Medicine
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This repository contains the published and unpublished research of the Faculty of Medicine by the staff members of the faculty
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Item Psychometric properties of an aptitude test administered to Sri Lankan first-year medical students(National University of Singapore (NUS), 2025-01) Sanchayan, S.; Dharmaratne, S.; Pathirana, S.; Godamunne, P.; Chandratilake, M.INTRODUCTION Selection for basic medical training is highly contextual. The use of cognitive aptitude tests, which commonly supplement measures of prior academic achievement in the selection process of medical schools internationally, is rarely reported from resource-constrained settings in South Asia. We report on the psychometric properties of an aptitude test designed based on the UCAT format, administered to first-year medical undergraduates to determine its utility. METHODS The aptitude test was administered online to first-year medical students shortly after their admission to two medical faculties in Sri Lanka (n=328). The reliability of the test was determined using Cronbach’s alpha. Overall and subtest scores were computed, and the scores of different demographic groups were compared using the t-test. Factor analysis of the subtests was performed.RESULTS The internal consistency of the test was 0.63. The difficulty and discrimination indices were within the acceptable range. The mean score of the aptitude test (AT) was 70.9/100 (SD 8.88). The mean score for females was higher than for males (p=0.04). No statistically significant differences in AT scores were observed between different ethnicities or religions. The entry academic scores demonstrated a weak correlation with the overall AT score (Pearson’s correlation coefficient r=0.27), verbal reasoning (r=0.24), the human body (r=0.19), quantitative reasoning (r=0.18), and situational judgement (r=0.128). Factor analysis indicated items that need revision.CONCLUSION The results indicate the potential value of aptitude tests in Sri Lanka and in similar jurisdictions where selection criteria have yet to expand beyond prior academic performance. A way forward in introducing such tests has been outlined.Item Feedback practices in undergraduate clinical teaching in Sri Lanka - a qualitative study(BioMed Central, 2024) Sanchayan, S.; Olupeliyawa, A.; Chandratilake, M.BACKGROUND Feedback is integral to medical education, enabling students to improve their knowledge, skills, and attitudes. Feedback practices may vary according to prevalent cultural and contextual factors. This study aimed to explore how feedback is conceptualized and practised in the clinical education of medical students in Sri Lanka.METHODS The study was conducted in three medical schools and affiliated hospitals that represent the cultural diversity of Sri Lanka. Purposive sampling was utilized to recruit clinical teachers and students who would provide rich information for the study. The study had three components: an observation study, interviews with clinical teachers and focus group discussions with clinical students. During the observation study, video recording was used as a data collection tool to observe feedback in real-life clinical teaching/learning settings. A constructivist grounded theory approach was adapted for analysis to explore current practices and perceptions inductively.RESULTS Feedback was conceptualised as spontaneous unidirectional provision of information for the improvement of students. It was often provided in public settings and in student groups. Error correction was the primary focus of feedback, but both teachers and students desired a balanced approach with reinforcement and reflection. Although the direct approach to corrective feedback was found beneficial for student learning, participants agreed that harsh feedback was to be avoided. The hierarchical culture and lack of programmed feedback in the curricula influenced feedback practices, suggesting the need for modification.CONCLUSIONS This study highlighted feedback practices in the local context, emphasizing the need to address the hierarchical gap in clinical settings, balance reinforcement and correction, and promote dialogue and reflection in the feedback processes. The findings will help clinical teachers from both the global south as well as the global north to recognize cultural and contextual differences in providing feedback.Item Factors associated with the feedback literacy of undergraduate clinical students of three medical faculties in Sri Lanka(Sri Lanka Medical Association, 2023) Sanchayan, S.; Olupeliyawa, A.M.; Chandratilake, M.INTRODUCTION: Feedback is an inseparable part of medical education. Development of students’ feedback literacy enables uptake and action based on feedback. OBJECTIVES: Explore the factors associated with feedback literacy of undergraduate clinical students in three medical faculties in Sri Lanka. METHODS: Secondary analysis was performed on focus group discussion data collected for an exploratory study on feedback in undergraduate clinical teaching settings in Sri Lanka which also included observational and interview components. 46 students from the third to final year and 19 recent graduates of three medical schools in Sri Lanka took part in eight focus group discussions. Framework analysis was performed using a model of student feedback literacy as the theoretical framework. RESULTS: The two major themes found to have influenced students’ feedback literacy were: difficulties in forming decisions for improvement based on feedback and difficulties in managing affect related to feedback. Students found it difficult to form judgements as they were novices and when they found variation among the teachers on the substance of feedback. Students found it easier to manage their emotional reactions to feedback when they perceived that the teachers cared about their improvement; with more experience with feedback as they progress through the years and when the emotional burden of feedback was not overwhelming. CONCLUSIONS: Undergraduate students in Sri Lanka need support in making academic judgments regarding the feedback they receive. They attempt to accept and work on feedback if the providers cared for their improvement and the affective load of feedback is manageable.