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Publisher: Sri Lanka Journals Online   (Total: 50 journals)   [Sort by number of followers]

Showing 1 - 50 of 50 Journals sorted alphabetically
Anuradhapura Medical J.     Open Access  
Bhumi : The Planning Research J.     Open Access   (Followers: 3)
Built-Environment Sri Lanka     Full-text available via subscription  
Ceylon J. of Otolaryngology     Open Access   (Followers: 1)
Ceylon Medical J.     Open Access   (SJR: 0.186, CiteScore: 0)
Engineer : J. of the Institution of Engineers, Sri Lanka     Open Access  
Galle Medical J.     Open Access  
Intl. J. of Prevention and Treatment of Substance Use Disorders     Open Access   (Followers: 5)
Intl. J. on Advances in ICT for Emerging Regions (ICTer)     Open Access   (Followers: 2)
J. of Agricultural Sciences     Open Access   (Followers: 1)
J. of Diagnostic Pathology     Open Access   (Followers: 8)
J. of Environmental Professionals Sri Lanka     Open Access  
J. of Management     Open Access   (Followers: 17)
J. of Science of the University of Kelaniya Sri Lanka     Open Access  
J. of the Ceylon College of Physicians     Open Access  
J. of the College of Community Physicians of Sri Lanka     Open Access  
J. of the National Science Foundation of Sri Lanka     Open Access   (Followers: 2, SJR: 0.157, CiteScore: 0)
J. of the Postgraduate Institute of Medicine     Open Access  
J. of the University Librarians Association of Sri Lanka     Open Access   (Followers: 4)
J. of the University of Ruhuna     Open Access   (Followers: 1)
Kelaniya J. of Management     Open Access  
Medico-Legal J. of Sri Lanka     Open Access  
Ruhuna J. of Science     Open Access  
Sabaragamuwa University J.     Open Access  
South-East Asian J. of Medical Education     Open Access  
Sri Lanka J. of Advanced Social Studies     Open Access   (Followers: 1)
Sri Lanka J. of Aquatic Sciences     Open Access   (Followers: 1)
Sri Lanka J. of Bio-Medical Informatics     Open Access  
Sri Lanka J. of Child Health     Open Access   (SJR: 0.112, CiteScore: 0)
Sri Lanka J. of Development Administration     Open Access  
Sri Lanka J. of Diabetes Endocrinology and Metabolism     Open Access  
Sri Lanka J. of Forensic Medicine, Science & Law     Open Access   (Followers: 1)
Sri Lanka J. of Obstetrics and Gynaecology     Open Access   (Followers: 1)
Sri Lanka J. of Psychiatry     Open Access   (Followers: 2)
Sri Lanka J. of Sexual Health and HIV Medicine     Open Access  
Sri Lanka J. of Social Sciences     Open Access   (Followers: 3, SJR: 0.185, CiteScore: 0)
Sri Lanka J. of Surgery     Open Access  
Sri Lanka J. of the Humanities     Open Access  
Sri Lankan J. of Anaesthesiology     Open Access   (Followers: 1, SJR: 0.11, CiteScore: 0)
Sri Lankan J. of Applied Statistics     Open Access  
Sri Lankan J. of Biology     Open Access  
Sri Lankan J. of Human Resource Management     Open Access   (Followers: 1)
Sri Lankan J. of Infectious Diseases     Open Access  
Sri Lankan J. of Medical Administration     Open Access  
Sri Lankan J. of Physics     Open Access  
Taprobanica : The J. of Asian Biodiversity     Open Access  
Tropical Agricultural Research     Open Access   (Followers: 1)
Tropical Agricultural Research and Extension     Open Access   (Followers: 2)
Vidyodaya J. of Management     Open Access  
Wayamba J. of Management     Open Access  
Similar Journals
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South-East Asian Journal of Medical Education
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 1906-0513
Published by Sri Lanka Journals Online Homepage  [50 journals]
  • Ethics and Professionalism in Medical Education

    • Abstract: No abstract available Published on 2018-12-31 00:00:00
  • Curriculum for postgraduate medicine in Bhutan’s only medical
           university: time for need-based curricula, review, development and

    • Abstract: Background: The establishment of a Medical University heralded a new era of medical education in Bhutan. Four years after the Faculty of Postgraduate Medicine began giving Doctorate of Medicine courses, an urgent need was felt to revise the curricula to reflect the changing needs. Methods: The old curricula were reviewed and revised with adoption of current trends and guidelines on medical education. The Faculty of Postgraduate Medicine conducted a series of activities and consultations with local and international experts to design curricula that would deliver to the current and future needs of the Bhutanese health system and the global shortage of the health workforce. Results: Curricula in all the fields of postgraduate trainings were revised with adoption of well-defined learning objectives with constructive alignment of these objectives including appropriate teaching-learning strategies and appropriate assessment methods. The new curricula focuses on competency based medical education with a strong emphasis on workplace based assessments. The curricula also includes a medical humanities course and teaching methods. Discussion: The new curricula were revised to reflect standards on par with medical institutes in the region. The curricula are implemented from 2018 onwards. Challenges are expected in its implementation in our context where medical education is at a nascent stage. Conclusion: The revised curriculum is expected to deliver to the current and future needs and raise the standard of postgraduate medical education. Published on 2018-12-31 00:00:00
  • Need for innovations and reforms in pedagogy paradigm for transforming
           health professional educatio

