Medical Education: Reorientation of Medical Education program training and finding knowledge among under graduate medical students in a tertiary care teaching hospital in South India
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
Competency-based education has been a concept in medical education since the 1970s, though has only gained traction and application in programs in the last 15-20 years. Multiple competency models exist (e.g. CANMeds, ACGME), though ACGME is prevalent in the US and is the focus of this presentation. The most common tensions in the competency-based education movement exist around: the deconstruction of clinical practice over respect for the complexity of the tasks; the challenge of appropriate assessments; and when to know to trust a resident with increasing responsibilities. The benefits and challenges are discussed; the session closes with an exploration of three case studies, drawing from different geographical regions (US, Canada, Australia), as a way to help participants appreciate the issues in implementating competency-based education in residency programs.
Prepared for and presented to Teaching Scholars Program, University of Colorado School of Medicine, Dec 18, 2012. Available under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. References used within the presentation available upon request - email author please.
Recent Advances in Evidence Based Public Health PracticePrabesh Ghimire
This product is the result of compilation from various sources. I acknowledge all direct and indirect sources although they have not been mentioned explicitly in the document.
New Organogram of Nepalese Health System (Please check the updated slides on ...Prabesh Ghimire
This slide has been updated to accommodate the recent changes. Please check the following link for the updated presentation:
https://www.slideshare.net/PrabeshGhimire/organogram-organization-structure-of-nepalese-health-system-updated-nov-2021
Competency-based education has been a concept in medical education since the 1970s, though has only gained traction and application in programs in the last 15-20 years. Multiple competency models exist (e.g. CANMeds, ACGME), though ACGME is prevalent in the US and is the focus of this presentation. The most common tensions in the competency-based education movement exist around: the deconstruction of clinical practice over respect for the complexity of the tasks; the challenge of appropriate assessments; and when to know to trust a resident with increasing responsibilities. The benefits and challenges are discussed; the session closes with an exploration of three case studies, drawing from different geographical regions (US, Canada, Australia), as a way to help participants appreciate the issues in implementating competency-based education in residency programs.
Prepared for and presented to Teaching Scholars Program, University of Colorado School of Medicine, Dec 18, 2012. Available under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. References used within the presentation available upon request - email author please.
Recent Advances in Evidence Based Public Health PracticePrabesh Ghimire
This product is the result of compilation from various sources. I acknowledge all direct and indirect sources although they have not been mentioned explicitly in the document.
New Organogram of Nepalese Health System (Please check the updated slides on ...Prabesh Ghimire
This slide has been updated to accommodate the recent changes. Please check the following link for the updated presentation:
https://www.slideshare.net/PrabeshGhimire/organogram-organization-structure-of-nepalese-health-system-updated-nov-2021
What are the cardiovascular disorders?
Public Health importance
Burden of disease
Risk factors of cardiovascular disorders
Causation
Prevention strategies
Global Action Plan for the Prevention and Control of NCDs
India - National programme (NPCDCS)
National framework for malaria elimination in indiaAparna Chaudhary
outlines India’s strategy for elimination of the disease by 2030. The framework has been developed with a vision to eliminate malaria from the country and contribute to improved health and quality of life and alleviation of poverty.
This is just a short & simplified slide made easy for undergraduate level . Important things have been highlighted. Before classifying system,I felt that few terms have to be described, so I have put few extra slides in the beginning.
"Medical Doctors are Poor Managers". This presentation has tried to do brainstorming for them how to operate as better Health Managers. Leaders lead from the Front. Managers control from the Behind. A Doctor in a facility needs to play the role of both Leader as well as Manager.
This PowerPoint was prepared and presented in IAPSMCON-2022 as a part of Journal Club competition...
It was judged by eminent stalwarts Dr.Anand Krishnan sir, Dr. Sanjay Zodpey sir and Dr. Amarjeet Singh sir and bagged the first prize as well...!!!
It critically appraises a Mixed Method Research study...Dive in to explore...!!!
A Systematic Approach Towards The Reorientation of Nigerian ValuesBankole Oluwafemi
By Ade Adekola - This presentation provides in overview a five stage process / framework for DEFINING and ultimately SUSTAINING a set of Nigerian Archetypal Values.
