ArticleKorean journal of medical education2016
Evaluation of a personal and professional development module in an undergraduate medical curriculum in India.
Article in Korean journal of medical education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- InspirE5: a participatory, internationally informed framework for health humanities curricula in health professions education.BMC medical education · 2022Article
- Health Humanities curriculum and evaluation in health professions education: a scoping review.BMC medical education · 2021Article
- Leadership Training and Undergraduate Medical Education: a Scoping Review.Medical science educator · 2021Article
- Article
- Exploring the learners' perspectives on competency-based medical education.Journal of education and health promotion · 2021Article
- Exploring faculty perspectives on competency-based medical education: A report from India.Journal of education and health promotion · 2021Article
- Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians.BMC medical education · 2018Article
- Perception and Attitude of Medical Students towards Communication Skills Lab and Teaching Module.Journal of clinical and diagnostic research : JCDR · 2017Article
Corrections and comments
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Authors and funding
4 authors.
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Abstract
The study aimed at evaluating the personal and professional development (PPD) module in the undergraduate medical curriculum in Melaka Manipal Medical College, India. PPD hours were incorporated in the curriculum. A team of faculty members and a faculty coordinator identified relevant topics and students were introduced to topics such as medical humanities, leadership skills, communication skills, ethics, professional behavior, and patient narratives. The module was evaluated using a prevalidated course feedback questionnaire which was administered to three consecutive batches of students from March 2011 to March 2013. To analyze faculty perspectives, one to one in-depth interviews and focus group discussions were conducted by the coordinators with faculty members who conducted the PPD classes. Analysis of the course feedback form revealed that majority (80%) of students agreed that the module was well prepared and was "highly relevant" to the profession. Faculty found the topics new and interdisciplinary and there was a sense of sharing responsibility and workload by the faculty. PPD modules are necessary components of the curriculum and help to mould students while they are still acquiescent as they assume their roles as doctors of the future.
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