. Hence, last but not least, we wish to place our sincere
gratitude to all resource persons and participants for conceptualizing, writing, revising and
submitting material that have gone into this book and that would be enacted during the
conference.
Conferences come and conferences go. Memories that linger, however, are the bonds made,
the ties renewed and the ideas exchanged. It is our fervent wish that the 3rd SEARAME and 2nd
FOSME Conference would promote such bonds, ties and ideas.
Dr Indika Karunathilake
Conference Chair
Dr Gominda Ponnamperuma
Conference Co-Chair
3
Colombo, Sri Lanka
COMMITTEES
Local Organizing Committee
Conference Chair
Dr. Indika Karunathilake
Conference Co-Chair
Dr. Gominda Ponnamperuma
Advisors
Professor P. T. Jayawickramarajah
Professor Arjuna Aluwihare
Professor Nilanthi De Silva
Secretary
Dr. Madawa Chandratilake
Assistant Secretary
Dr. Ashwini de Abrew
Treasurer
Dr. Asela Olupeliyawa
Assistant Treasurer
Dr. Amaya Ellawala
Chairperson Scientific Committee
Scientific Committee
Dr. Kosala Marambe
Dr. Deepthi Edussuriya
Dr. Wasana Jayaratne
Dr. Sisira Dharmaratne
Dr. Nimani de Lanerolle Boralessa
Dr. Lakmali Perera
Logistics
Dr. Romain Perera
Dr. Dinesha Jayasinghe
Publicity
Dr. T.S. Navaratinaraja
Dr. Rohana Marasingha
Dr. R. M. Mudiyanse
Dr. Rikaz Sheriff
Dr. Lasantha Ranwala
4
Colombo, Sri Lanka
COMMITTEES
SEARAME Executive Committee
President
Secretary-General
Past President
Advisors
Country Representatives
Prof. Rita Sood
Prof. Thomas V Chacko
Prof. Khunying Kobchitt Limpaphayom
Prof. Arjuna P.R. Aluwihare
Dr. Palitha Abeykoon
Prof. P T Jayawickramarajah
Prof.Dr. M Muzaherul Huq
Prof. Md Humayun Kabir Talukder (Bangladesh)
Dr. Chencho Dorjee (Bhutan)
Prof. Titi Savitri Prihatiningsih (Indonesia)
Dr Tin Tun (Myanmar)
Prof.Jagdish P Agrawal (Nepal)
Dr. Indika Karunathilake (Sri Lanka)
Prof. Nantana Sirisup (Thailand)
FOSME Executive Committee
Patron
President
President Elect
Honorary Secretary
Honorary Assistant Secretary
Honorary Treasurer
Council Members
Dr. Palitha Abeykoon
Prof. P T Jayawickramarajah
Dr. Indika Karunathilake
Dr. Kosala Marambe
Dr. Amaya Ellawala
Dr. T.S. Navaratinaraja
Prof. Lalitha Mendis
Prof. Nilanthi de Silva
Dr. Eugene Corea
Dr. Avindra Jayawardena
Dr. Sisira Dharmaratne
Dr. Wasana Jayarathne
Prof. Jennifer Perera
Dr. Gominda Ponnamperuma
Dr. Rikaz Sheriff
Dr. M.Chandratilake
Dr. Asela Olupeliyawa
Editor
Dr. R.B. Marasinghe
5
Colombo, Sri Lanka
ABOUT SRI LANKA
Sri Lanka, Paradise of the Indian Ocean!
Set in the Indian Ocean in South Asia, Sri Lanka offers a remarkable combination of stunning
landscapes, pristine beaches, captivating cultural heritage and unique experiences within a compact
location. The City of Colombo, where the conference is held is the commercial and financial centre
of Sri Lanka and is a place teeming with sights, sounds and experiences.
Getting around Colombo
Taxies are the most convenient and safest mode of transport in Colombo for
tourists and visitors. There are several radio cab companies operating in Colombo.
The average waiting time to arrival is between 10 to 20 minutes. All are airconditioned cars with meters and with an average charge of Rs 75/- per kilometre.
A call up charge of up to Rs 250/- may be levied. Reliable companies include Ace
Cabs (281 8818), GNTC (268 8688) and Kangaroo (258 8588). Budget taxies
(TATA Nano) are commonly available too. The charges start from Rs. 40 per
kilometer with AC and these are also a safe and convenient way to travel.
Trishaws (Tuktuks/Three-wheelers) are a popular mode of transportation for
tourists and are a common sight on the streets of Colombo.
 Most trishaws are metered
 If the meter is not turned on at the beginning of the journey, please ask the
driver to do so
 Always agree on a fare beforehand for non-metered taxies
 Most drivers offer a decent fare, charging approximately Rs. 50/- per
kilometre. Travel to any area in central Colombo should not cost more than
Rs. 400.00/-)
The Sri Lankan Tourist Development Authority also operates its own fleet of 'tuktuks' around Colombo which are tourist friendly and metered. Tourist board tuk
tuks are distinguishable by their unique paintings. These three-wheelers can be
booked 24 hours a day by calling 0712-500800 or 0772-299299.
Bus: The city of Colombo is covered by an extensive network of buses, which is
the principal mode of transport. However, travelling by bus might prove to be
inconvenient for tourists who cannot speak or understand the local languages.
Prepare for severe over-crowding and make sure to confirm your destination with
the conductor of the bus. Always carry a map and the address of your destination
if you opt to travel by bus. Long distance services are operated from Colombo at
the Pettah Central Bus Depot.
6
Colombo, Sri Lanka
ABOUT SRI LANKA
Visiting tourist attractions out of Colombo
Hiring a private driver with a vehicle: This is the most convenient and safest mode if you intend
to visit tourist attractions outside Colombo. The cost too is reasonable, especially if you are
travelling in a small group (3-6 people). A trip could be arranged by the hotel, travel agency or
direct contact. The price is negotiated at the beginning of the trip and consists of a fare for every
kilometre and the time duration.
Rail: You may find leaving Colombo by train is easier than by bus, though trains are usually less
frequent and a little more expensive than buses. There’s more order at the train stations than at the
bus stations, and there’s often less overcrowding once on board. Generally trains are used for
travelling to distant areas such as Kandy or Galle.
From the Colombo Fort Central Railway Station travellers can take their trains to different key
destinations. Visit Sri Lanka Railways http://www.railway.gov.lk for more information.
Several options are available:
 1st class sleeper
 1st class observation car
 1st class air-conditioned seats car
 2nd class seats
 3rd class seats
 New luxury 'ExpoRail' carriage: see www.exporail.lk.
There is a special ticket window for tourists at Colombo Fort Central Railway Station.
Tourist attractions in Colombo








Galle Face Green
Independence square
National Museum
Beira Lake
7
Gem Museum
National Zoological gardens
Gangarama (Vihara) Buddhist Temple
National Art Museum
Colombo, Sri Lanka
ABOUT SRI LANKA
Shopping in Colombo
Clothing / Designer bargains
 Cotton Collection: no 40, Flower Road, Colombo 7
 House of Fashions: no 101 D.S. Senanayaka Rd, Colombo 8
 Odel Unlimited: no 5, Alexandra Place, Colombo 7
Shopping Centres
 Majestic City: Galle Road, Colombo 4
 Crescat Boulevard: Galle Road, Colombo 3
 Liberty Plaza and Arcade: Duplication Road, Colombo 3
 Dutch Hospital Shopping Complex: Hospital Street, Colombo 1
 Arcade Independence: no 30, Bauddhaloka Mawatha, Colombo 7
 Colombo Racecourse Shopping Complex: Reid Avenue, Colombo 7
Handlooms, crafts and souvenirs
 Laksala: 215, Bauddhaloka Mawatha, Tummulla, Colombo 07
 Paradise Road: 213 Dharmapala Mawatha Cinnamon Gardens, Col 7
 Barefoot Gallery: no 704, Galle Road, Colombo 3
 Gem and Jewellery Exchange: Level 4 and 5 East Low Block, World Trade
Centre, Echelon Square, Colombo 1
 Colombo Gold Center: Central Market, Bankshall Street, Pettah
Dining in Colombo
Sri Lankan cuisine is a delightful fusion of tastes and textures that has something
to appeal to any palate. Rice is the staple food and is usually accompanied by spicy
curries, salads and pickles. Cheap and delicious street food such as kottu, hoppers
or vadai are available everywhere, but be cautious if you have a delicate digestive
system! Value for money dining can also be obtained at food courts located in
major shopping centres. Halaal and vegetarian food options are widely available.
It is recommended that tourists always drink boiled or bottled water.
Mid-range options







Upali’s, 65 CWW Kannangara Mawatha (Town Hall), Colombo 7
The Cricket Club Cafe, 34 Queens Road, Colombo 03
Mango Tree, 82 Dharmapala Mawatha, Kollupitiya, Colombo 03
The Palmyrah Restaurant, 328 Galle Road, Kollupitiya, Colombo 03
Urban Kitchen, Arpico Super Center, 69 Hyde Park Corner, Colombo 02
The Bavarian German Restaurant and pub, 11 Galle Face Court II, Colombo 03
The Sizzle, 32, Walukarama Road, Colombo 03
8
Colombo, Sri Lanka
ABOUT SRI LANKA
Fine dining





Nihonbashi Main Restaurant, 11 Galle Face Terrace, Colombo 03
Spoons, Colombo Hilton, Echelon Square, Fort, Colombo 01
Chesa Swiss, 3 Deal Place, Kollupitiya, Colombo 03
The London Grill, Cinnamon Grand Hotel, Galle Face, Colombo 03
California Grill, Galadari Hotel, Fort, Colombo 01
More details are available at http://www.lankarestaurants.com
General Information
Currency: The local currency is the Sri Lankan Rupee (LKR). At the time of going
to press, the Central Bank exchange rate was 1US$ = LKR 130. Most shops and
restaurants will accept Master or Visa Credit Cards. Please note that for on-site
registration, only Sri Lankan Rupees or US dollars will be accepted. Any balance
payments would be in Sri Lankan Rupees.
Smoking: smoking is prohibited by law in all public and enclosed areas. Please
note that there is a strict non-smoking policy at the Conference Venue
Healthcare and emergency services: the Conference venue is situated at a close
vicinity to major public and private hospitals. Please contact the Conference
Secretariat if you require first aid or medical attention during the Conference.
Emergency services





Police:
National Hospital:
Fire Brigade :
St John Ambulance services:
Airport flight information desk:
119
011-2691111
011-2422222
011-2437744, 011-2341736
011-2252861-5
9
Colombo, Sri Lanka
ABOUT THE CONFERENCE
The Conference will be hosted at the Hotel, Galadari, which is a premier five star hotel situated in
the heart of Colombo. The Pre-Conference workshops and the Main Conference will take place at
this venue.
Contact details:
Address
Phone
Fax General
64 Lotus Road, Colombo 1, Sri Lanka
(+94) 112 544 544
(+94) 112 449 875
The Registration desks are situtated just outdside the Grand Ballroom in the Pre-function area.
Parallel Sessions will be held at Salon Jasmin, Salon Orchid, VIP Lounge and Grand Ballroom
(B). All pleneray sessions will take place in the Grand Ballroom (Main). The Conference
Secretariat will be situated in Salon Rose.
10
Colombo, Sri Lanka
INFORMATION FOR DELEGATES
Registration Opening hours:
12th November 2014
0800-0830
13th November 2014
0800-0830
14th November 2014
0800-0830
Onsite registration: Participants who have made arrangements to pay their registration fees onsite
should register at the onsite registration desk. Please note that only Sri Lankan Rupees and US
Dollars will be accepted onsite.
Name tags: All participants are required to wear their name tag
Meal tickets: these are enclosed in the name tag
Conference Notice Boards and Messages: Notice boards with the running programmes will be
placed at the entrance of the parallel session venues. The “Programme at a Glance” is included in
the nametag.
Speaker preview
Presenters are requested to submit presentations by 8.00 am on the relevent day to the preview area
situated in VIP room A. The room is equipped with PCs using Windows 7 or above. Please note
that Apple Mac computers are not available. Presentations can be uploaded from one of the
following media formats: USB storage device, CD-R/RW, DVD-R/RW. Once the presentation has
been uploaded in the preview room, please verify that all fonts, images, and animations appear as
expected.
E-Poster presentations
Poster presentations will take place in the Prefunction Area B between the parallel session venues.
Posters will be displayed on 55” high definition screens at 720x1280 pixels. Poster presenters have
been requested to send in their posters in advance in order to convert to display format. Poster
judging will take place during morning tea on Day 1 and Day 2 of the Main Conference.
11
Colombo, Sri Lanka
PROGRAMME AT A GLANCE
Pre- Coference Workshops
Date : Wednesday, 12th November 2014
Venue : Hotel Galadari, Colombo
TIME
0845 – 0900
0900 - 1200
TEA
Workshop A: Simulation
1200 - 1300
1300 - 1600
Workshop B:
Teaching in clinical settings
Workshop C: Conducting and
publishing medical education
research
LUNCH
Workshop D:
Flipped classroom
Workshop E:
Developing Medical Curricula
Towards Genetic Literacy
Workshop F:
Defining, teaching and assessing
professionalism
1600 - 1615
TEA
1615-1815
Complimentary Colombo City Tour
1700 - 2000
SEARAME Executive Committee Meeting (by invitation only)
VIP ROOM A
SEARAME Executive Committee Dinner (by invitation only)
Colour codes for venues
GRAND BALL ROOM
GRAND BALLROOM B
SALON ORCHID
12
SALON JASMIN
VIP LOUNGE
Colombo, Sri Lanka
Main Conference Day 1
Date : Thursday, 13th November 2014
TIME
0800 – 0830
0830 – 1000
1000 - 1030
1030 – 1115
1115 – 1245
1245 – 1345
1345 – 1515
1515-1645
REGISTRATION
INAUGURATION
TEA and E-poster presentations
Keynote address: What every teacher needs to know about clinical reasoning
Kevin Eva
PARALLEL SESSIONS
Symposium C: Supervision
Symposium D:
Symposium A: Assessment and
Symposium B: Integrating
in Clinical and Community
Community- Oriented
Feedback
Basic and Clinical Sciences
Settings
Medical Education
LUNCH and E-poster presentations
PARALLEL SESSIONS
Intra-Conference
Intra-Conference
Intra- Conference
workshop C:
Workshop D:
Intra-Conference Workshop A:
Workshop B
Scenario based learning
Hybrid model to teach
E learning
Peer Learning
design and
clinical and procedural
implementation
skills
Global recognition of clinical competence (Exclusive meeting: by invitation only)
1515-1645
ORAL PRESENTATIONS
OP1: Assessment
OP 2: Clinical Teaching and
Learning
OP 3: Curriculum
Development
1645-1700
1700-1900
TEA and E poster presentations
Symposium on Communication skills education
1930
Gala Dinner
13
OP 4: Community Based
Medical Education
Colombo, Sri Lanka
Main Conference Day 2
Date : Friday, 14th November 2014
TIME
0900 - 0945
0945 - 1115
1115 - 1145
1145 - 1315
1315 - 1415
1415 - 1445
1445 - 1615
1545 - 1645
1645 - 1700
1700 - 1715
Keynote address: Professionalism, healthcare and students and the hidden curriculum
Charlotte Rees
PARALLEL SESSION
Symposium E: Patient centered
Symposium F: InterSymposium G: Religion
Symposium H: Medical
approach in clinical education
professional education
and professionalism
education in SEA region
(Country presentations)
In clinical practice
TEA and E-poster presentations
PARALLEL SESSIONS
Symposium J: CPD and
Symposium K: Social
Symposium L: Medication
Intra-con workshop E:
retraining
accountability and social
safety and patient safety
Early Clinical Exposure
responsibility
in medical curriculum
LUNCH and E poster presentations
Plenary: Global standards and accreditation of medical schools
Stefan Lindgren
ORAL PRESENTATIONS
OP 7: Staff development
OP 8: Teaching and
OP 5: Curriculum Evaluation
OP 6: Professionalism
and student support
learning
Guest Lecture I: Giving leadership to curriculum reforms
Guest Lecture II: Engaging students in research projects
Nilanthi de Silva
Rohini Seneviratne
Closing ceremony
TEA
(Coach Leaves for Kandy at 1715)
Post Conference Workshops:
Date : Saturday, 15th November 2014
Venue : University of Peradeniya, Kandy
TIME
Post-Con Workshop A: WFME Workshop on
Quality Assurance and accreditation
0900 – 1200
14
Post-Con Workshop B: Teaching
Communication
Colombo, Sri Lanka
PRE-CONFERENCE WORKSHOP A
Application of Simulation in Medical Education
12th November 2014
0900 – 1200
Venue: VIP Lounge
Indika Karunathilake, Vasanthi Pinto, Ashwini De Abrew, Chiranthi Liyange
Objectives
• To identify the applications of simulation in teaching and assessment
• To apply principles of simulation in low-resource settings
• To plan integration of simulation techniques into the existing system
Short description of the
workshop
This workshop will focus on training faculty on the application of principles
of simulation in low-resource settings. While introducing and contextualizing
the application of simulation, the workshop programme includes
discussions, demonstrations and hands-on activities, providing practical
tools and the know-how in simulation techniques. During this interactive,
activity-driven workshop, participants will work on each other to simulate
and recreate clinical conditions and scenarios which will then be presented
to the entire group.
Target audience
Medical/Health Profession Teachers, Clinical skills centre staff, Simulated
Patient trainers, Faculty developers, Faculty involved in clinical teaching
/assessment, Simulated patients
PRE-CONFERENCE WORKSHOP B
Teaching in clinical settings
12th November 2014
Venue: Salon Jasmine
Rita Sood, Saroj Jayasinghe, Shamila De Silva
Objectives
0900 – 1200
 Discuss different contexts of teaching in a clinical environment
 Discuss strengths and challenges of bedside teaching
 Describe & practice effective instructional strategies for teaching with
patients
workshop
The workshop will comprise of interactive lectures interspersed with role
plays/video demonstration and reflective exercises. A framework around
which teaching in a clinical setting can be structured will be presented. This
will be followed by group work and practice sessions.
Target audience
Clinical faculty members and Senior residents.
Basic science faculty are also welcome.
15
Colombo, Sri Lanka
PRE-CONFERENCE WORKSHOP C
Conducting and Publishing Medical Education Research
12th November 2014
Venue: Salon Orchid
Kevin Eva, Kosala Marambe
0900 – 1200
Objectives
 To develop further understanding of the criteria used to define quality in
health professional education publishing;
 To clarify how decisions are made ‘behind the scenes’ during the
publication process;
 To discuss strategies for maximizing the likelihood of publication success
workshop
This workshop will be heavily discussion-based, drawing upon the experiences
and uncertainties of the participants to achieve the objectives listed above.
Participants will be asked to consider the following questions and issues:
(1) What problems are commonly encountered during attempts to publish?
(2) Why do papers get accepted or rejected?
(3) What happens to a paper during the review process?
(4) Issues of style;
(5) Ethical aspects of publication.
Target audience
Individuals with interest (whether experienced or not) in publishing research
in health professions education journals.
PRE-CONFERENCE WORKSHOP D
Flipped Classroom: Applications and Challenges
12th November 2014
Venue: VIP Lounge
Victor Lim, Vishna Devi V Nadarajah
1300 – 1600
Objectives
 To plan and deliver a flipped classroom session based on student
learning outcomes.
 To Use various interactive learning tools to engage and assess students
during the classroom sessions
workshop
Flipped classrooms are widely used at schools and gaining momentum with
adult learning. Health professions educators have also been enticed with the
concept of flipped classrooms to replace traditional lectures. Flipped
classrooms allow students access to go through learning materials (prepared
or selected by the educator) at their own time and prior to the classroom
sessions. During the classroom sessions, educators will instead engage and
promote learning through opportunities for clarifications, assessment of
student learning, collaborative and self-directed learning.
16
Colombo, Sri Lanka
Target audience
At our flipped classroom workshop, we discuss how health professions
educators can use this method to deliver learning outcomes on topics related
to biomedical and clinical sciences. Our experience at introducing flipped
classrooms at the International Medical University will provide (i) a case
study of how flipped classrooms are delivered, (ii) add context to teacher and
student perceptions/ acceptance to this method and (iii) a platform for a
discussion on challenges in implementation. The workshop will also engage
participants by introducing simple and easily accessible interactive tools for
flipped classrooms in large and small group teaching. Participants will also be
asked to reflect on implementing flipped classrooms with other student
learning activities within the curriculum and relate these concepts to adult
educational theories.
Health Professions Educators who want to promote student learning and
would like to use the flipped-classroom as a learning tool.
PRE-CONFERENCE WORKSHOP E
Developing Medical Curricula Towards Genetic Literacy
12th November 2014
Venue: Salon Jasmin
Vajira Dissanayake, Bruce Korf
1300 – 1600
Objectives
 To discuss the need for genetic literacy among first contact and specialist
healthcare providers
 To identify core competencies relevant to genetics education in the
region
 To analyze existing systems and develop a framework for delivery
workshop
In spite of high expectations for the integration of genomics into medicine,
it is not clear that health providers are competent to appropriately use new
genomic approaches. The issue is further complicated by differences across
the globe in terms of educational systems, access to genomic technologies
and/or information and knowledge about their use, and priorities in health
care. This workshop will aim to sensitize the participants on the need for
genetic literacy, identify the relevant core competencies and develop
frameworks for delivery of genetics education.
Case studies:
1. Diagnosis and treatment of a single gene disorder - tuberous sclerosis
complex (molecular diagnosis and use of everolimus).
2. Use of cytogenomic microarray in diagnosis of autism spectrum disorder
3. Use of gene panel in assessment of cardiomyopathy
4. Exome sequencing to diagnose unknown disorders
Target audience
 Genetics educators
 University Academics from basic/applied/clinical sciences
 Curriculum developers
17
Colombo, Sri Lanka
PRE-CONFERENCE WORKSHOP F
Defining, Teaching and Assessing Professionalism
12th November 2014
Venue: Salon Orchid
Charlotte Rees, Madawa Chandratilake
1300 – 1600
Objectives
 To reflect critically on different definitions of professionalism
 To discuss how professionalism is learnt
 To critically evaluate the strengths and weaknesses of different methods of
assessing professionalism
workshop
This 3-hour workshop will be composed of a mixture of small group activities
and talks by Professor Charlotte Rees and Dr Madawa Chandratilake.
Part 1: After introducing themselves to the group, participants will work in
small teams to define professionalism. Definitions will be compared within
the large group and with the literature, whereby Charlotte will present a
summary of definitions from the research literature.
Part 2: Charlotte will first introduce participants to the formal, informal and
hidden curriculum, after which they will work in small groups to identify the
most appropriate ways to teach/learn professionalism for several case studies.
Participants will discuss their thoughts as a large group.
Part 3: Using Miller’s pyramid for the assessment of clinical competence,
Madawa will outline a range of approaches to assess professionalism. In small
groups, participants will discuss the strengths and weaknesses of the different
assessment methods and determine the most appropriate methods for their
own curriculum and why.
Participants will have a short break halfway through the workshop (approx. 20
minutes) and will complete an evaluation of the workshop at the end.
Target audience
1700
2000
This workshop is designed for any healthcare educator already involved in
and/or interested in professionalism education. It will cater to healthcare
educators with a wide range of expertise in the topic (i.e. those who are new
to healthcare professionalism as well as experienced professionalism
educators). There will be lots of opportunities for participants to learn with,
from and about one another in terms of their different experiences of
professionalism education at their various institutions. We hope that such
collaborative work within the workshop may lead to cross-institutional
collaborations for professionalism education research.
SEARAME Executive Committee Meeting
SEARAME Executive Committee Dinner
18
Colombo, Sri Lanka
MAIN CONFERENCE DAY 1
THURSDAY, NOVEMBER 13TH, 2014:
CONFERENCE DAY 1
Venue: Galadari Hotel, Colombo, Sri Lanka
0800-0830
Registration
Foyer
0830-1000
Inauguration
1000-1030
Tea and E-Poster Viewing
1030-1115
Keynote address
Chairpersons: Palitha Abeykoon & Lalitha Mendis
Grand Ballroom
Grand Ballroom
What every teacher needs to know about clinical reasoning
Kevin Eva
Kevin Eva, PhD, Hon. FAcadMEd
Senior Scientist, Centre for Health Education Scholarship
Professor and Director of Education Research and Scholarship
Department of Medicine Faculty of Medicine
University of British Columbia, Vancouver, CANADA
Editor-in-chief, Medical Education
How did you do that? It is the first question to occur to anyone when they witness a
problem being solved that they are not sure they could have solved for themselves.
No wonder then that it is the question at the core of both research and rhetoric
regarding how professionals are able to solve problems that seem bewildering to lay
people or novices. No wonder also that many pedagogical efforts have been aimed
towards nurturing clinical problem solving skills among trainees. Teach novices how
experts reason their way through problems, so the argument goes, and the novices
themselves will become experts. While seemingly straightforward and laudable in
goal, this model of expert practice as highly developed problem solving skills has
proven to be erroneous. In fact, one could argue that expertise and problem solving
are not correlated with one another at all. In this talk the relationship between
problem solving and professional practice will be explored in four parts. First, I will
provide an historical overview of basic research into human problem solving, defining
the concept and tracing the evolution of the field. Second, I will outline the search
for problem solving skills within the professional domain of medical practice, focusing
on how such skills relate to the hallmarking of expertise. Third, I will outline a current
model of professional decision-making within which it must be said that problemsolving skill plays only a minor role. Finally, I will conclude by providing explicit
strategies for the development of expertise that use problem solving as a means to
an end rather than treating skill in problem-solving as an end unto itself.
19
Colombo, Sri Lanka
1115-1245
Parallel Sessions
1115-1245
Symposium A: Assessment and feedback
Grand Ballroom B
Tony O’Sullivan, Chinthaka Balasooriya, Gominda
Ponnamperuma
Chair: Kevin Eva
Symposium objectives
 To explore assessment options to support the development of graduate
capabilities
 To discuss the role of feedback in the development of graduate capabilities
 To discuss how the above is operationalised within the UNSW Medicine program
 To generate an open discussion about the suitability of the above methods and
resources required in varying contexts
Topics for speakers
Dr Chinthaka Balasooriya: Developing graduate capabilities through feedback linked
to assessment - examples from UNSW Medicine
Associate Prof Anthony O’Sullivan: A programmatic approach to assessment and
feedback – portfolio examination as an example
Dr Gominda Ponnamperuma: Adapting innovative assessment and feedback
methods to varying contexts
Agenda
 General introduction and overview of assessment & feedback at UNSW
Medicine (10-15min)
 Integrating assessment through portfolio examination (10-15min)
 Adapting the above principles to varying contexts (10-15min)
Midway point
Open discussion: Focussing on the learner (15-20 min)
 Strengths of these approaches and challenges in implementation
 Adapting to suit specific contexts
Conclusion: Linking assessment & feedback, closing the feedback loop (10-15min)
1115-1245
Symposium B: Integrating basic and clinical sciences
Salon Jasmin
Piyusha Atapattu, Arjuna Aluwihare,
PT Jayawickramarajah, Bruce Korf
Chair: J Agrawal
At the conclusion of the symposium, the participants will be able to
 Discuss the advantages (and disadvantages) of integrating basic and clinical
sciences
 Discuss at what points in the curriculum this integration could be done.
20
Colombo, Sri Lanka
 Explain the possible methods by which basic and clinical sciences could be
integrated.
 Discuss the role of basic sciences teachers and clinicians in the integration, to
optimize learning.
Topics for speakers
Each speaker will speak for 15 minutes, followed by a discussion.
Prof Bruce Korf: Integration of Genetics and Genomics into Medical Education
Dr Piyusha Atapattu: Integrating physiology and clinical teaching
Prof Jayawickramarajah: Integration; Its scope, pros and, cons
Prof Arjuna Aluwihare: Bed side clinical learning and the scope of integration
1115-1245
Symposium C: Supervision in clinical and community
settings
Salon Orchid
Rita Sood, Aloka Pathirana, Anuradhani Kasturiratne
Chair: Janaki Hewavisenthi
 To provide an overview of the role of medical teachers in medical teaching/
supervision in clinical and community settings
 To discuss the opportunities and challenges for supervision in clinical, surgical
and community settings
 To discuss the measures and approaches of enhancing the effectiveness of
supervision
Topics for speakers
Rita Sood: Challenges and opportunities for supervision in clinical medical settings
Aloka Pathirana: Supervision of surgical trainees: opportunities and challenges
Anuradhani Kasturiratne: Supervision of medical students in community-based
settings
1115-1245
Symposium D: Community-oriented medical education
VIP Lounge
Shakuntala Chhabra, Muzaherul Huq, Thomas Chacko
Chair: PT Jayawickramarajah
 To state the meaning , need and mechanisms for implementing CommunityOriented Medical Education (COME)
 To identify some good practices in COME
 To build consensus among participants on COME and its different aspects
 To suggest recommendations for Institutions in the SE Asia Region
Topics for speakers
• Prof Thomas V Chacko: The meaning, need and mechanisms for implementing
Community-Oriented Medical Education in an Institution
21
Colombo, Sri Lanka
• Prof Muzaherul Huq: Teaching topics in a community oriented curriculum- how to
better organize?
• Prof Shakuntala Chhabra: The Sevagram model of Community-Oriented Medical
Education
Agenda
• Opening remarks and presentations by the speakers (15 mins x 3 = 45 min)
• Sharing some Good Practices & Consensus building: What & How to implement
COME in S-E Asia ( Group-work 15 min + 4 x 5 min pres) =30 min
• Consensus on Recommendations for Institutions in the SE Asia Region (15 mins)
1245-1345
Lunch and E-Poster Viewing
1345-1545
Parallel Sessions
Intra-Conference Workshop A: E learning
Grand Ballroom B
Indika Karunathilake, Rohan Marasinghe, Dilmini
Karunarathne
1345-1545
Objectives
 To familiarise with instructional designing principles
 To perform systematic database search (i.e.PubMed)
 To comprehend mobile and social media in eLearning
workshop
Globally, eLearning has now become one of the main
modes of learning demanded by the new generation,
ranging from Computer Assisted Learning (CAL) to
Mobile/Cloud based (MCLearning). In Sri Lanka, eLearning
is gaining its momentum. However, lack of awareness and
training are still a key determinant in prevention of full use
of ICT technology in Learning in Sri Lanka. This workshop
will provide a foundation for those who need to upgrade
their Learning/Teaching (L/T) strategies with ever
advancing information and communication technologies.
Qualified and experienced resource persons will facilitate
the workshop. L/T strategies included interactive lecture
demonstration and group and self-learning.
Target audience
Medical/health educators, medical and healthcare
researchers, medical and allied health sciences students
Intra-Conference Workshop B: Peer learning
Salon Jasmin
Jennifer Perera, Kosala Marambe, Deepthi Edussuriya,
Mahinda Kommalage
Objectives
 To Identify currently available peer learning activities
in the educational settings of participants and reflect
on advantages and disadvantages
 To work out a strategy to implement peer learning in
own settings
22
Colombo, Sri Lanka

