Background In 2007, the Faculty of Medical Sciences, University of Sri Jayewardenepura revised its medical curriculum from discipline-based to one that was student-centered and integrated. This study aimed to evaluate the perceptions of students regarding the educational environment and compare them to those prior to curricular revision. Methods The Dundee Ready Education Environment Measure (DREEM) questionnaire was administered to all volunteering students enrolled in the medical degree programme at the time of the study (n = 595). Results were compared to DREEM scores obtained prior to curricular revision. Results The overall DREEM score and sub-scale scores were positive and showed improvement compared to previous scores. The score for Students’ Perceptions of Atmosphere showed progression from ‘there are many issues which need changing’ to the next highest category ‘a more positive attitude’. The mean scores in pre-clinical, para-clinical and clinical phases also showed an improvement. ‘The teachers are knowledgeable’ was the highest rated item overall and within each phase of learning. All sub-scales were rated highest by pre-clinical students and lowest by para-clinical students, in contrast to previous results where such patterns were not observed. Certain items, especially those related to teaching/learning, received exclusively low scores in particular student subsets. Conclusions Students’ perceptions towards the educational environment overall, have improved following curricular revision. However, certain negative areas warranting further evaluation were highlighted.

Introduction: The Faculty of Medical Sciences revised its curriculum from traditional, subject-based, to an integrated, system-based one in 2007. This study aimed to assess and compare the ability to retain and apply knowledge in Physiology, among the last batch of students following the traditional curriculum and the first batch following the integrated curriculum. Methods: Twenty true/false type applied Physiology questions from the 2nd year examinations of the two batches were administered separately when the students were in the final year. The marks were compared with those obtained for the same questions at the 2nd year examination. The difference between the two was considered the retention score. A SAQ comprising applied Physiology questions was also administered to assess application ability and the scores were compared. Results: A total of 152 and 132 participated from the batches following the traditional and integrated curricula respectively. Both batches displayed a significant loss of knowledge by the final year (negative retention score). The knowledge loss was lower in academically average and high performing students of the integrated curriculum. Students following the integrated curriculum showed significantly higher ability to apply Physiology knowledge to clinical problems. Conclusion: The students following the integrated curriculum were better in applying physiology knowledge to clinical scenarios and the retention of knowledge was also better among the average and high performing students following the integrated curriculum.

No abstract

Introduction: Professionalism is a context-specific entity, and should be defined in relation to a country’s socio-cultural backdrop. This study aimed to develop a framework of medical professionalism relevant to the Sri Lankan context. Methods: An online Delphi study was conducted with local stakeholders of healthcare, to achieve consensus on the essential attributes of professionalism for a doctor in Sri Lanka. These were built into a framework of professionalism using qualitative and quantitative methods. Results: Forty-six attributes of professionalism were identified as essential, based on Content Validity Index supplemented by Kappa ratings. ‘Possessing adequate knowledge and skills’, ‘displaying a sense of responsibility’ and ‘being compassionate and caring’ emerged as the highest rated items. The proposed framework has three domains: professionalism as an individual, professionalism in interactions with patients and co-workers and professionalism in fulfilling expectations of the profession and society, and displays certain characteristics unique to the local context. Conclusion: This study enabled the development of a culturally relevant, conceptual framework of professionalism as grounded in the views of multiple stakeholders of healthcare in Sri Lanka, and prioritisation of the most essential attributes.