Skip Navigation
Skip to contents

JEEHP : Journal of Educational Evaluation for Health Professions

OPEN ACCESS
SEARCH
Search

Author index

Page Path
HOME > Browse articles > Author index
Search
Anthony Amalba 2 Articles
Medical students’ achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery Final Part I and II licensing examination: a comparison of students in problem-based learning, community-based education and service, and conventional curricula in Ghana  
Victor Mogre, Anthony Amalba, Mark Saaka, Kwabena Kyei-Aboagye
J Educ Eval Health Prof. 2014;11:10.   Published online May 8, 2014
DOI: https://doi.org/10.3352/jeehp.2014.11.10
  • 31,490 View
  • 150 Download
  • 5 Web of Science
  • 10 Crossref
AbstractAbstract PDF
Purpose
Problem-based learning is an established method of teaching and learning in medical education. However, its impact on students’ achievement on examinations is varied and inconsistent. We compared the levels of achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery (MB ChB) Part I and II licensing examination of students in problem-based learning, community-based education and service (PBL/COBES), and conventional curricula.
Methods
In 2014, we analyzed the MB ChB Final Part I and II licensing examination results of students in three classes (2004, 2005, and 2006) of the School of Medicine and Health Sciences, University for Development Studies, Tamale, Ghana. Ninety-three students in the 2004 and 2005 cohorts followed a conventional curriculum, and 82 students in the 2006 cohort followed a PBL/COBES curriculum. Using appropriate statistical tools, the analysis compared individual discipline scores and the proportions of students who received distinction/credit/pass grades among the classes.
Results
The PBL students had significantly higher mean and median scores than the conventional students in Obstetrics and Gynecology, Internal Medicine, Community Health and Family Medicine, Surgery, and Psychiatry, but not in Child Health and Pediatrics. Also, a significantly (P=0.0010) higher percentage, 95.1% (n=78), of the PBL students passed all the disciplines, compared to 79.6% (n=74) of the conventional students.
Conclusion
The PBL students significantly performed better in all the disciplines except child health and pediatrics, where the conventional students scored higher. These findings demonstrate that the benefits of the PBL/COBES curriculum are tangible and should be fostered.

Citations

Citations to this article as recorded by  
  • Transforming medical education in Liberia through an international community of inquiry
    Kristina Talbert-Slagle, Ibrahim Ajami, Braden Currey, Rachel Galvao, Jerusalem Hadush, Serene Silin Li, Javaughn T. Flowers, Moses Ziah, Desmond Amuh, Mikaela Rabb, Olayinka Stephen Ilesanmi, Nikole Allen, Marie Martin, Mary Miller, Attila Yaman, Tej Nut
    PLOS Global Public Health.2023; 3(3): e0001610.     CrossRef
  • Preparedness of medical students to provide nutrition care following a nutrition education intervention
    Bright Yammaha Amoore, Patience Kanyiri Gaa, Shamsu-Deen Ziblim, Victor Mogre
    BMC Research Notes.2023;[Epub]     CrossRef
  • The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis
    Qi-Ming Zheng, Yuan-Yuan Li, Qing Yin, Na Zhang, Ye-Peng Wang, Guo-Xiang Li, Zhi-Gang Sun
    BMC Medical Education.2023;[Epub]     CrossRef
  • Evaluating the Academic Performance of Mustansiriyah Medical College Teaching Staff vs. Final-Year Students Failure Rates
    Wassan Nori, Wisam Akram , Saad Mubarak Rasheed, Nabeeha Najatee Akram, Taqi Mohammed Jwad Taher, Mustafa Ali Kassim Kassim, Alexandru Cosmin Pantazi
    Al-Rafidain Journal of Medical Sciences ( ISSN 2789-3219 ).2023; 5(1S): S151.     CrossRef
  • Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China
    Wen Li, Chang Liu, Shenjun Liu, Xin Zhang, Rong-gen Shi, Hailan Jiang, Yi Ling, Hong Sun
    BMC Medical Education.2020;[Epub]     CrossRef
  • Nutrition in Medicine: Medical Students׳ Satisfaction, Perceived Relevance and Preparedness for Practice
    Victor Mogre, Fred Stevens, Paul A. Aryee, Albert J.J.A. Scherpbier
    Health Professions Education.2018; 4(1): 31.     CrossRef
  • Perception of Ghanaian Medical Students of Cadaveric Dissection in a Problem-Based Learning Curriculum
    Abass Alhassan, Saeed Majeed
    Anatomy Research International.2018; 2018: 1.     CrossRef
  • Learning effectiveness and satisfaction of international medical students: Introducing a Hybrid–PBL curriculum in biochemistry
    Qiu Yan, Li Ma, Lina Zhu, Wenli Zhang
    Biochemistry and Molecular Biology Education.2017; 45(4): 336.     CrossRef
  • Future Doctors’ Nutrition-Related Knowledge, Attitudes and Self-Efficacy Regarding Nutrition Care in the General Practice Setting: A Cross-Sectional Survey
    Victor Mogre, Paul A. Aryee, Fred C. J. Stevens, Albert J. J. A Scherpbier
    Medical Science Educator.2017; 27(3): 481.     CrossRef
  • Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students
    Victor Mogre, Anthony Amalba
    Journal of Educational Evaluation for Health Professions.2014; 11: 19.     CrossRef
Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students  
Victor Mogre, Anthony Amalba
J Educ Eval Health Prof. 2014;11:19.   Published online August 15, 2014
DOI: https://doi.org/10.3352/jeehp.2014.11.19
  • 26,872 View
  • 208 Download
  • 8 Web of Science
  • 10 Crossref
AbstractAbstract PDF
Purpose
We investigated the validity and reliability of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in preclinical students in Ghana. Methods: The R-SPQ2F was administered to 189 preclinical students of the University for Development Studies, School of Medicine and Health Sciences. Both descriptive and inferential statistics with Cronbach’s alpha test and factor analysis were done. Results: The mean age of the students was 22.69 ± 0.18 years, 60.8% (n = 115) were males and 42.3% (n = 80) were in their second year of medical training. The students had higher mean deep approach scores (31.23 ± 7.19) than that of surface approach scores (22.62 ± 6.48). Findings of the R-SPQ2F gave credence to a solution of two-factors indicating deep and surface approaches accounting for 49.80% and 33.57%, respectively, of the variance. The scales of deep approach (Cronbach’s alpha, 0.80) and surface approach (Cronbach’s alpha, 0.76) and their subscales demonstrated an internal consistency that was good. The factorial validity was comparable to other studies. Conclusion: Our study confirms the construct validity and internal consistency of the R-SPQ2F for measuring approaches to learning in Ghanaian preclinical students. Deep approach was the most dominant learning approach among the students. The questionnaire can be used to measure students’ approaches to learning in Ghana and in other African countries.

