The aim of this study was to compare student learning patterns in higher education across different cultures. A meta-analysis was performed on three large-scale studies that had used the same research instrument: the Inventory of learning Styles (ILS). The studies were conducted in the two Asian countries Sri Lanka and Indonesia and the European country The Netherlands. Students reported use of learning strategies, metacognitive strategies, conceptions of learning and learning orientations were compared in two ways: by analyses of variance of students' mean scale scores on ILS scales, as well as by comparing the factor structures of the ILS-scales between the three studies. Results showed most differences in student learning patterns between Asian and European students. However, many differences were identified between students from the two Asian countries as well. The Asian learner turned out to be a myth. Moreover, Sri Lankan students made the least use of memorising strategies of all groups. That Asian learners would have a propensity for rote learning turned out to be a myth as well. Some patterns of learning turned out to be universal and occurred in all groups, other patterns were found only among the Asian or the European students. The findings are discussed in terms of learning environment and culture as explanatory factors. Practical implications for student mobility in an international context are derived.

Although medical students seem to have realized the importance of communication skills training for the practice of medicine, a significant minority have reservations on attending such sessions. Sri Lanka faculty will need to make a concerted effort to change this attitude through improving teaching and assessment strategies.

Objective: To assess the third year physiotherapy students' perception of problem based learning sessions in Musculoskeletal physiotherapy. Design, setting and sample: Third year physiotherapy students in the department of Physiotherapy, Faculty of Allied Health Sciences, University of Peradeniya. Measurements: A 15 item, self-administered questionnaire with a five point Likert scale was used. Results: The response rate was 75% (24 out of 32). Seventy nine per cent of students agreed that it promotes critical thinking. A majority of students felt that, the PBL sessions were better at fulfilling learning objectives, gave better factual knowledge of musculoskeletal physiotherapy was enjoyable and ensured team work. Most of the students' indicated that more such sessions should be organised in the future. The main disadvantage perceived was that it was time-consuming. Conclusion: The results of this study showed that, third year physiotherapy students' perception of problem based learning sessions in musculoskeletal physiotherapy was positive. Thus it can be used as a teaching learning strategy.

The terms Continuing Medical Education (CME) and CPD have been used interchangeably in most of the countries. CPD is open to many interpretations and the term CME differs from CPD. However, there seems to be a lot of overlapping in the way CME and CPD are defined by the accreditation bodies. The regional guidelines on CME/CPD paper published by the WHO, define CPD as follows. "CPD is beyond clinical update, includes wide-range of competencies like research and scientific writing, multidisciplinary context of patient care, professionalism and ethical practice, communication, leadership, management and behavioural skills, team building, information technology, audit, and appropriate attitudinal change to ensure improved patient service and research outcomes and attainment of the highest degree of satisfaction by stakeholders. The ultimate goals of the programme are to reassure patients and the public that doctors remain competent, confident and compassionate throughout their career and to augment patient care outcome and satisfaction by setting standards for good medical practice" (WHO, 2010, p.1). CME is updating clinical knowledge only. Thus, CME is a component of CPD and CPD involves a wide range of skills required for medical practice. 2 Professor,

Introduction: Feedback reinforces good practice, identifies deficiencies and directs the learner to narrow the gap between actual and desired performance thus, playing a crucial role in the development of competence in medical training. However, feedback if not carefully handled can result in de-motivation and deterioration in performance. It is believed that culture plays an important role in the way behaviours are valued and tolerated in educational settings. Aim: To explore perceptions of Sri Lankan medical graduands on feedback received from teachers during clinical training. Method: The study was conducted on a single intake of medical graduates after release of final MBBS results, ensured maximum variation sampling by including students from high, average and low performance categories. Participation was voluntary. Interviews were conducted using a short interview guide, transcribed and themes identified. Results: 21 interviews were conducted. There were eight, six and seven volunteers from the high performing, average and poorly performing groups respectively. 63% were male. Positive experiences encompassed; trainer taking a balanced approach to feedback by acknowledging good practices while indicating negative aspects, providing an emotionally supportive environment, clear articulation, offering focused learner support and motivating the learners through encouraging words and support to realize their potential. Negative experiences encompassed fault finding, biased nature and indiscreet behaviour of the trainers. Conclusion: Sri Lankan medical graduands have experienced desirable and undesirable teacher behaviours during feedback episodes. Accurate conceptualization of ‘feedback process’ among clinical teachers and proactive measures to enhance the skills of teachers on giving feedback is needed.