What are the cardiovascular disorders?
Public Health importance
Burden of disease
Risk factors of cardiovascular disorders
Causation
Prevention strategies
Global Action Plan for the Prevention and Control of NCDs
India - National programme (NPCDCS)
National framework for malaria elimination in indiaAparna Chaudhary
outlines India’s strategy for elimination of the disease by 2030. The framework has been developed with a vision to eliminate malaria from the country and contribute to improved health and quality of life and alleviation of poverty.
This is just a short & simplified slide made easy for undergraduate level . Important things have been highlighted. Before classifying system,I felt that few terms have to be described, so I have put few extra slides in the beginning.
"Medical Doctors are Poor Managers". This presentation has tried to do brainstorming for them how to operate as better Health Managers. Leaders lead from the Front. Managers control from the Behind. A Doctor in a facility needs to play the role of both Leader as well as Manager.
This PowerPoint was prepared and presented in IAPSMCON-2022 as a part of Journal Club competition...
It was judged by eminent stalwarts Dr.Anand Krishnan sir, Dr. Sanjay Zodpey sir and Dr. Amarjeet Singh sir and bagged the first prize as well...!!!
It critically appraises a Mixed Method Research study...Dive in to explore...!!!
A Systematic Approach Towards The Reorientation of Nigerian ValuesBankole Oluwafemi
By Ade Adekola - This presentation provides in overview a five stage process / framework for DEFINING and ultimately SUSTAINING a set of Nigerian Archetypal Values.
SPSS statistics - how to use SPSS for research, analysis, and surveys. Includes instructions and examples of how to: define a data file and variables, correlation analysis, multiple response sets, creating and editing charts, and much, much more!
Similar to Medical Education: Reorientation of Medical Education program training and finding knowledge among under graduate medical students in a tertiary care teaching hospital in South India
Background: Optimum learning environments (LEs) are linked with positive training outcomes for residents. However, there is few data concerning how the residents perceive the learning environments in teaching hospitals. This study aims to analyze the residents’ perceptions of their learning environments.
Methods: This cross-sectional, hospital-based study was carried out between November 2020 and January 2021, using a Postgraduate Hospital Educational Environment Measurement (PHEEM) questionnaire. Statistical analysis was conducted using SPSS 20.
Results: The total number was 45 participants, 40 of them successfully responded. The total Cronbach`s alpha score was 0.93, which reflects good reliability. The full-scale score was 128 out of 160, which indicates a good learning environment. The autonomy score was 44, the teachers' score was 50, and social support was 34. Finally, the overall mean score for females was 43.3 compared to 39.4 for males, with a P-value of 0.55. Furthermore, no significant difference in residents’ perceptions of their learning environment according to their training was observed in this study.
Conclusion: Significant challenges in the LE were identified; more attention and effort should be given, especially to the poorly rated point in this study: the existence of an informative program, clear clinical protocols, and proper setting expectations. The lowest score was for catering, housing. A high social support score indicates a healthy workplace environment and job satisfaction.
Doctors of Tomorrow – A Pipeline Program for Getting a Head Start in Medicineinventionjournals
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1_Introduction to National Healthcare Delivery System in India.pdfVamsi kumar
This course provides an overview of healthcare delivery systems, national health programs, the AYUSH system of medicine, and key concepts in public health and epidemiology. Students will explore the healthcare system in India, community participation, and the role of the private sector. They will also study national health programs, the AYUSH system of medicine, and gain insights into public health issues and epidemiological principles.
