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Publisher: Sri Lanka Journals Online   (Total: 71 journals)   [Sort by number of followers]

Showing 1 - 71 of 71 Journals sorted alphabetically
AGRIEAST : J. of Agricultural Sciences     Open Access  
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 Medical Science     Open Access  
Ceylon J. of Otolaryngology     Open Access   (Followers: 1)
Ceylon J. of Science     Open Access  
Ceylon Medical J.     Open Access   (SJR: 0.186, CiteScore: 0)
Cities People Places : An Intl. J. on Urban Environments     Open Access  
Colombo Business J.     Open Access  
Engineer : J. of the Institution of Engineers, Sri Lanka     Open Access  
Galle Medical J.     Open Access  
Intl. J. of Multidisciplinary Studies     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 Business Studies     Open Access  
J. of Diagnostic Pathology     Open Access   (Followers: 9)
J. of Environmental Professionals Sri Lanka     Open Access  
J. of Management     Open Access   (Followers: 18)
J. of Science (JSc)     Open Access  
J. of Science of the University of Kelaniya Sri Lanka     Open Access  
J. of Social Sciences and Humanities Review     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 Ruhunu Clinical Society     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)
Jaffna Medical J.     Open Access  
Kelaniya J. of Human Resource Management     Open Access  
Kelaniya J. of Management     Open Access  
Medico-Legal J. of Sri Lanka     Open Access  
OUSL J.     Open Access  
Pharmaceutical 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 Anatomy J.     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 Food and Agriculture     Open Access  
Sri Lanka J. of Forensic Medicine, Science & Law     Open Access   (Followers: 1)
Sri Lanka J. of Medicine     Open Access  
Sri Lanka J. of Obstetrics and Gynaecology     Open Access   (Followers: 1)
Sri Lanka J. of Psychiatry     Open Access   (Followers: 2)
Sri Lanka J. of Radiology     Open Access  
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 Lanka Veterinary J.     Open Access  
Sri Lankan J. of Anaesthesiology     Open Access   (Followers: 2, 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  
Sri Lankan J. of Sports and Exercise Medicine     Open Access  
Staff Studies : Central Bank of Sri Lanka     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  [71 journals]
  • Need to adopt best practices in teaching communication skills

    • Abstract: No abstract available Published on 2019-06-19 00:00:00
  • Use of Twitter to build mental health literacy among medical students and
           primary care physicians

    • Abstract: There is a significant dearth of physicians trained in mental health in Pakistan. Four hundred qualified psychiatrists are making it an alarming ratio of one psychiatrist to half a million people. Due to the lack of basic knowledge, psychiatric care delivered to patients by general practitioners is suboptimal at best. To address this gap, we designed a 36-hour course in principles of mental health aimed at general physicians. The course spanned over two months with weekly sessions. Initially, the methodology was designed for around 50 participants; however, 575 applicants registered in the first three days. Also, contrary to expectations, the majority of these were medical students from other universities. With a few weeks to go, the team reassessed methodology with a new focus on large. We decided to use Twitter to inform maximum engagement both in the classroom and beyond. The aim was to address the individual concerns of students with different levels and needs, to actively engage and build student-teacher relation, to respond to as many individual comments/communications as possible, to encourage in-participant discussion and to ensure instant communication and content sharing. More than 1200 people showed interest on the Facebook event page. 575 learners attended the certificate course. Majority of the participants were students with about 1% being PCPs. There were 15 multiple choice questions; 2 from each module. The minimal improvement for correct answers on pre-post tests was 9.1% and the maximum was 36.5%. The first four weeks were the most active for all aspects of the curriculum; interest dwindled in the last few weeks when twitter use was limited more for mandatory functions. The older participants in the audience were not comfortable using the technology platform initially, but later warmed up to its usage. Engagement of guest speakers on Twitter was minimal. Overall our experience shows that a twitter platform was helpful in creating engagement of participants in a 2 month weekly course of a large>500 student setting. Further research is needed to ascertain if a combination of engagement methodologies would be more successful in sustaining interest over a long course. Published on 2019-06-19 00:00:00
  • Teaching ethics during undergraduate teaching in Medical Schools in India

