- Currently the Founder and CEO of KNOWLDEGECHECKERS, an educational software initiative. Earlier he has served as Professor, Vice Principal, Dean, Executive Dean & Vice Chancello... moreCurrently the Founder and CEO of KNOWLDEGECHECKERS, an educational software initiative. Earlier he has served as Professor, Vice Principal, Dean, Executive Dean & Vice Chancellor for more than 25 years in various medical schools/Universities worldwide. Has a special interest in the delivery of online programs, e-publication, e-conference. A proponent of the BBRRIICCSS online delivery model, developed learning outcome rating methods, etc.edit
Objective: There has been a remarkable transformation in medical education, more so with the advent of technology into education and also because of the certain regulatory bodies' requirements. One among the transformation is the flipped... more
Objective: There has been a remarkable transformation in medical education, more so with the advent of technology into education and also because of the certain regulatory bodies' requirements. One among the transformation is the flipped classroom method. More and more schools have started to use flipped classroom (FC) teaching approach in an effort to enhance student's active engagement in learning. The aim of this review is to examine the efficacy of the FC model over traditional lecture methods Methods: A literature search was conducted using the major electronic databases on researches published from 2016 to 2018. Peer-reviewed papers were screened and reviewed according to explicit inclusion criteria. A total of 426 study were sourced and out of which only 18 were chosen for the review and analysis based on the inclusion and exclusion criteria Results: Out of the 18 study chosen study 10 of them explicitly stated that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods, however 8 studies stated that FC did not have significant advantages over the lecture methods rather reported more burden and pressure than those from the traditional lectures Conclusion: Flipped classroom teaching and learning pedagogy is one of the effective ways of enhancing student engagement and learning, however, this would be more effective only if students are motivated and as such FC does not seem to address the less motivated and thereby engagement of the students is likely to be the same as in other traditional methods
Research Interests:
Objective: There has been a remarkable transformation in medical education, more so with the advent of technology into education and also because of the certain regulatory bodies' requirements. One among the transformation is the flipped... more
Objective: There has been a remarkable transformation in medical education, more so with the advent of technology into education and also because of the certain regulatory bodies' requirements. One among the transformation is the flipped classroom method. More and more schools have started to use flipped classroom (FC) teaching approach in an effort to enhance student's active engagement in learning. The aim of this review is to examine the efficacy of the FC model over traditional lecture methods
Methods: A literature search was conducted using the major electronic databases on researches published from 2016 to 2018. Peer-reviewed papers were screened and reviewed according to explicit inclusion criteria. A total of 426 study were sourced and out of which only 18 were chosen for the review and analysis based on the inclusion and exclusion criteria
Results: Out of the 18 study chosen study 10 of them explicitly stated that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods, however 8 studies stated that FC did not have significant advantages over the lecture methods rather reported more burden and pressure than those from the traditional lectures Conclusion: Flipped classroom teaching and learning pedagogy is one of the effective ways of enhancing student engagement and learning, however, this would be more effective only if students are motivated and as such FC does not seem to address the less motivated and thereby engagement of the students is likely to be the same as in other traditional methods
Methods: A literature search was conducted using the major electronic databases on researches published from 2016 to 2018. Peer-reviewed papers were screened and reviewed according to explicit inclusion criteria. A total of 426 study were sourced and out of which only 18 were chosen for the review and analysis based on the inclusion and exclusion criteria
Results: Out of the 18 study chosen study 10 of them explicitly stated that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods, however 8 studies stated that FC did not have significant advantages over the lecture methods rather reported more burden and pressure than those from the traditional lectures Conclusion: Flipped classroom teaching and learning pedagogy is one of the effective ways of enhancing student engagement and learning, however, this would be more effective only if students are motivated and as such FC does not seem to address the less motivated and thereby engagement of the students is likely to be the same as in other traditional methods
Research Interests:
Background: Students attrition in Medical schools is a major concern, attrition rates are one of the important indicators being used by the accrediting bodies to measure the medical schools' performance. Having understood the gravity of... more
Background: Students attrition in Medical schools is a major concern, attrition rates are one of the important indicators being used by the accrediting bodies to measure the medical schools' performance. Having understood the gravity of this issue, medical schools are paying great attention to curb the attrition rate. This review aims to understand the various reasons identified by worldwide medical schools for the attrition of students. The reasons identified by different medical schools and the attrition rate, detailed in this study will be of great value to the medical school administrators to address the attrition in their respective medical schools.
