Abstract:

Objective: There has been a remarkable transformation in medical education, more so with the advent of technology into education and also because of the certain regulatory bodies’ requirements. One among the transformation is the flipped classroom method. More and more schools have started to use flipped classroom (FC) teaching approach in an effort to enhance student’s active engagement in learning. The aim of this review is to examine the efficacy of the FC model over traditional lecture methods

Methods: A literature search was conducted using the major electronic databases on researches published from 2016 to 2018. Peer‐reviewed papers were screened and reviewed according to explicit inclusion criteria. A total of 426 study were sourced and out of which only 18 were chosen for the review and analysis based on the inclusion and exclusion criteria

Results: Out of the 18 study chosen study 10 of them explicitly stated that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods, however 8 studies stated that FC did not have significant advantages over the lecture methods rather reported more burden and pressure than those from the traditional lectures

Conclusion: Flipped classroom teaching and learning pedagogy is one of the effective ways of enhancing student engagement and learning, however, this would be more effective only if students are motivated and as such FC does not seem to address the less motivated and thereby engagement of the students is likely to be the same as in other traditional methods

Keywords: flipped classroom, learning methods. Lecture-based, student’s engagement.

References:

[1]. Akçayır, G. and Akçayır, M., 2018. The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, pp.334-345.

[2]. Burnham, K.D. and Mascenik, J., 2018. Comparison of student performance and perceptions of a traditional lecture course versus an inverted classroom format for clinical microbiology. Journal of Chiropractic Education, 32(2), pp.90-97.

[3]. Cabı, E., 2018. The Impact of the Flipped Classroom Model on Students' Academic Achievement. International Review of Research in Open and Distributed Learning, 19(3).

[4]. Chen Hsieh, J.S., Wu, W.C.V. and Marek, M.W., 2017. Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), pp.1-21.

[5]. Chen, F., Lui, A.M. and Martinelli, S.M., 2017. A systematic review of the effectiveness of flipped classrooms in medical education. Medical education, 51(6), pp.585-597.

[6]. Chen, K.S., Monrouxe, L., Lu, Y.H., Jenq, C.C., Chang, Y.J., Chang, Y.C. and Chai, P.Y.C., 2018. Academic outcomes of flipped classroom learning: a meta‐analysis. Medical education, 52(9), pp.910-924

[7]. DeLozier, S.J. and Rhodes, M.G., 2017. Flipped classrooms: a review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), pp.141-151.

[8]. Gilboy, M.B., Heinerichs, S. and Pazzaglia, G., 2015. Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, 47(1), pp.109-114.

[9]. Hew, K.F. and Lo, C.K., 2018. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC medical education, 18(1), p.38.

[10]. Jung, H., An, J. and Park, K.H., 2018. Analysis of satisfaction and academic achievement of medical students in a flipped class. Korean journal of medical education, 30(2), p.101.

[11]. Koo, C.L., Demps, E.L., Farris, C., Bowman, J.D., Panahi, L. and Boyle, P., 2016. Impact of flipped classroom design on student performance and perceptions in a pharmacotherapy course. American journal of pharmaceutical education, 80(2), p.33.

[12]. Larry Hurtubise, Elissa Hall, Leah Sheridan and Heeyoung Han (2015) The Flipped Classroom in Medical Education: Engaging Students to Build Competency Journal of Medical Education and Curricular Development

[13]. Mok, H.N., 2014. Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), p.7.

[14]. Moraros, J., Islam, A., Yu, S., Banow, R. and Schindelka, B., 2015. Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC medical education, 15(1), p.27.

[15]. Musib, M.K. (2014). Student perceptions of the impact of using the flipped classroom approach for an introductory-level multidisciplinary module. CDTL Brief, 17(2), 15-20

[16]. Ramnanan, C.J. and Pound, L.D., 2017. Advances in medical education and practice: student perceptions of the flipped classroom. Advances in medical education and practice, 8, p.63.