Integrative Health Care Shift Benefits and Challenges among Health Care Profe...ijtsrd
Nurses play an important role in supporting patients with any illness who often seek information regarding alternative therapy. Within their scope of practice, it is expected that nurses have sufficient knowledge about the safety and effective use of alternative therapies, and positive attitudes toward supporting patients who wish to use such therapies. An alternative therapy refers to the health treatments which go along with the medical care, and it is based on natural and traditional methods. It includes natural therapies, herbal medicines yoga, aromatherapy, batch flower medicines, spiritual therapies etc. They offer people the chance to try therapies outside of their standard medical care. These treatment methods are totally different from allopathic medical practices. An evaluative approach with one group pre test, post test design was used for this study. The study was conducted in selected rural areas of Tamilnadu. The samples comprised of 600 health professionals. Convenient sampling technique was used to select the samples. Data was collected using structured knowledge questionnaire before and after administering the structured health education program. The study proved their knowledge improved remarkably after administering the education. The findings of the study support the need for providing information to improve the knowledge of the health professionals regarding complementary therapies in the perspectives of integrating health care shift towards alternative therapies. So the findings have also proved that the information booklet was effective in terms of gain in knowledge scores. Dr. Pushpamala Ramaiah | Dr. Sahar Mohammed Aly | Dr. Afnan Abdulltif Albokhary ""Integrative Health Care Shift- Benefits and Challenges among Health Care Professionals"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30044.pdf
Paper Url : https://www.ijtsrd.com/medicine/nursing/30044/integrative-health-care-shift--benefits-and-challenges-among-health-care-professionals/dr-pushpamala-ramaiah
Abstract— Medical Council of India has laid down the norms and guidelines for integrated teaching to enhance the students approach for learning in a comprehensive manner. A comparative interventional study was carried out on II MBBS students of SMS medical College, Jaipur to compare the effect of traditional teaching and integrated teaching method. After taking pre-test students were divided into two groups, one group underwent traditional teaching and other group is given integrated teaching on Bronchial Asthma. Post-test was taken after finishing the topic. Mean change in score improved in both the group were compared by unpaiered “t’ Test. Perception of students and faculty about new method was also found out. It was found in this study that mean change of score of students from pre-test to post-test in the study group was significantly higher (p<0.001) than in control group (3.43±1.88 v/s 0.65±1.81). More than 90 % students liked and retained the subject better with the new teaching methodology only 9.3% felt it more time consuming. Majority of faculty had liked this method.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
: Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
OSCE Tool for Improving B. Sc. Nursing Students' Antenatal , Examinationiosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
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Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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Medical Education: Reorientation of Medical Education program training and finding knowledge among under graduate medical students in a tertiary care teaching hospital in South India
1. IOSR Journal of Dental and Medical Sciences (IOSR-JDMS)
e-ISSN: 2279-0853, p-ISSN: 2279-0861.Volume 14, Issue 12 Ver. IV (Dec. 2015), PP 103-113
www.iosrjournals.org
DOI: 10.9790/0853-14124103113 www.iosrjournals.org 103 | Page
Medical Education: Reorientation of Medical Education program
training and finding knowledge among under graduate medical
students in a tertiary care teaching hospital in South India
Senthilvel Vasudevan1*
, Jayanthi Sureshbabu2
, Sumathi Senthilvel3
Lecturer in Pharmacy (Biostatistics), Dept. of Pharmacy Practice, College of Pharmacy, King Saud Bin
Abdulaziz University for Health Sciences, Riyadh, Kingdom of Saudi Arabia.
Tutor in Medical Entomology, Pondicherry Institute of Medical Sciences, Kalapet, Pondicherry, South India.
Formerly Lecturer in Nursing, Kasturba Gandhi College of Nursing, MGMC & RI Campus, Pondicherry, South
India.
*Corresponding Author:
Dr. Senthilvel Vasudevan
Lecturer in Pharmacy (Biostatistics),
Dept. of Pharmacy Practice, College of Pharmacy,
King Saud Bin Abdulaziz University for Health Sciences,
Riyadh – 11481,
Kingdom of Saudi Arabia.
Abstract:
Background: Reorientation of Medical Education program conducting in medical education is very much useful
to Under Graduate Medical Students. Their knowledge will be increased in research methodology at
undergraduate level.
Methods: The present Reorientation of Medical Education program (ROME) study was conducted with under
graduate medical students and with a sample size of one hundred and two medical students in the year 2013.
They were involved in the various training of research methodology and in the existing softwares. Statistical
analysis descriptive and McNemar test were used and the level of significant was 0.05.
Results: Totally eighty seven students were included in this study. In that, 31 (35.63%) were boys and 56
(64.37%) female students. Mean age was found as 21.24 ± 0.51 years (Range: 21 – 23). The knowledge in
meaning of ROME and Knowledge in research methodology were found as very highly significant.