    • Abstract: An Indian Medical Graduate should ideally acquire five core competencies, nevertheless, for decades emphasis has been given only to the clinician role, while other attributes have been ignored. There is an immense and indispensable need to ensure that medical students should be exposed to principles of ethics and ethical practices during their undergraduate training at medical school. Keeping in mind that the duration of the course is already very long, the strategy to introduce ethics as an individual subject will not be regarded as a student-friendly step. In conclusion, ethics has a crucial role in the undergraduate teaching and training, and it is the need of the hour to take strategic steps to give adequate importance to ethics within the curriculum without increasing the duration of the course. Published on 2019-06-19 00:00:00
  • The use of simulation training module to train surgical residents in the
           focused assessment with sonography for trauma (FAST)

    • Abstract: Introduction: The focused assessment with sonography for trauma (FAST) is a commonly used and life-saving tool in the initial assessment of trauma patients. Surgical residents being trained through lectures and hands-on learning of ultrasound can be challenging; inclusion of novel educational strategies, such as simulation can be utilized. Thus this study ought to evaluate whether ultrasound simulator is a suitable alternative method for ultrasound education than the traditional methods. Method: Observational analytical study. Sixteen surgical residents were taken for the study, by lottery chit system they were segregated into to arm of eight each. One arm was with traditional hands on training and another arm was taught in Simulation skill lab on interpretation of FAST. The duration of study was 6 weeks, 2 hours per week. Knowledge content of FAST evaluated trough Pre-test and Post MCQ test (Identical) and OSCE assessment was done for their skill and interpretation of FAST. Evaluator was blinded to both groups. Chi square and student t test was used for statistical analysis. Result: All students showed significant improvement from pre- to post-test scores and significant improvement in comfort level using ultrasound in general and on FAST (p<0.001). There was no significant difference between groups on OSCE scores. Overall, no differences were demonstrated between groups trained on human models versus simulator. Conclusion: These findings suggest that an ultrasound simulator is a suitable alternative method for ultrasound education. Published on 2019-06-19 00:00:00
  • Favourable influence of revised basic course workshops in medical
           educational technology on knowledge of teaching learning and assessment
           methods of participants

    • Abstract: Objective: The objective of the study was to assess the outcome of medical education workshops in terms of their usefulness, actual and perceived knowledge gained and the utilization of teaching learning and assessment methods learnt by the participants. Methods: Three workshops on medical education technology with a pretest and posttest immediately and at 2 and 6 months after the workshop were conducted. Results: The scores of usefulness of workshop remained consistent in post workshop evaluations. The knowledge scores of participants in all posttest evaluations were greater than the pretest scores. However, in comparison to immediate posttest values, there was a decrease in the score at 2 months, which again increased at 6 months. Perception of utilization of teaching learning methods decreased from 0 to 6 months and perception of knowledge of assessment methods decreased at 2 and 6 months from immediate post workshop scores. The post workshop perception of, knowledge of teaching learning methods and utilization of assessment methods did not change at the end of six months. Conclusion: The workshops were useful and increased the knowledge of teaching learning and assessment methods in participants in comparison to pre workshop value. Perception of utilization of teaching learning methods and perception of knowledge of assessment methods decreased from immediate post workshop evaluations. Published on 2019-06-19 00:00:00
  • Grade Medical Officers perception towards lifelong learning; a mixed
           method study

    • Abstract: Introduction: Baseline information on lifelong learning and CPD activities of Grade Medical Officers (GMOs) are essential to develop CPD provision guidelines. The aim of this study was to find out baseline information on lifelong learning and CPD activities of GMOs. Method: A complementarity design was used to collect baseline information regarding lifelong learning and CPD activities of GMOs. Data were collected from grade medical officers and CPD leads. A tailor made questionnaire was used to collect data from 422 GMOs representing different hospital categories in the Central Province. Island wide CPD leads (38) were inquired on organization of CPD for doctors through a semi structured interview. The frequencies were calculated for quantitative data and qualitative data were analysed by means of content analysis. Results: A vast majority of GMOs (98%) perceived CPD as a requirement although around 50% were willing to undertake mandatory CPD. The preferred learning methods of the GMOs’ were reading (21.0%), work based learning (17.5%), problem solving approach (16.9%) and interactive approach (14.9%) respectively. The most prominent among the revealed 27 recently practiced learning methods were, “discussing with seniors” (40.4%), “reading” (27.1%) and “e learning” (15.4%). Learning needs of GMOs seem to be averagely addressed in major hospitals while it is reported to be poorly addressed in peripheries. The majority of the CPD organizing bodies indicated that they were not that satisfied with the CPD activities provided by them and it also revealed that structured CPD activities through needs analysis with proper planning and feedback are yet to be developed in Sri Lanka. Issues of funding, lack of resources, lack of motivation and poor support from the higher authorities were identified as challenges for CPD provision. Conclusions: GMOs’ perceive CPD as a dire need, most preferred learning methods and their practiced learning methods rely so much on immediately available learning resources, which have characteristics of familiarity, applicability and accessibility. The majority of CPD organizing bodies in Sri Lanka is yet to establish an objective driven plan for CPD. Published on 2019-06-19 00:00:00
  • Use of Flipped model classroom teaching on learning of Immunology in
           second professional medical students