Methods: Based on the determined eligibility criteria, six electronic databases were searched in the year 2018 for relevant articles. Nine relevant articles were chosen for the study, the articles where chosen based on the experience of different medical schools from different countries, which include the UK, Nigeria, Jeddah, Croatia, Pakistan, Ireland, Kingdom of Saudi Arabia, Israel and Malaysia. Articles that reported the attrition rate and the reasons were chosen. An analysis was done to understand the experience of the worldwide medical schools and the reason attributed to attrition.
Results: A careful analysis of nine articles reveals that the attrition rate varied from 3.8% in Saudi Arabia to 26% in Croatia medical schools. UK medical school showed an attrition rate of 14%, Ireland-5.7%, Nigeria-7.8%, Jeddah-20.8%, Croatia-26%, Pakistan-16%, Kingdom of Saudi Arabia-3.8%, Israel-12.6% and Malaysia-5.9%. An average attrition rate of 12.5% was found in all schools from different countries. The major reason for attrition is found to be academic difficulty followed by absenteeism, isolation, personal problems, psychological problem, and financial problems.
Conclusion: Investment into medical education is expensive compared to the other programs and dropping out from medical schools has multiple implications. The individual student has a major setback in life, the society loses the professional manpower. The medical school loses its revenue and waste its professionals time. In most cases it is observed that students drop out because of academic difficulty hence, it is imperative that medical schools pay more attention to screening students academically and psychologically. It should also create strong students support system and academic mentoring to minimize dropouts.
Methods: Based on the determined eligibility criteria, six electronic databases were searched in the year 2018 for relevant articles. Nine relevant articles were chosen for the study, the articles where chosen based on the experience of different medical schools from different countries, which include the UK, Nigeria, Jeddah, Croatia, Pakistan, Ireland, Kingdom of Saudi Arabia, Israel and Malaysia. Articles that reported the attrition rate and the reasons were chosen. An analysis was done to understand the experience of the worldwide medical schools and the reason attributed to attrition.
Results: A careful analysis of nine articles reveals that the attrition rate varied from 3.8% in Saudi Arabia to 26% in Croatia medical schools. UK medical school showed an attrition rate of 14%, Ireland-5.7%, Nigeria-7.8%, Jeddah-20.8%, Croatia-26%, Pakistan-16%, Kingdom of Saudi Arabia-3.8%, Israel-12.6% and Malaysia-5.9%. An average attrition rate of 12.5% was found in all schools from different countries. The major reason for attrition is found to be academic difficulty followed by absenteeism, isolation, personal problems, psychological problem, and financial problems.
Conclusion: Investment into medical education is expensive compared to the other programs and dropping out from medical schools has multiple implications. The individual student has a major setback in life, the society loses the professional manpower. The medical school loses its revenue and waste its professionals time. In most cases it is observed that students drop out because of academic difficulty hence, it is imperative that medical schools pay more attention to screening students academically and psychologically. It should also create strong students support system and academic mentoring to minimize dropouts.
Research Interests:
Publication in scientific academic journals is a key criterion to appointment, tenure, and promotion in many universities from the developed countries. Most universities weigh publications according to the quality or impact of the... more
Publication in scientific academic journals is a key criterion to appointment, tenure, and
promotion in many universities from the developed countries. Most universities weigh
publications according to the quality or impact of the journal. Traditionally, journal quality has
been assessed through the ISI Journal Impact Factor (JIF), SCImago Journal Rank, Eigenfactor
and many more. However, the above metric system is still a novice or indomitable for many
universities from the underdeveloped and developing countries. This paper proposes an
alternative metric system- World Electronic Journals Impact Factor (WEJ Impact factor). This
metric system will be an alternative mechanism for those journals which does not find a place in
ISI/Thomson Reuters, SCOPUS and other data base. WEJ Impact Factor is an open access
electronic journal metric which uses Google Scholar citation and contribution factor of the
journal, which is based on data from the E-International Scientific Research Journal Consortium
WEJ Impact factor, is calculated based on the contributing factor and citation factor. The
journals are categorized under such as Arts and Humanities, Science, Social Sciences, and
Multidisciplinary before assigning the impact factor. This simple and new method of computing
impact factor provides fair chance for world wide electronic journals to understand the impact
factor of their journals based on quantity, quality, and on contextual level
promotion in many universities from the developed countries. Most universities weigh
publications according to the quality or impact of the journal. Traditionally, journal quality has
been assessed through the ISI Journal Impact Factor (JIF), SCImago Journal Rank, Eigenfactor
and many more. However, the above metric system is still a novice or indomitable for many
universities from the underdeveloped and developing countries. This paper proposes an
alternative metric system- World Electronic Journals Impact Factor (WEJ Impact factor). This
metric system will be an alternative mechanism for those journals which does not find a place in
ISI/Thomson Reuters, SCOPUS and other data base. WEJ Impact Factor is an open access
