Introduction: Parasitology is taught in Egyptian medical schools in the pre-clinical stage. Commentary stations are intensively used as a student-centered learning strategy that relies on designed questions to assimilate target knowledge through case-solving skills. Class instructor is mandatory for guiding students through different stations. Aim: The study was performed undertaken to assess students’ perception of the tool. Subjects and Methods: A comparative, cross-sectional study was implemented on preclinical medical students who studied parasitology in discipline-based and integrated programs at AFCM. For data collection, a questionnaire was proposed and converted into an online survey using Google online survey Forms. Statistical analysis used: To evaluate the validity, KMO and Barlett’s tests of Sphericity were used while Cronbach’s alpha was used for reliability. A p-value < 0.05 was regarded as statistically significant. Results: A total of 200 students answered the questionnaire including 84 from discipline-based program (42%) and 116 from integrated program (58%). The data collection tool demonstrated a validity of 0.778 and reliability of 0.754, with p-value < 0.001. More than 50% of the study group strongly agreed with the method to trigger knowledge assimilation while 48% endorsed it for deep learning. The facilitator role of the instructor was appreciated and not considered as a passive knowledge transmitter. Comparing students from both programs, there was no significant difference regarding perception of the method. Notably, 6+1 students significantly preferred applying bonuses and penalties to motivate their performance compared with 5+2 candidates, (p-value 0.036). Conclusion: Commentary stations with a class instructor were found to trigger knowledge assimilation and stimulate deep learning in parasitology education for both discipline based and integrated program medical students.
(2024). An Educational Experiment in Parasitology Implemented on Preclinical Medical Students in Discipline-Based and Integrated Programs at AFCM. Journal of Health Professions Education and Innovation, 1(1), 13-25. doi: 10.21608/jhpei.2024.340826
MLA
. "An Educational Experiment in Parasitology Implemented on Preclinical Medical Students in Discipline-Based and Integrated Programs at AFCM". Journal of Health Professions Education and Innovation, 1, 1, 2024, 13-25. doi: 10.21608/jhpei.2024.340826
HARVARD
(2024). 'An Educational Experiment in Parasitology Implemented on Preclinical Medical Students in Discipline-Based and Integrated Programs at AFCM', Journal of Health Professions Education and Innovation, 1(1), pp. 13-25. doi: 10.21608/jhpei.2024.340826
VANCOUVER
An Educational Experiment in Parasitology Implemented on Preclinical Medical Students in Discipline-Based and Integrated Programs at AFCM. Journal of Health Professions Education and Innovation, 2024; 1(1): 13-25. doi: 10.21608/jhpei.2024.340826