The Path of Undergraduate Medical Education in Sudan

Mahdi, Tahra Al Sadig Al

doi:10.18502/sjms.v14i4.5899

Cited by 7 publications

(5 citation statements)

References 13 publications

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“…This small scale, but balanced, development of medical education continued until the 1990s with the creation of new departments, widening of different disciplines and the establishment of three other medical schools. The 1990s are considered to be the explosion era for medical schools as a result of the so called Higher Education Revolution in the Sudan; currently there are about 66 medical schools (23,24).…”

Section: Methodsmentioning

confidence: 99%

Assessment Methods and Practices in Anatomy Departments among Sudanese Medical Schools in 2020

Emam,

Ali,

Babiker

et al. 2024

Preprint

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Background Assessment could be the most challenging part in the teaching process of anatomy for establishing students’ competency. This study aimed to review how anatomy is assessed in medical schools in Sudan to provide a baseline data for future plans. Methods This is a cross-sectional descriptive study involving medical schools in Sudan. A pre-designed electronic questionnaire (Google Form) was sent to the heads of anatomy departments at the different medical schools in Sudan. The questionnaire included questions about duration of anatomy teaching in the curriculum, the types of assessment for anatomy leaning applied, pattern of examination included in the written examination and type of curriculum. Additionally, a variety of questions assessing how oral and spotter exams take place and information related to students` feedback following examinations. Results Total of 50 universities responded to the electronic questionnaire out of 66 universities (with a response rate of 75.7%). The results showed that 80% of the universities used summative and formative approaches to the assess students, about 84% of the universities had continuous assessment, all the participating universities used MCQs as a part of their student assessment and only 5% used True or False questions. A 96% of the participating universities use spotter exams, about 16% of the universities perform oral examination to all students and 22% of the participating universities give students feedback after every exam. Conclusion Sudanese medical schools use different assessment methods and practices for Anatomy. The most commonly practiced assessment tools were MCQs and spotter examination while oral examination and long assay type of questions are less used. Medical schools need to work on teachers training on the principles of medical education and review of examination by examination committees.

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Section: Methodsmentioning

confidence: 99%

Assessment Methods and Practices in Anatomy Departments among Sudanese Medical Schools in 2020

Emam,

Ali,

Babiker

et al. 2024

Preprint

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“…O risco cardiovascular foi avaliado pela calculadora de Risco de Framingham, que inclui os seguintes itens: (1) idade, (2) sexo, (3) história de tabagismo, (4) presença de diabetes, (5) pressão arterial sistólica (PAS), ( 6) se um paciente está atualmente em uso de medicação para reduzir a pressão arterial, (7) colesterol total e (8) colesterol HDL. Esta é uma ferramenta de estratificação de risco validada que estabelece o risco de um paciente desenvolver doença cardiovascular 18 .…”

Section: Procedimentos De Coleta De Dadosunclassified

“…Entretanto, ainda parece haver um distanciamento entre o cuidado esperado e o prestado pelas equipes de saúde. Intervenções profissionais parecem ser alternativas para redução de lacunas entre esses modelos de cuidado 7,8 . Sabe-se que o modelo biomédico concentra esforços no bem-estar físico, sendo assim adotar modelos com abordagem holística parece mostrar maior alinhamento a premissa da Organização mundial de Saúde (OMS), a qual contempla a saúde não apenas como ausência de doença ou enfermidade 9 .…”

Section: Introductionunclassified

Monitoramento avançado de enfermagem: pacientes de risco na atenção primária

et al. 2022

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Resumo Objetivo avaliar o efeito do monitoramento de enfermagem avançado em relação ao usual para identificação do risco cardiovascular e renal, adesão medicamentosa e prática de exercícios na atenção primária à saúde. Método estudo quantitativo, quase-experimental desenvolvido na Atenção primária. Em relação a intervenção, foram consultas de enfermagem trimestrais de monitoramento avançado e laboratorial trimestral. Para coleta de dados, aplicou-se questionário sociodemográfico, escala Morisky e Questionário Internacional de Atividade Física. Resultados sexo feminino predominou nos dois grupos intervenção e controle (62,79% vs. 76,74%). O percentual de pacientes sem risco cardiovascular do grupo intervenção superou o grupo controle da consulta 1 para consulta 3, (0,00% - 25,58% vs. 6,98 - 2,33). Adesão medicamentosa máxima, ao longo do tempo, foi superior no grupo intervenção comparado ao grupo controle (48,8% vs. 23,3%). O risco cardiovascular dos usuários interferiu na atividade física de forma significativa no grupo intervenção e controle (p=0,0261 vs. 0,0438). Conclusões e implicações para a prática a monitorização avançada possibilitou uma melhor identificação de pacientes de risco e orientações aos pacientes hipertensos e diabéticos com risco cardiovascular e renal, o que favoreceu o monitoramento avançado e contribuiu ao autogerenciamento da prática de exercícios e adesão medicamentosa, a partir de consultas de enfermagem.

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“…Within the last two decades, there was an expansion in the number of medical schools. [ 5 6 ] The increased number of medical schools results in increased medical graduates who are required to work to satisfy the Sudanese health needs and expectations. [ 7 ]…”

Section: Introductionmentioning

confidence: 99%

Why social accountability of medical schools in Sudan can lead to better primary healthcare and excellence in medical education?

Ahmed

Abdalla

Taha

2020

J Family Med Prim Care

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Introduction: Medical education in Sudan continues to evolve and progress with proliferation in the number of medical schools after 1990. Social factors and the geographical location of Sudan will increase the opportunity of success of medical schools to be socially accountable. In this analysis, we explained why social accountability is needed in Sudan and how this can enhance both excellence in medical education and primary health care, especially in rural areas. Methodology: PubMed, scopus Medline, and Google Scholar were searched for published-English literature concerning social accountability of medical schools in Sudan and worldwide were reviewed regardless of the time limit. We have also included examples of medical schools from Sudan and the Middle East to reflect on their experience in social accountability. Results: In this critical review, we have shown that social accountability will come with benefits for medical schools and the community. Implementation of social accountability in medical schools in Sudan will increase the effectiveness of medical schools' productivity, research output, and health service in urban and rural areas. There is an urgent need for social accountability alliance in Sudan to increase collaboration between medical schools. This will increase the benefits of social accountability for all stakeholders and also increases the competency in social medicine within the medical school curriculum. Conclusion: Social accountability is regarded as a sign of excellence in medical education. Primary care physicians in Sudan are expected to be the leaders in the implementation of social accountability. This analysis answered two important questions about why medical schools in Sudan should be socially accountable? And do we need a special structure of social accountability in Sudan?

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The Path of Undergraduate Medical Education in Sudan

Abstract: Abstract

Cited by 7 publications

References 13 publications

Assessment Methods and Practices in Anatomy Departments among Sudanese Medical Schools in 2020

Assessment Methods and Practices in Anatomy Departments among Sudanese Medical Schools in 2020

Monitoramento avançado de enfermagem: pacientes de risco na atenção primária

Why social accountability of medical schools in Sudan can lead to better primary healthcare and excellence in medical education?

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