[17]. Riddell, J., Jhun, P., Fung, C.C., Comes, J., Sawtelle, S., Tabatabai, R., Joseph, D., Shoenberger, J., Chen, E., Fee, C. and Swadron, S.P., 2017. Does the Flipped Classroom Improve Learning in Graduate Medical Education?. Journal of Graduate Medical Education, 9(4), pp.491-496.

[18]. Rotellar, C. and Cain, J., 2016. Research, perspectives, and recommendations on implementing the flipped classroom. American journal of pharmaceutical education, 80(2), p.34.

[19]. Snowden, K.E., 2012. Teacher perceptions of the flipped classroom: Using video lectures online to replace traditional in-class lectures (pp. 1-71). Denton, TX: University of North Texas.

[20]. Tang, F., Chen, C., Zhu, Y., Zuo, C., Zhong, Y., Wang, N., Zhou, L., Zou, Y. and Liang, D., 2017. Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship. Medical education online, 22(1), p.1395679.

[21]. Tucker, B. (2012). The flipped classroom. Education Next,12(1), 82-83.

[22]. Tusa, N., Sointu, E., Kastarinen, H., Valtonen, T., Kaasinen, A., Hirsto, L., Saarelainen, M., Mäkitalo, K. and Mäntyselkä, P., 2018. Medical certificate education: controlled study between lectures and flipped classroom. BMC medical education, 18(1), p.243.

Abstract:

Background: The doctor patient relationship is the keystone of our health care system. But in modern medicine, there is very little credit given to this relationship. The degradation of the doctor patient relationship has led to unsatisfied patients, frustrated doctors and overall diminution in the quality of health care.

Objective: The aim of this study is to emphasize the importance of a good doctor patient relationship.

Method: The present study, upon review of several articles, discusses the components of a good doctor patient relationship, and summarizes it into five major categories. From the articles researched, below are a comprehension of the collective information gathered and presented in a redefined, organised manner.

Conclusions: The five main categories discussed include: First impressions, mannerisms, communication skills, professionalism qualities, and collaborative decision making. The study also talks about how these five components are integrated, and how it effects the doctor patient relationship, leading to better therapeutic outcomes in patients and long-term job satisfaction in doctors.

Keywords: doctor patient relationship, first impressions, mannerisms, communication skills, professionalism qualities, collaborative decision.

References:

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[3].Ball LE, Barnes KA, Crossland L, Nicholson C, Jackson C. “Questionnaires that measure the quality of relationships between patients and primary care providers: a systematic review”.

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[7].Cathy Charles, Amiram Gafni, Tim Whelan “Decision-making in the physician-patient encounter: revisiting the shared treatment decision making model” Social Science and Medicine Vol 49, Issue 5, September 1999.

[8].David C. Dugdale MD Ronald Epstein MD Steven Z. Pantilat MD “Time and the Patient–Physician Relationship” Journal of General Internal Medicine 25 December 2001.

[9].Donald J.Kiesler, Stephen M. Auerbach “Optimal matches of patient preferences for information, decision-making and interpersonal behavior: Evidence, models and interventions” Patient Education and Counseling Volume 61, Issue 3, June 2006, Pages 319-341.

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[11]. Gallagher TH, Levinson W. “A prescription for protecting the doctor-patient relationship.”

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[13]. Heesu Chung, Hyeyeon Lee, Dong-Seon Chang, Ho-Sun Kim, Hyejung Lee, Hi-Joon Park, Younbyoung Chae “Doctor's attire influences perceived empathy in the patient–doctor relationship” Patient Education and Counseling Volume 89, Issue 3, December 2012.

[14]. Jeanne M. Farnan, MD, MHPE; Lois Snyder Sulmasy, JD; Brooke K. Worster, MD; Humayun J. Chaudhry, DO, MS, SM; Janelle A. Rhyne, MD, MA; Vineet M. Arora, MD, MAPP “Online Medical Professionalism: Patient and Public Relationships: Policy Statement From the American College of Physicians and the Federation of State Medical Boards” Annals of Internal Medicine 13 April, 2013.