electronic journal metric which uses Google Scholar citation and contribution factor of the
journal, which is based on data from the E-International Scientific Research Journal Consortium
WEJ Impact factor, is calculated based on the contributing factor and citation factor. The
journals are categorized under such as Arts and Humanities, Science, Social Sciences, and
Multidisciplinary before assigning the impact factor. This simple and new method of computing
impact factor provides fair chance for world wide electronic journals to understand the impact
factor of their journals based on quantity, quality, and on contextual level
Research Interests:
Dandruff due to fungus is extremely common, affecting close to 50% of the world's population and it also most prevalent between ages 15 and 50. Thus, this study has been conducted to come up with Neem leaves extract that has high... more
Dandruff due to fungus is extremely common, affecting close to 50% of the world's population and it also most prevalent between ages 15 and 50. Thus, this study has been conducted to come up with Neem leaves extract that has high antifungal properties. Neem is an attractive broad-leaved, evergreen tree which can grow up to 30m tall and 2.5m in girth. Its trunk usually straight is 30-80 cm in diameter. Its spreading branches form a rounded crown of deep-green leaves and honey-scented flowers as much as 20m across. Neem is native of India, Pakistan, Thailand and Burma. Its actual origin is still debatable, but it is for sure that it originated in the Indian subcontinent and from there it spread to different parts of the world. The Neem leaves were macerated in 400 mL ethanol and covered with parafilm. It was allowed to stand in room temperature for 48 hours then it was filtered. To get 100% extract, an amount of the extract was placed in an evaporating dish to be subjected to water-bath. The extract looked dark brown in its liquid form. The fungi (P. ovale) was cultured in the Laboratory. Various levels of Neem extract concentration (25%, 50%, 75%, and 100%) were prepared. The inhibiting capacity of each level on fungus that causes dandruff was tested using agar cup method. To establish a firmer and more solid foundation of the contention that high antifungal properties is present, experiment was conducted in three treatments. The 100% extract of Neem leaves produced the widest zone of inhibition which was found statistically highest than the other concentration levels.
Research Interests:
The assessment of learning outcomes at the program level has been a topic of international interest as a method for quality assessment and ongoing program quality enhancement. According to UNESCO report, increasing global integration and... more
The assessment of learning outcomes at the program level has been a topic of international interest as a method for quality assessment and ongoing program quality enhancement. According to UNESCO report, increasing global integration and exchange of both students and instructors has been an important international objective in higher education in recent years. This trend requires institutions to identify standards of quality, resulting in an increased emphasis on both learning outcomes and evidence from course assessments to demonstrate that students have mastered the expected learning. Medical educators are increasingly laying emphasis in the assessment and learning outcome, and over a period of time standardized assessment methods like, OSPE and OSCE came into existence and they are widely used in many institution and also by the international examining bodies worldwide. However, there aren't many assessment methods devised, wherein the medical students themselves can assess their level of understanding in basic medical sciences. Continuous methods of understanding the level of knowledge gained by a student will give him/her insight into his learning outcomes and as well as to the teachers. This concept paper provides an overview of experience gained in developing a self-assessment methods of learning outcome of the medical students. In 2014 Texila American University created the concept of Reflective Assessment of Learning Outcome, initially this method of assessment was experimented on the distance and blended learning programs, having found it to be very effective in terms of understanding the learning outcomes, this model was implemented for the Doctor of Medicine [MD] students in the year 2016.
Research Interests:
As the world is experiencing the paradigm shift from the brick and mortar model of education to the online teaching learning model, there needs to be an online teaching learning pedagogy which blends the conventional and the current... more
As the world is experiencing the paradigm shift from the brick and mortar model of education to the online teaching learning model, there needs to be an online teaching learning pedagogy which blends the conventional and the current technology for an effective delivery of online courses. To this effect the BBRRIICCSS online teaching learning model was created. BBRRIICCSS is a uniquely designed teaching learning model designed for distance and online learning programs of Texila American University Ltd [TAU] – Hong Kong. BBRRIICCSS model was used to deliver the online masters and PhD program across five schools in an effort to identify the most effective methods to deliver online courses. To gauge the effectiveness of this model an assessment was done to estimate the students learning outcome and satisfaction. Feedback from 160 students were collected from different schools of Texila American University and the results shows, 87% learning outcome, 97% professional advancement and 93% would recommend others to study in TAU. This model will facilitate in building capacities to deliver quality and effective online courses for the nascent and as well full-fledged institutions delivering online courses as well as blended learning programs