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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Venue : Hotel Galadari, Colombo 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Venue : Hotel Galadari, Colombo 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Short description of the 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Short description of the 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 Short description of the 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Short description of the 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Short description of the 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Symposium objectives 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Symposium objectives 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 Symposium objectives 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Short description of the 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 3rd SEARAME and 2nd FOSME Conference, 2014 Colombo, Sri Lanka Short description of the 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 Short description of the 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Short description of the 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Symposium objectives 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 Symposium objectives 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Symposium objectives 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Symposium objectives 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 3rd SEARAME and 2nd FOSME Conference, 2014 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. Short description of the 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 V.B. Bangal, S.P. Gavhane 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 Colombo, Sri Lanka 42 3rd SEARAME and 2nd FOSME Conference, 2014 Colombo, Sri Lanka ORAL PRESENTATION ABSTRACTS 43 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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, University of Peradeniya, Sri Lanka 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 13th November (Thursday) 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 Colombo, Sri Lanka OP 1-18 Oral Presentation Session 3: Curriculum Development Date 13th November (Thursday) 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 Objective: The objective of the study was to 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 3rd SEARAME and 2nd FOSME Conference, 2014 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- Academy of Health Professionals Education and 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 13th November (Thursday) 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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. Faculty of Medicine, University of Kelaniya, Sri Lanka 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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. Faculty of Medicine, University of Kelaniya, Sri Lanka 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 14th November (Friday) 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Community Medicine, Kasturba Medical College, 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 3rd SEARAME and 2nd FOSME Conference, 2014 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, Faculty of Medicine, University of Kelaniya, Sri Lanka 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 14th November (Friday) 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Faculty of Medical Sciences, University of Sri 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Community Medicine, Kasturba Medical College, 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Academy of Health Professionals Education and 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 14th November (Friday) 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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, Faculty of Medicine, University of Colombo, Sri Lanka 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. Method: A cross sectional study was conducted 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 Colombo, Sri Lanka 76 3rd SEARAME and 2nd FOSME Conference, 2014 Colombo, Sri Lanka POSTER PRESENTATION ABSTRACTS 77 3rd SEARAME and 2nd FOSME Conference, 2014 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? Faculty of Medicine, University of Colombo, Sri Lanka 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, University of Peradeniya, Sri Lanka 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Department of Community Medicine, Faculty of 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Department of Community Medicine, Faculty of Medicine, University of Ruhuna, Sri Lanka 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 Faculty of Medical Sciences, University of Sri 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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, University of Peradeniya, Sri Lanka 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. Objective: The objective of the study was to 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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. Objective: The objective of the study was to 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 V.B. Bangal, S.P. Gavhane 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. Objective: The objective of the study was to assess the usefulness of a checklist in reduction of post partum and post surgical adverse events. Method: A cross sectional study was conducted 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 3rd SEARAME and 2nd FOSME Conference, 2014 Colombo, Sri Lanka PP 2-07 PP 2-08 Perceived stress and coping strategies among BSc nursing undergraduates in University of Sri Jayewardenepura, Sri Lanka 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 Faculty of Medical Sciences, University of Sri Jayewardenepura, Sri Lanka 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 3rd SEARAME and 2nd FOSME Conference, 2014 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, University of Peradeniya, Sri Lanka 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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, Department of Community Medicine, Faculty of Medicine, University of Ruhuna, Sri Lanka 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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 3rd SEARAME and 2nd FOSME Conference, 2014 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
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