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Abstract:

Background and Objectives: Klang River is a 120 km long extremely polluted river with 11 major tributaries. The pollution is due to the areas where the water passes through. The aims of this research were to identify multidrug resistant Pseudomonas aeruginosa and Enterobacter aerogenes, phenotypically identify their resistance induced traits, and to determine the molecular characterisation of these strains.

Methods: In this research, 30 water samples were collected from different sites along Klang River, their physical properties and biological oxygen demand were estimated. The gram negative multidrug resistant (MDR) strains were isolated, Hodge test, Double Disk Synergy Test and Disk Potentiation Test were done to identify the cause of their resistance induced traits, and plasmid DNA profiling was carried out.

Results: One multidrug resistant (MDR) P. aeruginosa strain was isolated from the 30 samples, it was a non-carbapenemase and metallo-β-lactamase (MBL) producing strain. 9 E. aerogenes carbapenemase and MBL producing strains were identified, 6 of them were MDR, after extracting the bacteria plasmid DNA, it was confirmed that the bacteria were within the same range as that of control bacterium (marker).

Conclusion: Multidrug resistant P. aeruginosa and E. aerogenes were present in the water samples and they had similarly sized DNA fragments to control bacterium.

Keywords: Pseudomonas aeruginosa; Enterobacter aerogenes; multidrug resistance; metallo-β-lactamase.

References:

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Abstract:

Background: Guyana, located on the northern South American Mainland is a moderate resource, developing country with high rates of traumatic hemorrhage. There is a shortage of blood products available for use in the emergency department of Georgetown Public Hospital, the main tertiary public hospital. Tranexamic acid (TXA) is an antifibrinolytic that inhibits both plasminogen activation and plasmin activity, thus preventing clot breakdown. CRASH-2, a large randomized, multicenter double blind, placebo-controlled clinical trial, that showed that TXA reduces mortality and blood product use in acute trauma in a moderate resource setting. Currently TXA is not available for use in the public health system in Guyana.

Methods: A literature review was conducted using Google Scholar and PubMed, and by analyzing review articles from the Cochrane Database, European Guidelines, NICE Guidelines. Sources were analyzed to determine pharmacology, feasibility and utility of TXA in moderate resource emergency medicine settings such as Guyana. Steps were taken to bring TXA for use in the public health system in Guyana.

Results: Meetings with stakeholders. Cost analysis. A protocol for initial utilization. Plan for data collection and future expansion.

Conclusions: Tranexamic acid is a safe and inexpensive drug that should be incorporated into trauma clinical guidelines for the resuscitation of the bleeding patient at Georgetown Public Hospital. Implementing a clinical guideline for the use of tranexamic acid in trauma at GPHC will improve mortality due to bleeding and reduce the use of blood products.

Keywords: Tranexamic acid; Acute trauma; Moderate resource setting.

References:

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[2]. Guyana, Bureau of Statistics. Population & Housing Census 2012. Available from: http://www.statisticsguyana.gov. gy/census.html

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[40]. Summary of the report of the 18th meeting of the WHO Expert Committee on the Selection and Use of Essential Medicines, 18th Meeting, Accra, Ghana March 21Y25, 2011. Available a Accessed November 10, 2012.

Abstract:

Mamanwa indigenous people (IP) mostly lived in Caraga region, Philippines. Most of them depended on the traditional method of herbal plants for medication. This study aims to determine the bioactive compounds present in the fifteen ethnomedicinal plants extract through IR spectrophotometric analysis for the presence of the different functional group in the plant extract. The presence of the peaks forms IR spectroscopy for the stretching of O-H/ N-H, C-H, C-O and C-Cl /C-S, S-H, N=O and C=O for the functional groups alcohols, carboxylic acids, alkanes, alkenes, halogens, amide, aromatic compounds, ethers, amino acids, lactones, nitro compounds, acid anhydrides and aldehydes that makes this possible potential antibiotics and medicine.

Keywords: Mamanwa IP, functional groups, ethnomedicine & IR spectrophotometric analysis.

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