workshop





Target audience
1345-1545
15 min lecture : Initially brain storm on flip chart
what peer learning is (5 min) and then introduction
to types of peer learning (10 min)
Activity for 20 min : identifying currently available
peer learning activities in the educational settings of
participants in small groups of five (10 min) and
Sharing of information between groups in a common
forum (10 min)
05 min interactive
Lecture: Advantages and
disadvantages of peer learning
Activity for 25 min: "Discuss how they could
incorporate peer learning into their own academic
program" and sharing views
15 min lecture: Implementation and evaluation of
peer learning
5min - Summing up
Health professions educators
Intra-Conference Workshop C: Scenario based learning
design and implementation
Salon Orchid
Chinthaka Balasooriya, Sisira Dharmaratne, Amaya
Ellawala, Tony O’Sullivan, Asela Olupeliyawa
Objectives



workshop
To highlight the role of scenario-based learning (SBL)
in medical education
To discuss issues that need to be considered in
designing and implementing SBL
To support workshop participants to draft scenarios
for use in their own settings
This workshop aims to review current experience of
scenario-based learning and provide a structure for
participants to develop scenarios to suit their own
contexts. The workshop will open with a brief overview of
how SBL is designed and implemented at UNSW Australia.
The role of SBL in supporting students to integrate
disciplinary content will be discussed, along with the role
that SBL can play in developing students’ self-directedlearning skills. Examples will be provided, and these can
form the basis for considering diverse ways in which SBL
may be adapted to specific educational contexts.
Workshop participants will be encouraged to work in
small groups to develop scenarios to suit their own
context. Resource persons will be available to support the
process of designing scenarios and to provide feedback.
Target audience
Medical Educators involved in teaching Junior medical
students (years 1 and 2).
23
Colombo, Sri Lanka
1345-1545
Intra-Conference Workshop D: Hybrid model to teach
clinical and procedural skills
VIP Lounge
Goh Poh Sun, Junaid Khan
Objectives
workshop
Target audience
1515-1645
 To reflect on current teaching of physical
examination and procedure skills training ,
 To identify strategies of improving such teaching using
technology
 Reflection on current practices by participants
 Review of current approaches to training (Junaid
Sarfraz Khan) 15 minute presentation
Review of how the E-Learning and simulation
literature and empirical evidence can help refine and
improve current training and education programs
(Goh Poh-Sun) 15 minute presentation
 Interactive group discussion (30 minutes)
Workshop review and closing comments (15 minutes)
Health professions educators
Global recognition of clinical competence
Grand Ballroom
(Exclusive meeting: by invitation only)
(Main)
Co-chairs: Rita Sood & Nilanthi de Silva
1515-1645
Oral Presentations
1515-1645
Oral Presentation Session 1: Assessment
Grand Ballroom B
Chair: Gominda Ponnamperuma
OP1-01: Developing and validating OSCE stations for assessing
communication skills among medical interns
A.A.Rahim, G. Govindaraj, A.P.M. Additional, K.V. Laila
OP1-02: Student Perspective on Case based OSPE stations in Biochemistry
Revathi P. Shenoy, Varashree B.S., Krishnananda Prabhu, Shobha U Kamath,
SudhakarNayak, AshaKamath, Pragna Rao
OP1-03: OSPE - a tool for early integration of Basic Biosciences to Clinical
Medicine
V.N. Mahalakshmi, K.R. Sethuraman, K.A. Narayan
OP1-04: Factors affecting academic performance of preclinical students of
the Faculty of Medicine, University of Peradeniya, Sri Lanka
A. Rajaratnam, D.D.J. Ranasingha, P.A.N.S. Ranathunga, R.A.S.N.
Ranathunga, H.A. Ranawakaarachchi, R.N.D. Randeniya, A.R.M.T.C.
Rathnayaka, R.A.C.J. Rathnayaka, A.A.R.M.N.S. Rathnayake, J. Choden,
K.R.N.T. Bandara, K. Marambe
24
Colombo, Sri Lanka
OP1-05: Study methods & academic performance of medical students at
1st MBBS examination in the University of Sri Jayawardenepura
K.N.U.G Nair, N. de Silva, D. Lakmal, T. Kanchana, D. de Fonseka, D.
Beneragama, S.Sivayogan
OP1-06: Environmental and Social factors: Influence on undergraduate
dental students’ academic performance: An observational study
K.L Shobha
OP1-07: Assessment of styles and sources of learning among
undergraduate nursing students
M. Dhandapani, D. Sivashanmugam, S. Ghai
OP1-08: English language proficiency and academic achievement: Why
English matters in medical education
C.N. Ratnatunga, M. Rajakrishna, S. Attanayake, C. Ellawela, D. Rajaguru, J.
Dassanayake, S. Senanayake, M. Jayasundara
1515-1645
Oral Presentation Session 2: Clinical Teaching and
Learning
Salon Jasmin
Chair: Arjuna Aluwihare
OP1-09: Improving clinical competence of intern medical officers with
simulation
A. K. Murthy, B.Nithilavalli, T. V.Chacko
OP1-10: Video demonstration of physical examination to enhance clinical
skills in undergraduate medical students
S. Bhat, B.S. Raghavendra, J.P. Alva, P.K. Sapna
OP1-11: The relationship between critical thinking disposition and clinical
reasoning in medical residents, Ardabil University of Medical Science, Iran
H. Baradaran, M. Manoucheri, S.K. Soltani-Arabshahi, A.R. Monajemi
OP1-12: Health problems of Nepalese women attending General Health
Screening in Tribhuvan University Teaching Hospital, Nepal
Y. L. Shakya
OP1-13: Effect of training program involving animal models/tissues on
operative room performance of General Surgery Residents
S. Vuthaluru, G.Joshi, S. Vishnubhatla, A. Srivastava, A. Dhar
OP1-14: Simulation based training for procedural skills for undergraduate
medical students in a rural setting
S. Tayade
OP1-15: Knowledge in clinical anatomy and views on cadaveric dissections
among medical officers at a selected teaching hospital
E.A.S.T Edirisinghe, S.G Yasawardene
OP1-16: Perception of medical students on training provided in clinical
procedural skills and the confidence in performing these procedures – A
comparative study of Pre-professorial and Professorial appointments
D.I.V. Fernando, Y. Manjuvarne, W.R.S. Soysa, J. Indrakumar
25
Colombo, Sri Lanka
1515-1645
Oral Presentation Session 3: Curriculum Development
Salon Orchid
Chair: P.T. Jayawickramarajah
OP1-17: Introducing research into the undergraduate physiology
curriculum
R. Barooah, D. Brahma
OP1-18: Impact of introducing comprehensive study modules in some
diagnostic tests to the medical microbiology program
S. Parameshwaran
OP1-19: Distance Education, an effective technology for continuous
Nursing Education in Nepalese Context
M. Shahi
OP1-20: Capacity building in post-validation strategies for medical faculty
of Sri Balaji Vidyapeeth, India
K.R. Sethuraman, V.N. Mahalakshmi, R. Pajanivel, K.A. Narayan
OP1-21: Development of an e-learning research module for healthcare
education using a multi-media instruction approach
Y. Kowitlawakul, S.W.Chan, M.F.Chan, S. Tan
OP1-22: An Integrated Problem Based Learning Module to Teach Diabetes
to Medical Undergraduates in Pathology
S.Y. Patil, A. Tekian
OP1-23: A novel interdisciplinary health professions education program at
King Saud University (KSU): strategy and structure (phase I)
M. Alnaami, T. Aretz, M. Alshehri, A. Almuammar, M. Z. Daud
OP1-24: Defining competencies of rural General Practitioners in Nusa
Tenggara Barat, Indonesia
Dian Puspita Sari, Madawa Chandratilake
1515-1645
Oral Presentation 4: Community Based Medical
Education
Chair: Shakuntala Chhabra
OP1-25: Inclusion of a novel program to public health teaching at the
Faculty of Medicine University of Colombo: Student perceptions on
achievement of competencies
Gunawardena N., Senevirathne R. de A., Jayawardene D., Arambepola
C., Jayawardana A., Samaranayake D., Lankathilaka K., Gunathunga W.,
Senarath U.
OP1-26: Student-centered learning in Community medicine: an
experience from JIPMER, Puducherry
S.S. Kar, K. C. Premarajan , L. Subitha , R. Archana , S. Iswarya , A. Sujiv
26
VIP Lounge
Colombo, Sri Lanka
OP1-27: Field Site Training (FST) in Community medicine: Facts & views
Md. M. Rahman, Md. A. Rahman, Md. ME. Hoque
OP1-28: Developing standards for writing behaviouraland social
sciences chapter in the textbooks of Community Medicine
Y.S. Sivan
OP1-29: Enhancing Social Responsibility through the Medical
Curriculum; A Community-based Teaching Experience
K.M.N.Perera, A. Kasturiratne, M. Chandratilake, A.R. Wickremasinghe
OP1-30: Developing the APACPH Model for Accreditation of Public
Health Education in Asia-Pacific Region
I.M. Karunathilake, A. de Abrew, C.K. Liyanage, A. Olupeliyawa
OP1-31: Students’ perceptions and outcome following training in
“WHO modified Partograph”
V.B. Bangal, S.P. Gavhane
OP 1-32: Community-based assessment of communication skills in
medical undergraduates
A. Kasturiratne, K.M.N. Perera, M. Chandratilake, B. Kumarendran, A.
Pathmeswaran, A.R. Wickremasinghe
1645-1700
Tea and E-poster Viewing
1700-1900
Symposium on Communication Skills Education
Jonathan Silverman, Marcy Rosenbaum, Tudor Silva
Chair: Palitha Maheepla
1930
Gala Dinner
27
Grand Ballroom B
Colombo, Sri Lanka
Poster Presentation Session 1
PP1-01
Attitudes to and practices of hand hygiene: How do we teach medical
students to wash their hands?
C. N. Ratnatunga
PP1-02
Knowledge, skills and attitudes gained during electives, by
undergraduates of the Faculty of Medicine (FOM), University of Colombo
C. Alahakoon, R.E. Ediriweera de Silva, S. Sri Ranganathan
PP1-03
The impact of lecture attendance on examination performance of
4th year medical students
C.J.Wijesinghe
PP1-04
Perception of physiotherapy undergraduates on their academic
environment: The effect of gender
A.D.P. Perera
PP1-05
Factors influencing final MBBS results in medical graduates: pilot study
utilizing novel methods
T.M. Samarasinghe, A. Balasooriya, M.R.N.C. Jayewardena, N.P.N.
Karunarathne, A.A. Pathirana, S.K. Chandrasekara
PP1-06
Challenges to implementing Problem Based Learning for Allied Health
Science graduates in Sri Lanka
R.M.I.M. Weerasekara, K.N. Marambe
PP1-07
Student preference and perception of efficacy of group assignments
versus individual assignments
R.M.I.M. Weerasekara
PP1-08
Evaluation of the Clerkship Programme for medical students at the
Department of Community Medicine, Faculty of Medicine, University of
Ruhuna
I.L.A.N. Darshana, N.P.Nanayakkara, P.V. De Silva
PP1-09
Effects of social networking using Facebook on perceived quality of life of
2nd, 3rd and 4th year medical students of Faculty of Medicine, University of
Colombo
T.K. Wickramarachchi, P.N.G. Fonseka, M.F.J. Alles, J. Perera
28
Colombo, Sri Lanka
PP1-10
Perception of medical graduates on the Personal and Professional
Development Stream at the Faculty of Medical Sciences, University of Sri
Jayewardenepura
N. Abeysekera, A.T. Ellawala, I. Wijesiriwardena, A. Balasooriya, S.D.
Dewasinghe
PP1-11
Establishing an e-learning platform for medical undergraduates in a
resource constrained developing country: Lessons learnt
W.C.D. Karunaratne
PP1-12
Development of a lifestyle modification guide for primary healthcare
workers in Sri Lanka
H.S.R. Perera, P. Ranaweera, A. Udayantha, I. Suraweera, P. Karunapema, P.
Amarasena, I. Fernando, N.D.W. Widanapathirana
PP1-13
Prevalence and Associates of Attention Deficit Hyperactivity Disorder
(ADHD) in a Rural Community, Thailand: a Research Study in Community
Medicine Program
B. Sakboonyarat, K. Chokcharoensap, C. Khamkaen, N. Sathuthum, M.
Meesaeng, W. Sookkaew, J. Thamwinitchai, N. Phalakornkul, S. Saelim, P.
Liwvorakul, P. Khaengkhun, P. Dilokkulwattana, O. Sukreeyapongse, P
Puttakiaw,N. Minanond, S. Chutchawalanon, P. Piyaraj, M. Mungthin
PP1-14
Acceptance of peer feedback for examiner quality assurance: MRCGP
International South Asia clinical examination
D.P. Perera, M. Andrades, V. J. Wass
PP1-15
Perception of medical students on an activity done to promote interaction
in large classes
D.H. Edussuriya, R.M.A.D. Rajapakshe
PP1-16
Development of Tools for “National Maternal Near Miss Review Program”
in India
S. Tayade, S. Chhabra, P. Shivkumar
PP1-17
The impact of gibberish meditation on student’s learning in a dental
school
R. Saxena, R. Shirahatti, C. Shah, M. Kazi, A. Bhosale, S. Ladkat, D.
Panchawadkar, S. Diwanay
29
Colombo, Sri Lanka
MAIN CONFERENCE DAY 2
FRIDAY, NOVEMBER 14TH, 2014:
CONFERENCE DAY 2
Venue: Galadari Hotel, Colombo, Sri Lanka
0800-0900
Registration
Foyer
0900-0945
Keynote address:
Chairs: PT Jayawickramarajah & Arjuna Aluwihare
Grand Ballroom
Professionalism, healthcare students and the hidden curriculum
Charlotte Rees
Professor Charlotte E. Rees
Director of the Centre for Medical Education, University of Dundee, Scotland, UK;
and Director of the Scottish Medical Education Research Consortium (SMERC),
Scotland, UK.
There has been much discussion within the healthcare education literature about
inter-related aspects of the curriculum (formal, informal and hidden) and how these
interplay with students’ learning.1 We know that healthcare students learn
professionalism, partly from what they are taught in the formal, often Universitybased, curriculum, but mostly from what they see in the medical workplace in terms
of how clinicians interact with their colleagues and their patients. With the advent
of formal professionalism curricula, students are commonly placed in
professionalism dilemmas because what they are taught as part of the formal
curriculum contradicts what they see as part of the informal and hidden curriculum.2
Drawing on a 10-year programme of narrative research about the education of
professionalism to healthcare (medical, dental, nursing, physiotherapy and
pharmacy) students from various countries (UK, Australia, Taiwan and Sri Lanka),
Charlotte aims to address four key questions in this keynote: (i) What is
professionalism?3,4 (ii) What is the hidden curriculum?1,5 (iii) How can we reveal the
hidden curriculum through student narratives?6,7 and (iv) How can we foster
professionalism in workplace learning.
References
1.Hafferty FW. Beyond curriculum reform: confronting medicine’s hidden curriculum.
Academic Medicine 1998;73:403-407.
2.Rees CE, Monrouxe LV. Medical students learning intimate examinations without valid
consent: a multi-centre study. Medical Education 2011;45:261-272.
3.Monrouxe LV, Rees CE, Hu W. Differences in medical students’ explicit discourses of medical
professionalism: acting, representing, becoming. Medical Education 2011;45:585-602.
4.Chandratilake M, McAleer S, Gibson J. Cultural similarities and differences in medical
professionalism: a multi-region study. Medical Education 2012; 46: 257-266.
30
Colombo, Sri Lanka
5.Margolis E (Ed.) The Hidden Curriculum in Higher Education.
Routledge; 2001.
London & New York:
6.Monrouxe LV, Rees CE. “It’s just a clash of cultures”: emotional talk within medical students’
narratives of professionalism dilemmas.
Advances in Health Sciences Education
2012;17(5):671-701.
7.Rees CE, Monrouxe LV, McDonald LA. Narrative, emotion and action: Analysing ‘most
memorable’ professionalism dilemmas. Medical Education 2013;47(1):80-96.
0945-1115
Parallel Sessions
0945-1115
Symposium E: Patient centered approach in clinical
education
Grand Ballroom B
Madawa Chandratilake, Arosha Perera, Rasanayaka
Mudiyanse, JP Agrawal
Chair: Charlotte Rees
 To understand the expectations of patients from doctors and how they vary with
socio-cultural Background
 To explore the teaching / learning approaches in fostering patient-centerdness
 To discuss understand the role of communication skills in developing patientcenteredness
Topics for speakers
 Madawa Chandratilake: Socio-cultural influence on patient centredness
 Arosha Perera: The public expectations of doctors
 Rasanayaka Mudiyanse: How patient-centredness can be fostered?
 JP Agrawal: Communication Skills Teaching learning in Patient Centered Clinical
Education
0945-1115
Symposium F: Interprofessional education in clinical
practice
Salon Jasmin
Dujeepa Samarasekera, Asela Olupeliyawa, Ruwan
Ferdinando
Chair: Nantana Sirisup
 To share the experiences of interprofessional education and practice in different
cultures and contexts
Topics for speakers
 Dujeepa Samarasekera: Facilitating Functional and Realistic Interprofessional
Education in Undergraduate Health Professional Courses: NUS Experience".
 Asela Olupeliyawa: Interprofessional workplace-based learning
 Ruwan Ferdinando: Interprofessional Education - experience of a Sri Lankan
national health training institute
31
Colombo, Sri Lanka
0945-1115
Symposium G: Religion and professionalism
Salon Orchid
LC Chan, Jezema Ismail, Jennifer Perera , Himanshu
Pandya
Chair: Gominda Ponnamperuma
Symposium objective
 To understand how religious values can be incorporated in the efforts of fostering
professionalism
Topics for speakers
 LC Chan: Buddhist perspective
 Jennifer Perera: Catholic perspective
 Himanshu Pandya: The perspective of Hinduism
 Jezema Ismail: Islamic perspective
0945-1115
Symposium H: Medical education in SEA region
(Country presentations)
VIP Lounge
Titi Savithri, Tin Tun, Medha Joshi, Kobchitt
Limpaphayom
Chair: Thomas Chacko
Symposium objective
 To discuss current trends, challenges and opportunities in medical education in
different Southeast Asian countries.
Topics for speakers
 Titi Savithri: Indonesia
 Tin Tun: Myanmar
 Medha Joshi: India
 Kobchitt Limpaphayom:– Thailand
1115-1145
Tea and E-poster Viewing
1145-1315
Parallel Sessions
1145-1315
Symposium J: CPD and retraining
Grand Ballroom B
Dujeepa Samarasekera, Wasana Jayarathne, Humayan
Kabir Talukder, Tony O’Sullivan
Chair: Kosala Marambe

Discuss and share region/country specific status regarding CPD/CME

Country specific regulations and accreditation standards

Training programs available (areas and specialties/professions covered, formats
offered, financing/sponsorship)

Discuss the impact of CPD/CME programs

Share specific strengths, challenges and ways forward
32
Colombo, Sri Lanka
Topics for each speaker
 Dujeepa Samarasekera: Singapore
 Wasana Jayarathne: Sri Lanka
 Humayan Kabir Talukder: Bangladesh
 Tony O’Sullivan: Australia
1145-1315
Symposium K: Social accountability and social
responsibility
Salon Jasmin
Thushara Ranasinghe, Amala de Silva, Muzaherul Huq,
Mohammed Elhassan
Chair: Krishantha Weerasuriya
Symposium objective
 To explore different aspects of social accountability and social responsibility of
medical education
Topics for speakers
 Thushara Ranasinghe: Retention of doctors in rural setting
 Amala de Silva: Heath financing challenges for the household in Sri Lanka
 Muzaherul Huq: Transforming Medical Education towards UHC by 2030: what
should be the strategy in regional countries?
 Mohammed Elhassan: Social accountability; global perspective
1145-1315
Symposium L : Medication safety and patient safety in
medical curriculum
Salon Orchid
Channa Ranasinha, Thyahini Navaratinaraja, Eugene
Corea
Chair: Jyoti Nagmoti
 Address medication safety and patient safety at different levels in clinical setting
a. Prescribing
b. Drug administration
c. Monitoring
 Identify the medication safety and patient safety issues that need to be
addressed at undergraduate and postgraduate levels
 Provide an overview on including medication safety and patient safety at
different phases/ stages of undergraduate and postgraduate curriculum
Topics for speakers
 Channa Ranasinha: Medication safety and patient safety in clinical setting
 TS Navaratinaraja: Medication Safety and patient Safety in Undergraduate
Medical Curriculum
 Eugene Corea: Medication Safety and Patient Safety in Postgraduate Medical
curriculum
33
Colombo, Sri Lanka
1145-1315
Intra-Conference Workshop E: Early Clinical Exposure:
Suchetha Dandekar, Joachim Perera
VIP Lounge
Objectives
 To explore and share their experiences with ECE,
 To develop need-based curricula related to ECE and
explore innovative approaches for teaching the same.
 To plan and develop strategies to successfully
implement and measure the effectiveness of
interventions and use of these findings to modify and
improvise the implementation.
workshop
At the end of the workshop, the participants will be able to
create an ECE module to bring social relevance and context
to basic science teaching learning, along with strategies to
implement and evaluate it in their own institution. The
format of the workshop will be interactive, using adult
learning principles. The sessions will be conducted using
interactive mini lectures, group activities and small group
discussion along with providing hands on experiences with
some of the techniques for ECE.
Target audience
All medical/ health professions teachers, Deans and
principals, administrators, Heads of Departments, health
professionals, students, and residents who would like to
make medical/health professions education socially
relevant and be change agents.
1315-1415
Lunch and E-poster Viewing
1415-1445
Plenary
Chair: Rita Sood
Grand Ballroom
Global Standards and accreditation of medical schools
Stefan Lindgren
Stefan Lindgren
FACP, FRCP, FEFIM
Professor, Lund University, Sweden President WFME
High quality in medical education is a prerequisite for quality in health care delivery.
The increasing global mobility of patients and health care personnel further
underline the need for quality assurance of medical education. But most importantly,
accreditation should stimulate quality development. To be internationally
trustworthy, medical education institutions should undergo accreditation by
internationally recognized accrediting bodies, while the accreditation of individual
institutions should be undertaken by national or regional bodies with a legal status
in that country or region. The World Federation for Medical Education (WFME) offer
global standards and guidelines for quality development. The standards for basic and
postgraduate education and for CPD are used worldwide and have been revised and
updated this year. They retain two levels of attainment: basic standards and
34
Colombo, Sri Lanka
developmental standards. They should also undergo local adaptation where
necessary. WFME has also formulated an internationally established and transparent
process for recognition of accrediting organisations. This will promote recognition of
medical education institutions worldwide and universal acceptance of
diplomasissued from those institutions, for the benefit of students, faculty, patients
and society.
1445-1615
Oral Presentations
1445-1615
Oral Presentation Session 5: Curriculum Evaluation
Grand Ballroom B
Chair: Piyusha Atapattu
OP2-01: Student perceptions of achievement of institutional level
objectives through a community attachment programme conducted in a
rural setting
R. de A .Senevirathne, N. Gunawardena, D. Jayawardene, G.
Ponnamperuma, A. Olupeliyawa, I. Karunathilake, D. Samaranayake, C.
Arambepola, U. Senerath, W.Gunatunga, K. Lankathileke, A. Jayawardene
OP2-02: Curriculum evaluation of YARSI Medical School, Jakarta 2013
H.W.N. Komaruddin, H. Qomariah, I.S.A. Tunru, M. Pusparini, Z. P.
Mahardhik
OP2-03: Evaluation of integrated modules in a spiral curriculum:
Perspective of students and tutors
V. Taranikanti, K. Al Farsi
OP2-04: Planning an impact evaluation of an international collaborative
medical education project
T. Savitri
OP2-05: Impact of Physiology curriculum on learning approaches and
critical thinking skills of medical students
V.A. Vashe, V. Devi, R. Rao, R.R. Abraham, S. Torke
OP2-06: Assessment of the Integrated Learning Program (ILP) in diabetes
mellitus for the second year MBBS students
D. Selvakumar, V. Surekha , M. Faith, R. Vyas
OP2-07: Assessing the effect of ‘Bibliotherapy with Counselling’ on
change of attitude and its impact on wellbeing of the caregivers of
alcohol dependent patients at DDTC, PGIMER, Chandigar, 2013-14
S. Ghai, R. Kaur, N. Sharma
OP2-08: Integrated multisectoral action within capacity building of
health care workers
A.K.R.L. Perera, K.K. Wickramasinghe, I.M. Karunathilake, A. Olupeliyawa,
A. de Abrew, A. Chandrapala, U.Gunasekara, A. Pathirana, I.
Kongalaliyanage, C.P. Senavirathne, W. Karunarathne
35
Colombo, Sri Lanka
1445-1615
Oral Presentation Session 6: Professionalism
Salon Jasmin
Chair: Thyahini Navaratinaraja
OP2-09: The effect of Orthodontist’s and Orthodontic Resident’s
Education on Professional Attitudes and Behaviour
W.A .Bhad
OP2-10: Professionalism in health professions education:
Recommendations from the national consultation at Karamsad, India
H. Pandya, S. Desai, P. Singh, S. Singh, J. Vankar, W. Burdick
OP2-11: Career choice of medical students in Mangalore, India
A. Jain, M.S. Kotian
OP2-12: Patient centeredness of medical graduates in Sri Lanka as
measured by Patient Practitioner Orientation Scale (PPOS)
R.M. Mudiyanse, R.W. Pallegama, A. Olupeliyawa, K. Marambe, M.
Chandratilake, E. Krupat
OP2-13: Attitudes of medical students of a Sri Lankan University
towards psychiatry and psychiatric illnesses
A. Hapangama, K.A.L.A. Kuruppuarachchi, M. Chandratilake, H.
Narammalage, A. Embuldeniya
OP2-14: Internship learning and identity construction of newly qualified
doctors in South Africa: A narrative study.
L.S.McNamee
OP2-15: What do Sri Lankan patients want? Towards culturally sensitive
Patient-doctor encounters
N.D. de Lanerolle, S. Maduranga, S. Rajapakse, I. Karunathilake, A.
Olupeliyawa
OP2-16: Physician's behaviour and perceptions regarding tobacco
cessation in a semi urban area of Kottayam district Kerala India
A. Lucas
1445-1615
Oral Presentation Session 7: Staff development and
student support
Chair: Kosala Marambe
OP2-17: Impact of Basic Medical Education Technology (MET) workshop
on faculty performance
M.S. Vinutha Shankar
OP2-18: Measuring the Educational Environment at the Faculty of
Medical Sciences, University of Sri Jayewardenepura
A.T. Ellawala, R.B. Marasinghe, A. Balasooriya, S.D. Dewasinghe
36
Salon Orchid
Colombo, Sri Lanka
OP2-19: Evaluating impact of students’ educational experiences in
research through reflective summaries
V. Devi, R.R. Abraham, U. Kamath
OP2-20: Qualities of an effective mentor: students’ perspectives
Krishnananda Prabhu R V, Ravindra Maradi, Priyanka Datta, Vijetha
Shenoy, Asha Kamath, Pragna Rao
OP2-21: Mentoring initiative in a new institute: Student perceptions
S. H. Subba
OP2-22: Coping strategies of undergraduate students of 3 different
medical programmes of an University in South India: a questionnaire
study
K Y. Rao, S. Dash, A. Sewak, Sumanth
OP2-23: Psychological wellbeing of medical students and its effect on
academic achievements
J. Perera, A.N. Hettiarachchi, P.H.U. Cooray
OP2-24: Inter-Professional Capacity Building in Educational Science for
Dental Educators
K.R. Sethuraman, K.A. Narayan, N. Ananthakrishnan, C. Usha
1445-1615
Oral Presentation 8: Teaching and Learning
Chair: Titi Savithri
OP2-25: Crossing the road with crosswords
C.V. Lakshmi, R. Rajyalakshmi, P. Sujatha
OP2-26: Enhanced cognitive scaffolding: One man army
S.V. Murthy
OP2-27: Knowledge Management in Health Professional Institutions
using a web based methodology at National Level
S. Bedi, M. Bedi
OP2-28: “Cardiovascular Drug Fun Cricket”- Students' perception on
an Innovative Teaching method in Pharmacology
A. Joshi, J. Ganjiwale, S.P. Singh
OP2-29: A hybrid dry & wet laboratory curriculum for teaching
diagnostic Microbiology skills to undergraduates
J.M.Nagmoti, A. Tekian
OP2-30: Use of Audio Visual Aids in the Lecture Classes of
Undergraduate Medical Education of Bangladesh
S. Haque, M.H.K. Talukder
OP2-31: Health professions student’s perception on Inter-Professional
Education (IPE): A qualitative study
A.D.P. Perera, I.M. Karunathilake, A. Olupeliyawa
37
VIP Lounge
Colombo, Sri Lanka
OP2-32: An Analysis of educational related policies to attract and
retain doctors to rural and underserved areas in Sri Lanka*
Thushara Ranasinghe, Nalinda Wellappuli, Dilip Henseman, Nishantha
Mallawaarachchi, Nimali Widanapathirana, Sarath Samarage,Rohan
Jayasuriya
*Note this paper will be presented in Symposium K
1615-1645
Guest Lecture I:
Chair: Jennifer Perera
Grand Ballroom B
Giving leadership to curriculum reforms
Nilanthi de Silva
Nilanthi de Silva MBBS, MSc, MD
Professor of Parasitology and Dean,
Faculty of Medicine, University of Kelaniya, Sri Lanka
A medical curriculum is like a jigsaw puzzle that brings together the joint efforts of
many different individuals into a cohesive whole. But, however perfectly the jigsaw
may fit when it is first put together, it will become necessary to take it apart and fit
in some new pieces at some point in the future; perhaps even to make an entirely
new picture. For a variety of different reasons, curriculum change is inevitable in any
academic programme. A medical school that doesn’t regularly review and reform its
curriculum will soon become obsolete. However, this is a notoriously difficult process
because over the years, teachers will demarcate their own little territories and settle
comfortably into them. People are often reluctant to accept the need for change
because it means moving out of their comfort zones. Good leadership therefore
becomes an essential part of curriculum reform – to give direction to the change, to
inspire the faculty and give them the courage move out of their comfort zones into
relatively unknown territory. I will examine the process of curriculum reform,
drawing from my experience at the Faculty of Medicine, University of Kelaniya and
elsewhere in Sri Lanka, and discuss the concept of good leadership in this context. I
will go on to review current thinking on leadership styles and discuss which of these
are most conducive to achieving and sustaining curriculum reform.
1615-1645
Guest Lecture II
Chair: PT Jayawickramarajah
Salon Orchid
Engaging students in research projects
Rohini Seneviratne
Professor Dr. Rohini de A. Seneviratne
MBBS(Hons.), MD, DipMedEd(UK), MMEd(UK), FCCP(SL)
Professor in Community Medicine, Faculty of Medicine University of Colombo
Director WHO CC for Training and Research in Occupational Health
1645-1700
Closing Ceremony
1700-1715
Tea (Coach leaves for Kandy at 1715)
38
Colombo, Sri Lanka
Poster Session 2
PP2-01
Lessons learnt from YARSI Medical school curriculum with
Islamic values in clinical skill
Wan Nedra, W. Sari, R.S. Qomariyah, Zuhroni
PP2-02
Learning and teaching in small groups: is it beneficial to undergraduate
students?
A. S. Rao, K. L. Shobha
PP2-03
Feasibility study on upgrading the Bachelor of Nursing curriculum in Nepal
M. Shahi, J.P. Agrawal
PP2-04
Knowledge and practice towards cardiopulmonary resuscitation among the
nurses working in teaching hospital Jaffna
A. Vimalashanthan, V. Devanesan, P.A.D. Coonghe
PP2-05
Comparison of perceptions regarding nutrition education between medical
graduates trained in the discipline-based curriculum and the integrated
curriculum.
K.G. Gomathi, N. Khan, S.S. Ilyas
PP2-06
Use of checklist as a tool for prevention of postpartum adverse events
PP2-07
Perceived stress and coping strategies among BSc nursing undergraduates
in University of Sri Jayewardenepura, Sri Lanka
I.M.P.S. Ilankoon, S.S.P. Warnakulasooriya
PP2-08
Evaluating the effectiveness of distance education learning system for
practice of nursing skills-assessment, lifting & moving techniques
A.M.S.D. Pathiranage, Y. Mori, J. Rajasekera, H. Tsujimura, S. Miyakoshi
PP2-09
Teaching communication skills to undergraduates. Is the western model a
misfit? Opinion of the examiners of a communication OSCE station
R.M. Mudiyanse
PP2-10
An analysis of lifelong learning preferences, CPD needs and CPD
experiences of grade medical officers (GMOs) - A survey in the Central
province, Sri Lanka
Y.G.S.W. Jayarathne, K.N. Marambe, I.M. Karunathilake
PP2-11
Measuring the clinical learning environment as a means for its
enhancement
W.C.D. Karunaratne, M. Chandratilake
PP2-12
Demographic variables and English proficiency as determinants of academic
performances (GPA)
A. Shirwaikar, A. Shirwaikar, J. Sreedharan, K. Rajendran
39
Colombo, Sri Lanka
PP2-13
Can Conscientiousness predict academic performance of undergraduate
pharmacy students?
A. Shirwaikar, J. Sreedharan, A. Shirwaikar, K. Rajendran
PP2-14
Utility of Mobile Information Technologies in Medical Education
J. Muttappallymyalil, J. Sreedharan, L. J. John, G. Premadasa
PP2-15
Evaluation of the Community Attachment Programme (CAP) for the
Medical Students at Department of Community Medicine, Faculty of
Medicine, University of Ruhuna
I.L.A.N. Darshana, N.P. Nanayakkara, T. Ponnamperuma
PP2-16
Answering MCQs: Does blind guessing improve candidate’s score?
G.Premadasa, J. Sreedharan, J. Muttappallymyalil, L. J. John
40
Colombo, Sri Lanka
POST CONFERENCE WORKSHOP A
WFME Workshop on Quality Assurance and Accreditation
Stefann Lindgren, David Gordon
15th November 2014
Venue: Boardroom Faculty of Medicine, University of Peradeniya
0900 – 1200
Objectives
 To help develop standards for accreditation specific to the home
country/countries of the workshop participants
 To promote mutual understanding between medical school academic staff
and those responsible for regulation of medical education
Short description of
the workshop
A specimen set of outcomes and standards for medical education will be
presented, then in interactive discussion, these will be modified and re-written
to be appropriate for the local circumstances of the workshop participants.
The re-written set (or sets: one group of workshop participants may have very
different local circumstances to another) of objectives and standards can then
be compared with international norms, and taken away by workshop
participants for use locally.
Target audience
 Medical schools seeking accreditation
 Regulatory authorities developing accreditation programmes
POST CONFERENCE WORKSHOP B
Teaching Communication Skills
Jonathan Silverman, Marcy Rosenbaum, J.P. Agrawal
15th November 2014
0900 – 1200
Venue: (Main auditorium, Faculty of Medicine, University of Peradeniya)
Objectives
 To develop teaching skills in difficult areas in communication
 To promote discussion on key concepts of developing communication
skills among health profession students
Short description of
the workshop
Hands on session in breaking bad news and discussion on curriculum
development in communication.
Target audience
Teachers of medical professionalism and communication skills
41
Colombo, Sri Lanka
42
Colombo, Sri Lanka
ORAL PRESENTATION
ABSTRACTS
43
Colombo, Sri Lanka
Conclusion: Communication skills among interns
could be improved considerably by providing
training, using well constructed OCSE stations.
Oral Presentation Session 1: Assessment
Date
13th November (Thursday)
Time
1515 – 1645
Venue
Grand Ballroom B
Chair
Gominda Ponnamperuma
OP 1-02
Student Perspective on Case based OSPE stations
in Biochemistry
Revathi P Shenoy1, Varashree B S1, Krishnananda
Prabhu1, Shobha U Kamath1, Sudhakar Nayak1,
Asha Kamath2 , Pragna Rao1
OP 1-01
1Department
of Biochemistry, 2Department of
Community Medicine, Kasturba Medical College,
Manipal University, Karnataka, India
Developing and validating OSCE stations for
assessing communication skills among medical
interns
Background: Cases have been used as assessment
tools in theory examinations by incorporating
them into stems for essay, structured essays and
MCQs in biochemistry. However, there are no
studies on efficacy of cases being used as
assessment tools in OSPE stations in Biochemistry.
Objective: To find the effectiveness of clinical
vignettes as triggers for posing an OSPE observed
procedure or response question station.
Method: The study was conducted in
Biochemistry Department, KMC, Manipal. 250
Students from MBBS 2nd semester who had
completed the study of biochemistry and had
participated in the end of semester OSPE exams
were included in the study. Informed consent was
obtained. OSPE consisted of 7 stations. The sixth
response station consisted of a case with a
dummy patient request form. The student was
expected to identify the correct biochemical
investigations to be done for that case. This
method was assessed by Munjal et al.’s modified
questionnaire.
Results: Students were categorized into two
groups according to their internal marks. The
factor analysis with Varimax rotation for both the
groups extracted 3 components in each group. In
both groups of students perception about OSPE
was item 18. Immaterial of students being
academically weak or strong both accepted the
OSPE equally.
Conclusion: OSPE may be considered as better
method to assess their effectiveness of clinical
vignettes at preclinical level in both strong and
weak students.
A.A. Rahim, G. Govindaraj, A.P.M. Additional, K.V.
Laila
Government Medical College, Kozhikode, India
Objective: This study was designed to assess the
impact of providing communication skill training
to a batch of Interns towards the completion of
their Internship, using an evidence based
approach. .
Method: First step of the one year long
educational intervention was to identify
competency areas for training and evaluation,
from doctors working in the peripheral health care
settings. Doctors were asked to list difficult areas
of communication in routine clinical practice. Five
priority areas were identified for OSCE station
development based on priority. Development and
validation of OSCE stations were done using
checklists (Calgary Cambridge guidelines). A
pretest OSCE was administered to 30 sampled
interns on resistance to Immunisation, explaining
risks and procedures, dealing with a
psychosomatic patient, breaking bad news and
Communicating in a casualty setting. One hundred
and sixty interns underwent the communication
skills training. The communication skills of
trainees were assessed at the start of internship
and end of postings. Post test OSCE was held at 6
and 9 months of the postings.
Results: All five stations had a Cronbach alpha and
interclass correlation over 0.5. Mean pretest OSCE
Scores of 30 interns pointed out, breaking bad
news as the core competency area that needs
strengthening. The Mean Post test OSCE scores
showed a significant improvement at 6 months
and 9 months.
44
Colombo, Sri Lanka
OP 1-03
OP 1-04
OSPE - a tool for early integration of Basic
Biosciences to Clinical Medicine
Factors affecting academic performance of
preclinical students of the Faculty of Medicine,
University of Peradeniya, Sri Lanka
V.N. Mahalakshmi, K.R. Sethuraman, K.A. Narayan
A. Rajaratnam1, D.D.J. Ranasingha1, P.A.N.S.
Ranathunga1, R.A.S.N. Ranathunga1, H.A.
Ranawakaarachchi1,
R.N.D.
Randeniya1,
1
A.R.M.T.C. Rathnayaka , R.A.C.J. Rathnayaka1,
A.A.R.M.N.S. Rathnayake1, J. Choden1, K.R.N.T.
Bandara1, K. N. Marambe2
Academy of Health Professionals Education and
Development, Sri Balaji Vidhyapeeth, Pondicherry,
India
Background: Within a traditional discipline
based curriculum and assessment system that
was being followed in our institution, students
did not get exposed to clinical medicine in the
1st – year of undergraduate medical course. The
feedback provided by the examiners on the
students’ performance in the examinations,
revealed poor scores on professional attitude,
communication skills and clinical skills. Hence
an intervention was planned and executed.
Objective: To assess the outcome of the
intervention, ‘introducing an Objective
Structured Practical Examination (OSPE)’.
Method: The 1st MBBS practical examination
was converted from the traditional format to
OSPE format. Skills were demonstrated to small
groups of students on standardized patients
with emphasis on professionally appropriate
behaviour. The clinical applications of basic
bioscience concepts were reinforced with large
group teaching, using appropriate aids. The
scores of OSPEs’ were incorporated into the
summative university exams. The performance
of
students in the observed stations was
assessed using standardized, pre- validated
checklists and in the response stations by
standardized scoring cards. The professional
attitude, clinical skills, communication and
fulfillment of learning objectives were assessed
by the examiners through a feedback form as
were the student perspectives.
Results: The feedback from the examiners and
the students has been positive and enthusiastic.
While students opine that exposure to actual
clinical skills and patient problems make them
feel like real doctors, the faculty and evaluators
feel that this format of teaching provides a base
for the students to grasp the relevance of basic
sciences to clinical context.
Conclusion: OSPE is an effective tool for early
integration of basic biosciences to clinical
medicine.
1Faculty
of Medicine, University of Peradeniya, Sri
Lanka, 2 Medical Education Unit, Faculty of Medicine,
Background: Although new entrants to medical
faculty are considered the “cream” of the
generation, a common observation is that quite a
number of students struggle at the semester
examinations
Objective: To identify associations between
academic performance and selected factors –
English proficiency, gender, innate academic
ability (shown by A/L Z-score), A/L attempt
securing entry to the faculty, study habits and
sleeping behaviour among preclinical students.
Method: Data was obtained from 171 preclinical
students at end of their second year. Marks
obtained at end of intensive course in English
conducted at the faculty, gender, A/L Z-score, A/L
attempt securing entry to the faculty, study
habits, sleeping behaviour and the GPA of the
student at the end of the preclinical period was
obtained using a pre-tested self-administered
questionnaire.
Results: The response rate was 95%; male female
ratio was 1:1.3. The mean GPA of students
entering the faculty in first, second or third
attempts was significantly different to each other
(F=24.87, p<0.01). First attempt students had a
significantly higher GPA compared to others.
Females demonstrated a significantly higher
mean GPA than the males (t=2.883, p<0.01).
Positive correlations were observed between GPA
and English scores and with the entry criterion, Zscore. Also, the group of students who claimed to
be attending Peer learning sessions ‘always or
often’, who had fewer hours of sleep, and those
who did not adopt certain study habits effectively
(in areas of reading, note taking, exam
preparedness,
concentration
and
time
management) had significantly lower mean GPA
compared to others.
Conclusions: The study revealed that Z-score at
entry, A/L attempt, English proficiency, female
45
Colombo, Sri Lanka
gender, practice of desirable study habits and
duration of sleep have a positive influence on the
academic performance in the preclinical period.
For purposes of generalization it is recommended
that the survey be continued among subsequent
batches of students.
Conclusion: The usage of recommended text
books, question based studying, answering past
papers, involvement in group discussions and
working for more than 4 hours daily had
significant associations with high examination
performance. Library and short note usage were
found to be low.
OP 1-05
OP 1-06
Study methods & academic performance of
medical students at 1st MBBS examination in the
University of Sri Jayawardenepura
Environmental and Social factors: Influence on
undergraduate dental students’ academic
performance: An observational study
K.N.U.G. Nair1, N. de Silva1, D. Lakmal1 , T.
Kanchana1 , D. de Fonseka1, D. Beneragama2,
S. Sivayogan3
K.L. Shobha
1Faculty
Department of Microbiology, Melaka Manipal Medical
College (Manipal Campus),Manipal University,
Manipal, India
of Medical Sciences, University of Sri
Jayewardenepura, Sri Lanka, 2Department of Pathology,
3Department of Community Medicine, Faculty of
Medical Sciences, University of Sri Jayewardenepura. Sri
Lanka
Introduction: Learning is affected by physical
conditions like improper ventilation, cultural
demands and social expectations. All these factors
influence the academic performance of students.
Objective: Explore the facilities provided and
academic performance of second year
undergraduate dental students
Method: The-Dental twinning programme at
Manipal university is a five year course. The first
two- years at Manipal, India and other two and
half year at Melaka, Malaysia. A validated
questionnaire was distributed to Second year
Malaysian students (n=64) after obtaining
consent. The questionnaire included 27 items,
which covered demographic, environmental and
social factors existing in the campus.
Results: Seventy three percent were female.
Among them, 47% were Chinese, 9% Indian and
44% Malay. Fifty six percent were urban
Malaysians and 44% were from semi-urban areas.
Seventy five percent of students had good
knowledge of English and 25% had problems in
understanding English language. Forty four
percent stated that hostel facilities were good and
38% stated that food was very good on the
University Campus. Seventy six percent opined
that library facilities were excellent and 78% felt
they could get help from batch-mates. All had
passed the first year examinations with
distinctions in Anatomy 38%, Physiology 27%,
Biochemistry 38% and oral biology 16%.
Conclusion: This study reflects that providing
good facilities at hostel, library and at school and
willingness to study will contribute to overcome
the language barrier and helps students perform
well academically.
Background: Study methods vary from person to
person. Some methods are well known to have
implications on examination performance.
Objective: This study was conducted to find the
relationship between study methods and
academic performance.
Method: A cross sectional study was done by
distributing a self administered questionnaire
among 389 students of three consecutive batches,
who had completed their 1st MBBS examination.
Results: Most popular study methods were
lecture notes (99.7%), recommended text books
(92%) and tutorials (88%). Group discussions and
peer teaching accounted for 69% & 68%
respectively. Group discussions were popular
among high academic performers. A significant
proportion of referred students (43%) haven’t
participated in group discussions (p= 0.024).
Internet and question based studying were used
only by 33% and 34%, while the majority who
obtained classes, has used question based
studying (p= 0.000). Answering past papers has
contributed to better performance at
examinations (p=0.000). Most students (53%)
have studied 2-4hrs daily, mainly before midnight
(47%). Among those who studied more than 4hrs,
38% obtained classes. Students who wrote short
notes frequently had comparatively higher
academic performances (p= 0.004). Library has
never been used by 26% of the total study
population. Half of the regular library users
obtained classes in 1st MBBS examination and 44%
of non users were referred.
46
Colombo, Sri Lanka
C.N. Ratnatunga1, M. Rajakrishna2, S. Attanayake2,
C. Ellawela2, D. Rajaguru2, J. Dassanayake2, S.
Senanayake2, M. Jayasundara2
OP 1-07
Assessment of styles and sources of learning
among undergraduate nursing students
1Department
of Microbiology, 2ELTU, Faculty of
Medicine, University of Peradeniya, Sri Lanka
M. Dhandapani1, D. Sivashanmugam2, S. Ghai1
Background: English language proficiency has
been shown to be associated with academic
achievement in medical schools, in students who
are non-native English speakers. All medical
students of the University of Peradeniya, take the
UTEL (University test of English Language)
examination at the commencement of the
medical course. Students who fail to achieve band
5 at this examination are compelled to follow a
“special English class” while progressing through
the medical course. At the end of the 1st (S1) and
2nd (S2) semesters of the medical course, UTEL
banding is repeated and students who achieve
bands of ≥5 are exempted from “special English
classes” in the subsequent semester.
Objective: To determine whether English
language proficiency is significantly associated
with academic achievement in 1st year medical
students at Faculty of Medicine, Peradeniya.
Method: The 2012 intake of Medical students
were considered for this study. Academic
achievement of those in the “special English class”
was compared with those exempted.
Results: At the end of S1, students following the
“special English class” (n=60) were significantly
more likely to have failed academic modules
(p<0.05) than those exempted (n=180). UTEL
bands in reading and writing at the end of S1 were
significantly better (p<0.05) than initial bands
achieved. The Twenty four students who were
exempted from special classes at the end of S1
were significantly more likely to have passed 2 of
the modules than those not exempted. At the end
of S2, students following the “special English
class” were significantly more likely to have failed
the S2 academic modules when compared with
the other students. UTEL bands in reading, writing
and listening at the end of S2 were better (p<0.05)
than initial bands achieved. Twenty eight students
were exempted from the “special English class” at
the end of S2 were more likely to have passed 2 of
the modules than those not exempted.
Conclusion: English proficiency is significantly
associated with academic achievement in 1st year
medical students at Faculty of Medicine,
Peradeniya.
1National
Institute of Nursing Education (NINE),
PGIMER, Chandigarh, India
2Dept. of Neurosurgery, PGIMER, Chandigarh, India
Background: Identification of learning styles and
sources can help educators in providing an
appropriate learning environment for students.
Objective: To assess learning styles and preferred
sources of learning among undergraduate nursing
students.
Method: A cross sectional study was conducted
among 87 randomly selected undergraduate
nursing students. The validated VARK
questionnaire consisting of 16 items was used to
identify visual, aural, reading/writing and
kinesthetic learning styles. Learning sources
(classes, text books, electronic media, internet &
friends) preferred by the students was also
assessed.
Results: Of the total 87, 52 (60%) students used
multiple learning styles at least occasionally. Of
these, 39 (75%) were using bimodal, 9(17%)
trimodal, and only 4 (8%) were using quadmodal
learning styles. Overall, 84% of time in learning
took place through only single learning mode,
with maximum of kinaesthetic mode (33%) and
minimum of visual mode (18%). While 14% of
learning took place through bimodal learning
style, only 1% and 0.3% of learning took place via
trimodal and quadmodal styles respectively.
Kinesthetic mode alone or in combination with
other modes was used for 38% of learning
followed by reading/ writing and aural modes
(30% each). Majority preferred learning through
text books (46%), followed by 29% from classes
and only minimum learning from internet, friends
and electronic media.
Conclusions: Majority of students used multiple
learning styles at least occasionally, even though
single mode was utilized most of the time.
Kinesthetic mode was the most utilized. Majority
of students preferred to learn from text books and
classes.
OP 1-08
English language proficiency and academic
achievement: Why English matters in medical
education
47
Colombo, Sri Lanka
in clinical task performance whereas 25% were
good in problem based learning and 42%
demonstrated
skills
in
professionalism.
Communication skills were seen in 33%cases.
Conclusion: The use of simulation in training
improved the clinical knowledge of intern medical
officers, to handle emergency situations and
identified sub-competencies with low scores
which need to be improved.
Oral Presentation Session 2: Clinical
Teaching and Learning
Date
Time
1515 – 1645
Venue
Salon Jasmin
Chair
Arjuna Aluwihare
OP 1-10
OP 1-09
Video demonstration of physical examination to
enhance clinical skills in undergraduate medical
students
Improving clinical competence of intern medical
officers with simulation
S. Bhat, B.S. Raghavendra, J.P. Alva, P.K. Sapna
A.K. Murthy*1, B. Nithilavalli1, T.V. Chacko2
Medical Education Unit, Father Muller Medical College,
Mangalore, India
1Department
of Respiratory Medicine, 2Department of
Community Medicine, PSG Institute of Medical Sciences
and Research, India
Background: Clinical examination is taught to
undergraduate medical students on entry to the
second year. Though this teaching is crucial, it is
often not standardized. A video demonstration
was considered to be more effective than ward
classes for teaching of examination skills.
Objective: To assess the effectiveness and student
perceptions of a video demonstration of physical
examination, as a teaching learning method.
Method: Medical Students attending their first
clinical posting in the second year were grouped
based on their marks at the end of the first year
examination. They were allotted alternately to the
study group and control group. A DVD recording
of expert physicians demonstrating core physical
examination skills was screened to the study
group. The students were paired and
demonstrated their examination skills to their
partners. The partner evaluated the performance
based on a checklist provided. This was supervised
by a faculty member. Students were also assessed
by an OSCE, and the scores of the control and
study groups were compared.
Results: Students taught by the DVD recording
showed a significantly higher score than the
control group, in clinical examination skills, as
assessed by an OSCE. They also scored higher in
soft skills. Students appreciated this method and
requested that this method of instruction be
continued.
Conclusion: Training undergraduates in basic
physical examination skills using video
demonstrations is a useful method in clinical skills
training.
Background: Medical education is a rapidly
evolving field with a paradigm shift from
informative to competency based skills.
Simulation has been accepted as an ethical
educational and assessment tool.
Objective: To determine the efficacy of simulation
in the training of intern medical officers in
emergency medicine.
Method: A retrospective analysis of EMD records
was done over a 2 year period to prioritize 3
common respiratory emergencies. Over a 5
month period 43 interns who had completed
emergency medicine postings attended a 2 hour
simulation
workshop
in
3
respiratory
emergencies, at monthly intervals. Every month 810 residents attended this workshop and they
worked in teams of 3-5 for each emergency
scenario. The students were familarized with the
simulation model. Trained faculty was present
during the simulation exercise for checklist
scoring. The simulation session included 10
minutes of briefing, 15 minutes of observation of
other team performance and 1 hour of debriefing.
A pre and post test was administered to check for
clinical knowledge. Checklist scoring was done for
core and sub-competencies.Student feedback was
taken at the end of workshop.
Results: Pre and Post test scores showed
remarkable improvement which was statistically
significant (p<0.01). Amongst the core
competencies, only 67% showed satisfactory skills
48
Colombo, Sri Lanka
OP 1-11
OP 1-12
The relationship between critical thinking
disposition and clinical reasoning in medical
residents, Ardabil University of Medical Science,
Iran
Health problems of Nepalese women attending
General Health Screening in Tribhuvan University
Teaching Hospital, Nepal
Y. L. Shakya
H. Baradaran1, M. Manoucheri2, S.K. SoltaniArabshahi1, A.R. Monajemi3
Department of General Practice and Emergency
Medicine, Tribhuvan University Teaching Hospital
(TUTH), Institute Of Medicine (IOM), Maharajgunj
Medical Campus, Kathmandu, Nepal
1Center
for Educational Research in Medical Sciences,
Iran University of Medical Sciences, 2Ardebil University
of Medical Sciences 3Philosophy of Science Department,
Institute for Humanities and Cultural studies, Tehran,
Iran
Background: The purpose of periodic General
Health Screening is mainly to serve as preventive
healthcare and to alert healthcare providers to
chronic diseases. If there is timely screening,
ongoing major complications and even sudden
unexplained death can be prevented.
Objective: To determine the demographic and
social characteristics and the general health status
of women attending General Health Screening at
Tribhuvan University Teaching Hospital, Nepal.
Method: A cross sectional study was carried out
among 144 randomly selected women attending
General Health Screening at Tribhuvan University
Teaching Hospital for a period of 6 months
(January to June 2012). A Performa used for
General Health Screening in Tribhuvan University
Teaching Hospital was utilized for data collection.
Results: Among the 144 women, 50% were over
45 years of age, 78% were non-vegetarian, 22%
consume alcohol, 6% smoked. Forty four percent
were menopausal, 51% continued to have
menstrual cycles while 5% had undergone
hysterectomy. Majority of women were obese
(61%). Fifteen percent had elevated fasting blood
sugar, 3% had elevated blood urea and 15% had
elevated SGPT. Subsequent to General Health
Screening 28% were diagnosed as hypertensive,
28 % as anaemic 14% with raised triglycerides,
13% with urinary tract infection, 10% with
cardiomegaly, 9% with diabetes and 8% with fatty
liver. Diabetes, hypertension, raised triglycerides
and cardiomegaly were more prevalent in the 4660 year age group.
Conclusion: Non-communicable diseases are
common and should be taken into account in the
general health screening of women in the
Tribhuvan University Teaching Hospital, Nepal.
Background: Clinical reasoning is one of the most
important competencies that a physician should
acquire. Critical Thinking is essential for clinical
decision making, clinical judgment and
professional practice. However there is scarcity of
research on identifying a correlation between
critical thinking disposition and clinical reasoning,
in clinical residents.
Objective: To assess whether there is correlation
between Critical Thinking Disposition (CT) and
Clinical Reasoning (CR) in Medical Residents in
Ardabil University of Medical Science, Iran.
Method: This study was performed on a sample of
48 medical residents following Gynecology,
Internal medicine, Pediatrics and Anesthesia
appointments at the Ardabil University of Medical
Sciences, Iran. The California critical thinking
dispositions inventory and the Diagnostic Thinking
Inventory were administered to these residents.
Results: Fifty four percent were female and the
mean age was 32.9 years. The total mean score of
critical thinking dispositions was 300.41 (SD=17.1)
and the mean score of Diagnostic Thinking was
105.12 (SD= 20.9). Even though the mean scores
of CT and CR were higher in males than in females
this was not statistically significant. Overall no
correlation was observed between critical
thinking and clinical reasoning even though
positive correlations were observed in some
subscales.
Conclusion: There is no significant correlation
between clinical reasoning and critical thinking.
However some sub-scale of critical thinking
disposition positively predicts the medical
residents’ clinical reasoning.
49
Colombo, Sri Lanka
Mahatma Gandhi Institute of Medical Sciences ,
Sewagram, Wardha, Maharashtra, India
OP 1-13
Effect of training program involving animal
models/tissues on operative room performance
of General Surgery Residents
Background: Medical graduates are ill equipped
to deal with emergencies like postpartum
hemorrhage (PPH) at periphery. Patient safety
issues and ethics disallow acquisition of skills.
Simulation provides safe environment for error
and practice to equip them with lifesaving skills
Objective: To evaluate effectiveness of simulation
based training in developing competency of
medical undergraduates in managing PPH
Method: Training of trainers was conducted for 5
procedural skills for PPH management after
ethical approval. Following pretraining OSCE using
validated stations, simulation basedtraining on
PPH management was imparted to 58
undergraduate medical students with post
training OSCE and feedback
Results: Cronbach's alpha, Pearson’s Coefficient
and Cohen’s Kappa for OSCE was 0.84, 0.9 and
0.86 respectively. Paired t test for pre and post
test OSCE showed a mean difference of 22.7,
variance of 22.45 and standard error of 0.63 Value
of t was 36 showing that intervention was highly
significant. Retro pre analysis of participants
showed that 98.28 % students were not confident
in PPH management skillspre training. After
training, 30% participants were somewhat
confident, 35% very confident and 35% believed
that they could manage PPH independently. 96 %
conveyed that SBT is efficient in imparting skills
and is better than traditional training. Practice on
mannequins helped to build confidence and
feedback during sessions helped to rectify errors
Conclusion: Simulation based training is efficient
in imparting procedural skills and is effective in
building competency of medical students
S. Vuthaluru, G. Joshi, S. Vishnubhatla, A.
Srivastava, A. Dhar
All India Institute of Medical Sciences, New Delhi,
India
Objective: The purpose of the study was to
evaluate the impact of ‘bench training’ on surgical
skills of Junior Residents (JR).
Method: In a prospective cohort study, 69 surgery
JRs were grouped into four categories, those with:
< 6 months of residency were taught skin suturing
on skin model; 6–12 months training were taught
Abdominal wall closure on porcine model; 12 – 24
months training were taught bowel anastomosis
on porcine intestine; whilst those in 3rd year of
training were taught vascular anastomosis on
porcine blood vessels. Evaluation of residents was
done before and after the training sessions using
a predesigned questionnaire to assess their
confidence level and previous exposure and
observing the resident performing the procedure
on the ‘bench’ using a checklist (OSATS). Clinical
outcome of the procedures performed by
residents were also recorded.
Results: Skin suturing (n=16) Mean pre-training
score (PRETS) was 52.29% (SD -13.82).It improved
to 92.5% (SD-6.96) post-training (p<0.0001).
Abdomen wall closure (n=17): Mean PRETS was
58.23% (SD-23.14) improved to 85.29% (SD-15.05)
(p<0.0002). Intestinal Anastomoses (n=19) Mean
PRETS score was 60.01% (SD-18.89) improved to
87.86%
(SD-15.92)
(p<0.0001).
Vascular
Anastomoses (n=17): 17 residents were enrolled.
Mean PRETS: 57.94% (SD-16.96). Improved to
79.11% (SD-9.22) post-training (p<0.0001).
Conclusion: Learning surgical skills is possible
outside the operative room, is stress free,
improves technical skills & boosts confidence level
of residents. Mastering the skill on bench
improves performance in operative room
OP 1-15
Knowledge in clinical anatomy and views on
cadaveric dissections among medical officers at a
selected teaching hospital
E.A.S.T. Edirisinghe, S.G. Yasawardene
Department of Anatomy, Faculty of Medical Sciences,
University of Sri Jayewardenapura, Nugegoda, Sri Lanka
OP 1-14
Simulation based training for procedural skills for
undergraduate medical students in a rural
setting
Introduction: Considerable debate is on regarding
cadaveric dissections in teaching anatomy in
medical curricula. A sound knowledge of clinically
relevant anatomy is essential for safe medical
practice.
S Tayade
50
Colombo, Sri Lanka
Objective: The objective of the study was to
assess the basic clinical anatomy knowledge and
views on cadaveric dissections in learning
anatomy
Method: One hundred and three
Medical
Officers (MOs) employed at Colombo South
Teaching Hospital (CSTH) during year 2013
completed self-administered questionnaires,
designed to assess anatomy knowledge and views
on cadaveric dissections.
Results: Out of the MOs 93% (96/103) has had
anatomy dissections in their pre clinical medical
curricula while approximately 83% (85/103) found
three dimensional knowledge in anatomy and
hand skills gained at dissections useful in clinical
practice. Around 33% (32/98) of MOs and 100%
(5/5) of Postgraduate Trainees (PGT) were able to
identify carpal bones in an illustration. MOs’
knowledge on coronary circulation and anatomy
of the skull was comparable with 32% (31/98) and
38% (37/98) answering correctly. In both, PGT
scored higher. Among MOs the neurology
knowledge was lacking. About 10% (10/103), both
MOs and PGT correctly answered questions on
brain. Most of the MOs [68% (70/103)] were not
updating their anatomy knowledge. The need to
continue anatomy dissections during undergrad
training was highlighted by 85% (87/103).
Conclusions: Dissections remain to be the main
mode of learning anatomy during undergraduate
period. As knowledge loss is documented to be
high in anatomy, most of the MOs had forgotten
detailed anatomy but were able to remember the
anatomy relevant to their clinical practice.
Knowledge of basic anatomy was better in PGT
probably due to continuous updating. Anatomy
teaching in the dissection hall should be more
clinically oriented.
confidence of students in performing these
procedures to ensure competence of future
doctors.
Objective: To determine the extent of training in
clinical procedural skills and the confidence in
performing these procedures in students exposed
to pre-professorial clinical appointments and
professorial appointments, at the Faculty of
Medical
Sciences,
University
of
Sri
Jayewardenepura.
Method: A descriptive cross sectional study was
conducted among 257 demonstrators/students
divided into two groups based on exposure to
professorial appointments (1) Pre-professorial
group-4th year medical students (PP) and
Professorial group- demonstrators and final year
medical students who completed at least 3
professorial appointments (P) . Their responses to
a self-administered questionnaire were collated.
Results:
Forty eight percent were in the
Professorial group. Accident Service/Primary Care
Units (56%) and Medicine (56%) appointments
provided
the
most
opportunities
to
observe/perform clinical procedures. Majority
(>95%) in both groups have performed basic
clinical
procedures.
Significantly
higher
percentage of group (P) have performed
advanced clinical procedures than those of group
(PP): peritoneal fluid aspiration (P 47% PP 28%),
blood transfusion (P 97% PP 57%), passing a naso
gastric tube (P77% PP 42%) and drawing blood for
culture (P 91% PP 72%). Eighty percent stated that
Professorial training improved overall confidence
to practice as an intern house officer. The
confidence in performing basic and advanced
clinical procedures were greater among group (P)
[peritoneal fluid aspiration (P 31.7% PP 18.7%),
blood transfusion (P 91.9% PP 36.6%), passing a
naso gastric tube (P56.9% PP 30.6%), drawing
blood for culture (P 87.0% PP 63.4%)]
Conclusion:
Both
Pre-professorial
and
Professorial appointments provide comparable
opportunity to perform basic clinical skills.
However Professorial appointments provided
greater opportunity than Pre-professorial
appointments to perform and gain confidence in
advanced skills.
OP 1-16
Perception of medical students on training
provided in clinical procedural skills and the
confidence in performing these procedures – A
comparative study of Pre-professorial and
Professorial appointments
D.I.V. Fernando, Y. Manjuvarne, W.R.S. Soysa,
J. Indrakumar
Faculty of Medical Sciences, University of Sri
Jayewardenepura, Nugegoda, Sri Lanka.
Background: Training in clinical procedural skills is
vital for undergraduate medical training. It is
important to evaluate training and assess
51
Colombo, Sri Lanka
OP 1-18
Oral Presentation Session 3: Curriculum
Development
Date
Impact of introducing comprehensive study
modules in some diagnostic tests to the medical
microbiology program
Time
1515 – 1645
S. Parameshwaran
Venue
Salon Orchid
KJ.Somaiya Medical College and Hospital, India
Chair
P.T. Jayawickramarajah
Background: The curriculum in microbiology is
broadening. Hence diagnostic tests for Leptospira,
Dengue, HIV, and Hepatitis were incorporated in
the medical microbiology curriculum as
comprehensive modules because of their national
importance.
Objective: To assess the impact of introducing
comprehensive study modules in diagnostic tests
on Leptospira, Dengue, Hepatitis, HIV to the
medical microbiology program.
Method: Thirty modules were prepared. The
students were divided into two groups of 25. The
modules were introduced to one group for a
period of 4 weeks while the other group was not
exposed to the modules. After a time period of
one and half months an MCQ type of examination
was conducted for both groups. The results of the
examination were analyzed.
Results: Ninety six percent of those in the study
group passed, as compared to 24% in the control
group.
Conclusion: The modules had a positive impact on
the learning process of students.
OP 1-17
Introducing research into the undergraduate
physiology curriculum
R. Barooah1, D. Brahma2
1Department
of Physiology,, 2Department of
Pharmacology, North Eastern Indira Gandhi Institute of
Health and Medical Sciences, Shillong, Meghalaya, India
Background: It has been observed that since
active learning strategies are minimally practiced,
interest in basic sciences remains of less interest
to the students. Research also remains an
unfamiliar domain during this period.
Objective: To create deeper understanding of
Applied Physiology through research and to
develop Research aptitude from the initial years
Method: Students were exposed to 20 hours of
interactive lectures on Research Methodology for
over 8 weeks. An objective test on research
methodology was held before assigning a
research topic. Each group of 10 students were
assigned one research topic based on the
physiology syllabus. The projects were completed
within 6-8 weeks. Student feedback was obtained
using a validated questionnaire thereafter.
Results: Ninety percent of the students did not
have experience in research .Eighty two percent
appreciated the academic and professional
benefit of the programme and expressed the view
that research needs to be included in the
curriculum.
Conclusion: Research has shown to be an
effective active learning strategy in academic
work as well as in developing other life skills such
as communication skills, peer relations, time and
resource management, developing questioning
attitude and in increasing familiarity and interest
in Basic Science.
OP 1-19
Distance Education, an effective technology for
continuous nursing education in Nepalese
context
M. Shahi
National Centre for Health Professions Education,
Tribuvan University, Institute of Medicine, Kathmandu,
Nepal
identify alternative mode of education for
continuous nursing education in Nepal.
Method: The study adopted both qualitative and
quantitative methods. Three institutions (Asian
College for Advanced Studies, Lalitpur, Nursing
Campus, Maharajgunj and Stupa Health Care
Center Cooperative Limited, Kathmandu, Nepal)
were covered. A pretested self administered
questionnaire, questions for the Focus Group
52
Colombo, Sri Lanka
Discussion (FGD) and guidelines for in depth
interviews and non-participant observation were
used for data collection. Altogether there were
142 respondents, including Bachelor of Nursing
first year students (94), teachers (27), sisters (18)
and distance graduates (3). Sample selection was
by non-probability purposive sampling technique.
Results: Most of the respondents (81%) had heard
about distance education technology, but none of
them had attended an academic course through
distance education. Similarly, respondents of FGD
and in-depth interview responses found that
‘Distance education is study by online in which
teacher and student are separated, which is
effective, flexible, time saving, no need to leave
family, own place, convenient to the job holders’.
Finally, observation report shows that
respondents showed positive behavior towards
starting an Open University for distance
education.
Conclusion: It can be concluded that almost all
respondents were excited to start distance
education in nursing in Nepal as soon as possible
to enhance knowledge, skills and attitude to face
different
opportunities
and
challenges.
Respondents expressed that there should be
equivalent recognition from the government and
a change in policy to offer distance education
courses in future through an Open University in
Nepal.
students. In order to ensure uniformity, each of
the evaluators assessed a part of the answer script
of all the students. The group performance for
individual items and overall were derived as
frequency distribution chart. When analysed with
the question-item, one could surmise the intentoutcome mismatch, evaluator bias, and other
deviance in the curricular process. Capacity
Building Process: A lecture-demo on postvalidation findings on 2 cohorts of students was
conducted for all the faculty staff. The data base
of each of the subjects was shared with the
department concerned for an in-depth analysis by
the faculty staff. Group arousal noted in most of
these sessions.
Results: A feedback was obtained from the staff
members on the usefulness of this initiative for
evidence-based review of achieved learning
outcomes. Majority of the staff reported that
post-validation would guide them in revising
learning outcomes, choice of teaching/ learning
and evaluation strategies.
OP 1-20
1
OP 1-21
Development of an e-learning research module
for healthcare education using a multi-media
instruction approach
Y. Kowitlawakul1,S.W.Chan2, M.F.Chan1, S. Tan3
Alice Lee Centre for Nursing Studies, Yong Loo Lin
School of Medicine, National University of Singapore,
Singapore,2School of Nursing and Midwifery,
Faculty of Health and Medicine, The University of
Newcastle , Australia 3Department of Information
Systems, School of Computing, National University of
Singapore, Singpaore
Capacity building in post-validation strategies for
medical faculty of Sri Balaji Vidyapeeth, India
K.R. Sethuraman1, V.N.
Pajanivel, K.A. Narayan4
Mahalakshmi2,
R.
Background: One of the key objectives of Master
of Nursing program is that the students are able
to demonstrate an ability to conduct a research
project. Based on faculty’s observation, the
graduate students were not confident and familiar
with the research process when they actually had
to conduct a study.
Objective: The aim of the e-learning research
module is to foster student engagement in
research study there by optimize learning
outcomes.
Method: According to many challenges, the
teaching team has revised the structure of the
research course and plan to integrate an “eLearning Research Module” into the teaching
learning activities. This e-learning module
includes interactive multimedia, such as audio-
Development, Sri Balaji Vidhyapeeth, Pondicherry, India
Introduction: In spite of the availability of
examination data-base for post-hoc analysis, it is
not practised in most medical colleges for various
reasons, viz., secrecy, inertia, lack of awareness
etc. In Sri Balaji Vidyapeeth, a de novo deemed-tobe-University in India (www.sbvu.ac.in), we have
recently undertaken capacity building of the
medical faculty to undertake post-validation and
post hoc analysis of the student performance in
the final summative examinations of the MBBS
programme.
Preparatory phase: The evaluation data base used
dummy-id to ensure anonymity of the individual
53
Colombo, Sri Lanka
visual presentation, graphical theme, animation,
case based learning, and pre-test and post-test for
each topic-area, to engage and motivate students.
The module focuses on three main topic areas; 1)
basic research principles; 2) quantitative method,
and 3) qualitative method.
Outcome: Proposed e-learning research module is
an innovative use of information and
communication
technology
for
student
engagement and learning. It provides a review of
research fundamental knowledge that the
students can apply when conducting a research
study. It will be useful for the Master of Science,
PhD students, healthcare staff, and faculty, who
have spent many years away from the academic
environment
and
may
have
difficulty
remembering basic research principles and
methods. Basically, it can be used across
disciplines in healthcare education. This
presentation will discuss the development
journey, demonstration of features/contents in
the e-learning research module, and outcome
measures for the module.
learning strategies, one such module is Integrated
Problem based Learning (PBL).
Description of Innovation: An Integrated PBL
module will be planned for MBBS Phase II/II
students. Students will be divided into groups of
15-20 in each for PBL. PBL sessions will be planned
with lectures, clinical case discussions,
demonstrations and role playing. The PBL
Triggers, pre-post test will be constructed by the
faculty of respective disciplines (pathology,
pharmacology, medicine, Surgery etc) these
sessions will be conducted by trained faculty.
Evaluation will be done by comparing the pre-post
test scores of students and Faculty and Students’
feedback analysis. Expected Outcome: The
Medical Graduates will be more competent in
providing Comprehensive care to Diabetic
individuals.
OP 1-23
A novel interdisciplinary health professions
education program at King Saud University
(KSU): strategy and structure (phase I)
OP 1-22
M. Alnaami1 , T. Aretz2, M. Alshehri1 ,
A. Almuammar1, M. Z. Daud1
An Integrated Problem Based Learning Module
to Teach Diabetes to Medical Undergraduates in
Pathology.
1
King Saud University, Riyadh, Saudi Arabia
Healthcare International, Boston, United
States of America
2Partners
S.Y. Patil1, A. Tekian2
Background: Interdisciplinary health education is
one of the recommended strategies to improve
health care systems as they are becoming more
complex, costly, and rely on care delivered by
teams.
Objective: The objective was to improve health
sciences education programs and their products
through collaborative interdisciplinary coeducation.
Method: Based on student surveys, SWOT
analysis, internal and external program
accreditation reviews, and other evaluation
initiatives for graduate health education
programs, the need to improve health education
became apparent in all health sciences colleges.
The leadership group was involved in 6 faculty
development exercises, 3 workshops were
conducted in Riyadh, and they attended a total of
3 courses in Boston at the Harvard Macy Institute
focusing on various aspects of the project as an
agreement with Partners Harvard Medical
International (PHMI). Results: A strategic plan was
developed. Also a governance structure of an
1Department
of Pathology, Jawaharlal Nehru Medical
College, K. L.E. University, Belgaum, Karnataka, India
2Department of Medical Education, University of Illinois,
Chicago, USA
Background: Pathology is one of the critical
subjects in undergraduate curriculum. It needs to
be understood by students in depth and needs to
be correlated clinically with context of the
diseases. In most of the Medical Colleges in India,
the students are taught largely by didactic
manner, with least integration of Basic and Clinical
Sciences leading to lack of skills of comprehensive
care in students.
Need for the Innovation: Diabetes is one of the
major health care problems in the world and India
leads the world. Morbidity and Mortality are
mainly due to lack of availability of comprehensive
diabetic care. However, the existing curriculum
does not provide students the skills required for
comprehensive care like, self directed learning,
critical thinking and professionalism. Hence,
there’s a need to re-design the existing Teaching-
54
Colombo, Sri Lanka
inter-professional health education center was
designed in a way that encompasses all levels. The
leadership group is responsible now to implement
the various functions of the center that include
advisory and content development, resources
management,
training,
assessment
and
evaluation through a phased approach.
Outcome: The proposed center is an innovative
approach to improve and foster interdisciplinary
education across all health sciences colleges at
KSU developed with the involvement of all
stakeholders, supported by outside facilitation
and structured programs and exercises. The
University will move quickly to implement the
strategic plan and center using a phased
approach.
Results: Interviews with 13 rural GPs in NTB
identified eight themes of challenges encountered
in rural practice. In the modified Delphi study, a
total of 177 from 195 (90.5%) competency
statements derived from the interview and the
global competencies were considered relevant for
rural practice in NTB. The response rate was 78%
(39/50) for round I and 70% (35/50) for round II.
Conclusion: A set of competencies required of
rural GPs in NTB had been defined. This will serve
the development of rural competency-based
curriculum in FM UNRAM.
OP 1-24
Date
Defining competencies of rural General
Practitioners in Nusa Tenggara Barat, Indonesia
Time
1515 – 1645
Venue
VIP Lounge
Chair
Shakuntala Chhabra
1
Dian Puspita Sari , Madawa Chandratilake
Oral Presentation Session 4: Community
Based Medical Education
2
1Medical Education Unit, Faculty of Medicine, University
of Mataram, Nusa Tenggara Barat,
Indonesia 2Medical Education Centre, Faculty of
Medicine, University of Kelaniya, Sri Lanka
OP 1-25
Inclusion of a novel program to public health
teaching at the Faculty of Medicine University of
Colombo: Student perceptions on achievement
of competencies
Background: In addressing the shortage of rural
and remote doctors worldwide, medical
education has shown to give promising results by
increasing graduates’ rural career uptake.
Objective: This study aimed to define
competencies required of rural General
Practitioners (GPs) in Nusa Tenggara Barat (NTB),
Indonesia to develop rural competency-based
curriculum in the Faculty of Medicine University of
Mataram (FM UNRAM).
Method: This was a mixed-methods study. Global
competencies in rural medicine were sought from
published curricula and recommendations for
rural GP training worldwide. In the qualitative
phase, in-depth interviews with rural GPs in NTB
were conducted to identify specific challenges
encountered in rural practice and also enabling
knowledge/skills gained from their practices. In
the quantitative phase, a modified-Delphi
technique consisting of two rounds was used to
obtain consensus on the relevance and
importance of competency statements derived
from the previous steps. Rural GPs, senior GPs,
clinical specialists, teaching staffs, alumni and the
deaneries of FM UNRAM were invited as the
panellists.
N. Gunawardena, R. de A. Senevirathne, D.
Jayawardene, C. Arambepola, A. Jayawardana,
D. Samaranayake, K. Lankathilaka, W.
Gunathunga, U. Senarath
Department of Community Medicine, Faculty of
Medicine, University of Colombo, Sri Lanka
Background: Undergraduate public health
teaching program of University of Colombo was
recently revised to include a ten-day rural
residential program. Its aim wasto enhance
development of core competencies necessary to
practice primary health care by offering more
opportunities tointeract with the community and
primary health care team.
Objective: To identify perceptions of medical
students on the effectiveness of a ten-day rural
residential program in the public health in
achieving competencies to practice primary
health care.
55
Colombo, Sri Lanka
Method: All students (n=224) responded to aselfadministered questionnaire at the end of a tenday rural residential program in public health.
Their perceptions on achievement of learning
objectives were assessed on a five point Likert
scale.
Results: More than 75% rated they achieved
either ‘good’ or ‘excellent’ knowledge
regardingprocess of arriving at a community
diagnosis, assessing community level factors
affecting issues and about planning and
implementing health promotional activities to
improve community health status/behavior. Skills
achieved ranged from building rapport with
community, identifying health needs, prioritizing
needs, developing an action plan and conducting
community based health promotion activities.
Nearly 75% of students perceived they had
acquired agood or excellent level of these
skills.With regard to attitudes, more than 80%
ofstudents
rated
achieving
‘good’
or
‘excellent’attitudes towards working as a team
member,
interacting
with
community,
communicating with health care team, behaving
in an ethically appropriate manner in community
and leading the team ina community activity.
Conclusion: Students perceived that the rural
residential program was effective in developing
competencies to practice primary health care.
sections of Community Medicine at JIPMER,
Puducherry.
Method: The study was carried out among 87 fifth
semester MBBS students (Batch of 2010-11) in
non-communicable disease epidemiology section
of Community Medicine. The students divided
themselves into seven random groups and
developed the learning objectives, selected
teaching learning methods (T/L) and assessment
process for each session. The facilitators had 3-5
rounds of interaction with each group prior to the
session. The feedback collected from students and
external faculty after each session was analysed
qualitatively. The effect of implementing SCL
methodology was assessed by the reaction level
of Kirkpatrick’s training evaluation model using a
rating scale.
Results: Out of the 87 eligible students, 73 (84%)
returned the forms for evaluation. All seven
groups were able to formulate the learning
objectives. Most of the groups had used Power
Point slides and videos as T/L tools. Innovative
assessment methods like crosswords and
“Chocopati” were used by some groups. In
general, the perception of students was
favourable towards SCL as compared to
conventional methods and they felt that this
methodology should be adopted more often.
Time management and organisation of sessions
were the main problems encountered by the
students. The mean score for the items “sessions
were useful”, “sessions were enjoyable” and
“sessions improved my knowledge” were 6.2±1.8,
7.1±1.8 and 6.3±1.9 respectively.
Conclusion: Students had used innovative T/L and
assessment techniques. Majority of the students
found the sessions enjoyable, useful and
informative. The sessions showed that students
can take an active role in curriculum planning,
execution and evaluation.
OP 1-26
Student-centered learning in Community
medicine:
an experience from JIPMER,
Puducherry
S.S. Kar1, K.C. Premarajan1, L. Subitha1, R.
Archana2, S. Iswarya3, A. Sujiv4
Department of Preventive and Social Medicine,
2Community
Medicine, 3Senior Resident, 4Junior
Resident, JIPMER, Puducherry, India
OP 1-27
Background: Student-centred learning (SCL)
places the student at the centre of policies,
practices, and decision making in teaching
learning process. SCL methodology also advocates
for active involvement of students in course
(curriculum) planning, selection of teaching
learning methods and assessment process.
Objective: An education innovation project was
planned to assess the perception of fifth semester
MBBS students towards implementation of
Students-centered methodology in one of the
Field Site Training (FST) in Community medicine:
Facts & views
Md. M. Rahman1, Md. A. Rahman1, Md. ME.
Hoque2
1Department
of Community Medicine, 2Department of
Radiation Oncology, Anwer Khan Modern Medical
College, Bangladesh
Background: Field Site Training (FST) program for
the 4th year MBBS students is an integral part of
56
Colombo, Sri Lanka
community medicine curriculum in Bangladesh. It
is an opportunity to acquaint with the health care
delivery system at Primary Health Care (PHC) level
in the country. The program involves
opportunities for exercising & practicing multidimensional skills as well. The objective of the
study was to obtain student feedback about the
FST program of the Anwer Khan Modern Medical
College (AKMMC).
Method: This program was implemented under
the guidance of the department of community
medicine in phases i.e. development of survey
protocol including instrument, data collection &
analysis, and report writing & dissemination
through a seminar with the participation of
students & faculty. It was implemented in
different villages outside Dhaka city by 4th year
MBBS students. After one year students’ feedback
was obtained through a questionnaire on a 5 point
Likert scale and was analyzed both manually &
using a computer.
Results: Almost 100% indicated that they were
well aware about FST activities. In addition 91.5%
respondents endorsed the provision of
opportunities to practice multidimensional skills
through this program. However, around 66%
disagreed with the item on satisfaction about
duration of FST program, while 11% seemed to be
undecided on opportunities for dealing with
health problems in a holistic manner.
Conclusion: Students should be given more
opportunities to deal with health problems in a
holistic manner. FST program has to be revised
based on student feedback to improve its
effectiveness.
teachers and students. The chapter is neither
comprehensive nor contemporaneous. It is not
mandatory to appoint BSS faculty in medical
schools on the one hand and there are no BSS
faculty trained to teach in the medical school
environment, on the other. Teaching and learning
BSS, therefore, are textbook-dependent to a large
extent, and is confined to a limited sphere.
Therefore, the role of textbooks in addressing SDH
appears to be crucial. There are no standards
available in this area.
Objective: To recommend minimum standards for
writing chapters on BSS in the medical
undergraduate community medicine textbooks.
Method: A framework of domains was used to
elicit areas and sub-areas that would make up the
proposed standards. Issues considered include
identification of teaching topics, teaching
modalities,
expected
competencies,
and
connectivity with other chapters.
Results: The study revealed the necessity to
include essential theories, more concepts and
frameworks; focus more on facilitating
experiential learning and self-directed learning;
bifurcating the chapter into SDH and BSS; a
section on applicability of BSS on other disciplines;
and a permanent system for periodic review of
contents of the chapter.
Conclusion: Minimum standards for writing
chapters on BSS in community medicine textbooks
have been identified.
OP 1-29
Enhancing Social Responsibility through the
Medical Curriculum; A Community-based
Teaching Experience
OP 1-28
Developing standards for writing behavioural
and social sciences chapter in the textbooks of
Community Medicine
K.M.N. Perera, A. Kasturiratne, M. Chandratilake,
A.R. Wickremasinghe
Y.S. Sivan
Background:
The
one-year
community
attachment programme of the Faculty of
Medicine, University of Kelaniya purports to
enhance the competence of medical students in
using various strategies to plan and implement
health promotional activities. It is also an
opportunity for students to contribute to the
institutional role in social responsibility. We
evaluated the attitudes of students towards their
contribution to social responsibility after a
complex community based intervention, which
adopted a participatory methodology.
Department of Community Medicine, PSG Institute of
Medical Sciences & Research, Coimbatore, India
Background: Teaching Behavioural and Social
Sciences (BSS) to medical undergraduate students
is important to equip them to address Social
Determinants of Health (SDH) effectively. There is
no uniformity in teaching BSS in medical schools
in India. There is a chapter on social sciences in the
textbooks of community medicine, which remains
the single largest source of information on BSS for
57
Colombo, Sri Lanka
Methods: Forty two students engaged in the
project. Qualitative methods were used to obtain
the perspectives of all the involved parties
(medical students, teachers and community
participants). Participatory and non-participatory
observations, peer assessments, in-depth
interviews and focus group discussions were
conducted to explore the perspectives of the
students. Key-informant interviews and focus
group discussions were used to explore the
perspectives of the teachers and the community
participants.
Results: All community participants perceived
having the group of students in their community
as an opportunity to improve their health and
acknowledged positive outcomes of the
intervention. Most of them stated that it helped
to reduce the gap between the community and
medical professionals. Students demonstrated
improved attitudes towards social responsibility
and community involvement in health. The
majority perceived that opportunity to use
participatory methods improved their enthusiasm
towards
the
community
attachment.
Improvement of soft skills and attributes of
professionalism such as teamwork and leadership
among students were perceived by both students
and teachers.
Conclusion: Community attachment can be used
effectively to enhance the social responsibility of
medical undergraduates.
Australia, UK and Europe were reviewed along
with a survey on PHE core-competencies in the
APR through a series of expert consultative
meetings held in Thailand, Indonesia and Taiwan.
An iterative, consultative process and a modified
Delphi technique was used to develop the
competencies list. Mock site visits were
conducted at two selected institutes.
Results: A Competencies list for APR was
developed and a three-circle PHE Accreditation
Model was designed based on the identified
competencies. The three concentric circles
illustrate the core content areas in the inner circle;
the different approaches in the middle circle and
the global health competencies in the outer circle.
Based on these a conceptual framework for
accreditation of public health schools (PHS) with a
Programme review and an Institutional review
was proposed and approved.
Conclusion:
The
three-circle
APACPH
accreditation model formed the basis for the
development of the proposed process for
accreditation of PHS in the APR. Implementation
of this accreditation process would ensure quality
assurance of PHE in the region.
Acknowledgements: The leadership of and
guidance provided by Late Prof. Walter K Patrick,
Secretary General, APACPH in developing the
accreditation model is gratefully acknowledged.
OP 1-31
OP 1-30
Students’ perceptions and outcome following
training in “WHO modified Partograph”
Developing the APACPH Model for Accreditation
of Public Health Education in Asia-Pacific Region
V.B. Bangal1, S.P. Gavhane2
I.M. Karunathilake, A. de Abrew, C.K. Liyanage, A.
Olupeliyawa
1Department
of Obstetrics and Gynaecology, Rural
Medical Colleg, 2Pravara Institute of Medical Sciences,
Loni, Maharashtra, India
Faculty of Medicine, University of Colombo, Sri Lanka
Background: Postgraduate students in Obstetrics
and Gynaecology should have sound knowledge
and skills required for the use of Partograph and
its interpretation for early identification of labour
abnormalities. Therefore, lack of training on this
useful tool results in increased incidence of
prolonged labour and its complications.
Objective: To assess the post graduate students’
perceptions and the effects of training on
knowledge and skills of residents in using WHO
Modified Partograph.
Method: The educational interventional study
included twenty five post graduate students. A pre
–test was conducted using pre-validated MCQ test
Introduction: The ever-changing paradigm of
Public Health calls for continuous review and
quality improvement of Public Health Education
(PHE). The Asia Pacific Academic Consortium for
Public Health (APACPH) has identified
accreditation of PHE in the Asia Pacific Region
(APR) as a priority area.
Objectives: The main objectives were to identify
the common competencies for PHE in the APR and
to develop a model for accreditation of PHE in the
APR.
Method: Accreditation procedures of Thailand,
Indonesia, Taiwan, Korea, Hong Kong, USA,
58
Colombo, Sri Lanka
and OSCE station to assess baseline knowledge
and skills. It was followed by the training
programme. And a post test was performed. The
pre and post test results were analyzed and
compared using Paired t test using SPSS version
16. Students’ perceptions about the training were
assessed using a 5 point Likert scale.
Results: There was statistically significant
improvement (p value <0.001) in skills after the
training programme. The 95% confidence interval
for pre and post test OSCE scores was 34.15 and
41.20 at its lower bound. Students’ feedback on
the training programme revealed gross
satisfaction about all the aspects of the training.
Conclusion: Training of postgraduate students on
the
use of WHO modified Partograph in
monitoring of labour, using newer methods of
teaching and their assessment through MCQ and
OSCE stations was effective and feasible .It made
the teaching process interactive and interesting.
The need to continue training for future batches
was identified.
(91.5%) students scored more than the pass mark.
The median total mark was 65. The mean score for
different elements was 6.1. ‘Checking for
understanding’ had the highest discriminatory
ability. Internal consistency (Cronbach alpha) was
0.78. Across aspects of communication, the interrater reliability varied between 0.37 – 0.67. The
process of assessment was perceived positively by
both students and teachers. The assessment of
communication skills of medical students by the
community members was indiscriminately
positive.
Conclusion: The tool used for the assessment
demonstrated moderate psychometric rigour. It
may be improved by training of assessors.
However, the process of assessing communication
skills in a community-based setting has positive
impact on all stakeholders.
OP 1-32
Date
14th November (Friday)
Community-based
assessment
of
communication skills in medical undergraduates
Time
1445 – 1615
Venue
Grand Ballroom B
Chair
Piyusha Atapattu
Oral Presentation Session 5: Curriculum
Evaluation
A. Kasturiratne, K.M.N. Perera, M. Chandratilake,
B. Kumarendran, A. Pathmeswaran, A.R.
Wickremasinghe.
OP 2-01
Background: Development of communication
skills is a primary focus in medical education.
Communication skills are assessed, especially at
the undergraduate level, in controlled
environments, e.g. OSCE. This study explored the
effectiveness of community-based assessment of
communication skills of medical students.
Methods: A tool, focused on 10 elements of
communication with a 10 point rating scale, was
developed based on the literature. Each student
was assigned the task of providing relevant health
education on a given area (e.g. breast feeding,
cessation of smoking) to a selected member of a
household in 10 minutes. Two examiners
independently assessed each student using the
assessment tool and provided feedback. The
member of community assessed the student’s
performance using related criteria. The
psychometric rigour of the assessment was
determined using student marks. The reactions of
stakeholders were qualitatively evaluated.
Results: 164 students faced this assessment. 150
Student perceptions of achievement of
institutional level objectives through a
community attachment programme conducted
in a rural setting
R. de A. Senevirathne1, N. Gunawardena1, D.
Jayawardene1,
G.
Ponnamperuma2,
A.
2
Olupeliyawa ,
I.
Karunathilake2,
D.
Samaranayake1, C. Arambepola1, U. Senerath1, W.
Gunatunga1, K. Lankathileke1, A. Jayawardene1
1Department
of Community Medicine, 2Medical
Education Development and Research Centre, Faculty of
Medicine, University of Colombo, Sri Lanka
Background: A 10 day residential program
conducted in a rural setting was a new addition to
the undergraduate teaching program of Faculty of
Medicine Colombo. This revision was designed
with a view to achieving objectives identified at
faculty level.
59
Colombo, Sri Lanka
Objective: To determine the perceptions of
medical students on the extent to which faculty
level objectives were achieved by a 10 day
residential program conducted in a rural setting.
Methods: A descriptive cross-sectional study was
carried out using a self- administered
questionnaire on the last day of a 10 day
residential program conducted in a rural setting
which assessed achievement of seven of eight
faculty objectives on a four point Likert Scale. All
students (n=224) who participated in the program
were included in the study.
Results: The response rate was 98.6%.A great
majority rated that they had achieved the faculty
objectives of identifying important illnesses in the
community and their health related problems
(97%) and planning and implementing
appropriate
preventive,
curative
and
rehabilitative measures (97%), either ‘somewhat’
or to a ‘great’ extent. Other faculty objectives of
identifying, recommending and implementing
activities which promote health of community
(96%), working harmoniously with others as a
leader/member of a healthcare
delivery
team(98%), educating and training other
individuals and community towards better
health(95%), developing and maintaining
personal characteristics and attitudes for a career
as a health professional (96%), planning and
carrying out appropriates health related research
projects (93%) and developing self-directed
learning with capacity to recognize need for self –
evaluation (93%) also had been achieved either
‘somewhat’ or to a ‘great’ extent by a great
majority.
Conclusion: Students perceived the program as an
effective means of achieving institutional level
objectives.
enhance the student experience, quality of the
educational programme and national and
international reputation of the YARSI Medical
School. The aim of the external review was to
identify the areas to be improved in advancing the
standards of the undergraduate curriculum to the
international level and internal as a routine
program annually.
Method: A comprehensive evaluation focusing on
both the process and the product of the
curriculum was carried out. The external
evaluation was focused primarily on the
curriculum process. The ‘ten- questions’
framework introduced by Harden (1986) was used
as the theoretical underpinning for the
evaluation.
Process
involved
meeting
stakeholders, authorities, students, recent
graduates, teachers, research staff and
Observation of Teaching / learning facilities and
of learning materials such as study guides for PBL
and practical sessions.
Results: Identified areas for improvement were;
professionalism, research, PBL facilitation,
student assessments and providing feedback at
the end of summative assessments. Large number
of students in the batches and language of
instruction were identified as factors hindering
progress.
Conclusion: The issues that need urgent attention
were development of professionalism and
research skills. Hence the new Curriculum will
incorporate an introduction of Personal &
Professionalism Development (PPD) and Research
strands. There appears a need for organising
continuous staff development activities to
enhance skills of student-centred learning,
appraisal system for PBL facilitation, as well as
making arrangements for early clinical exposure.
Recommendations included exploring the
possibility of changing the medium of instruction
from Indonesian to English and adopting a policy
of admitting lesser number of higher quality
students.
OP 2-02
Curriculum evaluation of YARSI Medical School,
Jakarta 2013
*This Research Grant is funded from HPEQ Project
H.W.N. Komaruddin1, H. Qomariah2, I.S.A. Tunru3,
M Pusparini4, Z P Mahardhik4
OP 2-03
1Department
of Paediatrics, 2Departement of
3
Physiology, Departement of Pathology Anatomy
4Medical Education Unit
School of Medical YARSI
University, Indonesia
Evaluation of integrated modules in a spiral
curriculum: Perspective of students and tutors
V. Taranikanti1, K. Al Farsi2
Background: The evaluation of YARSI medical
curriculum was carried out between 2007-2011 by
internal school authorities and external reviewers.
Certain aspects can be improved in order to
1Department
of Human and Clinical Anatomy,
of Haematology,
Sultan Qaboos
University, Muscat, Oman
2Department
60
Colombo, Sri Lanka
Background: One of the hallmarks of the spiral
curriculum of the MD degree plan at Sultan
Qaboos University is the integrated modules,
which emphasize integration of basic and clinical
sciences through horizontal and vertical modes.
Various teaching learning activities included in
these modules are case based learning, clinical
skills, hospital visits and lectures on medical
professionalism and ethics.
Objective: To evaluate the integrated program
from the students and tutors viewpoint and
analyze the strengths and weaknesses of the
existing program.
Method: A structured questionnaire was given to
100 students, which dealt with appropriateness of
content, teaching learning methods, content
coherence and evaluation methods.
Results: Over 70% of students felt the learning
objectives were appropriate as it reinforced deep
learning and relevance of learning. A vast majority
of students (96%) felt the clinical skills lab
enhanced their basic science reflections on clinical
application in practice while 84% felt the
assessments using individual and group Readiness
Assurance Test (iRAT) and (gRAT) improved group
learning and professional socialization. However,
more than 70% students felt that most facilitators
were discipline centered. The facilitators felt that
there is a need for commitment of faculty and
departments. However, this module helped them
to realize the deficiencies in the curriculum. It also
promoted co-operation between staff members
from different disciplines.
Conclusion: Integration between basic and clinical
sciences stimulates profound learning. Tutoring
the tutors for content consistency, integrated
understanding through faculty workshops will
strengthen integrated learning.
Competence for Medical Doctors and FMUGM
responded immediately to reform its curriculum
into competence-based medical education. This
international
project
provided
technical
assistance to FMUGM in curriculum development,
faculty development, skills lab development,
clinical education development and quality
assurance. The Project was implemented from
2007-2012 with a total cost of 2 million euro.
Objective: To plan an impact evaluation of the
curriculum development project
Outcome: Process of designing an impact
evaluation that is still on going comprising of three
stages will be presented. Stage 1 is getting started
which involves team building and paradigm shift
(from input and output to outcome and impact
based). Stage 2 is defining the project objectives
and results framework, working out project design
that will affect the evaluation design, identifying
questions for evaluation in terms of quality and
effectiveness, exploring existing data and
identifying new data, preparing the financial plan
and lastly stage 3 is for negotiations to
completion.
OP 2-05
Impact of Physiology curriculum on learning
approaches and critical thinking skills of medical
students
A. Vashe1, V. Devi2, R. Rao1, R.R. Abraham3, S.
Torke1
1Department
of Physiology, 2Department of
Pharmacology, Melaka Manipal Medical College
(Manipal Campus), Manipal University, Manipal, India,
3Department of Physiology, Kasturba Medical College,
Manipal University, Manipal, India
OP 2-04
Background: Learning approaches of students are
influenced by quality of teaching and nature of
assessment methods. Melaka Manipal Medical
College, Manipal University, Manipal, India,
follows a hybrid curriculum which includes
lectures, problem based learning, self-directed
learning and laboratory based sessions.
Objective: This study was conducted to explore
whether there is any change in students’
approach to learning in physiology as they
experienced the curriculum, and to see whether
the change is reflected in students’ critical
thinking skills.
Method: Revised two factor study process
questionnaire was administered at the
commencement and end of first year MBBS
Planning an impact evaluation of an
international collaborative medical education
project
T. Savitri
Department of Medical Education,
Medicine,Universitas Gadjah Mada,
Indonesia
Faculty of
Yogyakarta,
Background: Faculty of Medicine Universitas
Gadjah Mada (FMUGM) is well known for its
pioneering efforts
in medical education
innovation. In November 2006, the Indonesian
Medical Council approved Standards of
61
Colombo, Sri Lanka
course. Students’ scores in critical thinking
questions in four assessments (A1, A2, A3 and A4)
in physiology were collected. The change in
learning approach was analysed using
independent sample t-test. The performance of
students in assessments was compared using
paired t-test.
Results: There was statistically significant increase
(p<0.001) in deep approach of students at the end
of year compared to the commencement.
Students’ scores in critical thinking questions
significantly increased in A2, A3 and A4 when
compared to A1 (p<0.001); in A3 and A4 when
compared to A2 (p<0.001). However, there was
significant decrease in mean score in A4
compared to A3 (p<0.001).
Conclusions: Students’ deep learning approach to
physiology was improved as they experienced the
curriculum, which was reflected in their
performance in critical thinking questions. It could
be an impact of physiology curriculum followed at
our institution.
also conducted. At the end of the thirteen day
program, the knowledge was tested by a theory
paper with short answers, MCQs and an OSCE.
Results: The best group was awarded a prize.
Mean score of the theory paper was 52% (21/40),
while that of the OCSE was 57% (34 out of 60). A
majority (49/60) of the students wanted the
program to be continued next year.
Conclusion: Integrated program was perceived to
be effective by the students.
OP 2-07
Assessing the effect of ‘Bibliotherapy with
Counselling’ on change of attitude and its impact
on wellbeing of the caregivers of alcohol
dependent patients at DDTC,
PGIMER,
Chandigar, 2013-14
S. Ghai, R. Kaur, N. Sharma
National Institute of Nursing Education, PGIMER,
Chandigar, India
OP 2-06
Background: The attitude of the caregivers is of
particular importance because they deal directly
with the alcohol dependent patients and that
significantly affect their health as well as the
health of alcohol dependent patients.
Objective: The aim of the present study was to
assess the effect of ‘Bibliotherapy with
Counseling’ on change of attitude and its impact
on the wellbeing of the caregivers of alcoholdependent patients.
Method: Study design was pre-experimental one
group pretest- posttest design. A sample of 50
caregivers of the alcohol dependent patients was
selected using purposive sampling technique from
Drug De-Addiction and Treatment Centre,
PGIMER, Chandigarh. ‘Socio-demographic sheet’,
‘Scale for Attitude towards Drinking and
Alcoholism’ and ‘WHO’s Subjective Well Being
Inventory’ were employed to ascertain the
objectives of study. A five days’ intervention,
‘Bibliotherapy with Counseling’ was given to the
caregivers, consisted of three sessions of 45
minutes each for 3 alternate days (i.e. Day 1, 3 &
5). Data were analysed using repeated measures
ANOVA, post hoc Bonferroni, Pearson’s
correlation coefficient and regression analysis.
Results: The findings of the study revealed that
‘Bibliotherapy with Counselling’ resulted in a
statistically significant change in attitude (F=
3870.0, p= 0.001). Correlational analysis revealed
a statistically significant correlation between
Assessment of the Integrated Learning Program
(ILP) in diabetes mellitus for the second year
MBBS students
D. Selvakumar, V. Surekha , M. Faith, R. Vyas
Department of Medical Education, Christian Medical
College, Vellore, Tamil Nadu, India
Background: Assessment drives learning.
However, a single assessment does not
appropriately test the knowledge or application of
a student.
Objective: This paper encompasses the various
assessment methods used in the Integrated
Learning Program (ILP) on diabetes mellitus for
the second year MBBS students in Christian
Medical College Vellore.
Method: The whole program was brainstormed
and blueprinted by a core group of MEU
members. Sixty students were divided into six
groups. Student seminars were judged with
respect to content, relevance, innovation,
finishing in the allotted time, and the involvement
of the whole group in the presentation. The
facilitators marked each of the students on their
contribution to the group. Checklists were given
to the judges and the facilitators, which were then
tallied. The groups had to make a pamphlet about
“Diet in the Diabetic”. A Pharmacology quiz was
62
Colombo, Sri Lanka
attitude and wellbeing during post intervention
period (r=0.345, p-value=0.014).
Conclusion: Bibliotherapy with counselling for the
caregivers of alcohol dependent patients is
recommended as a routine practice for change of
attitude and improvement of their wellbeing.
issues of the area and their health implications, 3)
planning and implementation of health
promotional activities, 4) working effectively in
collaboration with health and other sectors and 5)
promoting community empowerment in order to
improve basic nutritional needs. Three training
modules were developed to cover these
outcomes. 1) Linking rural development and
nutrition. 2) Health promotion through rural
development. 3) Intersectoral collaboration.
Conclusion:To establish integrated multisectoral
nutrition promotion, capacity building of grass
root level workers is important. The outcome
based approach provides an effective way of
developing a curriculum to develop the training
programme. The programme to be evaluated
according to process outcome and output
indicators.
OP 2-08
Integrated multisectoral action within capacity
building of health care workers
A.K.R.L. Perera1, K.K. Wickramasinghe2 I.M.
Karunathilake1, A. Olupeliyawa1, A. de Abrew1, A.
Chandrapala1, U. Gunasekara1, A. Pathirana3, I K.
Liyanage4, C.P. Senavirathne5, W. Karunarathne6
1Medical
Education Development and Research Center,
Faculty of Medicine, University of Colombo, 2University
of Oxford, United Kingdom, 3Postgraduate Institute of
Medicine, University of Colombo, 4Faculty of Medical
Sciences, University of Sri Jayawardenapura, Colombo,
5Diabetes Research Unit, Faculty of Medicine, University
of Colombo, 6University of Sri Jayawardenapura,
Colombo
Oral Presentation Session 6: Professionalism
Introduction: Integrating nutrition promotion and
rural development project (INPARD) is
implemented in two rural districts in Sri Lanka
(Monoragala and Ampara). The project aims to
investigate whether a multisectoral rural
development progrmme can deliver nutrition
promotion interventions in rural areas in order to
improve nutritional outcomes. Capacity building
of multiple stake holders, including health and
non health staff at grass root level is important to
establish integrated multisectoral nutrition
promotion activities.
Method: The curriculum for capacity building was
designed using the outcome based approach. Key
competencies were identified and prioritized in a
needs assessment done involving nutrition and
health experts (n=30). Exit outcomes, core
competencies and content were developed
accordingly. The programme will be evaluated
according to Kirkpatrick’s model.
Results: Five themes were identified from the
qualitative study on intersectoral collaboration. 1)
Role clarification, 2) implementation and
evaluation, 3)communication gaps, 4)attitude
towards collaboration and 5) training and
development.
In the curriculum for capacity building, the
identified five outcomes were:
1) recognizing and critically evaluating nutrition
related implications of rural development
interventions, 2) analyzing common nutrition
Date
Time
1445 – 1615
Venue
Salon Jasmin
Chair
Thyahini Navaratinaraja
OP 2-09
The effect of orthodontist’s and orthodontic
resident’s education on professional attitudes
and behaviour
W. A. Bhad
Department of Orthodontics and Dentofacial
Orthopaedics, Government Dental College and Hospital,
Nagpur, India
Introduction: Dental education aims at shaping
the future professional behaviour of their
students, thus contributing to reduce oral health
disparities and improving care for society.
Objective: To determine the relationship between
the quality of postgraduate dental education and
professional attitude and behaviour in dental
practice.
Method: Two hundred active members including
100 residents and 100 active orthodontists, of
central India, providing care to patients with cleft
lip/palate, surgical orthodontic problems and
63
Colombo, Sri Lanka
growth modification problems were included in
the study. A questionnaire was administered to
each group about different clinical condition.
Professional attitude and behaviour was accessed
on a 5 point scale.
Results: Majority of Residents and Orthodontist
felt well prepared to treat growth modification
cases (quality of clinical education: residents: 85%
and Orthodontist: 83%), cleft lip and palate (57%
and 60%) and surgical orthodontic cases (53% and
48%). Perceptions of the quality of education did
not correlate with the professional attitude. Both
residents and Orthodontist agreed to treat cleft lip
and palate (82% and 86%) and surgical cases (92%
and 91%) in which they were not well prepared
but not the growth modification cases where they
were well prepared in their residency programme
(71% and 78%)
Conclusion: The finding of this study challenges
administrators about the postgraduate dental
program in orthodontics and reflects the degree
to which this education contributes to
orthodontic health of society.
assessment. Relevant literature was sent as prereading material to experts representing diverse
disciplines in India, Sri Lanka, UK, USA and Brazil.
Over three days, five parallel groups debated the
following aspects; what is meant by the term
“professionalism”, best experience in teaching or
learning professionalism and the reasons for
success, teaching methods for professionalism
(what, how and when), educational objectives for
professionalism and aligning
objectives to
assessment methods. After each small group
discussion all groups met to arrive at a consensus.
Results: The group defined professionalism in the
Indian context with the philosophy of ‘shanti,
dharma, prema, satya and karma’ at its core. It
recommended that professionalism curriculum be
contextual, integrated throughout the health
profession education, in multiple settings and
facilitated by different stakeholders in healthcare
through multiple methods. Institutionalization of
professionalism culture should precede curricular
change. The group suggested that assessment be
continuous, contextual, integrated using multiple
tools and observers.
Conclusion: Consensus was achieved by this
method of consultation regarding guidelines and
best practices in the teaching and assessment of
professionalism in health professions education.
OP 2-10
Professionalism in health professions education:
Recommendations
from
the
national
consultation at Karamsad, India
OP 2-11
H. Pandya1, S. Desai1, P. Singh1, S. Singh1, J.
Vankar1, W. Burdick2
Career choice of medical students in Mangalore,
India
1H.M.
Patel Center for Medical Care and Education,
Karamsad, India, 2Foundation for Advancement of
International Medical Education and Research
(FAIMER), Philadelphia, USA
A. Jain1,2, M.S. Kotian2
1Medical
Education Unit and 2Department of
Mangalore, Manipal University, India
Background: There is recent emphasis on
professionalism in medical education. Medical
Council of India (vision 2015) has proposed
integration of professionalism throughout the
MBBS program. Present climate in healthcare
works against trust reposed by society in the
health professions. Leaders at H. M. Patel Center
for Medical Care and Education, Karamsad, India
felt the need to reflect on the nature of the health
profession’s work for society.
Objective: To arrive at a consensus to develop
guidelines and best practices in teaching and
assessment of professionalism in health
professions education.
Method:
A
national
consultation
for
professionalism in health profession education
was organized, to debate the meaning of
professionalism and best practices in teaching and
Background: Few studies have been conducted on
career choices of Indian medical students. Hence,
little is known about career intentions of medical
students in India.
Objective: To determine the career choices and
the reasons for choice of a particular speciality
among medical students at a private medical
college in India.
Method: This cross sectional study was conducted
using a pilot tested questionnaire among
consenting medical students and interns at
Kasturba Medical College, Mangalore. Data was
tabulated and analysed using Microsoft excel and
SPSS version 11.5.
64
Colombo, Sri Lanka
Results: There were 361 respondents in the age
range 17 to 26 years, with 59% females. The
respondents included 156 second year students,
145 final year students and 60 interns. Majority of
them were Indian (84%). Most (95%) students
wanted to pursue a post graduate course with
74% wanting to specialize in a clinical field as their
first preference. Overall, Medicine (28%) was the
most preferred speciality followed by Surgery
(21%), and Paediatrics (12%). There were no
significant gender differences in the choice of
career. Interest in speciality (90%), stable and
secure future (63%), prestige and status (38%)
were the most important factors influencing the
choice of speciality. Majority (70%) wanted to
practice medicine in their own country.
Conclusion: Medicine and Surgery are the two
most preferred career choices. Interest in
specialty, prestige and status and stable future
were the most important factors determining
choice of speciality.
score of zero. It was administered face-to-face to
800 out of 1200 medical graduates at the
commencement of their internship. The
graduates were given the choice of responding to
either the Sinhala or English versions. Data were
analyzed using SPSS.
Results: There were 567 valid responses. The total
PPOS scores were; Colombo (n=82) 2.58 ±0.42,
Peradeniya (n=58) 2.47 ±0.57, Galle (n=54) 2.69
±0.55), Sri Jayawardenepura (n=58) 2.70 ±0.52,
Kelaniya (n=63) 2.67 ±0.53 and Rajarata (n=68)
2.87 ±0.61. The scores ranged from 2.81±0.57 3.18 ±0.65 for the domain, ‘sharing’, and from 2.1
±0.68 - 2.58 ±0.77) for the domain, ‘caring’. The
students of the Rajarata Faculty reported a
significantly higher total score.
Conclusions: Although minor differences exist
between faculties, the patient-centeredness of Sri
Lankan medical graduates appears to be average.
Since medical graduates in other parts of the
world have reported higher scores, there is room
for improvement by deploying effective
educational interventions. Serial PPOS scores can
be used as a performance indicator of such
interventions.
OP 2-12
Patient centeredness of medical graduates in Sri
Lanka as measured by Patient Practitioner
Orientation Scale (PPOS)
OP 2-13
R.M. Mudiaynse1,
R.W.
Pallegama2,
A.
3
4
Olupeliyawa , K. Marambe , M. Chandratilake5,
E. Krupat6
Attitudes of medical students of a Sri Lankan
University towards psychiatry and psychiatric
illnesses
1Department
A. Hapangama1, K.A.L.A. Kuruppuarachchi1, M.
Chandratilake2, H. Narammalage1,
A. Embuldeniya1
of Paediatrics, 4Medical Education Unit,
Faculty of Medicine University of Peradeniya, Sri Lanka,
2Department of Basic Sciences, Faculty of Dental
Science, University of Peradeniya, Sri Lanka, 5Medical
Education Centre, Faculty of Medicine, University of
Kelaniya, Sri Lanka, 3Medical Education, Research and
Development Centre, Faculty of Medicine University of
Colombo, Sri Lanka, 6Centre for Evaluation, Harvard
Medical School, Boston USA
1Department
of Psychiatry, 2Medical Education Centre,
Background: Attitudes of medical students
towards psychiatry as a specialty, mentally ill
patients and psychiatric treatments have been
shown to be mostly negative. In keeping with the
emerging evidence, the Faculty of Medicine,
University of Kelaniya, Sri Lanka, during the last
few years, increased its exposure of medical
students to psychiatry.
Objective: To determine the overall attitudes of
medical students towards psychiatry, mentally ill
patients and their treatment as well as to see its
variation at different levels of training.
Method: A descriptive cross-sectional study was
carried out among medical students of University
of Kelaniya using the validated Attitudes towards
Psychiatry (ATP-30) questionnaire and Attitudes
Background: Patient centeredness is an essential
and trainable attribute for doctors. Both formal
and informal aspects of undergraduate curriculum
appeared to have positive or negative impact on
fostering patient-centred attitudes among
medical graduates.
Objective: to compare patient centeredness
among graduates of six medical faculties in Sri
Lanka using the validated Sinhala / English
versions of Patient Practitioner Orientation Scale
(PPOS).
Method: The PPOS is a self-administered
questionnaire with 18 items with a maximum
(positive) score of five and a minimum (negative)
65
Colombo, Sri Lanka
Towards Mental Illness questionnaire (AMIQ).
Collected data were analysed using SPSS 16.0.
Results: The response rate was 84% (379/451).
The overall attitude of students towards
psychiatry and mentally ill patients was largely
positive or neutral. More students appeared to
develop favourable attitudes towards the fourth
and final years. However, students still seem to
possess more stigmatising attitudes towards
mental illnesses when compared with physical
illnesses. Female students had more favourable
attitudes on treatment of mentally ill patients,
psychiatry as a specialty and psychiatry as a future
career choice than their male counterparts.
Conclusion: Medical students tend to develop
more favorable attitude towards psychiatry and
psychiatric illness with maturity in their training,
probably due to enhanced exposure.
back on internship experiences from a more
mature perspective.
Results: Ways of relating to others and to
institutions, both pre- and post-graduation, were
found to be a central theme in the trajectories of
NQDs. A synthesis of several ‘models’ of clinician
was elicited from the narrative data as
participants negotiated learning relationships
with them.
Conclusion: NQDs should be equipped to deal
with contextual and cultural aspects of medical
practice, especially in multicultural societies such
as South Africa. Internship communities of
practice enable or constrain not only the
development of knowledgeable skill, but hold
powerful influences that shape professional
identities.
OP 2-14
OP 2-15
Internship learning and identity construction of
newly qualified doctors in South Africa: A
narrative study.
What do Sri Lankan patients want? Towards
culturally sensitive Patient-doctor encounters
N.D. de Lanerolle1, S. Maduranga2, S. Rajapakse2,
I.M. Karunathilake1, A. Olupeliyawa1
L.S. McNamee
1MEDARC,
Faculty of Medicine, University of Colombo,
Medicine Research Unit, Department of
Clinical Medicine, Faculty of Medicine, University of
Colombo, Sri Lanka
Nelson R Mandela School of Medicine, University of
KwaZulu-Natal, South Africa
2Tropical
Background: Experiences of newly qualified
doctors (NQDs) are largely dependent on
contextual parameters and on other medical
practitioners available at internship sites.
Therefore clinical learning environments and the
quality of clinical supervision become crucial to
the identity construction of NQDs. However,
these elements remain inadequately researched,
especially employing socio-cultural research
methods.
Objective: The study aimed at a better
understanding of the development of a
professional identity as medical students become
doctors. Various factors that influence
aspirations, motivations and trajectories of NQDs
are being explored in an on-going study.
Methods: Six graduates of a PBL curriculum
participated in a narrative study of medical
internship experiences. Qualitative data in the
form of written reflections 3yrs post-graduation
were analysed using socio-linguistic methods. The
same participants were followed up with one-onone, in-depth interviews 6yrs post-graduation.
Interpretative evaluation enabled insight into
their journeys as professionals whilst reflecting
Background: The Patient-doctor relationship is
dependent on patient and doctor perceptions and
the environment. These perceptions are mainly
affected by cultural and social norms. The
expected dress code of a doctor, the method of
address preferred by a patient and the amount of
information preferred by a patient changes
according to country and local environment.
Method: Our objective was to identify the
perceptions of the Sri Lankan patient on the
norms of Patient-doctor relationship. An
interviewer-administered questionnaire was
given to out-patients in the National Hospital of Sri
Lanka. Questions included the seating
arrangement, forms of address, acceptable
physical contact and examination, amount of
information given by doctor, and dress code of a
doctor. This paper presents some preliminary
findings of our study.
Results: Seventy one patients (mean age=51.6
years) completed the survey (response rate=71).
A more traditional form of greeting was preferred
by 50.7% of the participants, and a similar
percentage (50.7%) preferred to be addressed as
66
Colombo, Sri Lanka
“amma” (mother) or “thaththa” (father) rather
than by their name. Physical contact was
acceptable to most (85.9%) whilst 54.9% and
35.2% felt that Blood pressure measurement and
physical examination without explicit consent was
acceptable. A majority (59.2%) felt they needed as
much information as possible regarding their
diagnosis. Most patients preferred official attire
with the doctor’s coat for male (73.2%) and
female doctors (80.3%).
Conclusion: These findings reflect the cultural
norms of Sri Lankan patients. Implicit consent,
age-appropriate social forms of address, and
official attire were preferred by most. These
findings are different to studies from western
countries where most address by first name.
Interestingly the paternalistic mode of giving
information commonly practiced in Asian
countries was less preferred by patients, possibly
suggesting the changing trends in accessibility to
information. These findings can be utilized to
facilitate a comfortable, culturally sensitive
Patient-doctor encounter.
Results: The overall response rate was 73%
(124/170). Approximately 37% of doctors have
high knowledge, 54% have medium knowledge
and 9 % have low knowledge regarding tobacco
cessation. Seventy seven percent of doctors felt
that any amount of tobacco use however small is
harmful, was appreciable. Practice of doctors
based on 5A guidelines revealed that more than
50% doctors follow the 5A’s except “assist to quit”
which was followed by only 19.5%. In our study
population around 81 % have not received any
training on tobacco cessation and control.
Conclusion: There is a need to reorganize the
medical curriculum to include tobacco cessation
training in order to enable future doctors to be
better equipped to deal with tobacco cessation
issues.
Oral Presentation Session 7: Staff
development and student support
Date
OP 2-16
Time
1445 – 1615
Physician's behaviour and perceptions regarding
tobacco cessation in a semi urban area of
Kottayam district, Kerala, India
Venue
Salon Orchid
Chair
Kosala Marambe
A. Lucas
OP 2-17
Department of Community Medicine Government
Medical College, Kottayam, Kerala, India
Impact of basic Medical Education Technology
(MET) workshop on faculty performance
Background: Tobacco is the single greatest cause
of preventable death globally. Doctors must be
aware of the detrimental effects of smoking and
have the capacity to assist the patients in stopping
smoking by providing counseling at the time of
consultation.
Objective: To assess physician's behaviour and
perceptions regarding tobacco cessation in a semi
urban area of Kottayam district Kerala, India.
Method: A cross-sectional study was undertaken
among the physicians of primary, secondary and
tertiary care hospitals in both private and
government setting. The study used two-stage
stratified random sampling and the required
number of physicians from each strata were
selected with probability proportional to size
(PPS) A self-administered, semi structured
anonymous questionnaire was used. Simple
descriptive analysis was undertaken.
M.S. Vinutha Shankar
University Department of Medical Education, Sri
Devaraj Urs Medical College, Karnataka, India
Background: In order to improve the quality of
medical training of the teaching faculty, the
University Department of Medical Education in
our Institute conducts faculty development
programs regularly. Basic Medical Education
Technology (MET) workshop is being conducted as
a 3 day program twice a year for the last 8 years,
with the following Objectives: “To formulate
learning objectives that help in effective teaching.
To sensitize teachers about new concepts in
teaching and assessment methods, To update
knowledge of modern information media to
enhance effectiveness of teaching and to assist
faculty to acquire competency in evaluating
67
Colombo, Sri Lanka
knowledge, practical and communication
skills.”Self-assessment tools have previously been
used to assess the impact of faculty development
programs on the teaching skills of medical
educators.
Objective: In this study, we aimed to assess the
impact of the faculty development program on
the teaching performances of faculty members.
Method: To study the long term benefits, the
utility of these workshops were evaluated by a self
administered questionnaire. Faculty perceptions
regarding benefits of formulating objectives,
incorporating interactive teaching methods,
introducing objective assessment methods as a
result of knowledge and skills developed in the
workshop were obtained through the
questionnaire.
Results: Out of the 220 faculty members who
have followed the basic MET workshops so far,
150 of them continue to work in the faculty. More
than 50% of trained faculty admitted that sessions
on framing Specific Learning Objectives (SLO s),
effective use of AV aids and constructing MCQs
and framing questions helped them to a large
extent. A majority of the faculty (64%) felt that
there was improvement in their skills for
interactive lectures and small group discussions.
Twenty six percent (26%) of the faculty have been
involved in conducting OSPE and OSCE in their
Departments, while 22% agreed that they
conducted viva voce sessions in a structured
manner after attending the workshop.
Conclusion: Basic medical education technology
workshop has been successful in achieving its
goals.
Objective: To assess the educational environment
using the Dundee Ready Educational Environment
Measure (DREEM).
Method:
The DREEM questionnaire was
administered to all volunteering students
following the MBBS degree course at the time of
the study (n= 595).
Results: The overall DREEM score was 124.4, a
score more positive than negative. The mean
score for students of the pre-clinical, para-clinical
and clinical phases were, 132, 120 and 125
respectively (p<0.05). The mean scores in the five
domains were: Students’ Perceptions of Learning
(SPL)=31.1 (a more positive approach), Students’
Perceptions of Teachers (SPT)=27.5 (moving in the
right direction), Students’ Academic Self
Perceptions (SAP)=20 (feeling more on the
positive side), Students’ Perceptions of
Atmosphere (SPA)=29 (a more positive
atmosphere) and Students’ Social Self Perceptions
(SSP)=16.9 (not too bad). ‘The teachers are
knowledgeable’ was the highest rated item overall
and in each subset of students. ‘The teaching over
emphasizes factual learning’ was rated lowest
overall, while ‘the teaching is too teacher centred’
was among the lowest rated items.
Conclusions: Students’ perceptions towards the
various
domains
and
the
educational
environment as a whole, is positive. However,
certain negative areas were highlighted, these
require further evaluation.
OP 2-19
Evaluating impact of students’ educational
experiences in research through reflective
summaries
OP 2-18
V. Devi1, R.R. Abraham2, U. Kamath3
Measuring the educational environment at the
Jayewardenepura
1Department
Pharmacology, 2Department of
Physiology,
of Biochemistry, Melaka
Manipal Medical College, Manipal Campus, Manipal
University, India
of
3Department
A.T. Ellawala, R.B. Marasinghe, A. Balasooriya, S.D.
Dewasinghe
Background: Guided reflection can be used to
develop self-awareness of level of knowledge and
skills gained during the research process.
Objective: To assess the reflective ability and
impact of research projects on students’
knowledge and skills through reflective
summaries.
Methods: Awareness was created among second
year medical students on reflection while they
undertook a research project, in groups (n=3 to 5).
Department of Medical Education, Faculty of Medical
Sciences, University of Sri Jayewardenepura, Sri Lanka
Background: The Faculty of Medical Sciences,
revised its medical curriculum from a discipline
based, to an integrated, student-centred one in
2007. In the evaluation of the revised curriculum,
the educational environment was considered an
important aspect to focus on, due to its profound
impact on student learning.
68
Colombo, Sri Lanka
Each group wrote a reflective summary on their
experience in conducting research. The reflective
summaries were graded from A to F based on the
level of reflection. The reflective summary was
also analysed to identify statements indicating
benefits of undertaking a research.
Results: Out of 63 student groups, 32%
demonstrated A grade reflection which depicted
vision and plans for future action. Fifty three
percent expressed B grade reflection which
showed judgement while 15% demonstrated C
grade reflection which described lessons learned.
Further analysis revealed that students perceived
that research projects not only taught them the
essentials of research but also inculcated skills of
team work, leadership, presentation, time
management and improved their relationship
with mentors, who were also their research
guides.
Conclusions: Reflecting on the experience of
conducting research provided students with an
opportunity to appreciate skills and knowledge
gained. The grade obtained by students reflected
their generic reflective skills. The study provided
further direction to faculty to guide students in
reflection and in research process. This type of
exercise in a medical curriculum may bring out
conscious practice of self-reflection in future.
Methods: A questionnaire was constructed and
validated. Ethical clearance was obtained from
the institutional ethics committee. The
questionnaire was administered to 214 medical
students in the first year of the course.
Results: Internal consistency using Cronbach’s
alpha was 0.84 and repeatability using chi-square
test was 0.84. More than 60% agreed that specific
training is required for proper mentoring.
Students’ suggested that frequent and regular
meetings with mentors are necessary and that
mentors should preferably be faculty other than
those currently teaching in the first year.
Conclusion: Most students felt regular meetings
with mentor is necessary for the program to be
effective. All students agreed that a formal
training is necessary for effective mentoring.
OP 2-21
Mentoring initiative in a new institute: Student
perceptions
S. H. Subba
Department of Community & Family Medicine, AIIMS
Bhubaneswar, Odisha, India
Background: Mentorship programmes in medical
colleges are not a universal finding in India.
However, the utility of mentoring students cannot
be underestimated. All India Institute of Medical
Sciences, Odisha initiated a mentorship
programme for the first intake of medical
students
Objective: To determine the students’
perceptions regarding the mentoring programme.
Methods: The first intake of 50 students was
assigned a mentor from faculty members present
at the time of admission. Each faculty member
was assigned three mentees. After one year,
feedback was obtained from students regarding
the efficacy of the program, expectations from
mentors and suggestions to improve
the
programme.
Results: The response rate was 70%. Forty three
percent stated that the mentorship programme
was good or very good. However 43% had never
met their mentors. Forty percent of mentees
expected their mentors to advise them about
their future, 26% expected them to provide
guidance regarding their current studies and 20%
expected help to cope with stress. Thirty four
percent said that they should meet their mentors
only when needed. Suggestions for improving the
OP 2-20
Qualities of an effective mentor: students’
perspectives
R. V. Krishnananda Prabhu1, R. Maradi1, P. Datta1,
V. Shenoy1, A. Kamath2, P. Rao1
1Department
of Biochemistry, 2Department of
Manipal Manipal University, India
Background: Every year, students from different
parts of India and abroad join the medical sciences
course offered by Manipal University. The new
environment, culture and academic pressure can
be stressful for students. Hence, they require
guidance and psychological support. Even though
the faculty of medical sciences has mentors to
provide support and guidance to students, no
formal training is given to them with regard to
their role as mentors.
Objective: To assess the awareness and attitude
of students towards student mentoring and to
determine the qualities students consider
favorable in their mentors.
69
Colombo, Sri Lanka
mentoring programme were time allocation for
mentoring sessions and more regular meeting
with mentors.
Conclusion: Even though many students found
the mentorship programme to be good, an equal
number had not met the mentors. There is a need
to strengthen the mentorship programme to
realize its full potential by allocating time regularly
for students to meet their mentors.
Conclusion: Coping strategies were found to be
adequate in all the 3 groups of students. Indian
students have higher coping strategies. Foreign
students mainly relied on religion, acceptance and
instrumental support to cope with stress.
OP 2-23
Psychological wellbeing of medical students and
its effect on academic achievements
OP 2-22
J. Perera, A.N. Hettiarachchi, P. H.U. Cooray
Coping strategies of undergraduate students of 3
different medical programmes of an University in
South India: a questionnaire study
Department of Microbiology, University of Colombo, Sri
Lanka
Background: Psychological wellbeing (PSW) is a
prominent facet of wellbeing of a person and it is
thought to affect academic achievement.
Objective: To determine the PSW and its effect on
academic performance of medical students.
Method: The study sample comprised 155 second
year medical students. The average mark of
several examinations conducted up to the end of
second year was used as the measure of academic
achievement. The 9 item, validated questionnaire
by Carol Ryff was administered to the students to
assess the six dimensions of PSW. The PSW was
determined and its dimensions were correlated
with academic achievement.
Results: Total sample comprised 43% males and
57% females. The mean scores for the six
dimensions were positive relations with others
(36.51), environmental mastery (34.79), personal
growth (36.14), self acceptance (38.19),
autonomy (34.01) and purpose in life (35.99)
when the achievable range was 9 - 54. The
academic
achievement
was
significantly
correlated with personal growth(r=0.222,
p=0.006), self acceptance(r=0.222, p=0.006),
autonomy(r=0.193, p=0.016) and purpose in
life(r=0.173, p=0.031). With gender differentiated
analysis, academic performance of males
significantly correlated with autonomy(r=0.266,
p=0.029) while in females it correlated
significantly (r=0.255, p=0.017) with personal
growth.
Conclusion: Psychological wellbeing has a
significant effect on academic achievements of
medical students in the assessed population. Both
longitudinal and replicate studies on a wider pool
of university students are recommended to
determine consistency of results.
K Y. Rao1, S. Dash2, A. Sewak3, Sumanth3
1Department
of Pharmacology, 2Department of
Biochemistry, Melaka Manipal Medical College
(MMMC), Manipal University, India, 3American
University of Antigua (AUA)
Introduction: Students are subjected to different
kinds of stressors. Coping strategies refer to the
specific
efforts,
both
behavioral
and
psychological, that people employ to master,
reduce, tolerate or minimize stressful events.
Objective: To identify the coping strategies of the
medical students of 3 different programmes
(Indian, American & Malaysian).
Method: Coping strategies were measured using
the modified (10 item) version of the
internationally accepted and validated brief COPE
inventory.
Results: The overall mean (±SD) and confidence
interval of the COPE scores (average of all 10
items) in the Indian, Malaysian and American
programmes were 2.3 (±0.45), (CI 1.9-2.6), 2.43
(±0.47) (95% CI 1.13-1.93) and 2.5 (±0.53) (95% CI
0.96-1.74) respectively. The comparision of the
COPE scores between Indian and Malaysian
students showed a statistically significant high
score among Indian students for 6 items (i.e
‘planning’, ‘+ve reframing’, ‘humor’, ‘self
distraction’, ‘venting’, ‘religion’) Only two items
between American and Malaysian students
(‘religion’ in favour of Malaysian and
‘instrumental support’ in favour of American)
showed statistical significance. Most commonly
adopted COPE strategies were – ‘self distraction’
(40% by Indian students), ‘Planning items’ (37% by
American students) and ‘religion/acceptance/use
of instrumental support’ (45% by American
students).
70
Colombo, Sri Lanka
OP 2-24
Inter-Professional
Capacity
Building
Educational Science for Dental Educators
Oral Presentation Session 8: Staff
development and student support
in
K.R. Sethuraman, K.A. Narayan,
N. Ananthakrishnan, C. Usha
Development, Sri Balaji Vidhyapeeth, Pondicherry, India
Background: Training programs in Educational
sciences exclusively for dental educators are
infrequent in India. ‘Sri Balaji Vidyapeeth
Academy of Health-professions Educational &
Academic
Development’
(SBV-AHEAD)
implemented an inter-professional capacity
building initiative for the faculty members of its
constituent college of dentistry.
Objectives: The objectives were “training of
trainers” (ToT) to build their competence in
educational science & technology and to start a
Dental Education Unit.
Method: Forty members of the dental faculty
participated in fortnightly ToT activities, from May
2013 to January 2014. Three master-trainers of
SBV-AHEAD conducted half-day sessions on the
following topics: Education: systems, objectives &
outcomes; Teaching-Learning: principles, method
& media; Evaluation: principles, process, & types
of; Curriculum: principles, process & innovations.
Feedback was obtained at the end of every
session and at the end of the program. A post-test
was conducted. A Dental Education Unit (DEU)
was formed with nine motivated dental
educators. The DEU was guided further to plan,
organize and conduct a 4-day ‘ToT workshop on
Dental Education’ for other dental educators. The
first workshop was attended by 24 participants
from another Dental college. The resource
persons of the DEU were supported by the
master-trainers of the Varsity.
Results: Pre-test, post-test, session feedback and
program feedback were obtained. The difference
between pre-test & post-test scores was highly
significant.
Conclusion: SBV-AHEAD achieved its objective of
capacity building of the dental faculty to form a
functional Dental Education Unit.
Date
Time
1445 – 1615
Venue
VIP Lounge
Chair
Titi Savithri
OP 2-25
Crossing the road with crosswords
C.V. Lakshmi1, R. Rajyalakshmi1, P. Sujatha2
1Department
of Pathology, Rangaraya Medical College,
Kakinada, AP, India.
2Community medicine, Govt. Medical College, Nellore,
AP, India
Background: Pathology is a science bridging the
preclinical and clinical subjects. Undergraduates
who enter the first clinical year learn many new
terms and concepts related to clinical subjects
mostly during their 3rd and 4th semesters.
Crosswords were introduced, as a pilot project to
a group of 18 students, in their 4th semester, in
2012, with the idea that it would encourage
student participation and improve understanding
of concepts and develop their vocabulary. Though
none of them could complete the puzzle, due to
lack of confidence in spellings, the students were
enthusiastic as it helped them in their vocabulary
and concepts. This motivated us to repeat the
project on a regular batch of 150 students.
Objective: To determine student perceptions of
cross word puzzles as a means of improving
vocabulary and understanding concepts, in the
teaching/learning of pathology
Method: Crossword puzzles in hematology were
administered in five sessions, to a batch of 150
students, divided into groups of five. A
comprehensive integrative puzzle (CIP) was given
individually after the group session. Student
performance was evaluated depending on the
number of clues answered in each crossword.
Student perceptions were analyzed using a survey
instrument integrating a 5- point Likert scale.
Results: Average score achieved in the crosswords
improved from 40% in the first set to 85% in the
last set. In the comprehensive integrated puzzle
(CIP) about 34% of students achieved a score
above 60%. Eighty four percent of the students
71
Colombo, Sri Lanka
felt that crosswords improved their vocabulary
and 95% felt that they improved learning of
concepts. Fifty two percent of the students felt
that the CIP was beneficial in improving concepts
and 82% recommended its use in conjunction with
other subjects. Lack of confidence in spellings was
the cause of failure in completion of the puzzles
Conclusion: Students perceived that cross word
puzzles were effective in improving vocabulary
and understanding concepts in pathology.
With implementation of these innovative
strategies the student feedback and academic
performance improved significantly not only in
Pathology but also clinically.
OP 2-26
S. Bedi, M. Bedi
Enhanced cognitive scaffolding: One man army
Department of Pathology, MM Institute of Medical
Sciences, Mullana, Ambala, India
OP 2-27
Knowledge Management in Health Professional
Institutions using a web based methodology at
National Level
S.V. Murthy
Context: The group was created with the
objective of interconnecting health professional
teachers all over India, for sensitizing them to the
subject of Medical Education and at the same time
create a vehicle for immediate transfer of
information to stakeholders there by promote
change management. Knowledge Management,
an upcoming methodology was the goal.
Need for innovation: A cheap cost effective
vehicle was needed to promote dissemination of
information which should be of appropriate
technology which can easily be used by most
health professional educators.
Description of innovation: A google group
[email protected] was created
using the stakeholders attending conferences
NCME 2007 and many others and subsequently
stretching it to different medical, dental and
nursing colleges in India. Knowledge was created
through topic based discussions and their
immediate dissemination to various participants.
Various notifications from MCI and other bodies
were also provided a vehicle for dissemination as
part of the overall change management process.
Basic goal is to interconnect various Health
Professional Educators through a vehicle with lot
of sub networks so as to capture the knowledge at
different levels in the Health System and also
disseminate it in an efficient manner. Such
networks also assist to bring various experts from
around the world on a single platform enabling
quick dissemination of knowledge.
Lessons learnt: This is a cost effective platform for
the stated purpose. However, a lot depends on
quality of moderation, type of participants and
geographical distribution of participants to
facilitate sufficient participation of diverse nature.
All stakeholders must be involved in facilitating
change management. Data mining skills of
James Cook University, Australia
The literature reveals that Pathology education is
deteriorating globally, due to lack of staff and
resources. This problem is well illustrated in the
teaching of Pathology in a rural medical school in
Australia, where over 200, 4th year medical
students, placed in different remote hospitals are
taught clinical pathology by a single academic
pathologist. This abstract highlights the successful
implementation of several innovations in teaching
which have significantly improved student
participation and learning and has received a
national award. It should be highlighted that
technological advances have been of utmost
importance in identifying and supporting students
in need. The teaching /learning innovations were
the key strategies in the successful integration of
Pathology into the clinical curriculum in
collaboration with clinicians. The five important
strategies were, (1) Utilisation of the Electronic
Student Response System (ESRS) for instant in
class feedback on teaching and learning (2006) (2)
Establishment of unique digital pathology
Laboratory to teach practical skills including
Microscopy to large classes and remote students
(2008) (3) Establishing a “Winners Club”- a
concept based on “Cognitive Scaffolding” strategy
to identify and support weak students (4)
Implementation of Blended learning using
interactive video podcasting of all pathology
teaching sessions including microscopy where
students can access the digital laboratory and
microscopy
tutorials
online
anytime
anywhere(2009) (5)Adaptive eLearning modules
in pathology, currently being developed (BEST
project) which is a multi-university partnership to
revive Pathology education in Australia. (2013).
72
Colombo, Sri Lanka
moderators and participants should also be high
for good quality data availability. It also
introduced us to the concept of Virtual Team
Management and Knowledge Verticals which will
be elaborated during the conference.
Conclusion: Teaching faculty should implement
novel teaching practices to keep students
interested.
OP 2-29
OP 2-28
A hybrid dry & wet laboratory curriculum for
teaching diagnostic Microbiology skills to
undergraduates
“Cardiovascular Drug Fun Cricket”- Students'
perception on an Innovative Teaching method in
Pharmacology
J.M. Nagmoti1, A. Tekian2
A. A. Joshi1, J. Ganjiwale2, S.P. Singh3
1Department
1Department
of Microbiology, Jawaharlal Nehru
Medical College, KLE University, Belgaum, Karnataka,
India 2Department of Medical Education, University of
Illinois, Chicago, USA
2Department
of Pharmacology,
of
Community Medicine, 3Department of Microbiology,
Faculty at
Pramukh Swami Medical College,
Karamsad,,Gujarat, India
Background: Traditional teaching of diagnostic
microbiology skills to undergraduates lacks
comprehensive approach. Skills are rather taught
in a didactic manner without much scope for
practice and feedback; often there is a missing link
between theory and practice.
Need for Innovation: As per the Medical Council
of India (MCI), undergraduates are expected to
acquire basic laboratory skills enabling them to
diagnose common infectious diseases. This
involves teaching of both non manual (intellectual
& attitudinal) and manual (psychomotor) skills
and they are best taught by interactive
multimedia presentations (Dry/Virtual Lab) and by
four steps approach (Wet/Real Lab) respectively.
At present, there is limited scope for effective skill
learning
and
hence,
this
innovation.
Description of Innovation: Faculty and students
shall be oriented to the new curriculum. Students
will receive Dynamic Lab Work Books (DLWB) and
pre-reading materials. They will start working with
a facilitator in batches, one week in advance on a
given topic. On the day of the practical, they will
answer the pre-test, attend an interactive
presentation, work on the given problem
individually and in groups and discuss with the
facilitator (Dry Lab). Manual skills are learnt by
four steps approach (Wet Lab) and finally they
answer post-test. Assessment is based on the prepost tests, four step approach (formative) and
OSPE (summative) performance. Students’ and
faculty feedback is collected. Program evaluation
is done and the results will be employed for
curriculum enhancement.
Expected Outcome: Effective learning of
diagnostic
microbiology
skills
by
the
undergraduate sudents.
Background: Changing trends in medical
education have made it imperative to introduce
new techniques to make learning interesting and
engaging.
Objective: The current study aims to determine
students’ performance and perception towards
an engaging way of learning.
Method: Following ethical clearance, one
hundred and five (105), IInd MBBS students were
invited to participate in the study and were
oriented about “Cardiovascular Fun Cricket”(CFC)
during revision classes. Seventy Seven students,
who volunteered were randomly divided into 2
groups (33 control and 44 test group). Core topic
for CFC was antihypertensive drugs. Test group
was explained about CFC in detail and were
further divided into 2 groups with teams of
bowlers and batsmen, 11 members in each.
Batsmen prepared pharmacological aspects of
antihypertensive in detail and bowlers prepared
clinical uses of these drugs. Two teams after an
hour were bought on the pictorial framework to
play the game. Control group was given revision in
traditional manner. Pre and post test
questionnaire (MCQ’s) on antihypertensives to
assess their knowledge, was given to both study
groups. Perceptions of test group towards the
process were ascertained by a semi-structured
questionnaire requiring responses to be marked
on a 5-point Likert scale. Paired and independent
t test was applied for statistical analysis.
Results: No statistically significant difference was
found in pre-post MCQ test scores of the two
groups (p>0.05). However, the new learning
process was perceived to be more engaging and
interactive by around 70% of students in the test
group.
73
Colombo, Sri Lanka
OP 2-30
OP 2-31
Use of Audio Visual Aids at Lectures for
Undergraduate Medical Education in Bangladesh
Health professions student’s perception on InterProfessional Education (IPE): A qualitative study
S. Haque 1, M.H.K. Talukder2
A.D.P. Perera1,
Olupeliyawa2
I.M.
Karunathilake2,
A.
1DGHS,
MOHFW, Government of the People's Republic
of Bangladesh, 2Center for Medical Education, People's
Republic of Bangladesh
1Faculty
of Allied Health Sciences, General Sir John
Kotelawala Defence University, Sri Lanka
2Medical Education Development and Research Centre,
Background: This descriptive type of cross
sectional study was conducted to explore the use
of AV aids in undergraduate medical education in
Bangladesh by convenient sampling within a
period of one year.
Methods: Sixty (60) lecture classes were observed
to estimate the proportion of different AV aids use
& to identify the quality use of AV aids by
preformed observation checklists. Views were
also taken from 20 teachers to find out the
reasons, suggestions and also for the
improvement of the quality use of AV aids by open
ended questions. Statistical analysis was done by
SPSS 11.5.
Results: Study revealed that 20% teachers used
CB/WB, 15% used OHP and 65% used PPP. Most
of the CB/WB & PPP users maintained the quality
use of these media but most of the OHP users
didn’t maintain the quality use of this media.
Readability and legibility of handwriting or text of
all media were good in 78% lectures but it was
good in 33% lecture of OHP. Regarding number of
lines per acetate sheet/slide, only 11% OHP
lectures met the standard criteria (5-8 lines) & it
was 72% in PPP slides.
In open ended questions, 25% teachers choose
CB/WB, 10% OHP and 65% PPP. They choose
CB/WB as it is available in every lecture class;
preparation of teachers was needed strongly &
confidently for every lecture & could be used
when power was off. They choose OHP as it is
available in every institution, easy to use & less
expensive. They choose PPP as exact colors,
complicated pictures or 3D pictures, figures,
structures, illustration & videos could be shown
easily.
Conclusions: Study recommended that use of
clean, multi-color and good quality chalk/marker
& board/screen are essential for effective
teaching learning session. Adequate lighting, AC
lecture class/gallery, proper sound systems &
training on different AV aids are also needed to
standardize the quality use of AV aids in lecture
classes.
Background: The introduction of IPE into
healthcare professions’ curricula has become an
important aim globally. Assessing the perceptions
of health care professionals on IPE will help
identify needs and challenges for IPE in Sri Lanka.
Objective: To investigate the perception of
different health professional students regarding
IPE.
on 8 health professional groups (Medical,
Physiotherapy, Nursing, Nursing degree, MLS,
Pharmacy, Audiology, speech & language therapy)
at different health education institutions. A
questionnaire regarding IPE was administered to
686 students who have had clinical training for a
period of 1 year. The free comments which were
expressed regarding IPE were analyzed.
Results: Five key themes emerged from the
analysis. They are (1) Benefits to patients (Most
students mentioned that ultimate benefit of IPE
goes to patients). (2) Development of health care
sector (A high quality IPE is important in
developing health from a broad public health
perspective). (3) Facilitating team skills in clinical
practice. (4) Enhancing communication skills and
(5) Barriers to practicing IPE(Curricular concerns,
limited resources, lack of conceptual support, and
cultural challenges connected to each profession)
Conclusion: The students perceived that IPE is an
essential component in helping to develop a good
working relationship, attitudes and behavior. It is
observed that IPE is most effective in promoting
teamwork and communication skills. Even though
IPE practice is much desired there are practical
barriers to its implementation.
74
Colombo, Sri Lanka
OP 2-32
Sri Lanka despite many challenges seem to be the
keystones of the policies that have been
successful in retention of doctors in rural areas.
Scholarship schemes, infrastructure development
at schools and medical schools, curricular changes
directly or indirectly have contributed to the rural
retention of doctors along with other factors.
Conclusion:
Overall
Educational
policies
implemented by successive governments since
independence to Sri Lanka has contributed to
rural development especially in education and
health sectors, Sri Lanka. These policies have
directly or indirectly contributed to address rural
retention of doctors as suggested in WHO
recommendations there by fulfilling the
governments’ aspirations for universal health
coverage for the rural population in Sri Lanka.
An Analysis of educational related policies to
attract and retain doctors to rural and
underserved areas in Sri Lanka
Thushara Ranasinghe1, Nalinda Wellappuli2, Dilip
Henseman1, Nishantha Mallawaarachchi3, Nimali
Widanapathirana2, Sarath Samarage1, Rohan
Jayasuriya4
1
World Health Organisation, Sri Lanka, 2 Ministry of
Health Sri Lanka, 3Post Graduate Institute of
Agriculture, University of Peradeniya, , 4University of
New South Wales, Sydney, Australia
Introduction: The World Health Organization
(WHO) has listed sixteen recommendations under
educational, regulatory, financial, personal and
professional support to attract health workers to
rural and underserved areas. A policy analysis
was carried out in Sri Lanka as a part of a multicountry study to test the relevance of these
sixteen recommendations in Asia with the support
of Asia-Pacific Action Alliance on Human Resource
for Health (AAAH). Sri Lanka has pursued number
of educational strategies for a long period to uplift
the development in the rural areas. However
there is insufficient analysis of these policies in
relation to medical education which is relevant to
the health sector.
Objective: To analyse and describe the
educational policies that may have contributed to
the retention and attraction of doctors to the rural
and underserved areas according to the five WHO
educational recommendations.
Methodology: Mapping of policies and policy
analysis was conducted by review of grey
literature which was complemented by key
informant interviews. The literature review
included documents related to policies,
regulations and directives from different sources.
Findings from them were triangulated with semistructured interviews with policymakers, health
and non-health professionals, and in-depth
interviews with 21 key informants. Interviews
covered problem stream, policy formulation
processes, policy contents, implementation and
outcome assessment of relevant policies.
Results: The qualitative evidence gathered during
this policy-oriented research through broadbased consultations found that prevalent needs,
challenges and best practices influenced the
decision-making processes at the level of
regulatory
policy
formulation
and
implementation. Targeted educational policies
which have been maintained for over 50 years in
75
Colombo, Sri Lanka
76
Colombo, Sri Lanka
POSTER PRESENTATION
ABSTRACTS
77
Colombo, Sri Lanka
PP 1-02
Poster Presentation- Session 1
Date
Knowledge, skills and attitudes gained during
electives, by undergraduates of the Faculty of
Medicine (FOM), University of Colombo
13th November 2014 (Thursday)
C. Alahakoon, R.E. Ediriweera de Silva, S. Sri
Ranganathan
PP 1-01
Attitudes to and practices of hand hygiene: How
do we teach medical students to wash their
hands?
Background: Electives are included in the
undergraduate curricula of many medical schools.
The Undergraduates of the FOM, Colombo have
an elective attachment of 4weeks duration.
Critical assessment by the trainees is vital in
improving this educational programme.
Objectives: To identify knowledge, skills and
attitudes gained by undergraduates of the FOM
Colombo, during electives.
Methods: Hundred and ninety five students,
mostly in pairs, submitted 98 proposals. The
proposals were reviewed and approved by the
Electives committee. Approved proposals were
returned to students following a briefing session.
At the end of the electives, critical assessment on
multiple aspects of the programme was obtained
using a pre-tested, structured, self-administered
questionnaire. The responses were pre-coded and
analysed using SPSS. The analysis relating to the
knowledge, skills and attitudes gained by
undergraduates of the FOM Colombo, during
electives, is presented here
Results: The response rate was 97%. Ninety eight
percent reported that electives are useful during
undergraduate training. The mean score on
usefulness of electives on a medically relevant
topic was 3.3 on a 1-5 scale (1-strongly disagree,
5-strongly agree). Electives have been
appreciated as very useful/useful for acquiring
new knowledge, skills and changing attitudes by
98%, 89% and 81% respectively. Eighty four
percent acquired new knowledge by reading
books, articles, searching web and discussing with
tutor. Electives were found very useful/useful for
acquiring self-learning skills and reflective
learning skills by 90% and 66% respectively.
Electives programme has obtained a mean score
of 1.9 on a satisfaction scale of 1-4 (1-very
satisfied, 4-not satisfied).
Conclusion: The students’ feedback confirms the
usefulness of Electives in their undergraduate
course for gaining new knowledge, acquiring skills
and changing attitudes.
C. N. Ratnatunga
Department of Microbiology, Faculty of Medicine,
Background: Studies have shown that Hand
Hygiene (HH) practice by medical students is often
poor.
Objective: To determine attitudes to and
practices of hand hygiene, when different
teaching methods are used.
Method: A questionnaire (with 5-point response
scale) about attitudes and practices related to HH,
during clinical appointments, was administered to
3 groups of 3rd year medical students. The first
group was not exposed to formal teaching on HH
practices. The second group was questioned 6
months after a 1 hour small group teaching
session including a video presentation. The third
group was assessed 6 months after a formal 1½
hour practical session and a series of student
seminars on HH and infection control.
Results: A total of 428 (group -1 n=150; group -2
n=156; group -3 n=122) medical students were
included. Median response in all 3 groups showed
that students believed HH was important in the
prevention of infections. In practice, students in
group-1 were more likely to perform HH before
touching a patient (p=0.036), and students from
group-2 were less likely to perform HH on leaving
wards or clinics (p=0.002). In all other instances
(before handling IV lines, if gloves contaminated
etc) the 3 groups were similar in their HH
practices. The most common reason for not
performing HH at the required times was
perceived lack of time to perform HH (32%) and
forgetting (37 %). Comments included the fact
that senior doctors did not perform HH.
Conclusions: Improving attitudes and HH
practices among medical students will require
more than inclusion of theory and practical classes
into the curriculum.
78
Colombo, Sri Lanka
PP 1-03
PP 1-04
The impact of lecture attendance on examination
performance of 4th year medical students
Perception of physiotherapy undergraduates on
their academic environment: The effect of
gender
C.J.Wijesinghe
A.D.P. Perera
Medicine, University of Ruhuna, Sri Lanka
Faculty of Allied Health Sciences, General Sir John
Kotelawala Defence University, Sri Lanka
Background: A number of studies have evaluated
impact of lecture attendance on academic
performance of students. However, the findings
are contradictory.
Objective: To assess the association between
attendance at lectures and examination
performance of 4th year medical students.
Methods: Attendance records of 4th year medical
students at a series of lectures on nutrition at the
Faculty of Medicine, University of Ruhuna was
obtained. Assessment marks related to this
lecture series were obtained from departmental
records. Pearson r and chi-square test were used
to assess the association between attendance at
lectures and assessment marks.
Results: The total student population was 144
with 51% males. The number of lectures of the
series was 11. Assessment marks were available
for 140 students. The majority (50%) had attended
less than 50% of lectures in the series. Mean
number of lectures attended was 5.5 (SD±3.1) and
mean assessment mark obtained was 53.1
(SD±8.3). The majority (42%) scored marks in the
range of 50-59%. Although significantly more
female students had “good marks” (≥60%) than
male students (31% vs. 11%, p<0.01), no
difference in lecture attendance was observed
between the two groups. There was a moderate
correlation between number of lectures attended
and the assessment marks (r=0.31, p<0.01).
Interestingly, those who attended ≥80% of
lectures were twice as more likely to score “good
marks” than those with a poor lecture attendance
(p<0.01).
Conclusion: The number of lectures attended
shows moderate correlation with assessment
marks. However, lecture attendance of over 80%
is associated with significantly better academic
performance.
Background: A considerable increase in male
admission in to allied health professions demands
the gender influences on physiotherapy education
and practice. This paper examines students’
perceptions of the educational environment
created by a new undergraduate physiotherapy
degree program and assessed the understanding
of gender sensitivity in physiotherapy education
and practice. This also explores how male and
female physiotherapy students perceive the new
educational environment in Sri Lanka.
Objective: To identify gender differences in
students’ perceptions of the educational
environment in physiotherapy education.
Method: Dundee Ready Education Environment
(DREEM) questionnaire was administered to 104
first to fourth year B.Sc. physiotherapy
undergraduates enrolled in the academic years
2007 – 2010, Allied Health Sciences Unit, Faculty
of Medicine, Colombo. Convenience sampling was
used and scores were compared between males
and females. The data were analysed using
descriptive statistics in SPSS.
Results: A total of 108 students were invited to
participate in the study, of which n = 104 filled in
the questionnaire, giving an overall response rate
of 96%. Approximately 58% (n=60) of respondents
were female while 42% (n=44) were male. Total
scores were higher for males (137.16+/- 47.63)
than females (136.09+/-43.89). Male students
produced higher ratings for learning, teaching and
social-self perceptions. Both sexes rated similarly
for perception of atmosphere. Female students
scored higher for academic self perceptions.
Conclusion: This study suggested that both male
and female students enrolled in Bsc Physiotherapy
degree program generally hold positive
perception towards their course environment.
79
Colombo, Sri Lanka
PP 1-05
PP 1-06
Factors influencing final MBBS results in medical
graduates: pilot study utilizing novel methods
Challenges to implementing Problem Based
Learning for Allied Health Science graduates in
Sri Lanka
T.M. Samarasinghe1, A. Balasooriya2, M.R.N.C.
Jayewardena1, N.P.N. Karunarathne1,
A.A. Pathirana1, S.K. Chandrasekara1
R.M.I.M. Weerasekara1, K.N. Marambe2
1Department
of Physiotherapy, Faculty of Allied Health
Sciences, University of Peradeniya, Sri Lanka 2Medical
Education Unit, Faculty of Medicine, University of
Peradeniya, Sri Lanka
1Department
of Surgery, 2Department of Medical
Education, Faculty of Medical Sciences, University of Sri
Jayewardenepura, Sri Lanka
Introduction: Lack of relevance between GCE A/L
results and undergraduate performance is a
widely discussed topic. However the reason for
this discrepancy has not been studied in depth.
Objectives: This study was aimed at identifying
factors that correlate with the Final MBBS results
of medical graduates.
Methods: In this pilot study, data from MBBS
graduates of year 2013-14 of University of Sri
Jayawardhanapura were analysed using an online
application for data collection with real time data
entry.
Results: Sixty students in a batch of 153
responded.
Analysis
revealed
significant
correlation with Final MBBS performance and the
results obtained for A/L English (p=0.05) as well as
district of residence (p=0.05) and the successful
attempt at GCE A/L (p=0.003). There was a strong
association with honours ranking at final MBBS
with usage of additional reference material apart
from the standard text books (p=0.002) and
participating in a regular study group (p=0.018).
Most interestingly those who were involved with
extra-curricular activities had a high association
with producing honours at final MBBS (p=0.006).
There was no statistical association of gender
(p=0.23) or Z-score at GCE A/L (p=0.538) with
undergraduate performance. Majority of
graduates (57%) with honours have decided on
field of postgraduate studies.
Conclusion: Our result showed strong
compatibility with international norms of higher
education and the lack of relevance of A/L as a
sole denominator to predict the Final MBBS
results. This ongoing study is likely to provide
important data for national policy making. Also
this online data collection method can be
recommended for surgical audit databases.
Background: Problem Based Learning (PBL) has
become popular with the Shifting of the education
system to student centered learning. Attitudes of
academic staff in an institution play an important
role in the implementation of PBL in the existing
system.
Objective: To identify challenges to introducing
PBL sessions to undergraduates of the Faculty of
Allied Health Sciences, University of Peradeniya,
Sri Lanka.
Methods: A questionnaire regarding challenges to
PBL was administered to all academic staff
members of the Faculty of Allied Health Sciences,
University of Peradeniya, Sri Lanka.
Results: Few staff members (74%), few tutorial
rooms (52%), less evaluation of teaching (55%)
were identified as major challenges to conducting
PBL sessions. Furthermore, larger numbers of
students in a batch (65%), adaptation of the staff
(74%) and students (74%) to the PBL system from
the traditional curriculum or learning methods are
not considered as challenges by the academic
staff of the Faculty of Allied Health Sciences,
University of Peradeniya.
Conclusion: Inadequate resources were identified
as a greater challenge than attitudinal problems in
implementing PBL in the Faculty of Allied Health
Sciences of University of Peradeniya, Sri Lanka.
P 1-07
Student preference and perception of efficacy of
group assignments versus individual assignments
R.M.I.M. Weerasekara
Department of Physiotherapy, Faculty of Allied Health
Sciences, University of Peradeniya, Sri Lanka
Background: Assignments, as an evaluation
technique and as a tool of motivation play an
important role in education.
80
Colombo, Sri Lanka
Objective: To determine undergraduate student
preference and perceptions of effectiveness with
regard to group assignments and individual
assignments.
Methods: A questionnaire was administered to 66
undergraduates (age 19-24 years) to investigate
their perspectives regarding each type of
assignments. Cross over design was used among
28 students to find the effectiveness of each type
of assignment. They were divided into two groups
and given an overall mark for their performances
representing each type of assignment.
Results: More than 56% agreed that group
assignments motivates towards studying
comparatively. There is no significant difference
between the efficacy of the two types of
assignments at p=0.05 significance level according
to the results of Wilcoxon signed rank test.
Conclusion: Even though preference among
students for group assignments is high, there is no
significant difference between the efficacy of the
two types of assignments.
Health Inspector (PHI), Regional epidemiologist
(RE), MO/MCH and Medical Registrar as “very
good and easily understandable”. Only 40% - 50%
have
similarly
rated
for
visits
to
MOH/Municipality, MOH Health unit area, Food
Hygiene,
Slaughter
House,
General
Practitioner(GP) and Cement Factory. However,
less than 25% of students have rated Milk factory
and Garbage Disposal Centre (GDC) as “very good
and easily understandable”. Conclusion: Visits
and the teaching at WPC, Port health, PHM and
SMI were ranked as more valuable and effective
than others. GDC and Milk factory were ranked as
least effective. Therefore it is recommended that
the current clerkship programme be modified to
improve effectiveness.
PP 1-09
Effects of social networking using Facebook on
perceived quality of life of 2nd, 3rd and 4th year
medical students of Faculty of Medicine,
University of Colombo
PP 1-08
T.K. Wickramarachchi, P.N.G. Fonseka, M.F.J.
Alles, J. Perera
Evaluation of the Clerkship Programme for
medical students at the Department of
Community Medicine, Faculty of Medicine,
University of Ruhuna
Faculty of Medicine, University of Colombo, Sri Lanka.
Background: Networking using social media is
popular among undergraduates worldwide.
Objective: To assess the reasons for using social
media, its effects on health and education and to
detect addiction to social media.
Methods: Four hundred and twenty eight Sri
Lankan medical students in the 2nd, 3rd and 4th
years were selected by convenient sampling.
Information on the use of FB and its impact on the
quality of life were gathered using a selfadministered questionnaire. Addiction to social
media was assessed with Bergen FB addiction
scale. Data were analyzed by SPSS software using
Chi-square test.
Results: Social networking was 97% with the
majority using FB (47%), twitter (1%), both (47%)
and other social networks (2%). FB was commonly
used for profile viewing (62%), sharing photos
(66%) and to keep reminders of birthdays (56%).
Seventy one percent used FB to refer educational
material and 9% to discuss about patients. Many
students (63%) desired having academic staff
members as FB friends. Eye irritation (21%),
headache (16%), sleep disturbances (12%),
distress (12%) disorganized meal patterns (18%),
being isolated from family members (13%) and
I.L.A.N.Darshana, N.P.Nanayakkara , P.V.De Silva
Background: All medical students follow the
community medicine clerkship programme during
4th year, under the community medicine
curriculum, at Faculty of Medicine, University of
Ruhuna. During this appointment students are
expected to visit different institutions where
public health is practiced at community level.
Objective: To evaluate the current clerkship
programme.
Methods: All 4th year medical students who
completed the one month clerkship programme in
2014 under the community medicine curriculum
were recruited. Data were extracted from the
evaluation forms that were completed at the end
of the programme.
Results: More than 70% of students have rated
water purification Centre (WPC) and port health
as “very good and easily understandable”. 50% to
70% of students have rated School Medical
Inspection (SMI), Public Health Midwives (PHM),
Orphanage, MCH clinic, Elderly Home, Public
81
Colombo, Sri Lanka
surfing FB until midnight (31%) were significantly
associated with the mean FB usage time which
was 1.1 hours. Only 4% seemed to be addicted to
FB. The perceived impact of FB on education was
reported as negative (25%), neutral (25%) or
positive (51%).
Conclusions: Social networking has become an
attractive tool in medical education for sharing
educational material and communication
between academic staff and students. Students
should be educated about harmful consequences
on health and education due to long hours of FB
use.
considered the stream as stressful. Nevertheless
only 16% believed that PPDS should be abolished
completely. Special components of the stream
such as ‘Presentation Seminars’ and the ‘Family
Assignment’ were found to be useful by 78% and
70% respectively, with the majority agreeing that
the objectives of the latter had been achieved.
Conclusion: Graduates regarded the PPDS as
useful and identified several components as
beneficial for their personal and professional
development. However it may be necessary to
include activities to stimulate interest.
PP 1-11
PP 1-10
Establishing an e-learning platform for medical
undergraduates in a resource constrained
developing country: Lessons learnt
Perception of medical graduates on the Personal
and Professional Development Stream at the
Jayewardenepura
W. C. D. Karunaratne
N Abeysekera1, AT Ellawala1, I Wijesiriwardena1, A
Balasooriya2, SD Dewasinghe2
1Personal
Medical Education Centre, Faculty of Medicine,
University of Kelaniya, Sri Lanka
The benefits of technology integration in medical
education are well established. The necessity to
establish an e-learning environment at the Faculty
of Medicine, University of Kelaniya, Ragama was
identified to cater student learning needs as well
as to be in par with current developments in the
medical education field. Strategies adopted for
successful e-learning at the faculty technology
application selection was learner centered with a
sound pedagogical framework. Available
infrastructure and expertise was considered. Staff
and student feedback requested and acted upon.
Sustainability of the system was considered.
Responsibilities of system maintenance and
administration
clearly
communicated.
Accordingly a free and open source learning
management system named “Moodle” was
established in the faculty. Challenges faced were
limited internet connection, hesitancy of
academic staff to upload lecture materials, steep
learning curve for Moodle, interactive learning
material development being time consuming, the
necessity to collaborate with subject matter
experts and medical educationists, lack
infrastructure
for
multimedia
material
development, lack of dedicated time to use the elearning platform.
Future strategies include, planning for high speed
internet access, preparation of a document
addressing data security and privacy in Moodle,
encouraging collaboration for interactive learning
&
Professional
Development
Stream,
of Medical Education, Faculty of
Medical Sciences, University of Sri Jayewardenepura
2Department
Background: The Faculty of Medical Sciences
introduced a Personal and Professional
Development Stream (PPDS) into its medical
curriculum in 2007. The stream focuses on
strengthening professionalism while enhancing
personal development. It is conducted during the
first four years of the medical programme and
revolves around themes such as professional
responsibility, life skills, teamwork, ethics, and
counselling.
Objectives: To determine the perceptions of
medical graduates regarding the PPDS.
Method: An online questionnaire was
administered to 74 graduates, during their preinternship period.
Results: The response rate was 67.6%. Sixty two
percent perceived the programme as useful in
their professional life, while 50% agreed that it
helped their personal development. The aspect of
‘Presentation Skills’ was found to be most
beneficial (86%) while
‘Code of Conduct’,
‘Counselling Skills’, ‘Values & Attitudes’,
‘Communication Skills’ and ‘Anger Management’
were other areas considered popular by >70% of
respondents. Half the respondents found lectures
boring and suggested the inclusion of more
activity based lessons. Twenty four percent
82
Colombo, Sri Lanka
material development, sharing learning material
between different local universities, the allocation
of self directed learning (SDL) hours as dedicated
time for e-learning.
In conclusion, the benefits of technology
enhanced medical education warrants its
continuation. Hence serious consideration should
be given to alleviating any barriers for e-learning
in the faculty environment.
the introduction of the booklet was not
significant.
Conclusion: An easy to refer guide has been
prepared for primary healthcare workers in Sri
Lanka which is useful to give lifestyle guidance.
However, there is a need to develop tools to
further package and deliver health messages.
PP 1-13
PP 1-12
Prevalence and Associates of Attention Deficit
Hyperactivity Disorder (ADHD) in a Rural
Community, Thailand: a Research Study in
Community Medicine Program
Development of a lifestyle modification guide for
primary healthcare workers in Sri Lanka
H.S.R. Perera1, P. Ranaweera1, A. Udayantha1, I.
Suraweera1, P. Karunapema1, P. Amarasena1, I.
Fernando1, N.D.W. Widanapathirana2
B. Sakboonyarat1, K. Chokcharoensap1, C.
Khamkaen1, N. Sathuthum1, M. Meesaeng1, W.
Sookkaew1, J. Thamwinitchai1, N. Phalakornkul1, S.
Saelim1, P. Liwvorakul1, P. Khaengkhun1, P.
Dilokkulwattana1, O. Sukreeyapongse1, P
Puttakiaw1,N. Minanond1,S. Chutchawalanon2, P.
Piyaraj3, M. Mungthin3
1Ministry
of Health, Sri Lanka, 2Postgraduate Institute
of Medicine, University of Colombo, Sri Lanka
Background: A comprehensive health system
strengthening approach focusing on the primary
level is being piloted by the Health Ministry to
address the increasing burden of NonCommunicable Diseases (NCD). However, a crosssectional survey among primary healthcare
workers revealed significant gaps in knowledge on
common risk factor control for NCD. (The mean
knowledge score was 70%).
Objective: To develop a lifestyle modification
guide for primary healthcare workers in Sri Lanka
to create awareness in preventing and controlling
risk factors in primary care clients.
Method: An expert panel was convened to
determine the scope and content of the guide
based on the common risk factor approach to
managing NCD. Consensus within the group was
reached after several rounds of discussions.
Eleven intervention areas were identified for
lifestyle guidance and the relevant health
messages were finalized using a modified Delphi
technique.
Results: The Guide was developed as an easy
reference booklet and complements the clinical
guidelines on NCD at primary care level. It covers
a range of topics including smoking/alcohol
cessation, obesity prevention, increasing physical
activity and promoting healthy diets. After its
launch in 2011 it has been translated in to English
and Tamil languages. The Guide is currently
incorporated as a training module for primary
healthcare doctors. Although, it was preferred by
a majority, the increase in knowledge following
1Medical
Cadet, 2Department of Pediatrics,
of Parasitology, Phramongkutklao College
of Medicine, Bangkok, Thailand
3Department
Background: Attention Deficit Hyperactivity
Disorder (ADHD) is a common behavioral problem
in children around the world including Thailand.
The disease affects their life, parents, and
community if they are left untreated. Most
information of ADHD in Thailand is from studies
on urban populations. A preliminary survey in a
rural community conducted by the Department of
Military
and
Community
Medicine,
Phramongkutklao College of Medicine revealed
that ADHD was common in this community.
Objective: To determine the prevalence and the
associated factors of ADHD in a rural community.
Methods: This condition was screened using the
SNAP-4 and then confirmed by licensed Pediatric
Psychiatrist
using
the
DSM-V
criteria.
Standardized questionnaires were used to collect
demographic data and associated factors. A
Qualitative study using focus group discussions
and in-depth interviews was also performed.
Results: The prevalence of ADHD in this
population was 2.2%. Univariate and multivariate
analysis showed that ADHD was associated with
failure in school including repeating a class, being
suspended, changing schools and a history of
bullying. Qualitative data showed that both
parents and teachers had inadequate knowledge
of ADHD. Both parents and teachers considered
83
Colombo, Sri Lanka
that these children had no learning ability,
responsibility and discipline. Local health care
system could not detect this problem. Therefore
children with ADHD were not treated adequately.
Conclusion: Our data emphasize that ADHD is also
a problem in rural communities. The knowledge of
ADHD including the screening test should be
provided to teachers in these rural communities.
influencing both giving and acceptance of
feedback in this cultural context.
Conclusion: This study found that peer feedback
was a largely successful and accepted process for
quality assurance of examiners at the OSCE
component of the MRCGP International South
Asia clinical examination. Context specific
adaptations could strengthen the process further.
PP 1-14
PP 1-15
Acceptance of peer feedback for examiner
quality assurance: MRCGP International South
Asia clinical examination
Perception of medical students on an activity
done to promote interaction in large classes
D.H. Edussuriya, R.M.A.D. Rajapakshe
D.P. Perera1, M. Andrades2, V. J. Wass3
1Faculty
Department of Forensic Medicine, Faculty of Medicine,
Background: The Royal College of General
Practitioners UK (RCGP UK) conducts an
International Membership Examination (MRCGP
[INT]) in several countries. The South Asia (SA)
examination is unique in that it is a collaborative
effort between four South Asian countries. In this
diverse setting quality assurance is imperative to
achieve an acceptable standard of inter examiner
reliability.
Objective: To explore factors affecting acceptance
of peer feedback for quality assurance of
examiners on the objective structured clinical
component of the MRCGP International South
Asia
clinical
examination.
Method: A sequential mixed methods study was
conducted. Focus group discussions were
conducted with examiners (n=12) and clinical
examination convenors who acted as peer
reviewers (n= 4). A questionnaire was formulated
based on emerging themes and in depth literature
search. The self-administered questionnaires
were then completed by 20 examiners (n=20).
Qualitative data was analysed using an iterative
reflexive process .Qualitative and quantitative
data was integrated looking for convergence,
complementarity or dissonance.
Results: Examiners appreciated the value of peer
feedback versus self-assessment and related
feedback to improvement of specific assessment
skills. The importance of equity in implementation
of the process was emphasised as well as the need
for rigorous procedures for selection and training
of peer reviewers for improved perception of
validity. The effect of hierarchy was a major factor
Introduction: Current trends in medical education
require a focus on active learning, critical thinking,
collaborative learning and problem solving which
are fostered by an interactive learning
environment. However, as the number of
students per class increase, creating interactive
environments has become a challenge in the 21st
century.
determine student perceptions on an activity
done to promote interaction in a large class.
Method: Feedback was accessed from medical
students on two semi-interactive teaching
learning activities and a quantitative analysis was
done.
Results: Results revealed that 47% of students
perceived that this activity helped gain more
knowledge and stimulated thinking than a
traditional lecture. Thirty eight percent (38%)
claimed that they had enough time to prepare for
the lecture but 26% said that they managed with
difficulty. During preparation, majority had been
enthusiastic (56%), encouraged (61%), had
clarified their doubts (54%) and identified the
relevance to medical practice (69%). These
aspects were further enhanced during in-class
sessions. However, majority felt that they did not
have enough time in preparation (64%) and inclass (51%) for discussion. Fifty nine percent (59%)
were not aware of extra reading material
provided.
Conclusions: Overall the students have a positive
perception on the activity done to promote
interaction in large classrooms. Logistical issues
such as guidance for group work and maintaining
of Medicine, University of Kelaniya, 2Aga Khan
University, 3Keele University
84
Colombo, Sri Lanka
effective channels of communication needs to be
addressed when conducting such activities.
Systems Resource Centre and National Institute of
Health and Family Welfare. The NTG also included
representatives from the six medical colleges
where the pilot was being implemented. Based on
their input, the definition, criteria and tools were
further developed and validated with the help of
experts. Piloting of tools was done at 6 centres in
India (Medical Colleges in 6 major states) after
sensitization workshops. Documents were
finalized after obtaining feedback from the pilot
study.
Results: MNM definition and criteria for detection
has been identified. A data collection tool – the
near miss review form has been designed and
submitted to the government of India for national
implementation of Maternal Near Miss Review
program.
Conclusion: The mechanism for maternal near
miss review program in India has been developed.
These tools will be necessary for training medical
officers to identify near miss cases and further
devise strategies for improving maternal health.
PP 1-16
Development of Tools for “National Maternal
Near Miss Review Program” in India
S. Tayade, S. Chhabra, P. Shivkumar
Department of Obstetrics and Gynecology, Mahatma
Gandhi Institute of Medical Sciences, Sewagram,
Wardha, Maharashtra, India
Introduction: Investigation of maternal near miss
(MNM) cases has many advantages over maternal
death review. MNM is less threatening to health
providers, yields information on pathways that
lead to severe morbidity and death and provides
learning opportunity from surviving women.
There is a need to develop a suitable definition of
MNM, criteria for case identification and tools for
evaluation to help improve the maternal health
care services and attain targets of Millennium
Development Goals.
Objective: To design/develop the tools for
National Maternal Near Miss Program in India.
Method: The project was organized under the
maternal death review program in collaboration
with the Ministry of Health, Government of India
(GOI); Federation of Obstetric and Gynaecological
Societies of India (FOGSI) and Department of
Obstetrics & Gynaecology, Mahatma Gandhi
Institute of Medical Sciences, Sevagram,
Maharashtra, India. The team from Sevagram
developed a Definition, Criteria for detection and
Data Collection Tools for identification of MNM.
Three National Consensus building meetings were
held to gather information from the National
technical group (NTG) for the near miss review
program. The NTG comprised technical experts
from Maternal Health Division—Government of
India, Ministry of Health and Family Welfare,
Federation of Obstetric and Gynaecological
Societies of India, Mahatma Gandhi Institute of
Medical Sciences, AVNI Health Foundation,
development partners (United Nations Population
Fund, United Nations Children's Fund, World
Health Organization) and other key stakeholders
including: National Neonatological Forum; Society
of Midwives of India; Indian Nursing Council;
Indian Association of Paediatrics; State
government representatives of Karnataka,
Haryana, Tamilnadu, West Bengal, Madhya
Pradesh, Andhra Pradesh; National Health
PP1-17
The impact of gibberish meditation on student’s
learning in a dental school
R. Saxena1, R. Shirahatti2, C. Shah3, M. Kazi1 , A.
Bhosale1, S. Ladkat1 , D. Panchawadkar1,
S. Diwanay1
1
Sinhgad Dental College and Hospital Pune,
Maharashtra, India, 2A.B.Shetty Memorial Institute of
Dental Sciences, Mangalore, India, 3 Government
Medical College, Bhavnagar, Gujarat, India
Background: Gibberish meditational technique
claims to reduce the stress and decrease
unnecessary thought currents helping the
practitioner to be relaxed and attentive.
Objectives: With regard to the practice of the
Gibberish meditational technique, to determine
student perceptions and its effects on academic
performance and pulse rate, when practiced just
prior to a learning session.
Method: Eighty seven dental students were
divided into two groups by systematic allocation.
One group practiced the Gibberish meditation
technique and the other group did not. Both
groups attended a one hour lecture as a part of
their regular lecture series immediately after the
meditation session. The same topic was taught to
both the group by the same teacher.
Results: Although the group that meditated
scored higher, there was no significant difference
85
Colombo, Sri Lanka
between the two groups in academic
performance. A significant number of students
who practiced gibberish meditation reported to
be more attentive, comfortable and expressed a
feeling of relaxation and of having a fun filled
learning experience. Their scores on the post test
suggested good short term memory and they also
had significant reduction in mean pulse rate.
Conclusion: This simple and easy technique of
meditation is seen to have positive effects on
student learning.
skills guide book so it will be easier to
understand and appreciate it. Both students
and lecturers agreed that it is important for
instructor (lecturer) to be a role model of Islamic
behaviors.
Conclusion: It should not be difficult to
implement Islamic values within the clinical skill
program since it is relevant and in line with
professionalism. A good interpretation of values
and consistent role models are necessary to
build expected attitudes and behaviours.
Poster Presentation- Session 2
PP 2-02
Date
14th November 2014 (Friday)
Learning and teaching in small groups: is it
beneficial to undergraduate students?
PP 2-01
A. S. Rao, K. L. Shobha
Lessons learnt from YARSI Medical school
curriculum with Islamic values in clinical skill
Department of Microbiology, Melaka Manipal
Medical College, Manipal University, Manipal, India.
Wan Nedra1, W. Sari2, R.S. Qomariyah3 , Zuhroni4
Introduction: Buzz groups are formed by
dividing large groups into small discussion
groups who meet simultaneously for a specified
time to discuss a specific objective.
Objective: To find out whether buzz groups
helped in boosting the confidence of students
and to work as a team.
Method: The study subjects included 135
students of 2nd year MBBS programme of
Melaka Manipal Medical College. Ten groups
with 14 members in each group were formed.
Buzz activity was conducted to cover the given
objectives. At the end of the session, feedback
was collected after getting consent from the
students.
Results: Of the 135students [84 (62%) females,
51(38%) males].This method helped in boosting
the level of confidence in 42% while 29% were
neutral and 30% disagreed. In vouching for
gaining of knowledge in team setting
approximately 47% of the students agreed, 35%
neutral and 19% disagreed.
Conclusion: Learning and teaching in small
groups helped the students in boosting the level
of confidence and also encouraged them to
work as a team. Buzz groups enable students to
express difficulties they would have been
unwilling to reveal to the whole class.
1Department
of Paediatrics, 2Department of
3Department
Pharmacology,
of Physiology,
4Religious
Department, Faculty of Medicine,
University of YARSI, Jakarta, Indonesia.
Background: Religion is one of the variables that
play an important role in Community health in
Indonesia. Research shows there is positive and
consistent relation between religion and health.
One of the missions of the Faculty of Medicine