Conclusion: The present study has concluded that the implementation of ROME is very important and essential
in the medical education curriculum. It would help to increase the young medical researchers in the medical
field in India and they will be become a good and efficient medical practitioner in their life.
Key Words: reoriented medical education, teaching, under graduate medical students, knowledge
I. Introduction:
Reorientation of Medical Education (ROME) program is the best method of teaching the research
methodology to the Under Graduate Medical Students (MBBS) in a teaching medical institution. The main and
ultimate goal of undergraduate medical education in India is to improve the students‟ knowledge; skills,
attitudes and responsiveness, then only they will be become an appropriate and efficient physician in the first
contact of the community and in the world [1]. In this ROME training, Biostatistics is also teach to the medical
graduate students. Biostatistics is the application of statistics to a wide range of topics in biology.It concepts
and applications of teaching in medical education is very much essential and useful to Under Graduate Medical
Students for their research. Then only their knowledge in research methodology and in the application of
Biostatistics will be increased at the under graduate medical student level and they will show in the community
based research activities in their CRRI posting, in Post Graduate level or in further higher studies. Medical
educators should have enough knowledge and updated it in time to teach to the medical students [2].
Nowadays, Medical Council of India [13] is also encouraging this type of community based research training to
the medical students in all medical colleges in India. But, it was implemented in some of the medical colleges
only. This have been happening by the lack of faculties of availability, working days of the medical college,
funding and by improper planning of the teaching faculties in the medical colleges in India. World Health
Assembly mentioned in the report that the necessity of medical teaching institutions‟ involvements and
contributions in health care and delivery system to the community, research and its practices, preventive
measures activities in the community level [3].
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Nowadays, this type of training encouragement is essential and very important in medical research at
the level of medical teaching institute in India. Then only the medical graduates would involve in research and
to participate in the community level research. They would have been got some knowledge about the rural and
urban population, their life style, burdens, challenges, kinds of diseases, causes of the diseases (Communicable
and Non-Communicable) and what are all the methods available in India and etc. In this present study, my
objectives are to educate the various research methodology steps and methods in Biostatistics, various tests, its
applications to the under graduate medical students in a medical college level, to estimate the existing
knowledge about research methodology, various study designs, data entry and analysis with the existing
statistical software, report writing and submission of the final report and various types of study design among
the medical students and to make a keen research interest among under graduate medical students through
ROME program [4]. The main objectives of this paper are teaching about ROME posting and its importance,
training the medical students in all the stages of research methodology, how to prepare research questionnaire
and consent form, carry out a community based research, training in biostatistical concepts, tools, various tests
in biostatistics, its applications and giving keen training in the existing statistical softwares, report writing,
intervention methods and based on that conducting health education in the studied communities or area. Find
the knowledge about ROME posting among the under graduate medical students.
II. Methods:
Study Participants and Study Area: In this ROME study, one hundred and two under graduate medical
students were included those who are posted in Dept. of Community Medicine, Pondicherry Institute of
Medical Sciences, Kalapet, Puducherry (UT), South India. In this paper, I have discussed all 4 group of
students‟ activity in common and here I was provided one batch students‟ research details. Because, I was
involved as a co-investigator of a group and my group was done a research related to water quality and its
related diseases. Before conducting the ROME program, we have got the prior permission from the respective
panchayat leaders in the study areas.
Study Period: This study was conducted in the period of 1st
February to 5th
March 2013 in the field practice
areas of Dept. of Community Medicine, PIMS, Puducherry in twenty four hours in a week basis. At the
beginning of the ROME program, the pre-test was conducted and the end of this program the post-test was
conducted successfully.
Group discussion about the research and formation of various groups for ROME:
Splitting of students into various effective groups: Before conducting the research, elect a group of students
for the proforma maintenance group, survey group, data entry and compilations group, review of literature and
references preparation group, finance group, food and water arrange group, intervention group, screen play
group.
Research methodology: This topic contains various steps, they are mentioned as follows: Formulation of
research questions (hypothesis), types of study designs, important measurements – primary outcome variables,
types of variables and its unit of measurements, formation of study questionnaire and consent form for the study
participants, how to enter the collected mass (raw) data, how to analyze the collected data from the field
(community) by existing software‟s like MS Excel 2007 and SPSS 16.0 version.
