Psychological morbidity in medical students after entering into clinical training Psychological morbidity among medical students

Psychological morbidity is emerging as animportant issue for medical students after entering clinical training due to extensiveworking hours. Students find themselves unable to balance competing demands on their time and cannot allocate appropriate time to family, spouses and even to themselves; this leads to complaints about exhaustion and lack of efficiency in their profession. Objective: To assess Psychological morbidity in interns, medical officers and residents Methods: a cross sectional study was conducted. A google form was designed with questions adopting from the three scales of the Maslach Burnout Inventory-General Survey (MBI-GS). Question from all three categories of MBI-GS such as emotional exhaustion, depersonalization and personal accomplishment were considered. The form was distributed via email and Whatsapp to 87 house officers, medical officers and residents of six public healthcare facilities in Lahore. Responses were captured from 73 participants who completed the General Health questionnaire. Seven of these forms were filled by nurses, so in the present study only the response ofthose 66 participants who conformed to the study cross-section were considered. The results were analyzedusing SPSS version 22 for descriptive statistics and chi-square association. Results: A significant association was found between long working hours and emotional exhaustion, depersonalization and personal accomplishment questions in particular. The findings suggests long working hours ruin the mental health of medical professionals, which ultimately produce psychological health impacts. Conclusions: It was concluded that these factors should be considered to reduce psychological morbidity in health professionals.  

An Exploration of Teachers Own Classroom Assessment With Reference to the Framework of Aku Eb Assessment and Students Perceptions of Teachers Assessment and Examination Board Assessment

This study aims to explore teachers' own classroom assessment with reference to the framework of AKU EB assessment and students' perceptions of teachers' assessment and examination board assessment. The teachers' and students' perceptions of classroom assessments and exam board annual assessment have been explored through questionnaire survey. Simultaneously, the document analysis of teachers' classroom assessment papers and the exam board annual assessment papers in English and Mathematics has also been carried out as these two subjects were the main focus of this research study. The samples were selected from three AKU-EB affiliated schools of district Hyderabad. The purposeful or purposive sampling method was used to gather meaningful data with the total of 160 research participants including 26 teachers and 134 students from all three schools. All research participants were requested to fill in the questionnaires, one for teachers and the other for students. Data were analysed by using SPSS to compute the percentages of the responses, the mean scores of all items and the pair t-tests for few items of teachers' and students' questionnaires. The results were later transformed into MS-Excel for further tabulations. The main findings of teachers' questionnaire are: their classroom assessment mainly focused on improving, enhancing, and monitoring students' learning. Teachers felt that their assessment motivated students by awarding them with grades and marks. There were differences between their perceptions of classroom assessment skills and the usage of the skills in their classroom practices, for example in designing essay type of questions, and in communicating students' results with parents and the school management. The main findings of students' questionnaire are: there were significant differences between students' perceptions of teachers' classroom assessments and the exam board annual assessment in terms of the levels of difficulty in the test items i.e. the types of MCQs, CRQs, and ERQs and the marks awarded from both assessments. Students felt that their school teachers mostly designed MCQs type of tests as compared to CRQs and ERQs.