Browsing by Author "Fernando, G.M.O."

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Can we improve the criteria for selection of medical students in Sri Lanka?
(Sri Lanka Medical Association, 2010) de Silva, N.R.; Salgado, L.S.S.; Fernando, G.M.O.; Liyanage, P.L.C.K.; Hewage, S.N.; Pathmeswaran, A.
OBJECTIVE: To examine the validity of selected entry level characteristics in relation to the GCE Advanced Levei (AL) examination as predictors of performance of medical students. METHODS: Data on two consecutive batches of students at the Medical Faculty, Kelaniya University, were analysed. These included students' sex. AL attempt, AL z-score, English placement test marks on registration at the faculty, and aggregate marks at summadve examinations held in the 2nd (Phase I), 3rd and 4l (Phase II) years. The effect of predictor variables on medical school marks was assessed by multivariate analysis with causal path diagrams. RESULTS: The sample consisted of 294 students; 58.8% were females. Most had entered after the 2nd attempt (32% from 1s1, 48.3% from 2nd, 19.7% from 3rd attempt). The mean z-score was 2.017 (SD0.142). Mean English placement test mark was 59.1 (SD14.2). Mean marks in Phase I and II examinations were 54.3 (SD7.3) and 56.5 .(SD7.6) respectively. Significantly more males had entered after the 3rd attempt than females (27.2% of males, vs 14.5% of females, Pearson x2=0.027). Females did significantly better in English and in Phase I and II examinations. Path analysis showed that z-score, attempt and English placement test marks were all significant predictors of outcome at the First Examination. There was high correlation between performance at First and Second Examinations. CONCLUSION: Requiring prospective medical students to pass General English and restricting the number of attempts at the AL to two instead of three, will result in selection of medical students that perform better.
Selection of medical students in Sri Lanka: time to re-think criteria?
(Sri Lanka Medical Association, 2011) Hewage, S.N.; Salgado, L.S.S.; Fernando, G.M.O.; Liyanage, P.L.C.K.; Pathmeswaran, A.; de Silva, N.R.
OBJECTIVE: To examine the validity of selected entry level characteristics in relation to the GCE A/L examination as independent predictors of performance of students in medical school. METHODS : A retrospective, analytical study was done at the Faculty of Medicine, University of Kelaniya. Student characteristics at entry were described by sex, the average z-score, General English grade and attempt at GCE A/L examination, and average mark obtained at the English placement test on registration to medical school. Average marks at three summative examinations were used as indicators of performance in medical school. Multivariate analysis using multiple linear regression was carried out using these three outcome measures in relation to four entry point variables as predictors of performance in medical school. Causal path diagrams were constructed using standardised regression coefficients for the whole group and for male and female students separately. RESULTS: The A/L z-score, A/L attempt and English placement test marks were all significant predictors of outcome at the First Examination. Of the variables relating to the A/L examination, the attempt had a much higher path coefficient with performance at the First Examination than the A/L z-score, as did the English marks. Separate path analyses for male and female students showed that while the significance of the relationships remained the same, the magnitude of the correlation was different. CONCLUSIONS: Students who gain admission on their 3rd attempt at the AL examination fare much worse than those admitted to medical school on their 1st attempt. Differences between sexes in examination performance are probably linked to both A/L attempt and English language proficiency.
Using regular student feedback to improve the MBBS course
(Research Symposium 2009 - Faculty of Graduate Studies, University of Kelaniya, 2009) Liyanage, P.L.C.K.; Fernando, G.M.O.; de Silva, N.R.
Introduction: A new MBBS curriculum was introduced in the Medical Faculty in 2004. In order to monitor the quality, feedback is obtained from students at regular intervals, both on completion of learning modules and at the end of longer learning phases and conveyed back to teachers through the Medical Education Centre. In this study, feedback from two consecutive batches, regarding their learning experiences in the 3rd and 4th years of study was analyzed in order to ascertain changes in student satisfaction. Methods: Questionnaires were administered to the 1st and 2nd batches of students to follow the new curriculum, at the end of their 4th year of study. Feedback was obtained on 10 learning modules; the clerkships conducted by the Faculty; and the Community Health and Behavioural Sciences, Mental Health & Ethics strands. Students were asked to indicate their satisfaction with the different learning activities in these course components and the proportion of responses indicating satisfaction were compared between batches. Findings: Completed questionnaires were returned by 158/168 students and 140/164 students in the 1st and 2nd batches respectively. The proportion of responses expressing satisfaction with specific learning activities ranged from a low of 24.3% for a 4th year module to a high of 96% for the Family Medicine Clerkship, both for the 1st batch. Comparison of the level of satisfaction with two 4th year modules where the 1st batch had expressed the lowest levels of satisfaction showed that student satisfaction with both modules increased significantly from one year to the next: from 221/909 responses (24.3%) to 451/853 (52.9%) for one module (chi-squared=152.1, P<0.001); and from 595/857 (69.4%) to 631/845 (75.7%) for the other module (chi-squared=5.81, P=0.016). Conclusions: Regular student feedback is useful in identifying course components that need improvement, and can be an effective means of initiating appropriate changes that improve the overall quality of the course.