Comparison of Surgery test scores using Concept Maps and Interactive Lectures among the Undergraduate Medical Students.

Objective: Concept Maps (CM) aid in the acquisition of new information, and comprehend prior knowledge with better retention. Their use is not explored in undergraduate surgical education in our country, hence this study aimed to compare the surgery test scores of undergraduate medical students taught by concept maps and interactive lectures.

Methods: This quasi-experimental study was carried out at the Department of Surgery, at a Private University Hospital among 60 students of fourth year MBBS from 2017-2018.

Identification and comparison of factors related to academic failure in medical colleges; A Bi-centre, comparative study.

Objective: To evaluate student's perceptions related to their academic failure, and to compare these perceptions with their nationality.

Methods: The non-interventional, bi-national, comparative study was conducted in medical colleges of Pakistan and Saudi Arabia from 2015 to 2017 and comprised medical students who had scored less than 50% in their professional examinations. Data was collected using a pre-designed 22-item questionnaire that was scored by the students on a 5-point scale.

Quality assurance procedures in assessment - a descriptive study of medical colleges in Pakistan.

Objective: To identify the quality assurance procedures being implemented in the assessment system of medical colleges in Pakistan.

Methods: The cross-sectional study was conducted from March 2015 to December 2017 in medical training institutions recognised by the Pakistan Medical and Dental Council across Pakistan and Azad Jammu and Kashmir, and comprised individuals designated by the respective institutional administrations. The mixed method technique was employed using a semi-structured questionnaire.

Comparison of OSCE scores of surgical clinical education after face-to-face vs. blended learning methods among undergraduate medical students.

Objectives: To compare the efficacy of blended learning with contemporary face-to-face teaching among medical students.

Methods: The quasi-experimental, cross-over study was conducted at the Dow University of Health Sciences, Karachi, from March to August 2014, and comprised third year medical students posted in the surgical units who were divided into two groups. In the first month, group A was taught by blended learning (BL), while group B was taught by face-to-face (f2f) teaching.

Difference in memory recall among medical students after reading printed text (hard copy) vs. on screen text (soft copy).

Objective: To compare the difference in "memory recall" among undergraduates (UGs) and postgraduates (PGs) medical students reading printed text (hard copy) vs. on-screen text (soft copy).

Methods: Final year UGs medical students (Group A) were divided into two batches, one batch was given hard copy of 1258 worded text and other group was given a soft copy of the same text.

Effect of Team-based Learning on Second Year Students' Academic Performance.

Objective: To determine if there was any significant difference in scores of students who acquired knowledge through team-based learning (TBL) versus those who learned through small group discussion (SGD).

Study Design: Quasi-experimental cross-over study.

Place And Duration Of Study: Shifa College of Medicine, Islamabad, from March to December 2015.

Attitudes of faculty and residents of surgical specialties towards professionalism at a tertiary care hospital of Islamabad.

Objectives: To determine the attitudes of faculty and residents of surgical specialties towards professionalism and to test the validity and reliability of a tool developed in USA for Pakistan.

Methods: An exploratory validation study was carried out at Pakistan Institute of Medical Sciences (PIMS), Islamabad from 01-Aug-2016 to 31-Jan-2017. Penn State College of Medicine Professionalism Questionnaire (PSCOM) was used, being a reliable and valid survey tools.

Student perception and post-exam analysis of one best MCQs and one correct MCQs: A comparative study.

Objective: To find differences between One-Correct and One-Best multiple-choice questions with relation to student scores, post-exam item analyses results and student perception.

Methods: This comparative cross-sectional study was conducted at the Dow University of Health Sciences, Karachi, from November 2010 to April 2011, and comprised medical students. Data was analysed using SPSS 18.

Simulation based medical education; teaching normal delivery on intermediate fidelity simulator to medical students.

Objective: To assess the effectiveness of medium fidelity simulator in teaching normal vaginal delivery to medical students.

Methods: The quasi-experimental study was conducted at the professional development centre of the Jinnah Sindh Medical University, Karachi, from June to December 2015, and comprised medical students. Third-year medical students were included.

'E-learning' modalities in the current era of Medical Education in Pakistan.

There are a number of e-Learning modalities, some or all of which may be used throughout a medical, dental, nursing or any other health related undergraduate curriculum. The purpose of this paper is to briefly describe what e-learning is along with some of the modalities, their common advantages and limitations. This publication ends with practical implications of these modalities for Pakistan.

Formative assessment in undergraduate medical education: concept, implementation and hurdles.

Formative assessment, described as "the process of appraising, judging or evaluating students' work or performance and using this to shape and improve students' competence", is generally missing from medical schools of Pakistan. Progressive institutions conduct "formative assessment" as a fleeting part of the curriculum by using various methods that may or may not include feedback to learners. The most important factor in the success of formative assessment is the quality of feedback, shown to have the maximum impact on student accomplishment.

Admission criteria to Saudi medical schools. Which is the best predictor for successful achievement?

Objective: To assess the relationship between current pre-admission criteria and medical student's grade point average (GPA) at the end of year 6 in 3 medical schools in the Kingdom of Saudi Arabia.

Methods: We conducted this observational analytical study at 3 government medical schools in the Kingdom of Saudi Arabia between January 2011 and February 2012. High school grades, achievement test (Tahsili test) scores, aptitude test (Qudraat tests) scores, Mathematics, and English grades in the high school were used to predict medical student's GPA at the end of year 6.

The need for national medical licensing examination in Saudi Arabia.

Background: Medical education in Saudi Arabia is facing multiple challenges, including the rapid increase in the number of medical schools over a short period of time, the influx of foreign medical graduates to work in Saudi Arabia, the award of scholarships to hundreds of students to study medicine in various countries, and the absence of published national guidelines for minimal acceptable competencies of a medical graduate.

Discussion: We are arguing for the need for a Saudi national medical licensing examination that consists of two parts: Part I (Written) which tests the basic science and clinical knowledge and Part II (Objective Structured Clinical Examination) which tests the clinical skills and attitudes. We propose this examination to be mandated as a licensure requirement for practicing medicine in Saudi Arabia.