Exploring Factors of Absenteeism Among Students Attending Community Medicine Department

Abstract

Context: Frequent absence from classes may lead to improper learning and poor academic performance. Absenteeism can make teaching - learning environment unwelcoming and impacting those also who attend classes regularly. Aims & Objectives: To explore factors responsible for absenteeism among second professional students attending Community Medicine Department and to formulate recommendations to deal with absenteeism. Material and Methods : A Cross sectional study was conducted among 132 second professional medical undergraduate students attending Community Medicine Department in a teaching hospital. A self-designed pre validated questionnaire comprising of various sections related to teaching –learning factors was used to explore factors responsible for student absenteeism. Faculty perception regarding student absenteeism and recommendations formulated to deal with it were recorded separately. Data analysis: Data was entered in MS Excel and Chi Square test was used for analysis. Results: Among 132 study participants, majority of the participants (62.1%) were females who were residing in hostels. Highest percentage of absenteeism (40.1%) was during examination time. Extracurricular activities like sports/gym, browsing net and parties were significantly (p<0.001) associated with absenteeism. Conclusions: Absenteeism can adversely affect academic performance and low attendance can demotivate teachers also to teach with keen interest.

Extracurricular activities in medical education: an integrative literature review

“…Performance activities indicate artistic activities [ 14 ] and comprised five articles [ 2 , 3 , 37 , 47 , 75 ]. Team sports involve participation in one or more school sports teams [ 14 ] and included seven articles [ 2 , 34 , 36 , 52 , 61 , 72 , 74 ]. School involvement represents a self-governing body or entertaining club [ 14 ] and included four articles [ 3 , 23 , 31 , 61 ].…”

“…Only three papers reported academic skills as outcomes of EA participation [ 47 , 60 , 73 ], two of which showed that hands-on practice in the extracurricular program was helpful in improving diagnostic reasoning and procedural skills [ 60 , 73 ]. Academic attitude includes a perceived understanding of the learned knowledge or skills or self-reported confidence about one’s clinical skills [ 48 , 60 , 75 , 76 ] and absence at school [ 72 ]. Generally, EA participation increased self-reported understanding and confidence.…”