Find out their knowledge gain from the training among the students by using pre-designed and pre-tested
questionnaire. Data entry was done by MS Excel 2007 and data analysis by SPSS 16.0 version.
Selection of the students for ROME: This teaching program was conducted by the Department of Community
Medicine in Pondicherry Institute of Medical Sciences, Puducherry during the year 2013. As a teaching faculty,
I have taught the subject Biostatistics to the 1st
part of the 3rd
professional students. The students were attended
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the class for biostatistics in the Community Medicine Department from their 2nd
year middle onwards. The
entire batch of students was divided into four groups and the four groups were under gone the ROME program
training. Data collections in the community have done by the students under supervision of respective faculties
and interns were posted from our nearest Rural Health Centre or Urban Health Centre.
In this study cost involved that was fully borne by all four batch students. Separate logistic for all four
batches were given by the Management, Pondicherry Institute of Medical Sciences, Kalapet, Puducherry. The
data collection in the field by the medical students in their respective study areas and it was shown in the
following figure.
III. Students trained in Research Methodology:
The Dept. of Community Medicine faculties explain all the steps involved in the research methodology
and as follows:
Explain how to conduct a research and how to frame a questionnaire or a proforma
How to write the materials and methods
Quoted how to gather the references and how to write the review of literature
How to get the relevant results for their respective studies
Elaborate how to write the discussion from the existing results
Explain how to write the conclusion
How to finalize and write recommendations based on the results obtained from their respective
researches.
Brief clearly how to write the references in the bibliography and
Explain how to do the further clinical investigations based on their study results and to create
awareness in community level. Help to the poor people through medical camps was done with the
available faculties, Post Graduate students, Health Workers, Social Workers, Staffs and Staff Nurses in
the Department of Community Medicine.
Students trained in biostatistics and its importance:
(a). Students undergone in the training of Biostatistics concepts and various types of tests and the uses of
software’s:
In this ROME posting, I have been explained the following:
Explain all the concepts of Biostatistics, types of variables like ratio, interval, ordinal, nominal and
types of data: Primary data and Secondary data, biostatistical tools, methods and its applications.
How to frame the null (H0) and alternative hypothesis (H1) related to their research topics and explain
the all the steps of hypothesis testing in medical research.
Explain how to find the sample size based on prevalence (in percentage) for various disease related
studies and in various situations.
How to draw the diagrams and graphs by manually as well as by excel and SPSS
Deliberate how to use and to enter the collected raw data in Microsoft Excel 2007.
How to draw the diagrams in excel, how to transfer the data from Excel to Statistical Software SPSS
16.0 version (Statistical Package for Social Sciences)
Data Collection in the study areas
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How to analyze the collected mass data (Primary Data) and how to do the analysis with the help of
statistical software, how make the final tables from the SPSS output
How to write the results according to the analysis of data for all the four groups of students
Explain how to calculate Odds ratio, Pearson Correlation and Spearman Correlation and multivariate
analysis with 95% Confidence Interval, p – value at 0.01 and 0.05 the association between two
variables, calculate the correlation between two variables, its types and further other important tests in
Biostatistics.
How to form and find the regression equations, screening test, relative risk, attributable risk, vital
statistics and etc.
How to interpret the results from the analyzed results.
(b). Training of students in data entry and data analysis through existing software and
statistical software:
In the analysis part, the students were trained as follows:
How to tabulate the analyzed data (ie., result) in various types of tables and to find the percentage.
How to present the analyzed the data in terms of diagrams and graphs in both Microsoft Excel 2007
and as well as in SPSS 16.0 version softwares. How to make the diagrams like bar chart – vertical &
horizontal, multiple bar chart, histogram, percentage bar diagram (sub-divided bar diagram), pie
diagram and exploded pie diagram, line diagram, scatter diagram and graphs.
Trained how to write the conclusion according to the results.
Explain how to find the p – value from the results, write the significance at 1% and 5% level and how
to present it in the final report
(c). How to Planning and preparing a Gantt chart for their respective studies:
They have divided the whole month as follows: They took twelve days for data collection, and six days for
entering the data in MS Excel 2007 software. Out of that, those six days, all the four batches of students
underwent training in softwares like MS Excel 2007 and in SPSS 16.0 version. For analyzing the data they
spent three days and they have took five days to prepare the results and to make the final research report within
two days. In the rest of the days, they have conducted some awareness programs in their field related to their
studies.
(d). How to collect the data in the fields:
Door to door and face to face interview method was followed by the students under the supervision of the
faculty or intern. Data were collected correctly, accurately and with participants‟ consent form.
(e). How to prepare the final report and submission:
The final reports of all four groups are checked in all spire and give some valuable suggestions to rectify some
errors in the results writing, tabulation, in suitable diagrams, how to mention the p-value and where,
significances and suitable photos of the clinical interventions of the study community. Recommendations
writing based on their respective studies.
IV. Intervention method carried out by ROME students in their study area:
Four groups are involved under this ROME posting program and I have to explain the intervention
activities of one of my batch students briefly.
Health Education to the Community: Based on their respective results, all four groups of students were to
plan and to prepare the health education programme through various methods. But, here I have been discussed
about my group of students and what they were done in their study area and it was represented in the following
flow chart:
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Flow Chart for Health Education
Health Talk: A health talk was delivered by a group of medical students. One student gave a talk about
“Personal hygiene” and also explained the procedure for six steps of hand washing. Another student from the
group gave a talk about different types of vector borne diseases and methods to prevent them. Finally, a speech
about types of water borne diseases, their symptoms and prevention was delivered by a student. The other
students were clarified the doubts were raised by the participants (students and public).
Audio Visual Mode of Teaching: The students were preferred this mode of teaching because it will catch an
eye of the audience in a most effective way. Two videos about the cause, symptoms, treatment and prevention of
Cholera and Dengue were shown to the participants. Then we asked a few questions related to these videos, in
order to get their feedback. The participants were enjoyed with the videos and promised to spread the message
to their neighborhood in their village.
Quiz: A quiz competition related to water borne diseases, was conducted among the students of the Villipakkam
primary school, related to water borne diseases. The students actively participated in the competition. Prizes
were also distributed to the participants at the end of the competition.
INTERVENTI
ON
METHODS
HEALTH
TALKS
PAMPHLET
RALLY
QUIZ
AUDIO –
VISUAL
AIDS
ROLE PLAY
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Awareness Rally: The students were carried out an awareness rally in the interiors of the Villipakkam village.
Our Head of the Department (HOD), guide and the school students also joined in the rally with enthusiasm. All
were shouted slogans related to personal hygiene, prevention of water borne and vector borne diseases. The
school students were also carried the placards along with us while marching.
Role Play: The medical students were performed a role play on the topic “Prevention is better than cure”. This
role play helped to reinforce their message and was well applauded by the audience.
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Pamphlets: Two pamphlets related to prevention of water borne and vector borne diseases were prepared by
the students and distributed to the audience, community people in data collected are of Chunampet and to the
public while they were marched in the rally. So, the phablets in the local language of tamil.
Pamphlets are in local language (Tamil) about water quality and water borne
diseases and how to stop it.
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Medical Camp: Finally, a medical camp was conducted by the Interns of Dept. of Community Medicine alone
with the ROME program students in the Villipakkam primary school, Chunampet, Tamilnadu. A total of one
hundred and fifteen patients from the locality were examined and medicines were given. From this, the ROME
students were got an idea about the medical camp.
End of the ROME recommendations to the whole Community participants:
• Thorough cleaning of all overhead tanks and water tanks once in every month.
• Avoid pond water for drinking purpose.
• Prevent stagnation of drainage near the drinking water source.
• Wash the containers properly before collecting water in it.
• Keep the water containers and water pots closed.
• Drink boiled water.
• Wash hands thoroughly with soap before eating and after defecation.
Statistical Analysis: Quantitative variables were expressed as Mean, SD, proportions and McNemar test was
performed for testing before and after ROME program and test the knowledge among the group of students.
The statistically significant was taken as p – value less than 0.05.