Citations

Citations to this article as recorded by  
  • A comparison of two learning approach inventories and their utility in predicting examination performance and study habits
    Andrew R. Thompson
    Advances in Physiology Education.2024; 48(2): 164.     CrossRef
  • Relationship between learning approach, Bloom’s taxonomy, and student performance in an undergraduate Human Anatomy course
    Andrew R. Thompson, Logan P. O. Lake
    Advances in Health Sciences Education.2023; 28(4): 1115.     CrossRef
  • Evaluation of Construct Validity and Reliability of the Arabic and English Versions of Biggs Study Process Scale Among Saudi University Students
    Nadeem Shafique Butt, Muhammad Abid Bashir, Sami Hamdan Alzahrani, Zohair Jamil Gazzaz, Ahmad Azam Malik
    SAGE Open.2023;[Epub]     CrossRef
  • Development and Preliminary Validation of the Physical Education-Study Process Questionnaire : Insights for Physical Education University Students
    Amayra Tannoubi, Noomen Guelmami, Tore Bonsaksen, Nasr Chalghaf, Fairouz Azaiez, Nicola Luigi Bragazzi
    Frontiers in Public Health.2022;[Epub]     CrossRef
  • The Association Between Learning Styles, Time Management Skills and Pharmacology Academic Performance Among First Year Medical Students in Universiti Putra Malaysia (UPM) During the COVID-19 Pandemic
    Azmah Sa'at, Suryati Mohd. Thani, Safuraa Salihan, Nur Izah Ab. Razak, Siti Saleha Masrudin
    Malaysian Journal of Medicine and Health Sciences.2022; 18(s14): 94.     CrossRef
  • Outcomes of 2 Multimodal Human Anatomy Courses Among Doctor of Physical Therapy Students (Entry-Level): A Quasi-experimental Study
    Sara F. Maher, Deborah J. Doherty
    Journal of Physical Therapy Education.2021; 35(1): 38.     CrossRef
  • Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)
    Miguel Leiva-Brondo, Jaime Cebolla-Cornejo, Rosa Peiró, Nuria Andrés-Colás, Cristina Esteras, María Ferriol, Hugo Merle, María José Díez, Ana Pérez-de-Castro
    Education Sciences.2020; 10(7): 173.     CrossRef
  • Assessing ‘approaches to learning’ in Botswana, Ghana and Kenya
    Caine Rolleston, Rebecca Schendel, Ana M Grijalva Espinosa
    Research in Comparative and International Education.2019; 14(1): 118.     CrossRef
  • Psychometric properties of the revised two-factor study process questionnaire r-spq-2f - spanish version
    Clara Vergara-Hernández, Miguel Simancas-Pallares, Zoila Carbonell-Muñoz
    Duazary.2019; 16(2): 205.     CrossRef
  • Enfoques de Aprendizaje según el R-SPQ-2F: Análisis de sus propiedades psicométricas en estudiantes universitarios de Buenos Aires
    Agustín Freiberg Hoffmann, María Mercedes Fernández Liporace
    Revista Colombiana de Psicología.2016;[Epub]     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions