یوں مہرباں ہوا ہے مہینہ رسولؐ کا
دل بن گیا ہے پھر سے مدینہ رسولؐ کا
خاکِ مدینہ پائی تو خوشبو خجل ہوئی
شامل ہے اِس میں پاک پسینہ رسولؐ کا
فدیہ ہو علم کا کہ مواخات کا عمل
تاریخ دیکھتی تھی قرینہ رسولؐ کا
قربان ہم تو دونوں کی آب و ہوا پہ ہیں
مکّہ خدا کا اور مدینہ رسولؐ کا
طوفان میں گھرا ہوں پہ مدحت زباں پہ ہے
یہ نعت بھی ہے ایک سفینہ رسولؐ کا
Background: People suffering from imposter syndrome despite being competent consider themselves less skillful and incapable. Such individuals are also more prone to regret their choice of career with consequent early drop out, experience burnout, more prone to medical errors, absenteeism and low job satisfaction. The current study aims to determine the difference in the characteristics of imposter syndrome in dental students of preclinical and clinical phase and its gender predisposition. Objectives: 1. To find out the frequency and characteristics of imposter syndrome among dental students. 2. To evaluate the differences in the characteristics of imposter syndrome among dental students of preclinical and clinical year. 3. To determine gender predisposition of imposter syndrome among dental students. Methods: The cross-sectional study was conducted on 138 dental students of CMH Lahore Medical and Dental College. A validated questionnaire (Clance IP Scale) containing 20 items with 5-point Likert scale was used to collect data by convenient sampling technique. The characteristics of IP were determined by adding the scores of all items. Descriptive statistics were done, chi-square applied, p-value <0.05 was considered significant. Results: One hundred and thirty-eight students filled the IP Scale. The frequency of imposter syndrome is found to be 52.1% among Dental Students. Majority (72) of the dental students have frequent to intense imposter feelings. There is non-significant difference in the IP characteristics of male and female students. No significant difference in the characteristics of imposter syndrome is found between dental students of preclinical and clinical year. Conclusions: There frequency of imposter syndrome is high among Dental students. Non-significant difference in the IP characteristics is found between male and female students as well as students of preclinical and clinical year.
This small-scale case study explores perceptions and practices of teachers about inclusion of students with special educational needs (SEN) in a private inclusive school of Karachi. Students with SEN are facing many challenges and barriers in obtaining their basic right to education. To achieve SDG Goal 4 that is to ensure inclusive, equitable and quality education and to promote lifelong learning opportunities for all and that has to be fulfilled by 2030 globally, students with SEN must have access to schools which should accommodate them with child-centered pedagogy. Inclusive orientations are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. These are all possible if school heads and teachers accept this challenge, first by changing their attitude towards students with SEN and, second, by getting in-service trainings. Teacher’s perceptions and practices play a vital role in educating students with SEN in an inclusive school. Within the qualitative research design, the data was mainly collected through semi-structured interviews, classroom observations and secondly from document analysis. Furthermore, a thematic analysis approach was used to make sense of the data and draw conclusions. The study revealed five emerging themes from the data. These are 1) teachers’ perceptions about special educational needs, 2) teachers’ understanding of inclusive education, 3) teachers’ inclusive practices in school and challenges they face, and 5) stakeholders’ (A school principal, 2 parents and 2 students with SEN) perceptions. It was observed that if all students are involved in all school activities, it leads to greater confidence, willingness to share and acceptance of diversity in the student body. It is a win-win situation for all in all activities. However, it was found that teachers lack special education background and it is not easy to adopt different and modified teaching strategies, to develop resource material and IEP of each student with SEN and to motivate parents for their support. At the same time, personal commitment enables teachers to meet most of the expectations of parents and school in terms of improved social, reading, writing and mathematical skills of students with SEN. The study concluded that government involvement, parents’ interest, ongoing professional development and presence of professional team in a school is essential for bringing good results from inclusive education and for fulfilling the commitment to education for all.