YARSI University (FMUY) is to produce qualified
Muslim physicians that put into practice their
profession in line with Islamic tenets. Islamic
values have been integrated explicitly in all
scenarios used for tutorials but not yet in clinical
training.
Objective: To identify the Islamic values that can
be integrated into clinical training.
Method: We conducted a panel meeting to
determine the Islamic values that can be applied
in clinical training. The panelists were clinicians
and religion lecturers. A Focus Group Discussion
(FGD) that involved clinicians, instructors,
religion lecturers and students was the other
source of data.
Result: Identified 10 Islamic values that are in
line with the professionalism. These values have
to be integrated in to clinical skill training
program to develop students’ attitude and
behavior. Students suggested the reason and
explanation of these values be written in clinical
86
Colombo, Sri Lanka
PP 2-03
PP 2-04
Feasibility study on upgrading the Bachelor of
Nursing curriculum in Nepal
Knowledge
and
practice
towards
cardiopulmonary resuscitation among the
nurses working in teaching hospital Jaffna
M. Shahi, J.P. Agrawal
A. Vimalashanthan1, V. Devanesan2, P.A.D.
Coonghe3
National Centre for Health Professions Education,
Tribuvan University, Institute of Medicine,
Kathmandu, Nepal
1Allied
Health Sciences Unit, 3 Department of
Community Medicine, Faculty of Medicine, University
of Jaffna, Sri Lanka 2Teaching Hospital Jaffna
Background: Nursing education in Nepal began
in 1956. Although the Bachelor of Nursing
curriculum has undergone a few revisions since
then much needs to be done to incorporate
recent developments.
Objective: The study attempted to identify the
gap in 2nd year bachelor of nursing curricula of
Nepal.
Method: This paper employed mixed evaluation
methods on Bachelor of Nursing 2nd year
students (108), Graduates (33), teachers (29)
and policy makers (5) of various institutions
between the periods of April- May 2012.
Altogether there were 175 respondents who
were selected by non-probability purposive
sampling method, focused group discussion, self
administered questionnaire, document analysis
and workshops were also used for data
collection. This was followed by a 3 day
workshop conducted to review Bachelor of
Nursing curriculum to decide about some
changes in the existing curriculum at the
National Centre for Health Professions
Education. The data were analyzed using
computer to reveal coding structures.
Results: All most all respondents indicated that
some more subjects need to be added to the
extended Bachelor of Nursing program.
Similarly, a large proportion of the respondents
and workshop interaction indicated that the
existing Bachelor of Nursing curriculum needs to
be extended to three years from the existing
two years.
Conclusion: The response from respondents and
workshop interactions shows that existing
Bachelor of Nursing curriculum need to be
extended to three years from the existing two
years to resolve the gap. It should be
standardized by adding new content as well as
the practical hours in the specialization subject
need to be increased.
Background: Early initiation of CPR is an
essential element in the prevention of sudden
death. Perhaps, nurses are the first persons who
respond in cases of cardio respiratory arrest in
the hospitals. Therefore, their knowledge in
Cardio Pulmonary Resuscitation (CPR) is vital to
improve patients’ outcome.
assess the theoretical knowledge and practice
regarding CPR of nurses in the Teaching
Hospital, Jaffna.
Methods: Hospital based descriptive cross
sectional study was done among 329 nurses. A
self-administered questionnaire, which included
socio demographic characteristics and multiple
choice questions to assess the knowledge of the
nurses’ and their practice about CPR. Factors
that could affect the knowledge of nurses were
analyzed. Data analysis was performed with the
statistical package SPSS 21.Chi square test was
used to assess associations.
Results: The mean age of the respondents was
36 (SD± 9.211) years; out of whom 65% were
females and 35% were males. In total, the mean
knowledge score of the nurses was 63% for CPR.
Nearly half of them, 171(52%) had attended CPR
program/s earlier. It was found that 78(24%) of
the nurses had never participated in real
resuscitation attempt. Factors that affect
knowledge of the nurses were educational
qualification, working in emergency or intensive
care unit and who received earlier CPR training
or involved in CPR actively had positive impact
on CPR knowledge (P<0.001).There was no
significant association between the total scores
with Age (p=0.321), Sex (p=0.810) and
professional experiences (p=0.202).
Conclusion: It was revealed that knowledge on
CPR was not adequate among the study
participants. Therefore, it is necessary that
nurses of Teaching Hospital, Jaffna be given
training in CPR periodically.
87
Colombo, Sri Lanka
PP 2-05
Comparison of perceptions regarding nutrition
education between medical graduates trained
in the discipline-based curriculum and the
integrated curriculum.
PP 2-06
Use of checklist as a tool for prevention of
postpartum adverse events
K.G. Gomathi1*, N. Khan1, S.S. Ilyas2
Department of Obstetrics and Gynaecology, Rural
Medical College, Pravara Institute of Medical
Sciences, Loni, Maharashtra, India
1Dept
of Biochemistry, 2Dept of Pharmacology, Gulf
Medical University, Ajman, United Arab Emirates
Background: Serious maternal complications
like atonic postpartum haemorrhage, inversion
of uterus, amniotic fluid embolism and cardiac
failure are known to occur in immediate
postpartum period. Use of a checklist by
gynaecology residents to monitor important
clinical signs is known to improve vigilance and
helps in reduction in maternal mortality and
morbidity.
assess the usefulness of a checklist in reduction
of post partum and post surgical adverse events.
at a 750-bed tertiary center and teaching
hospital. Baseline data (historical controls) was
collected through document analysis to find out
the pattern of monitoring of immediate
postpartum cases by resident doctors and the
incidence and nature of maternal complications.
Implementation of the checklist was
accomplished through resident and supervisors
training over 3 sessions. An end-line data was
collected after three months to assess the
usefulness of the checklist in prevention of
postpartum adverse events.
Results: The residents completed all sections of
the checklist in 93% of cases. There was
statistically significant decrease in adverse
events in immediate postpartum and
postoperative period .The adverse event rates
were approximately 14% for historical controls
and 3% for cases monitored by checklist. There
was a statistically significant improvement (p
value <0.001) in vigilance in monitoring of the
postpartum cases.
Conclusion: Training of postgraduate students
in use of a checklist for monitoring of
postpartum and postoperative cases brought a
sense of accountability in them. The training and
checklist adoption was associated with a
fourfold reduction in 5-7-day surgical morbidity
among postnatal and surgical cases.
Introduction: Gulf Medical University, Ajman,
changed from a discipline-based curriculum to
an organ-system based integrated curriculum.
Objective: To compare perceptions, regarding
nutrition in the undergraduate medical
curriculum, between medical graduates from
the discipline based and integrated curriculum.
Method: A questionnaire was administered to
interns trained in discipline based curriculum
and organ-system based integrated curriculum.
Respondents rated on a Likert scale (1-5), items
spanning domains including', attitudes to
nutrition', perceptions regarding 'nutritionrelated knowledge', 'competency in nutritionrelated skills' and 'nutrition education in the
curriculum'.
Results: Twenty two interns from the disciplinebased and 33 from the integrated curriculum
responded. 61% were males. Interns had
positive attitudes to nutrition (median score=4).
Perceptions regarding knowledge and skills in all
nutrition related topics was good (median
score=4). Total scores in the knowledge domain
were significantly higher (p < 0.05) in the
integrated curriculum group. Interns in both
groups, however, perceived a need for more
nutrition education in the curriculum (Median
score=4). Fewer interns from integrated
curriculum compared to discipline-based
curriculum perceived a need for more education
in ‘basic nutrition concepts’ (48% vs. 69%),
‘nutrition in primary care’ (44% vs. 75%),
‘nutritional assessment’ (52%vs. 81%) and
‘evidence based nutrition’ (30% vs. 75%). Similar
numbers (56%) perceived need for more ‘clinical
nutrition’ in both groups.
Conclusions: Attitudes regarding nutrition and
perceptions
regarding
nutrition-related
knowledge and skills were good in both groups
of interns. In spite of perceptions regarding
nutrition knowledge being better in the
integrated curriculum group, interns from both
curricula still perceive a need for more nutrition
education.
88
Colombo, Sri Lanka
PP 2-07
PP 2-08
Perceived stress and coping strategies among
BSc nursing undergraduates in University of Sri
Evaluating the effectiveness of distance
education learning system for practice of
nursing skills-assessment, lifting & moving
techniques
I.M.P.S. Ilankoon, S.S.P. Warnakulasooriya
A.M.S.D. Pathiranage1, Y. Mori2, J. Rajasekera3,
H. Tsujimura2, S. Miyakoshi4
1Department
of Nursing, Faculty of Allied Health
Sciences, University of Peradeniya, Sri Lanka
2Graduate School of Health Sciences, Gunma
University, Japan 3International University of Japan,
4Nagano College of Nursing, Japan
Background: University students are subjected
to different kinds of psychosocial stressors.
Effective coping strategies may help students to
manage such stresses and perform their
academic work well, as well as prevent the
negative impacts of stresses.
Method: A descriptive cross sectional study was
performed to determine perceived stress levels
and coping strategies used by nursing
undergraduates at the University of Sri
Jayewardenepura. A Standard Perceived Stress
Scale and a modified version of AdolescentCoping Orientation for Problem Experiences
(ACOPE) were used ascertain the stress levels
and
coping
strategies
of
nursing
undergraduates. The SPSS statistical package
(version 16) was used for data analysis. Results:
Data collected from 87 nursing undergraduates
whose age was between 21 to 40 years
(mean±(SD) 24.7±3.4 years). There were 62
(71%) female and 25 (29%) male in the sample
and mean perceived stress level among the
group was 21.57 (SD=5.921). Nearly half of the
students (53%) had high perceived stress levels
and the coping strategies used by
undergraduates were ventilating feelings by
engaging hobbies (92%), self reliance or think
about good things in life (92%), ignoring the
problem as less important (66%), seeking
support from friends (83%) and family members
(75%), thought diversion by sleeping (78%),
seeking spiritual support (77%), engaging
demanding activities (76%), talk to avoiding
difficult situations (74%), and meeting the fiancé
(64%).
Conclusion: Almost half of the nursing
undergraduates experience high level of stress
and a majority have healthy coping strategies.
Some of the students need help in identifying
effective coping strategies.
Background; Lack of trained experts to provide
training in practical aspects of nursing
profession is an issue in Sri Lanka. Hence
development of a distance education system
was considered an option to obtain the
assistance of foreign experts.
Objective: To evaluate the effectiveness of the
experimented distance education system.
Method: Skype based distance education
method was used in the experiment. The
required resources were a personal computer,
web camera and internet facilities. Techniques
in Lifting and moving were practiced. The
techniques were demonstrated by nursing
experts from Gunma University, Japan and three
live stream classes were conducted for the
lecturers in the Department of Nursing,
University of Peradeniya. The evaluation of the
effectiveness of the distance education system
was carried out by means of a questionnaire
survey. On a five point scale, items such as
“similar to face to face class room” “same
experience with other distance learning
systems” and the domains which revealed
‘understanding language, materials and sounds
in teaching method‘ were evaluated.
Results: The results of the survey revealed a
satisfaction level of more than 4 out of a
maximum 5 for all the tested domains.
Conclusion: The Skype based live stream
distance learning system was effective in
teaching nursing techniques.
89
Colombo, Sri Lanka
PP 2-09
PP 2-10
Teaching
communication
skills
to
undergraduates. Is the western model a misfit?
Opinion of the examiners of a communication
OSCE station
An analysis of lifelong learning preferences,
CPD needs and CPD experiences of grade
medical officers (GMOs) - A survey in the
Central province, Sri Lanka
R.M. Mudiyanse
Y.G.S.W. Jayarathne1, K.N. Marambe2, I.M.
Karunathilake 3
Department of Paediatrics, Faculty of Medicine,
1Medical
Education Unit, Faculty of Medicine and
Allied Sciences, Rajarata University of Sri Lanka
2Medical Education Unit, Faculty of Medicine ,
University of Peradeniya, Sri Lanka 3Medical
Education and Research Center, Faculty of Medicine.
University of Colombo, Sri Lanka
Background: Communication OSCE conducted
in the Faculty of Medicine, University of
Peradeniya is based on Calgary Cambridge
Model (CCM). Examiners had concerns over the
suitability of CCM for Sri Lanka, hence their
opinions were sought.
Objective: To find out the opinion of examiners
about the criteria used in the OSCE assessment.
Method:A sixteen item, pretested questionnaire
with a Likert type response scale and an open
space for free comments was administered to all
the examiners soon after an OSCE examination.
Results: All 33 examiners; 22 final year students
and 11 medically qualified teachers responded.
Only 9, 12, and 11 out of 33 disagreed with
greeting the patient, thanking the patient and
evaluating patient’s family background
respectively. However, all endorsed ‘polite
behaviors’ and be ‘sensitive in evaluating
patient’s family background’. Twenty-one
agreed that self-introduction was unnecessary.
A majority agreed that our patients expect
information rather than directions (30/33), wish
to discuss about their opinion (29/33) and 29/33
felt that doctors should explain details of the
procedures, while 8/33 said that doctors should
prescribe ‘what is best for our patients’ rather
than talk about options, stressing the need to be
aware of the patient’s capacity to understand
the provided information. Interestingly, 11/33
said that doctors should ask clear and specific
questions only while 6/33 indicated that micro
summary or paraphrasing is not useful among
our patients.
Conclusions: Most of the expected skills in the
CCM seem to be acceptable. However, accepted
method to express these skills in our culture
needs to be clarified. Examiners need training to
ensure the reliability of assessment.
Background: All doctors should be up to date
through a continuing education process in order
to ensure good medical practice. A survey was
conducted to identify the preferred lifelong
learning methods, CPD needs and CPD
experiences of GMOs in the Central province, of
Sri Lanka.
Method: Based on the probability- proportional
to the size, multistage sampling, GMOs were
invited for the study and a tailor made pre
tested questionnaire was used for data
collection.
Results: Response rate was 91%. The most
preferred lifelong learning method was reading
medical text books 156 (54%), whereas learning
from seniors during work 127 (44%) and elearning 119 (42%) were selected as second and
third preferences respectively. Among the
identified six categories of CPD needs, the major
need was in relation to management of routine
patients 193 (74%) followed by management of
emergencies 166 (74%). The most popular CPD
experience was reading text books 316 (81%)
while 243(62%) GMOs indicated that they
attended hospital annual sessions and the least
was attending international conferences 35
(9%). The main motivating factor for attending
CPD was career progression among 316 (81%)
while excessive workload 283 (72%) was
indicated as the main barrier. Irrespective of the
category of hospital the pattern of learning
preferences, CPD needs and CPD experiences
were the same.
Conclusion: The preferences of GMOs, reading,
work based learning and e learning should be
considered during planning of CPD activities.
Introduction of a reward system is likely to
enhance CPD.
90
Colombo, Sri Lanka
PP 2-11
Measuring the clinical learning environment as
a means for its enhancement
PP 2-12
W.C.D. Karunaratne, M. Chandratilake
Demographic variables and English proficiency
as determinants of academic performances
(GPA)
Medical Education Centre, Faculty of Medicine,
University of Kelaniya, Sri Lanka
A. Shirwaikar 1, A. Shirwaikar 1, J. Sreedharan 2 ,
K. Rajendran1
Background: The health sector has experienced
drastic changes in the recent past due to
numerous factors. To complement this is the
observation that education is being given less
priority in many clinical contexts in the
international arena The personal experience of
the researcher, further highlights the presence
of limited clinical competence among local
medical undergraduates as well. Measuring the
clinical environment to obtain the student
perspective in this regard is a good means of
understanding the gravity of the problem.
Objectives: The general objective is to
determine the quality of the clinical learning
environment of the Faculty of Medicine,
University of Kelaniya, by using the DREEM
(Dundy Ready Education Environment Measure)
inventory. Comparing student perceptions
between different batches and influence of
gender will be specifically addressed.
Method: A cross sectional descriptive study was
conducted among students in third, fourth and
the final year exposed to clinical training. Self
administered, anonymous DREEM inventory
was distributed on pre-determined dates
following informed, verbal consent. DREEM is a
reliable, validated questionnaire used in
multiple contexts including Sri Lanka. The
collected questionnaires are analyzed using the
SPSS package.
Results: Student perception of learning, their
perception on teachers, academic self
perception was found to be more positive while
many issues were identified in relation to the
learning atmosphere and social self perception
of students, which needs urgent attention. No
significant differences were found between
batches or gender.
Conclusion: The issues identified in relation to
learning atmosphere and social perception of
students’ need to be addressed without delay.
1College
of Pharmacy, 2Statistical Support Facility,
CABRI, Gulf Medical University, Ajman, United Arab
Emirates
Introduction:
Determinants of student
performance have attracted the attention of
academic researchers worldwide. Despite
having met general English requirements for
admission to the pharmacy program, the
student from a non- English medium in school
often encounters difficulty with academic
performance.
Objective: To study the relationship of some
demographic variables and English language
proficiency with the academic performance of
pharmacy students.
Method: Data was collected from Pharmacy
students enrolled in a university in UAE, using a
questionnaire. Minimum qualifying and usual
scores of program entrants, at the English
qualifying exam (TOEFL and IELTS) were denoted
as <70% and >=70%. Student GPA was a
consolidation of continuous assessment and end
semester exam scores. The data were analysed
using Chi-square test, Wilcoxon rank sum test
and Kruskal Wallis test.
Results: Gender and ethnicity were the
demographic variables included in the analysis.
The median score observed was almost similar
among males and females, 2.9 and 3.1
respectively. The test for median showed no
statistically significant difference. With regard to
ethnicity, the median GPA score for Asians was
3.4, Middle East 3.2 and Africans 2.9. Ethnicity
and the distribution of score was significantly
different (p<0.05). The GPA score was 3 and 3.5
respectively among students with English
proficiency score <70% and >=70% respectively.
Though the distribution was statistically
significant (p<0.05) the difference of median
score was not statistically significant.
Conclusions: This study identified ethnicity and
English proficiency score as two determinants of
the GPA score.
91
Colombo, Sri Lanka
PP 2-13
PP 2-14
Can Conscientiousness predict academic
performance of undergraduate pharmacy
students?
Utility of Mobile Information Technologies in
Medical Education
1
2
J. Muttappallymyalil1, J. Sreedharan2, L. J. John3,
G. Premadasa4
1
A. Shirwaikar , J. Sreedharan , A. Shirwaikar ,
K. Rajendran1
1Department
1College
of Community Medicine, 2Statistical
Support Facility, 3Department of Pharmacology,
4Medical Education Unit, Gulf Medical University,
Ajman, United Arab Emirates
2Statistical
of Pharmacy,
Support Facility,
CABRI, Gulf Medical University, Ajman, United Arab
Emirates
Introduction: The use of modern technological
devices by students in the classroom is a matter
of debate. Several academic institutions,
including medical schools, permit its use for
their perceived value as teaching and learning
tool.
Nature of Trend: In the early days, all
calculations were carried out manually. When
calculators became widely available, teachers
frowned upon their use by students as they felt
that such technologies prevented their students
from developing essential cognitive abilities.
With time, the perceptions changed, and
objections to students’ use of calculators in class
and even at examinations disappeared. With the
further development in technology; laptops,
iPads, tablets, and, more recently, smartphones
have gained significant place in the learning
settings.
Discussion: Students as well as teachers have
been increasingly accepting this recent trend of
using technological devices. Studies have
reported that the growing popularity of mobile
devices in medical education and in clinical
environment. Mobile technologies offer
generation friendly, easy access to internet and
availability of medical applications, personalized
learning experience to medical students.
Knowledge of the learner’s needs, teaching
needs, learning context and avoidance of
distractions are required to promote positive
utility of mobile learning. High proportion of
health care practitioners use these devices
routinely in their clinical responsibilities.
Conclusion: The need for caution against being
blinded by mobile technologies, having realistic
expectations, validity in undergraduate medical
education and carrying out needs assessment
studies on the acceptance of mobile
technologies by students, are important
considerations.
Introduction: It is often asserted that, besides
cognitive abilities, a blend of personality
characteristics is necessary for success in the
health profession. Of these, conscientiousness
has been observed to greatly influence student
academic performance. Despite empirical
support for positive association between
conscientiousness and academic success, there
have been reports otherwise. Hence it was
thought worthwhile to study the relationship
between conscientiousness scores and the
academic performance of pharmacy students.
Method: Pharmacy students enrolled in a
University in the UAE were included in the study.
Personality (Conscientiousness) and academic
data were collected by using a questionnaire
that addressed the 8 different facets of
Conscientiousness
viz.,
Industriousness,
Perfectionism,
Tidiness,
Procrastination,
Control, Cautiousness, Task planning
and
Perseverance. Each facet was provided with
three options viz disagree, neutral and agree.
The data were analysed using Wilcoxon rank
sum test for testing the distribution and Median
test for testing the median difference of scores.
Results: Though there was an increasing trend
of GPA median scores from disagree to agree,
within all the 8 facets of conscientiousness, a
statistically
significant
academic
score
difference was only observed in the facet of
perfectionism where the median GPA score was
3 and 3.3 respectively for those in the neutral
and agree group; none of the participants
disagreed. The distribution of perfectionism
score was statistically significant (p<0.05).
Conclusion: In our study, the median GPA scores
increased with increasing conscientiousness
levels in all the facets. However, statistical
significance was observed only in the
distribution of perfectionism score.
92
Colombo, Sri Lanka
PP 2-15
PP 2-16
Evaluation of the Community Attachment
Programme (CAP) for the Medical Students at
Department of Community Medicine, Faculty
of Medicine, University of Ruhuna
Answering MCQs: Does blind guessing improve
candidate’s score?
I.L.A.N. Darshana,
Ponnamperuma
N.P.
Nanayakkara,
G. Premadasa1, J. Sreedharan2, J.
Muttappallymyalil3, L.J. John4
T.
1 Medical
Education Unit, 2 Statistical Support Facility,
Department of Community Medicine, 4 Department
of Pharmacology, Gulf Medical University, Ajman,
United Arab Emirates
3,
Background: Multiple-choice questions (MCQs)
have been widely accepted and used within the
student assessment schemes in medical schools
and other health professions training
institutions over the past five decades. MCQs
are considered as an efficient assessment tool
and are an integral component of formative as
well as summative assessments. However, blind
guessing in answering MCQs has been a
controversial aspect in this tool.
Aim: This study aimed to analyse the probability
of the occurrence of a high score with random
guessing.
Methods: We used the Bernoulli trial approach
to determine the probability of random guessing
producing a passing score (70%) in 100 item test
by a candidate to Single Correct X-type MCQs
and to True/False statement-type items.
Results: The probability of a candidate obtaining
a passing score of 70% is extremely small with
blind guessing on all items in an X-type MCQ
test. A similar result is attained even when half
the items are responded based on the
candidates’ subject knowledge and the other
half through blind guessing. Similarly in
True/False statement-type items, blind guessing
on all 100 items in a test does not produce a high
score. Conversely, a probability of 0.94 is
present for a high total score with blind guessing
on 50 items and responding to the other 50
items based on the candidates’ subject
knowledge.
Conclusions: Blind guessing does not contribute
substantially towards obtaining a passing score,
except with True/False statement-type items.
Background: The Community Attachment
Programme (CAP) is a two year training
programme in Community Medicine for 3rd and
4th year medical undergraduates at Faculty of
Medicine, University of Ruhuna. Aim of the CAP
program was to provide an opportunity for
community based learning, problems solving,
planning and teamwork.
Objective: To obtain the student perspective of
the CAP program
Methods: All the 4th year medical students who
completed the CAP in 2013 were selected and
given a blank sheet to write comments
regarding the programme. Data were extracted
from the written comments.
Results: Out of the 54 respondents around 31%
of the students commented that CAP is a “very
good and an appropriate” programme, while
22% considered it as “useless and
inappropriate”. Some indicated that CAP causes
additional stress (24%), objectives were not
clear, the programme was not well-planned
(20%) and facilities were inadequate (30%).
Some (14.8%) have complained of poor
academic support and that the CAP caused
conflicts among group members (15%). Students
suggested to reduce the time duration of the
program to one year (26%) and majority (61.%)
requested to conduct the CAP assessments
before the fourth year exam.
Conclusion: Majority of students are not
satisfied with the current CAP. They have
requested to reduce the time duration of the
program to one year and complete the
assessments before the fourth year exam.
Therefore, the program need to be reviewed.
93
Colombo, Sri Lanka
RESOURCE PERSONS
OVERSEAS RESOURCE PERSONS
Prof. JP Agrawal, Executive Director, National Centre for Health Professions, Professor and
Head, Neurology Services, Department of Internal Medicine, TU Teaching Hospital, Institute of
Medicine, Kathmandu, Nepal
Dr. Chinthaka Balasooriya Director, Medical Education Development, School of Public Health,
UNSW Medicine, Australia
Prof. LC Chan, Head, Dept of Pathology, LKS Faculty of Medicine, and Co-director, Centre for
the Humanities and Medicine, The University of Hong Kong.
Prof. Thomas Chacko, Secretary General, SEARAME and Director, PSG-FAIMER South Asia
Regional Institute, Professor and Head, Community Medicine & Medical Education, PSG
Institute of Medical Sciences & Research, Coimbatore, India
Prof. Shakuntala Chhabra, Professor, Department of Obstetrics & Gynaecology, Mahatma
Gandhi Institute of Medical Sciences,Sevagram, Wardha, Maharashtra, India
Prof. Suchetha Dandekar, Professor and Head, Department of Biochemistry, Member MEU,
Seth GS Medical College & KEM Hospital, Mumbai , India
Prof. Mohamed Elhassan Elsayed, Assistant Professor, College of Medicine - University Of
Sharjah, UAE
Prof. Kevin Eva, Professor and Director of Education Research and Scholarship, Department of
Medicine, Faculty of Medicine, University of British Columbia, Vancouver, Canada and Editorin-Chief, Medical Education
Prof. David Gordon, President-Elect, World Federation for Medical Education (WFME), Faculty
of Health Sciences, University of Copenhagen, Denmark
Prof. Muzaherul Huq, President, Public Health Foundation of Bangladesh, Dhaka, Bangladesh
Prof. Medha Joshi, Head, Quality Assurance, Health Sciences, Golula Education Foundation
(Medical), M.S. Ramaiah Campus, Bangalore, India
Prof. Junaid Khan, Pro Vice Chancellor of University of Health Sciences, Lahore, Pakistan
Prof. Bruce Korf, Wayne H. and Sara Crews Finley Chair of Medical Genetics, Professor and
Chair, Department of Genetics, Director, Heflin Center for Genomic Sciences, University of
Alabama at Birmingham, USA
Prof. Victor Lim, Vice President (Education) and Director of the IMU-Education Centre, IMU,
Kuala Lumpur, Malaysia
Prof. Kobchitt Limpaphayom, Past President, SEARAME and Professor Emeritus, Department
of OB-GYN, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
Prof. Stefan Lindgren- President, World Federation for Medical Education (WFME)
andProfessor, Faculty of Medicine, Lund University, Sweden
94
Colombo, Sri Lanka
Prof. Vishna Devi V Nadarajah, Associate Dean, Learning and Teaching, IMU, Kuala Lumpur,
Malaysia
Prof. Anthony O’Sullivan, MBBS Program Authority and Associate Professor of Medicine,
UNSW Medicine, Australia
Prof. Himanshu Pandya, Professor of Medicine, Head, Postgraduate Academic Cell, Convenor,
MCI Regional Centre for MET, Pramukhswami Medical College, Karamsad, Gujarat, India
Prof. Joachim Perera, Former Deputy Director, Center for Medical Education, IMU, Kuala
Lumpur, Malaysia
Prof. Goh Poh Sun, Associate Professor, National University of Singapore, Singapore
Prof. Charlotte E. Rees, Director of the Centre for Medical Education, University of Dundee,
Scotland, UK; and Director of the Scottish Medical Education Research Consortium (SMERC),
Scotland, UK
Dr. Marcy Rosenbaum, Professor of Family Medicine and Faculty Development Consultant,
Office of Consultation and Research in Medical Education, Carver College of Medicine,
University of Iowa, USA
Dr. Dujeepa Samarasekera, Deputy Head, Medical Education Unit, Yong Loo Lin School of
Medicine, National University of Singapore, Singapore
Prof. Titi Savithri, Vice Dean for Academic Affairs, Faculty of Medicine, Gadjah Mada
University, Sekip, Utara, Yogyakarta, Indonesia
Prof. Jonathan Silverman, Associate Clinical Dean and Director of Communication Studies,
Clinical Skills Unit, School of Clinical Medicine, University of Cambridge, UK
Prof. Rita Sood, President, SEARAME and Professor, Department of Medicine, All India
Institute of Medical Sciences, New Delhi , India
Prof. Md. Humayan Kabir Talukder, Professor (Curriculum Development & Evaluation), Course
Director, Centre for Medical Education (CME), Dhaka, Bangladesh
Dr. Tin Tun, Postgraduate Lecturer in Medical Education, Department of Medical Education
and Information Technology, University of Public Health, Yangon, Myanmar
95
Colombo, Sri Lanka
LOCAL RESOURCE PERSONS
Prof. Arjuna Aluwihare, Former President, SEARAME, Patron, FOSME and Emeritus Professor
of Surgery, University of Peradeniya
Dr. Piyusha Atapattu, Senior Lecturer in Physiology, Faculty of Medicine, University of
Colombo
Dr. Madawa Chandratilake, Senior Lecturer in Medical Education, Faculty of Medicine,
University of Kelaniya
Dr. Eugene Corea, Past President, Sri Lanka College of General Practitioners
Prof. Vajira Dissanayake, Professor in Anatomy, Faculty of Medicine, University of Colombo
Dr. Ashwini de Abrew, Lecturer in Medical Education, Faculty of Medicine, University of
Colombo
Prof. Amala de Silva, Professor of Economics, Faculty of Arts, University of Colombo
Prof. Nilanthi de Silva, Dean, Faculty of Medicine, University of Kelaniya
Dr. Shamila De Silva, Senior Lecturer in Clinical Medicine, Faculty of Medicine, University of
Kelaniya
Dr. Sisira Dharmaratne, Lecturer in Medical Education, Faculty of Medicine, University of
Peradeniya
Dr. Deepthi Edussuriya, Senior Lecturer in Forensic Medicine, Faculty of Medicine, University
of Peradeniya
Dr. Amaya Ellawala, Lecturer in Medical Education, Faculty of Medical Sciences, University of
Jayewardenepura
Dr. Ruwan Ferdinando, Deputy Director, Training, National Institute of Health Sciences,
Kalutara
Mrs. Jezema Ismail, Former Principal, Muslim Ladies College, Colombo
Prof. Saroj Jayasinghe, Professor in Clinical Medicine, Faculty of Medicine, University of
Colombo
Dr. Wasana Jayarathne, Lecturer in Medical Education, Faculty of Medicine, University of
Rajarata
Prof. PT Jayawickramarajah, President, FOSME
Dr. Dilmini Karunarathne, Lecturer in Medical Education, Faculty of Medicine, University of
Kelaniya
Dr. Indika Karunathilake, President Elect, FOSME and Director, Medical Education
Development and Research Centre, Faculty of Medicine, University of Colombo
Dr. Anuradhani Kasturiratne, Senior Lecturer in Public Health, Faculty of Medicine, University
of Kelaniya
Prof. Mahinda Kommalage, Professor in Physiology, Faculty of Medicine, University of Ruhuna,
Sri Lanka. FAIMER fellow (Philadelphia).
96
Colombo, Sri Lanka
Dr. Chiranthi Liyange, Lecturer in Pharmacology, Faculty of Medicine, University of Colombo
Dr. Kosala Marambe, Director, Medical Education Unit, Faculty of Medicine, University of
Peradeniya
Dr. Rohana Marasinghe, Senior Lecturer in Medical Education, Faculty of Medical Sciences,
University of Sri Jayewardenepura
Dr. R Mudiyanse, Senior Lecturer in Peadiatrics, Faculty of Medicine, University of Peradeniya
Dr. Thyahini Navaratinaraja, , Senior Lecturer in Pharmacology, Faculty of Medicine, University
of Jaffna
Dr. Asela Olupeliyawa, Senior Lecturer in Medical Education, Faculty of Medicine, University
of Colombo
Prof. Aloka Pathirana, Professor in Surgery, Faculty of Medical Sciences, University of Sri
Jayewardenepura
Ms. Arosha Perera, University of Peradeniya, Sri Lanka
Prof. Jennifer Perera, Professor in Microbiology, Faculty of Medicine, University of Colombo
Dr. Vasanthi Pinto, Senior Lecturer in Anaesthesiology, Faculty of Medicine, University of
Peradeniya
Dr. Gominda Ponnamperuma, Senior Lecturer in Medical Education, Faculty of Medicine,
University of Colombo
Dr. Channa Ranasinha, Senior Lecturer in Clinical Medicine, Faculty of Medicine, University of
Kelaniya
Dr. Thushara Ranasinghe, National Professional Officer, WHO Country Office, Colombo, Sri
Lanka
Prof. Tudor Silva, Senior Professor of Sociology, Faculty of Arts, University of Peradeniya
97

PROCEEDINGS “Enhancing Clinical Education in the Health Professions” Galadari Hotel

Transcription

Similar documents

Oshadhi Alahapperuma - Embassy of Sri Lanka in Stockholm

Document 6594525

Buy Online New Classic Duvet Cover Sets at Best Price

FINA confirms Daniel, Mayumi for Olympics Billionaire

Yonex Korea Junior Open 2014

Cultural Diary - DailyNews Archives

Wilpattu National Park

Document 6426140

EMBASSY REQUIRES CONFIRMATION TO FIRM UP TRAVEL

In consultation with Sector Teams, Eng. Approvals Dept., Env. Dept