    • Abstract: Objectives: Over time medical para-clinical subject teachers have felt that undergraduate students have difficulty in understanding immunological concepts of infections. The objectives of the study were to compare the effectiveness of traditional method of teaching with the flipped classroom teaching (FCT) model in Immunology and to assess the perception of students towards the flipped classroom teaching (FCT) model using semi-structured feedback. Methodology: In the study, the flipped classroom model was employed. This is a single centre study involving 100 students of second year MBBS where the students were required to learn and understand the supplied material before coming to the class. During the class, clinically applied aspects of Immunology topic including higher levels were discussed. Ten sessions were done on FCT. Pre class and post class student’s knowledge of concept was assessed using MCQs on the given session. Also a theory test was conducted on the same topic at the end of completion of the Immunology topic and comparison was done with a topic in which teaching was done based on didactic lectures only. Feedback was taken from the students in the peer validated questionnaire provided having open ended question also. Similar feedback was taken from participating teachers. Results: The MCQ marks were categorized in three groups; students scoring <5, 6-8 and >8 out of 10. In the post class assessment significantly higher proportion of students secured score between 9 -10 (P<0.001). Overall scores of students was also significantly higher in post class assessment. However, summative assessment done by Theory test (having long answer questions and short answer questions) showed no statistical difference (P>0.10). Regarding feedback from the students; a positive attitude was seen for incorporating the flipped class teaching as assessment method showing a significant value (p=0.005). In terms of duration for the flipped class study, students disagreed that FCT takes longer time than routine lecture. Feedback from the teachers showed that this is a good method of teaching regards to some difficult topics but some preparation is required beforehand. Conclusions: There was a positive feedback by the students towards flipped classroom teaching method as understanding of the topics covered was much more. According to the assessment, Flipped teaching approach offered no additional benefits as compared to non- flipped traditional method. Published on 2019-06-19 00:00:00
  • Workplace based assessment by Direct Observation of procedural skills for
           postgraduate students in Obstetrics and Gynaecology

    • Abstract: Introduction: Structured workplace based assessment in PG curriculum is the need of the hour. This project addresses the same. This study was conducted to assess procedural skill of postgraduate students by using a novel tool-Direct Observation of Procedural skills (DOPS) and impact on learning by reassessment. Methodology: Seven second year postgraduate students and eight faculty members participated in the study. First DOPS cycle was conducted over 6 weeks for 5 basic procedures in Obstetrics and Gynecology (OBGY). The checklists of procedures were shared. Second DOPS cycle was conducted by same faculty. At the end, feedback about the entire process was collected and analyzed. Results: All the students showed improvement in DOPS scores during second session. The component task wise score analysis showed statistically significant improvement in following areas such as maintenance of asepsis, pre procedure preparations, demonstration of anatomy and indications, communication with patient, post procedure management and overall tissue handling. This was evident when ‘paired t test’ was applied to the data. Analysis of feedback showed acceptability, feasibility and relevance of DOPS in OBGY. Conclusion: We found that DOPS is highly acceptable assessment tool by both the postgraduate students and faculty. It helped students to identify gaps in learning and achieve improvement in skills. Published on 2019-06-19 00:00:00
  • Nepotism, Favoritism and Cronyism in faculty hiring among institutions
           providing higher education

    • Abstract: No abstract available Published on 2019-06-19 00:00:00
  • Targeting unprofessionalism among medical students in Indian settings

    • Abstract: No abstract available Published on 2019-06-19 00:00:00
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