Adesh University Journal of Medical Sciences & Research

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Published by: Scientific Scholar (10.25259)
Total articles ≅ 53
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, Abdulsalam Ashour, Hanan Alfaigh
Adesh University Journal of Medical Sciences & Research pp 1-4; https://doi.org/10.25259/aujmsr_30_2021

Abstract:
Objectives: The aim of this study was to assess the occurrence of eye fungal infection among patients attending the eye hospital in Tripoli city, Libya. Materials and Methods: Seventy-one patients with ocular fungal infections were subjected to clinical and microbiological investigations. They were selected from patients attending the Tripoli Eye Hospital. The specimens of the external ocular infections were collected using sterile swab and inoculated to different culture media. Data were presented as count and percentages. Results: The current findings showed that Aspergillus was the most common causative agent, being responsible for 91.54% of the all cases, followed by Candida albicans (8.46%). Conclusion: Occurrence of fungal keratitis gradually increased in the years after 2009, especially after 2013. Knowledge of the pathological course and clinical features of fungal keratitis will undoubtedly bead in early diagnosis and treatment, with reduction in ocular morbidity.
Vijayalakshmi S. Bhojaraja, , Joan Kumar, Anand Srinivasan, Jeevan K. Shetty
Adesh University Journal of Medical Sciences & Research pp 1-6; https://doi.org/10.25259/aujmsr_28_2021

Abstract:
Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.
, Ritu Sharma
Adesh University Journal of Medical Sciences & Research pp 1-5; https://doi.org/10.25259/aujmsr_25_2021

Abstract:
Biochemistry is one of the foundation sciences in the medical curriculum, which has immense importance in understanding the future clinical sciences, but it is generally considered to be a subject of just countless biochemical structures, pathways, and reactions. Conventionally, it was taught by means of didactic lectures, tutorials, and practical classes. These days, the education system is changing to a student-centered teaching–learning process with the use of various innovative teaching methods. Case-based learning (CBL) is one such approach which can make learning more effective and interesting. To generate interest of students in Biochemistry by correlating topics and their clinical application. After taking permission from the Institutional ethics committee, the students were given didactic lecture on the integration of carbohydrates and lipid metabolisms followed by a test (pre-test). They were then divided into small groups and given case histories which they were to discuss amongst themselves and arrive at a conclusion. These case histories were then discussed one to one with the facilitator. The students were again given a test (post-test). There was a significant difference in the marks obtained in pre and post-test. Majority of the students felt it was an enjoyable and effective way of studying Biochemistry. Faculty also gave an encouraging response. CBL can be an important way of stimulating the students for self-directed learning and integrating topics of Biochemistry so that they are easily conceptualized.
, Erlan Pércio Lopes Rufino, Assíria Maria Santana Santos, Luana Cristina Rodrigues De Oliveira Costa, Camila Flach Weinmann, João Ribeiro Memória
Adesh University Journal of Medical Sciences & Research pp 1-5; https://doi.org/10.25259/aujmsr_24_2021

Abstract:
Cervical glioblastoma multiforme (GBM) is rare, and its early diagnosis and management is crucial to patient survival. In the young population, it’s even more difficult to diagnose. The main challenges in GBM therapy are associated with the location of the disease and its complex and heterogeneous biology. Here, we present a case of a 35-year-old female patient admitted due to complain of pain in her right lower limb. She reported the evolution of the condition for dysesthesia in upper limbs and lower limbs 4 weeks ago. MRI showed an intramedullary lesion extending from C2 to C5. The patient was managed surgically. The purpose of this report is to document this rare condition, especially in the young age group, and reveal the current knowledge regarding intramedullary GBM.
, Rajiv Mahajan, Anju Jain, Bidhan Chandra Koner
Adesh University Journal of Medical Sciences & Research pp 1-5; https://doi.org/10.25259/aujmsr_23_2021

