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Impact of evidence‐based innovative interventions on students’ performance in a Nigerian medical school
Author(s) -
Anyaehie Ugochukwu Bond,
Okeke Tochukwu
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.741.17
Subject(s) - psychological intervention , medical education , logistic regression , statistical significance , test (biology) , association (psychology) , statistical software , psychology , medicine , nursing , statistics , mathematics , paleontology , psychotherapist , biology
Need for periodic evaluation of students’ performance and observed initial findings of poor performance and students preference of peer‐tutoring to didactic lectures at the University of Nigeria Medical School, we implemented innovations at improving learning environments for Physiology in our institution. These innovations included securing the services of Faculty clinicians to augment existing number of lecturers, use of question‐driven format for assessments, evidence‐based change in tutorial format and post‐results interactive review of continuous assessment questions. Present study is a retrospective review of medical student's performance in 2 nd MBBS examinations physiology pro and past the innovations. Data were collected and analyzed by descriptive and inferential statistics using the statistical software for social sciences (SPSS) version 15. Chi‐square test (x 2 ) was used to determine the association between the student's performance before and after our interventions. Furthermore binary logistic regression was equally used to determine the association between student's performance before and after. The level of significance was set at p< 0.05. A total of 2152 students sat for the professional examination over the study period, and 1485 students passed the examination at first attempt giving an overall pass rate of 69%. The pass rate from 2008 when our interventions started was significantly higher than the pass rate before this reform (2004 – 2007) [(76.4%), (n =1646) vs 63.4% (n=1364); P<0.0001]. There was significant association also when the model was adjusted for after 2008 (OR, 1.901, 95% CI (1.566–2.307), P=O.001. Results support the call for institutional leadership by clinical investigators and PhD physiologists with strong translational interests, evidence‐based innovative alternatives to passive lecture formats and students involvement in program evaluation.