A model pattern of Clinical Teaching and Learning, Team Objective Structured Bedside Assessment (TOSBA); Perception of Medical Undergraduates in Obstetrics and Gynecology Department.

Kaweeta Kumari; Shanila Anwar; Nandlal Dhomeja; Adina Aslam; Nageen Ahsan; Syeda Mukarmaha Gillani; Rakshan Zehra Abidi

doi:10.29309/TPMJ/2023.30.03.7225

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A model pattern of Clinical Teaching and Learning, Team Objective Structured Bedside Assessment (TOSBA); Perception of Medical Undergraduates in Obstetrics and Gynecology Department.

Author(s)

Kaweeta Kumari United Medical and Dental College, Creek General Hospital, Karachi, Pakistan

Shanila Anwar United Medical and Dental College. Karachi, Pakistan.

Nandlal Dhomeja Jinnah Sindh Medical University. Karachi, Pakistan

Adina Aslam Civil Hospital, Karachi, Pakistan

Nageen Ahsan Jinnah Postgraduate Medical Center. Karachi, Pakistan

Syeda Mukarmaha Gillani Services Hospital. Lahore, Pakistan

Rakshan Zehra Abidi United Medical and Dental College. Karachi, Pakistan

Abstract

Objective: To evaluate the effectiveness of TOSBA for the teaching/learning of cognitive and non-cognitive clinical skills of medical undergraduates, compare it with other teaching/learning methodologies and evaluate the effects of TOSBA on ward test in Obstetrics & gynecology department. Study Design: Experimental study. Setting: Department of Obstetrics & Gynecology, Creek General Hospital, United Medical & Dental College, Karachi. Period: March 2018 to March 2020. Material & Methods: In this study the total sample size in: 3rd year= 90 students (n=90), 4th year=85 students (n=85) and 5th year=72 students (n=72). TOSBA was conducted for all students each year and were evaluated for their performance by two facilitators from the Obstetrics & gynecology department. The session was timed for 15 minutes. Results: The participants agreed that TOSBA was beneficial for teaching/learning of clinical skills. For clinical skills TOSBA was helpful with mean score 3.82 ± 0.97 in year 3, in year 4 =4.06 ± 0.82 and 4.19 ± 0.99 in year 5. For acquisition of communication and team-work skills through TOSBA the responses were quite positive. Conclusion: TOSBA has a positive impact and the key elements of TOSBA, its formative nature, feedback and interaction with real patients are beneficial in acquisition of cognitive and non-cognitive skills for the medical undergraduates.

Publication Details

Page(s) 376-382

DOI 10.29309/TPMJ/2023.30.03.7225

Published Journal: Professional Medical Journal, Volume: 30, Issue: 3, Year: 2023

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Keywords

Team Objective Structured Bedside Assessment (TOSBA)., Students’ Learning, Formative assessment, Bedside Teaching