V. Results:
Totally, one hundred and two students were participated in this ROME study. In that, eighty seven
students were completed both pre and post-test questionnaires. Among eighty seven students, 31 (35.63%) were
boys and 56 (64.37%) were female students [Diagram – 1]. Mean age of the under graduate medical students
were found as 21.24 ± 0.51 years (Range: 21 – 23). In this study, the response rate was 85.29%. Some of the
students were absent in either pre or post-test time due to unhealthy and some emergency reasons. So, the drop
out percentage was found as 32.35%.
The knowledge gain by the under graduate medical students was as follows: Knowledge gain in
meaning of Reorientation of Medical Education was found as 69 (83.10%) in pre-test and 83 (100%) were in
post-test and the difference was statistically highly significant with p < 0.01 and in research methodology was
found as 29 (34.90%) in pre-test and 71 (85.50%) were in post-test and the difference was statistically very
highly significant with p < 0.001.
How to enter the data in MS Excel 2007 was found as 46 (55.40%) in pre-test and 81 (97.90%) were in
post-test and the difference was statistically highly significant with p < 0.01, and data cleaning, trimming,
processing and analysis done by exciting SPSS software 16.0 version was found as 13 (15.70%) in pre-test and
74 (89.20%) in post-test was statistically very highly significant with p < 0.001. Report writing and submission
was found as 36 (43.40%) in pre-test and 70 (89.20%) in post-test was statistically very highly significant with p
< 0.001 and knowledge on various study designs was found as 14 (16.90%) in pre-test and 63 (75.90%) in post-
test was statistically very highly significant with p < 0.001.
In this study, the knowledge gain by the under graduate medical students were as follows: How to
enter the data in MS Excel 2007 was statistically highly significant. Knowledge gain in research methodology
and data cleaning, trimming, processing and analysis done by exciting SPSS software 16.0 version were found
as statistically very highly significant. Report writing and submission and Knowledge on various study designs
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were found as statistically very highly significant. In randomized control trial study, the knowledge of the
students was not found as a significant with p>0.05 were shown in [Table – 1]. .
The attitude and interest of the undergraduate medical students in research and community based
research were found as follows: the ROME posting place preferred as rural community, the response in pre-test
was 57 (68.70%) and in post-test was 59 (71.10%) and response as urban community, 26 (31.30%) in pre-test
and 24 (28.90%) were in post-test. Most of students, 48 (57.80%) were respond the most difficult thing is data
analysis in ROME posting research in post-test, whereas in pre-test only 28 (33.70%) were respond. The easiest
job in ROME program was data entry in pre-test 53 (63.90%) and in post-test 43 (51.80%). Most of the
students in post-test, 78 (94%) were responded that the research in community. Interest in health care in
community was found as 79 (95.20%) were in pre-test and 83 (100%) were in post-test.
VI. Discussion:
ROME program is conducting to Under Graduate Medical Students in India in some of the medical
Colleges only. Because of, lack of faculties, don‟t have enough development of the medical teachers, lack of
time, lack of money and lack of planning by the teaching faculties in the medical colleges in India [2]. By this
type of training program, benefits have been received by both medical students and by the community.
Community Medicine has been taught to the Under Graduate Medical students under the Department of
Community Medicine [5] from II MBBS end and III MBBS (part I) as per guidelines of Medical Council of
India (MCI) [1]. Out of those four groups, one group only had applied the Biostatistical tools properly and
appropriately. Then, the particular batch only has won the best group of students‟ researchproject awardgiven
by the Dept. of Community Medicine, PIMS, Puducherry. This award has been awarded every year to the best
research students‟ group among the four group. By this activity and engorgement, the under graduate medical
students‟ knowledge and skills were increased in the research methodology and in the subject Biostatistics.
Then, automatically their stage fears were also eliminated by presenting their respective projects in the stage in
front of Director – Principal and other faculty members from other Specialities also. This program would help
to them to become a good, knowledgeable and efficient medical practitioner and will become a good teacher in
medical field in their future. The knowledge of Biostatistical tools and the usage of Statistical Package of Social
Sciences Software (SPSS) not only helps in their under graduate level study but also helpful in their research
carried out at the time of clinical postings, and in future they will be posted as CRRI in the Dept. of Community
Medicine for one months as per MCI norms [1] and as well as in their post graduate level study also. This
ROME will definitely be helpful to prepare their dissertations (or) projects at the time of their higher medical
related studies.