Abstract:
Objectives: The present study was conducted to evaluate the effect of Team Idea Mapping (TIM) sessions on the problem solving skills of postgraduate (PG) students of Biochemistry, as deduced from retro-pre self-efficacy questionnaire. Materials and Methods: The study was conducted enrolling students pursuing PG-MD course in Medical Biochemistry in a premier medical college. First TIM session was preceded by sensitization of PG students and departmental faculty. In total, four TIM sessions were conducted. Retro-pre self efficacy questionnaire was administered 3 months after the last session. Feedback from the students was collected immediately after last session and satisfaction index was also calculated. Results: The satisfaction index was highest (100) for items stating that TIM sessions promoted interactivity and participatory behaviorand lowest (78) for item stating that TIM sessions promoted reflective behavior respectively. The students expressed enhanced self-efficacy in understanding Biochemistry concepts, clinical application of Biochemistry, problem solving skills in Biochemistry, interpreting laboratory reports, participation in group works and clarifying problems with peers and seniors. However, the sessions were not as effective in instilling technical skills like trouble shooting for analyzer breakdowns. Conclusion: TIM is an effective tool for instilling problem solving skills in medical PG students, additionally fortifying their attitude to work in groups.
, Ashish Patyal, Jitendra Kumar Meena, Medha Mathur, Navgeet Mathur
Adesh University Journal of Medical Sciences & Research pp 1-5; https://doi.org/10.25259/aujmsr_13_2021

Abstract:
An interactive teaching method is a form of learning and communicative activity, which focuses on students’ needs and allows them to actively participate in the learning process. With the introduction of competency based medical education (CBME), new teaching methods have been introduced to ensure the attainment of competencies by medical graduates. Research shows that interactive activity in class is an effective teaching learning method. There are many studies which have reported that students prefer interactive lectures based on active learning principles. Despite this, it has been found that many students do not engage with active learning exercise, which is probably due to the reason that among students, there is an already established culture of teaching and learning. The interactive lectures need to be designed after exploring student expectations, feedback, and experiences. Faculty members too have their own skepticism about the use of innovative methods in their teaching. These challenges need to be addressed for successful implementation of CBME based curriculum in medical education. With this review, we present the experiences about the use of interactive teaching methods in the field of medical education and also point out various barriers and challenges on the path of its execution.
Tanvir Kaur Sidhu, , Harshpreet Kaur, Kamaljeet Kaur
Adesh University Journal of Medical Sciences & Research, Volume 3, pp 18-24; https://doi.org/10.25259/aujmsr_1_2021

Abstract:
Objectives: The objectives of the study were as follows: 1. To study the prevalence of stress among doctors. 2. To find the association of stress and its risk factors. Materials and Methods: Institution based cross-sectional study was conducted in the tertiary hospital of Punjab. Pre-validated questionnaire was used to assess the demographic variables and stress factors. Perceived Stress Scale-10 was used to assess the stress levels among the doctors. Results: Of the 203 participants, females (54.7%) outnumbered the males. Mean scores for the stress scale was 18.40±5.4. Majority of the participants (79.8%) were having moderate stress levels. Statistically significant higher stress levels were found in female doctors (P-value = 0.009) and in the age category of 31-40 years (P-value= 0.04). Emergency duties, intra-departmental working environment, being away from family, not able to have proper personal and family time, lack of sleep were the main risk factors to cause increased stress among doctors. Listening to the music was found to be the main stress buster. Conclusion: Proper rest and involvement into stress relieving activities like meditation and yoga, conducive working environment are the need of the hour for the burnt-out healthcare providers.
, Hanumanthrao Chadershekar Patil, Rajesh Kumari Patil, Shivani Gahlot
Adesh University Journal of Medical Sciences & Research, Volume 3, pp 4-10; https://doi.org/10.25259/aujmsr_34_2020