    • Abstract: Health professionals are crucial elements of health systems which have a major impact on delivery of health outcomes. Efficient health professionals are a prerequisite to improve our health services. However, there has been a growing concern globally, about the mismatch of health professionals produced to the population needs and the need to bring reforms in health professional education. In the past, most attempts to revitalize health professional education have been restricted to changes in curriculum of health professional education, and the pedagogy techniques used remain more or less the same as used few decades ago. In view of the pressing need for changes in pedagogy techniques for health professional education; the present paper is an attempt to review the innovations and reforms in pedagogy in this field and suggest suitable recommendations. Currently, depending on the setting of the institutions where health professionals are trained, different pedagogical techniques are used and they can be categorized as Non IT & IT enabled techniques. Although a wide range of pedagogy techniques are available, a large component of teaching and assessment is by traditional methods and there is need to expand the scope of use of various pedagogy techniques and use appropriate mix and match of methods. To facilitate this, there needs to be systemic and strategic changes, to give opportunities to faculty to develop skills in innovative teaching and to provide learning environments conducive to transformative learning. Also, there is need to conduct research on the use and impact of effective pedagogical methods. Published on 2018-12-31 00:00:00
  • ‘Test–enhanced learning’ by Closed book examination followed by
           feedback in Biochemistry

    • Abstract: Background: Test–enhanced learning in the form of Closed book examinations an unexplored formative assessment in Biochemistry among medical students. Purpose: Assessment of the effect of providing feedback after closed book examination for graduate medical students on their understanding on the topic ‘Cancer Biology’. Methods: A 14 multiple choice question (MCQ) based pre-test was conducted after the regular lecture classes on ‘Cancer Biology’. The MCQs were divided into Sections A and B of 7 questions each based on different learning concepts in the topic. The students were divided into two groups. In phase 1 of the study, Group 1 was subjected to a closed book examination with 7 short answer questions related to the learning concepts in Section A of the pre-test. Group 2 was subjected to a closed book examination with 7 short answer questions related to the learning concepts in Section B of the pre-test. In phase 2, a feedback was provided by the students. Post tests were carried out at the end of each of the phases. Results: There was a significant gain from the closed book examines per se the students. The feedback further improved the gain. The gain from the second phase of the exercise (effect of feedback) was significantly higher than the gain from the first phase of the exercise (closed book examination).There was complete retention of the gain from the exercise after one week. Conclusion: Testing effect of closed book examination combined with the feedback is an effective formative assessment for medical students in Biochemistry. Published on 2018-12-31 00:00:00
  • Emotional Intelligence of medical students and its association with their
           Psychological health

    • Abstract: Introduction: Emotional intelligence (EI) involves perception, expression and management of intrapersonal and interpersonal emotions. The potential role of EI in emotional health and professional success amongst various healthcare personnel has been reported recently. This study was conducted to evaluate psychological health and EI of newly admitted medical undergraduate students, explore association between the two and to determine their socio-demographic correlates. Methods: It was a cross-sectional, self-reported, questionnaire-based study conducted on 224 undergraduate medical students who had completed their first week in the medical college. Psychological health was assessed by Depression Anxiety Stress Scale-21 (DASS-21) and EI was measured by Trait Emotional Intelligence Questionnaire-short form (TEIQue-sf). Results: The prevalence of symptoms of depression, anxiety and stress amongst participants was 49.55%, 71.43% and 33.93% respectively. Significant negative correlation (p<0.001) of DASS-21 with global trait EI and its subscale scores was found. Females, metropolitan residents and participants who self-chose medical career scored significantly higher on global EI as compared to their counterparts. Females scored higher in wellbeing and emotionality subscale as compared to males. High sociability score was seen in day-scholars, metropolitan residents and students who self-chose medical career. Conclusions: Results indicate a high prevalence of psychological morbidity amongst newly admitted medical undergraduate students. Moreover, the strong negative association seen between EI and psychological health indicates that high EI contributes towards better self-perception of psychological wellbeing. Furthermore, EI is also influenced by both personal and environmental factors. Published on 2018-12-31 00:00:00
  • Factors affecting the choice of postgraduate specialty among undergraduate
           medical students: a prospective observational study from India