Nathan DG et al [6] reported in his paper that, nowadays the physicians are not getting an opportunity
to do research. By this type of training in the subject of biostatistics through ROME program, the UG medical
student‟s knowledge would increase in Research and get some keen interest to do research in their future
studies. Beverley Adams-Huet et al. have reported that the collaboration between statisticians and clinical
researchers in medical field from the formation of protocol preparation for any medical related study and its
further development [8]. If under graduate students were trained in research training, then they will get a bright
future in their life. Conducting workshops on research methodology, documentation of results and the concepts
of biostatistics and its applications are also needed to Under Graduate Medical Students level. Nowadays, the
distance between the general community and their needs from the medical field was much. This situation is to
be changed and medical schools have to increase their social responsibilities in the coming days [9]. If we want
to do this, the ROME program is to be implementing in all the medical colleges and included in the medical
education curriculum. In this ROME program, four groups of students have done four different researches. Out
of that four community based studies, in two studies they have been used the Geographic Information System
(GIS) successfully. Abbas Bazargan et al. have mentioned in his paper that the learning of knowledge and skills
through the use of problem based learning approach was needed [10]. The result was showed that the knowledge
gain in various study designs were good except in the randomized control trial study design. Normally, the
under graduate medical students were not having enough experience in research and publications in their study
period [11 – 12]. Recently medical council of India noted in the press report that the conducting research is
being neglected in the level of higher education especially in the medical education. So, recently MCI has made
a mandatory for all medical colleges in India to have a research cell in all medical colleges [13]. So, through
this research cell, all medical colleges in India would implement the ROME programme successfully in the
future years. End of ROME program, the poor patients were found out by the students in their respective field
and gave some necessary free treatment to them. The community people were appreciated very much our
medical students as well as our students were also got an excellent and golden opportunity to learn about the
community, their needs and expectations. At the end of this ROME program, they have told that the overall
experience by this was full satisfaction. Moreover, they were mentioned that they did some useful help to the
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poor community people in their study area. Some of the students were mentioned this type of community
service had been given self-satisfaction.
VII. Conclusions:
The present study hasconcluded that the implementation of ROME is very important and essential in
the medical education curriculum. By this ROME training, UG medical students have come to know how to
conduct a community based study, to understand the steps involving in the research methodology, how to use
biostatistics concepts, tools to be used appropriately in their medical field, they have come to know about the
community, their burden, difficulties, challenges, diseases, how to solve these issues, they have got the
administration knowledge, how to conduct a research/study and etc., It would help to increase the young
researchers in the medical field in India and they will be become a good and an efficient physician in their life.
Acknowledgement:
Authors are thankful to Dr. (Brig.) Zile Singh, Prof. and HOD, Dept. of Community Medicine,
Pondicherry Institute of Medical Sciences, Kalapet, Puducherry – 605 014. South India for his excellent help
and encouragement for this study. Authors are very much thankful to the PIMS management and to the Director
– Principal. Authors are thankful to the faculties, students and to the interns those who were participated in this
study. Authors are very thankful to the community people those who were participated in this study and for
their great cooperation.
Declarations:
Funding: None
Conflict of Interest: There is no conflict of interest in the study.
Ethical Approval:Not required
References:
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Table: 1 Distribution and Knowledge about pre and post test scores in reorientation of medical education
among under graduate medical students and its significance
*p <0.01 Statistically Highly Significant **p<0.001 Statistically Very Highly Significant
Figure: 1 Distribution of students participate in the reorientation medical education
programme study
Study Variables
Reorientation of Medical Education
Program Significance
Pre – Test Post - Test
Meaning of Reorientation of Medical Education 69 (83.10) 83 (100) p < 0.01*
Research Methodology 29 (34.90) 71 (85.50) p < 0.001**
How to do Data Entry with Micro Soft Excel 2007 46 (55.40) 81 (97.90) p < 0.01*
Data cleaning, data trimming and data analysis
done by SPSS software 16.0 version
13 (15.70) 74 (89.20) p < 0.001**
Report writing and submission of the final report 36 (43.40) 70 (89.20) p < 0.001**
Various study designs 14 (16.90) 63 (75.90) p < 0.001**