Abstract:
Sleep disorders, especially excessive daytime sleepiness (EDS), is a common complaint among medical professionals such as physicians and nurses. EDS is associated with decreased level of alertness in everyday life and thus leads to road accidents, workspace errors, and lack of concentration in people. We reviewed the literature to know the influence of shift work in the development of EDS and to scrutinize the relation between EDS and medical incidents. In association with EDS, shift work is defined as major risk factors. As health-care professionals are regularly involved in shift work to complete the 24 h services, they were more prone to experience EDS and may cause occupational incidents. Even though it is apparent that working in long shifts leads to sleep disorders, as the body clock is unbalanced, ample or apt research is required to collect reliable evidence. Various studies have reported occupational errors among nurses on comparatively longer work hours like drug administration errors, needlestick injuries, and operational errors in the past 12 months. In conclusion, these variables, that is, shift work, EDS, and occupational errors are directly related to each other. Further studies are required to explore the scenario between these factors.
Medha Mathur, Manjinder Kaur, Harpreet Singh, Navgeet Mathur, Anjana Verma, Ashish Patyal
Adesh University Journal of Medical Sciences & Research, Volume 3, pp 41-45; https://doi.org/10.25259/aujmsr_14_2021

Abstract:
Objectives: Time management skills (TMSs) in medical undergraduates determine their success and development of clinical competence in the later part of their career. This study was designed for early sensitization of students to TMSs using “Modified Action Priority Matrix.” Materials and Methods: First-year medical undergraduates (n = 228) were enrolled in the study, after need assessment for time management, they were engaged in session for TMS development. They were sensitized about the use of a modified action priority matrix (MAPM) for time management. Results: On analyzing the results of pre and post-test sessions, significant improvement in students’ performance (P < 0.05) was noted. Reflection of students regarding the MAPM also depicted that this method helped them to manage their time effectively by ordering their activities as low, medium, and high priority ones. Conclusion: Skills of time management imparted using MAPM is an effective method and importance of early exposure of TMSs is undoubtedly high.
Tanvir Kaur Sidhu, Prabhjot Kaur, Shyam Mehra, Paresh Ranchhodbhai Prajapati, Gurkirat Singh Sidhu, Navdeep Singh, Rupali
Adesh University Journal of Medical Sciences & Research, Volume 3, pp 25-33; https://doi.org/10.25259/aujmsr_12_2021

Abstract:
Objectives: The objectives of the study were (1) to develop and validate a structured module for teaching family study skills through simulation to undergraduate medical students, (2) to train the undergraduate medical students using the module, (3) to obtain student’s perception regarding the module, (4) to obtain faculty perception regarding the module, and (5) to assess the students’ gain in knowledge and skills. Materials and Methods: The study was conducted as a participatory action research design with mixed-method approach in the Department of Community Medicine. A structured module was developed by the core committee and then internally validated. The teaching of family study skills was done using the structured module through online mode to 150 UG students (MBBS) of Phase 3. The perceptions and feedback of the students and faculty were collected and analyzed. The students were assessed for the gain in knowledge and skills. The thematic analysis was done for the feedback of students and faculty. Necessary changes and suggestions were incorporated at the end and the module is planned to be sent for external validation to subject experts. Both quantitative and qualitative analysis was done. For Likert scale data, median and IQR were used. Percentages were calculated for satisfaction reporting. Thematic analysis was done for open-ended questions. Results: The structured and internally validated module was created for training of UG students in Family study skills. The module was successfully pilot-tested for delivery through the online mode. The satisfaction of students was found to be >75% on all domains of the Likert questionnaire used for obtaining feedback. The faculty satisfaction was found to be >90%. Majority of the students scored satisfactory grades (88%) in the summative evaluation done at the end of the module. Both the faculty and students reported good experience with the new innovative TL methodology adopted, however, emphasized the non-replacement of real field learning experience. Nonetheless, it was acknowledged as the best solution in the era of social distancing. Conclusion: A structured validated module using simulation-based teaching-learning methods was successfully pilot tested to impart family study skills to undergraduate students through online mode. The simulation-based technology can be used for online teaching in the subject of community medicine during difficult times to supplement the physical teaching sessions.
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