Asia Pacific Scholar

Introduction: Selection for basic medical training is highly contextual. The use of cognitive aptitude tests, which commonly supplement measures of prior academic achievement in the selection process of medical schools internationally, is rarely reported from resource-constrained settings in South Asia. We report on the psychometric properties of an aptitude test designed based on the UCAT format, administered to first-year medical undergraduates to determine its utility. Methods: The aptitude test was administered online to first-year medical students shortly after their admission to two medical faculties in Sri Lanka (n=328). The reliability of the test was determined using Cronbach’s alpha. Overall and subtest scores were computed, and the scores of different demographic groups were compared using the t-test. Factor analysis of the subtests was performed. Results: The internal consistency of the test was 0.63. The difficulty and discrimination indices were within the acceptable range. The mean score of the aptitude test (AT) was 70.9/100 (SD 8.88). The mean score for females was higher than for males (p=0.04). No statistically significant differences in AT scores were observed between different ethnicities or religions. The entry academic scores demonstrated a weak correlation with the overall AT score (Pearson’s correlation coefficient r=0.27), verbal reasoning (r=0.24), the human body (r=0.19), quantitative reasoning (r=0.18), and situational judgement (r=0.128). Factor analysis indicated items that need revision. Conclusion: The results indicate the potential value of aptitude tests in Sri Lanka and in similar jurisdictions where selection criteria have yet to expand beyond prior academic performance. A way forward in introducing such tests has been outlined.

Sivapalan Sanchayan

Sisira Dharmaratne

Shalika Pathirana

Pavithra Godamunne

Madawa Chandratilake

The Asia Pacific Scholar

Psychometric properties of an aptitude test administered to Sri Lankan first-year medical students

斯里兰卡一年级医学生能力倾向测验的心理测量学特性

Introduction: COVID-19 pandemic disruptions to medical educational programs have been felt worldwide. However, little is understood about the experience of Low to Middle Income Countries’ (LMIC) and the impact of ensuing disruptions on medical education. We aimed to develop a collective understanding of this through the perspectives of individual LMIC educators, exploring how they continued to deliver undergraduate and postgraduate medical education in the context of pandemic barriers, by reflecting on their successes and shortcomings. Methods: A phenomenological study was conducted with ten purposefully recruited educators involved in medical education from mainly the Asia-Pacific region. In-depth interviews via web-conferencing were conducted, and data analysed using Braun &amp; Clarke’s (2006) framework. Results: Four major themes were identified: ‘Navigating Change, ‘Altered and Divided Teaching Roles and Spaces’, ‘Curricula Impact’ and ‘Challenges and Affordances of Remote Learning’. Educators described major disruptions to delivering medical education, particularly clinical education. Remote learning was the mainstay of facilitating continued education, often requiring investment into infrastructure that was non-existent pre-pandemic. Conclusion: LMIC educators’ pandemic response have been robust in pursuit of continued medical education. Necessary adoption of online teaching approaches has provided avenues to close healthcare education gaps by facilitating improved reach and quality of medical education in these regions. Building on this requires strategies that meet LMICs areas of need, focusing on capacity building that sustains and grows new pedagogical practices. We must ensure educational advances are equitable and accessible for all, identifying and supporting countries and contexts at risk of being left behind.

Eugene Kua

Sinead Kado

Valsan Philip Verghese

Pauline Wake

Amy Gray

A qualitative study on the impact of COVID-19 on continued medical education in Low to Middle Income Countries (LMICs)

低至中收入国家（LMICs）中COVID-19对继续医学教育影响的定性研究

Marcus A. Henning

Student and Faculty Wellness

学生与教职工健康

Introduction: This article explores the dynamic relationship between the Scholarship of Teaching and Learning (SoTL) and the well-being of students and educators within the context of medical education. Methods: The author critically reviewed the salient views and knowledge at the intersection of SoTL, well-being, and resilience. By critically examining literature, insights from various studies were synthesised, offering a detailed overview of the current state of knowledge in this field. This review guided the identification of key practices and recommendations. Results: SoTL emerges as a transformative force, enhancing well-being for both students and educator through evidence-based practices and innovative teaching methods. The article explores the crucial role of SoTL in fostering resilience, not only among students but also among educators. Despite promising evidence, challenges in implementing SoTL for well-being persist, requiring strategic approaches to overcome traditional paradigms. The discussion extends to the global implications of SoTL, emphasising the need for collaborative efforts to foster better educational practices and establish inclusive learning environments. Conclusion: As we assess the evidence for transformative change, a call-to-action echoes, urging global collaboration, research endeavors, and institutional support to realise the full potential of SoTL, ultimately creating environments where both learners and educators thrive.

Muhamad Saiful Bahri Yusoff

A critical review on the impact of the Scholarship of Teaching and Learning on well-being and resilience in medical education

医学教育中教学与学习学术对幸福感与抗逆力的影响之批判性综述

Sulthan Al Rashid

Mohmed Isaqali Karobari

Harnessing Bloom's Taxonomy to develop in-depth review articles

利用布鲁姆分类法撰写深度综述文章

Abbreviation
Journal Impact	0.69
Quartiles(Global)	EDUCATION, SCIENTIFIC DISCIPLINES(Q4)

Publication Information	Publisher: Centre for Medical Education (CenMed) Yong Loo Lin School of Medicine National University of Singapore，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2019，Proportion of original research papers: 0.00%，Self Citation Rate:33.30%， Gold OA Rate: 99.06%
Average review cycle	网友分享经验：12 Weeks

Asia Pacific Scholar

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Psychometric properties of an aptitude test administered to Sri Lankan first-year medical students

A qualitative study on the impact of COVID-19 on continued medical education in Low to Middle Income Countries (LMICs)

Student and Faculty Wellness

A critical review on the impact of the Scholarship of Teaching and Learning on well-being and resilience in medical education

Harnessing Bloom's Taxonomy to develop in-depth review articles

Psychometric properties of an aptitude test administered to Sri Lankan first-year medical students

A qualitative study on the impact of COVID-19 on continued medical education in Low to Middle Income Countries (LMICs)

Student and Faculty Wellness

A critical review on the impact of the Scholarship of Teaching and Learning on well-being and resilience in medical education

Harnessing Bloom's Taxonomy to develop in-depth review articles

ISSN	2424-9270, 2424-9335
h-index	6