    • Abstract: Purpose: National policies on the number and distribution of post graduate seats in medical colleges are based on estimated projections of the quantum need of medical work force in the country in future. In order to attract talent, it is imperative to know what factors, modifiable or non modifiable, affect the choice of specialization. Methods: This is a cross-sectional, observational study. Subjects were undergraduate medical students, at four different phases of their course. They were asked to fill an anonymous feedback form regarding their family and educational background and prospective fields of specialization and placement. Medium of education, interaction with faculty, practices of evaluation and feedback to and from students and use of media in teaching etc were also studied in order to gain an insight into the temporal progression of the thought process of undergraduates. Results: Majority (88.5%) students wanted to study clinical subjects in post graduation. General Medicine and General Surgery were the most coveted specialties. Passion for the subject, monetary gains and how well the subject was taught were the three main bases for the choice of specialty. Majority of students wanted to serve in government sector after study. Work life balance remained the top priority for more than 78% students in their future lives. Conclusion: Clinical branches remain preferred over non clinical specialties and research remains a low priority among students. Introducing innovative methods in teaching pre and paraclinical subjects and making medical teaching a more attractive career prospect can help improve this picture. Published on 2018-12-31 00:00:00
  • Can parents’ profession influence the attitude and competency among the
           first year medical students'

    • Abstract: Introduction: The aspiration and career selection of students depends on the family atmosphere that includes parents’ profession. Children of doctors are more influenced by their parents in selecting the medical field. Yet, every year many students whose parents are from other professions also enroll in medical college. Students with humanitarian touch, service oriented minds aiming towards global health care should opt for this service. Awareness about this profession would certainly help to remove their misconceptions and achieve their aims. This study is aimed at finding out the differences in attitude and awareness about this profession between children of doctors and non-doctors. Methods: A questionnaire was administered to all students admitted to first year MBBS course. Content, construct validity and test retest reliability were applied to a questionnaire that was developed by the investigators after consulting the experts in the field. Responses were compiled and statistically analysed. Reliability coefficient for each question was calculated using Cronbach’s alpha score. The data was analysed for normal distribution and parametric results were reported. Results: The results revealed that motivation for selecting this profession seems to be less for social service and more for financial gains (75%) in both groups. 50% of doctor’s children were unaware of the syllabus of first MBBS and 55.6% of non-doctor’s children had the same opinion. High percentages of the entire study group were unaware of the intricacies of learning medicine. Conclusion: Children of doctors and non-doctors had similar attitude towards medical education. Published on 2018-12-31 00:00:00
  • Signs and sources of stress among students of medical sciences

    • Abstract: Introduction: Entrance in to the University could be accompanied by various stressors which affect students' functional activity and leads to lots of mental problems and academic failure. The present study aimed to identify the signs and sources of stress among students. Methods: This descriptive-analytical study was conducted on 302 nursing, operating room, anesthesia and medical students at Jahrom University of Medical Sciences selected through purposive sampling. The study data were gathered using two researcher-made questionnaires. The content validity and reliability of the questionnaires was confirmed. The data were entered into the SPSS statistical software (version 16) and analyzed using descriptive statistics, t-test and dun-can test. Results and Conclusion: The total mean score of stress signs was 13.30 (±8.5). This measure was obtained as 17.40 in the students above 25 years old, 13.43 in those between 20 and 25 years old and 22.93 in the students below 20 years old; however, the difference was not statistically significant. Female students reported higher signs of stress than did male ones. Also, foreign students reported higher signs of stress than did natives. Besides, the students who paid for education had higher signs of stress compared to those who were educated for free. However, these differences were not statistically significant. The mean score of signs of mental stress was higher than that of physical and social stress. In the physical dimension, palpitation and restlessness; in the social dimension, “not involving in group discussions” and in mental dimension, “inability to be open with others” and “to forgive people” were the most prevalent signs. Published on 2018-12-31 00:00:00
  • Feasibility of voice recording and transcription for classroom dynamics

    • Abstract: Introduction: Classroom dynamics is important for promoting student‟s cognitive domains but has not been empirically assessed. Voice recordings in a classroom by students are common and could offer unique information potentially useful for assessing classroom discussion. Objectives: To explore the feasibility of voice recording and transcription as a tool to assess classroom discussion and to identify pitfalls and/or opportunities for improvement. Methods: Five graduate students in the Health Systems and Universal Coverage course were asked to do voice recording while attending the course (two students were randomly assigned for each session). They then perform detailed transcription to be quantitatively analyzed using character counts. Focus group discussion with the students and instructors was also performed to identify pitfalls and/or opportunities for improvement. Thematic content analysis was used for qualitative data analysis. Results: On average, each lecture session resulted in 20.57 pages (95% CI 17.72 to 23.43) and 49,863 characters (95% CI 42,516 to 57,210) of voice transcription files. There were no statistically significantly different numbers of pages and characters between the two transcribers (p=0.866 and 0.8021). The median percentages of class discussion domination by the instructors based on number of pages and characters were 94.74% and 97.44%, respectively. Conclusion: Voice transcription is an easy and useful data source for assessing classroom dynamics; however, without appropriate technology, the burden of transcribing might limit the usefulness of this approach. Published on 2018-12-31 00:00:00
  • Capacity building of faculty and postgraduate residents of community
           medicine to streamline the assessment process in competence driven
           curriculum: pilot study

    • Abstract: No abstract available Published on 2018-12-31 00:00:00
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