Medicine
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This repository contains the published and unpublished research of the Faculty of Medicine by the staff members of the faculty
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Item Community as a learning opportunity(College of Medical Educations., 2020) Kasturiratne, A.; Chandratilake, M.No abstract availableItem Simulation(College of Medical Educations., 2020) Kodikara, K.; Karunathilake, I.No abstract availableItem Item Reflection and reflective practice(College of Medical Educations., 2020) Chandratilake, M.; Olupeliyawa, A.No abstract availableItem Clinical Reasoning.(College of Medical Educations., 2020) Karunratne, D.; Chandratilake, M.; Dharmaratne, S.No abstract availableItem Exploring the impact of student-led peer assisted learning (‘kuppi classes’) on examination performance and mental, social and emotional development of medical students of a Sri Lankan medical school(Sri Lanka Medical Association, 2017) Chandrasekara, S.; Bandara, H.; Chandrasiri, N.; Choden, T.; Chandratilake, M.INTRODUCTION & OBJECTIVES: Peer-assisted-learning (PAL) is the acquisition of knowledge and skills through active helping and supporting among status equals or matched companions. In ‘kuppi classes’, a local term for an informal form of PAL, students of a junior batch learn from students of a senior batch in a didactic manner. The aims of this study were: to explore the educational environment and the reasons for attending kuppi classes; to determine the correlation between attendance of kuppi classes and student performance at examinations. METHODS: The study focused on kuppi classes for preclinical subjects, the student experience of the first two years, and their performance at the second-year summative examination. Two focus group discussions were carried out with 14 medical students to identify the breadth of the issues related to each objective. The transcriptions were thematically analysed and a selfadministered questionnaire was developed based on these themes. It was administered to 178 third-year medical students. RESULTS: The qualitative component revealed that the learning environment in kuppi classes were much more relaxed and acceptable compared to formal teaching sessions. According to the questionnaire, the main reason for attendance is as a backup for formal lectures. For the tutoring student it is a revision. The attendees expect kuppi classes to be more examination oriented. However, the association between kuppi attendance and subsequent examination performance was not statistically significant. CONCLUSION: Didactic and informal near-peer-learning sessions may provide students with the conducive social and emotional environment to learn. However, it may not have an impact on examination performance.Item Challenges in medical education to enhance quality in medical care(College of General Practitioners of Sri Lanka, 2007) de Silva, N*.Item Suitability of selection criteria as a measure of medical graduates: University of Colombo(University of Colombo, 2006) Mettananda, D.S.G.; Wickramasinghe, V.P.; Kudolugoda Arachchi, J.; Lamabadusuriya, S.P.; Ajanthan, R.; Kottahachchi, D.A prime obstacle faced by a medical educator is selecting the right student to be trained as a doctor, and the general consensus is that this is also the most difficult task. This study was designed to evaluate the effects of selected outcome measures on outcome performance of medical undergraduates of the University of Colombo. A retrospective cohort study was conducted using the performance (marks) of students of 4 batches GCE (A/L) 1993 through to 1996). GCE (A/L) aggregate marks, attempt of entry, district of entry, English language proficiency and sex were tested as predictors of success. Results of main assessments were considered as measures of success. Relationship between outcome measures and outcome predictors were assessed using the multiple logistic regression model. Data of 699 students were analyzed and 82% of students entered from the Colombo district. A higher percentage of first attempters (at GCE A/L) performed well and obtained classes. Entering medical school from first two GCE A/L examination attempts was a significant positive predictor of passing any examination (odds ratio 3.2 to 7.5) or obtaining honors (odds ratio 2.8 to 16.0). Attempt of entry predicted 5.4% of the outcome (pass or fail) in university performance. Correlation between the GCE A/L aggregate mark and the student's position in order of merit for the internship appointments was -0.37 (p<0.001). A combination of factors should be used in the selection process of students to embark on the undergraduate process as any single factor is a poor predictor of outcome of performance. We believe that the number of attempts allowed to sit for GCE A/L in order to gain entry to a medical school as well as other degree courses should be confined to two attempts.Item Selection of students for admission to a medical school in Sri Lanka(Sri Lanka Medical Association, 2004) de Silva, N.R.; Pathmeswaran, A.; de Silva, H.J.OBJECTIVES: To assess the extent to which selected entry point factors predicted success in a Sri Lankan medical school. METHODS: The study sample consisted of all students in two consecutive entry cohorts. Marks obtained at the national university entrance examination in physics, chemistry, botany and zoology; the aggregate marks of these four subjects (the only academic criterion used in selection); the district of entry (the other, non-academic criterion); and gender, were identified as entry point variables. Success in a medical school was measured in five ways, including whether a student had passed all examinations in the medical faculty at first attempt or not. Multiple logistic regression was used to assess the extent to which the selected entry point factors could predict variability in outcome measures. RESULTS: Of 331 students, 6.6% were merit quota admissions, and 19.4% were from 'underprivileged' districts; 46.8% were women. Of the entry point factors, being female and obtaining an aggregate of > or =280 (of a possible 400) were the only independent predictors of success in all outcome measures. Obtaining at least grade B in zoology was also an independent predictor of passing all examinations at first attempt. The aggregate score alone accounted for only 2-5% of variance in a medical school performance. There was no association between admission from an underprivileged district and any of the outcome measures. CONCLUSIONS: The one and only measure of academic performance used for selection of students admitted to our medical schools, is a very weak predictor of success in a medical school.Item Teaching communication skills(Ceylon College of Physicians, 2001) de Silva, N*.