Arulsamy Anand
Currently the Founder and CEO of KNOWLDEGECHECKERS, an educational software initiative. Earlier he has served as Professor, Vice Principal, Dean, Executive Dean & Vice Chancellor for more than 25 years in various medical schools/Universities worldwide. Has a special interest in the delivery of online programs, e-publication, e-conference. A proponent of the BBRRIICCSS online delivery model, developed learning outcome rating methods, etc.
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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
Methods: Based on the determined eligibility criteria, six electronic databases were searched in the year 2018 for relevant articles. Nine relevant articles were chosen for the study, the articles where chosen based on the experience of different medical schools from different countries, which include the UK, Nigeria, Jeddah, Croatia, Pakistan, Ireland, Kingdom of Saudi Arabia, Israel and Malaysia. Articles that reported the attrition rate and the reasons were chosen. An analysis was done to understand the experience of the worldwide medical schools and the reason attributed to attrition.
Results: A careful analysis of nine articles reveals that the attrition rate varied from 3.8% in Saudi Arabia to 26% in Croatia medical schools. UK medical school showed an attrition rate of 14%, Ireland-5.7%, Nigeria-7.8%, Jeddah-20.8%, Croatia-26%, Pakistan-16%, Kingdom of Saudi Arabia-3.8%, Israel-12.6% and Malaysia-5.9%. An average attrition rate of 12.5% was found in all schools from different countries. The major reason for attrition is found to be academic difficulty followed by absenteeism, isolation, personal problems, psychological problem, and financial problems.
Conclusion: Investment into medical education is expensive compared to the other programs and dropping out from medical schools has multiple implications. The individual student has a major setback in life, the society loses the professional manpower. The medical school loses its revenue and waste its professionals time. In most cases it is observed that students drop out because of academic difficulty hence, it is imperative that medical schools pay more attention to screening students academically and psychologically. It should also create strong students support system and academic mentoring to minimize dropouts.
promotion in many universities from the developed countries. Most universities weigh
publications according to the quality or impact of the journal. Traditionally, journal quality has
been assessed through the ISI Journal Impact Factor (JIF), SCImago Journal Rank, Eigenfactor
and many more. However, the above metric system is still a novice or indomitable for many
universities from the underdeveloped and developing countries. This paper proposes an
alternative metric system- World Electronic Journals Impact Factor (WEJ Impact factor). This
metric system will be an alternative mechanism for those journals which does not find a place in
ISI/Thomson Reuters, SCOPUS and other data base. WEJ Impact Factor is an open access
electronic journal metric which uses Google Scholar citation and contribution factor of the
journal, which is based on data from the E-International Scientific Research Journal Consortium
WEJ Impact factor, is calculated based on the contributing factor and citation factor. The
journals are categorized under such as Arts and Humanities, Science, Social Sciences, and
Multidisciplinary before assigning the impact factor. This simple and new method of computing
impact factor provides fair chance for world wide electronic journals to understand the impact
factor of their journals based on quantity, quality, and on contextual level
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
Methods: Based on the determined eligibility criteria, six electronic databases were searched in the year 2018 for relevant articles. Nine relevant articles were chosen for the study, the articles where chosen based on the experience of different medical schools from different countries, which include the UK, Nigeria, Jeddah, Croatia, Pakistan, Ireland, Kingdom of Saudi Arabia, Israel and Malaysia. Articles that reported the attrition rate and the reasons were chosen. An analysis was done to understand the experience of the worldwide medical schools and the reason attributed to attrition.
Results: A careful analysis of nine articles reveals that the attrition rate varied from 3.8% in Saudi Arabia to 26% in Croatia medical schools. UK medical school showed an attrition rate of 14%, Ireland-5.7%, Nigeria-7.8%, Jeddah-20.8%, Croatia-26%, Pakistan-16%, Kingdom of Saudi Arabia-3.8%, Israel-12.6% and Malaysia-5.9%. An average attrition rate of 12.5% was found in all schools from different countries. The major reason for attrition is found to be academic difficulty followed by absenteeism, isolation, personal problems, psychological problem, and financial problems.
Conclusion: Investment into medical education is expensive compared to the other programs and dropping out from medical schools has multiple implications. The individual student has a major setback in life, the society loses the professional manpower. The medical school loses its revenue and waste its professionals time. In most cases it is observed that students drop out because of academic difficulty hence, it is imperative that medical schools pay more attention to screening students academically and psychologically. It should also create strong students support system and academic mentoring to minimize dropouts.
promotion in many universities from the developed countries. Most universities weigh
publications according to the quality or impact of the journal. Traditionally, journal quality has
been assessed through the ISI Journal Impact Factor (JIF), SCImago Journal Rank, Eigenfactor
and many more. However, the above metric system is still a novice or indomitable for many
universities from the underdeveloped and developing countries. This paper proposes an
alternative metric system- World Electronic Journals Impact Factor (WEJ Impact factor). This
metric system will be an alternative mechanism for those journals which does not find a place in
ISI/Thomson Reuters, SCOPUS and other data base. WEJ Impact Factor is an open access
electronic journal metric which uses Google Scholar citation and contribution factor of the
journal, which is based on data from the E-International Scientific Research Journal Consortium
WEJ Impact factor, is calculated based on the contributing factor and citation factor. The
journals are categorized under such as Arts and Humanities, Science, Social Sciences, and
Multidisciplinary before assigning the impact factor. This simple and new method of computing
impact factor provides fair chance for world wide electronic journals to understand the impact
factor of their journals based on quantity, quality, and on contextual level