پاکستانی جامعات میں سامی مذاہب پر علومِ اسلامیہ کے(ایم فل ،پی ایچ ڈی) اردو سندی مقالات کا اشاریہ و شماریاتی جائزہ

Urdu Dissertations of Islamic Studies on Semitic Religions (MPhil, PhD) in Pakistani Universities: An Index and Bibliometric Review Study of religions or Comparative Religions is a globally significance subject. Pakistan is also resourceful in this field. In many universities, there are special departments on this valuable subject. It is taught as compulsory course at BS & MA level in the departments of Isalmic studies in all universities. In many universities it’s also taught at MPhil and PhD level, some of them have produced hundreds of MS and PhDs dissertations on this subject. Due to its importance, it was a dire need to review and compile the titles of theses and dissertations, which are produced from the universities on the subject. In this study, efforts are made to review and compile a comprehensive index of such theses at MPhil and PhD level from Pakistani universities with statistical analysis. Due to its huge amount, the data is divided into two major types, Semitic and non-Semitic religions. The current study covers only Semitic/ Revealed and related topics. The word Semitic refers to the race of the son of Prophet Noah (A.S) or the areas where this race was spread and grew. Semitic Religions consists of; Judaism, Christianity and Islam. In this study, Biblometric approach is adopted with mix method approach. Total 393 theses of Islamic Studies on Semitic Religions are compiled and statistically evaluated in this paper. The study concludes that a good deal of literature and dissertations are available in Pakistani universities on Comparative Religions and Interfaith Studies. It is recommended that contents of theses should be analyzed for improvement of the Study of Religions in Pakistan

Development of a Guide by Postgraduate Residents on Receiving Feedback from Faculty in the Operating Theatre at Aga Khan University Hospital

Background: Direct observation of residents in clinical encounters by faculty and assessment for learning has now become a key component of postgraduate training programs. DOPS, a workplace-based assessment form, was designed to provide formative assessment and feedback about a trainee’s procedural skills. Interactions between residents and faculty are central to this learning process and are influenced by multiple factors both at faculty and resident levels as well as contextual factors. The feedback may be used by the receiver to contemplate behaviour change. The receptivity of the resident to the feedback is a key determinant as to whether the process to permanent behaviour change (learning) will occur. Studies have shown discordance between intended feedback by faculty and that received by trainees. It has been noted that top-down approaches to improve receptiveness of feedback have little influence on students’ experience. Tips for trainees have been proposed to make best use of feedback which provide strategies to reflect, interact and respond to feedback from faculty. These tips are numerous to memorize and recall, overlapping in their composition and not specific for the Aga Khan University setting. This study sought to locally-develop the AKUH O.R Feedback tips, a resident driven action research tool based on the twelve tips, to improve receptivity of feedback from faculty at AKUHN. Objective: To develop a feedback guide that postgraduate residents can use to improve their receptivity of feedback received from faculty in the operating theatre after a directly observed procedural skill at Aga Khan University Hospital, Nairobi. Design: A Qualitative action research study. Method: Consented first-year residents from general surgery, anesthesiology, obstetrics and gynecology underwent direct observation in the operating room by faculty after which they received feedback. They then participated in focus group discussions lasting 90-120 minutes during which they expressed their feelings and perceptions towards their feedback, identified problems and proposed remedies. The discussions were audio recorded, transcribed verbatim, verified, anonymized and analyzed using NVIVO 10 software. Giorgi phenomenological qualitative method was used to develop themes. They were then introduced to the “twelve tips of making the best use of feedback” as compiled by Van der Leeuw and Slootweg during interactive workshop. They reflected on their experience, identified with and modified the tips to best suit the academic and workplace environment at Aga Khan University Hospital operating theatre. The AKUHN Feedback tips were formulated and their response to the guide was then analyzed. Results: The residents