Background: Teachers' training is a kind of education that helps the teachers to understand the basic theories of teaching-learning for escalating their knowledge, skills and abilities according to the learner's need. Objectives: The present study was undertaken to identify the students' perception about the teaching performances of the teachers who had gone through the training on teaching methodology at Centre for Medical Education (CME) in Bangladesh. Methods: This descriptive type of cross sectional study was conducted in thirteen public and private medical colleges of Bangladesh. A structured questionnaire based on 5-point Likert scale was used to collect the students' perceptions which included 13 separate positive statements regarding classroom performances. Statements having mean score of 4 or more are considered as positive aspect of performance. Statements with mean score 3 or less indicate the problem area of performance. Statement with a mean score in-between 3 and 4 might be emphasized for further improvement. Results: According to students' aggregated view, 38% of the teaching performances were excellent, 43% were good, 16% were satisfactory and 3% were unsatisfactory. Conclusion: To ensure excellence in all aspects of teaching performances a well-designed, updated and contextual training programme needs to be adopted for further improvement of teaching-learning.

Key words: perception; educational environment; academic achiever; academic under-achiever; medical collegeDOI: 10.3329/bmj.v39i2.7029Bangladesh Medical Journal 2010, 39(2) pp.2-10

Objectives: The aim of the study was to assess the attitude of the undergraduate medical students towards the assessment system of revised medical curriculum. Procedure: During the placement of the students in the department of Obstetrics and Gynaecology, the basic idea of the old and the new curriculum was explained to them. The objective of the study was explained and a pretested questionnaire was given to each student. Identification of the student was not compulsory to maintain secrecy. 5 point Likert scales was used to measure the responses of the participants. Statistical analysis was done using the SPSS system version 11.Results: Out of 82 students, 70 participated. Among them, 37.1% were male, and 48.6% were female students. 44.2 % said that the curriculum and 35.7 % said that the exam system is easy to follow, 47.1 % wanted to have single subject and 65.7% wanted to have all the major subjects simultaneously in block posting. 74.1 % said that the 6 hours learning period is tiring. 42.9 % were in favour of 3-6 pm break, 64.3% were in favour of giving MOCK test weekly, 55.7 % liked formative assessment test, 64.3 % did not adopt any unfair means in the examination, 78.6% students are comfortable with MCQ,81.4 % with SAQ, about 41.5% with SEQ, 74.2% with OSPE, 71.5% with SOE and 77.2% liked Clinical examination.

This study explores the perceptions of students of the features of effective clinical teaching and learning in dental education. This was a qualitative study conducted in one government and one private dental college selected purposively. Study population was final year dental students of selected Dental colleges. A total of 29 students participated in this study. An open ended questionnaire was developed for the focus group discussion for the students. From the students focus group discussion the following seven themes were identified, (1) Organization of the teaching and learning session, (2) stimulating and encouraging teaching and learning session, (3) achieving goal, (4) learning objectives, (5) active participation, (6) scope of frequent brief practice, and (7) feedback. These themes were further subdivided into 26 sub-themes. The features of clinical training experiences that dental students perceived were effective. Our students perceived that authentic clinical experiences are important to their clinical learning, allowing them to see the patient as a whole, be the first medical contact for the patient, and take more responsibility of their own learning and apply patient-centered care. Students also identified the importance of the scope of clinical cases they saw in terms of numbers, variety, offering varied clinical signs and unusual and interesting cases. Our students also felt that their teachers' positive attitudes, ability to establish a good supervisory relationship were important to learning. It has also been shown that students value good feedback in clinical teaching and learning. Our students also felt that the learning environment contributes to their learning.Study recommended that consideration of increasing time and patient availability in clinical setting could contribute to dental students' effective clinical learning and skills competency.

The present study was conducted amongst students of all phases in eight medical colleges (4 govt. & 4 non-govt.) of Bangladesh to assess views of students about the current activities to implement integrated teaching learning in undergraduate medical education in Bangladesh. Among 956 students, 387(40.5%) were male and 569(59.5%) were female. This study revealed that 605(63.3%) students had participated in integrated teaching learning session, 328(54.3%) students disagreed that the subjects of different phases are arranged sequentially in curriculum and 265(43.8%) students responded that integrated sessions were conducted in large group sessions. More than half of the students (53.7%) stated that integrated teaching helped them to get better understanding of the topic and integrated teaching also helped them to improve application of knowledge. Insufficiency of infrastructure, allocated time, teachers’ training have been identified by respondents as barriers for implementing integrated teaching learning. Study recommended more awareness and training of teachers and students regarding integrated teaching learning. Study also recommended to choose contents which have much clinical importance for integrated teaching and which have been taught repeatedly in different departments. Bangladesh Journal of Medical Education Vol.11(1) 2020: 26-31