تو یہ نہ سمجھ تیری جوانی پہ مرے تھے
ہم یار تری صاف بیانی پہ مرے تھے
پھر قحط اتارا گیا اولاد پر اُن کی
وہ جن کے قبیلے کبھی پانی پہ مرے تھے
اُن کو ہی بہانے تھے پڑے اشک سبھی پھر
جو لوگ تری اشک فشانی پہ مرے تھے
سورج تھے طلب گار ضیا کے ترے رخ سے
دریا ترے لہجے کی روانی پہ مرے تھے
سن کر بھی غمِ ابنِ علیؑ لوگ تھے بے حس
کردار پہ قرباں، نہ کہانی پہ مرے تھے
Introduction: Anatomy is still taught in medical schools as a basis for studying pathophysiology and surgery. Lack of integration of basic and clinical disciplines reduced teaching hours, and poor teaching methodologies have a significant effect on anatomical knowledge and medical education standards. Objectives: To evaluate the perspectives of undergraduate students of MBBS, fresh MBBS graduates, teaching faculty of anatomy, and consultants on the importance and reconstruction of the anatomy curriculum. Materials & Methods: A total of 600 subjects participated in this cross-sectional study. A feedback form was used to collect data regarding time allocation, clinical relevance, integration, and clear viewpoints in basic histology, embryology, and gross anatomy. The form included free text, binomial, and 5-point Likert scale replies. Results: Analysis of the results revealed that all stakeholders universally preferred integrated anatomy teaching throughout the academic years of medical school instead of demanding block during the early two years. According to the study, students experienced inadequacies in their anatomical knowledge when they started their clinical training. Conclusion: This study contributes further to the ongoing discussions in anatomical sciences education by revealing that new doctors believe that anatomical instruction should be prioritized regardless of their career goals.
Performance Appraisal (PA) is one of the significant human resource practices. There has been a renewed emphasis on the rising needs for using a comprehensive appraisal system in the educational field in order to ensure the achievement of organizational goals and to help teachers grow professionally. The study was a qualitative action research which aims at improving the current practices of performance appraisal in a private school system of Karachi. The objective of the study is to identify the weaknesses and strengths of the current practices of the appraisal and improve upon the weaknesses through collaboration and coordination with various stake holders across the board such as professionals who carryout appraisal practices, head teachers and teachers. This research employed Stephen Kemmis and Robin McTaggart’s participatory action research method involving reconnaissance, implementation and evaluation cycles. The data, in the reconnaissance stage, were collected by administering a questionnaire to teachers, analysis of existing appraisal documents and interviews of appraisers to get relevant information for the intervention. On the basis of reconnaissance findings two action cycles were planned and implemented by forming an action group, comprised of researcher as a facilitator, a critical friend and a group of appraisers, to make the appraisal practices more professional development oriented. During the intervention phases, qualitative data were collected through ongoing observation and reflection. In addition, appraisal tools were reviewed by some selected teachers. At the end of action cycles, overall changes were assessed with teachers through an evaluation questionnaire. The key findings revealed that the implemented changes have improved the existing appraisal practices by making it more systematic, fair and balanced approach to evaluate teacher performance as recognized by the teachers, however, specific areas within the reviewed appraisal practice were highlighted for further improvement. The recommendations include: the specific training for appraisers and appraisees, using appraisal process to determine teachers’ need for professional development to recognize the value of constructive feedback as a means of improving the quality of teaching and learning.Moreover, in order to make appraisal more effective, it is imperative for teachers to have the ownership of the appraisal process and are collaboratively involved in the ongoing review of policy and procedure regarding appraisal.