Haseeb Zahid’s Post

Academic Achievement: Excelling in Anatomy and Physiology Learning about the human body is a key part of medical education. During my first year, I focused on understanding everything from tiny structures to the complex systems that keep us alive. Despite the tough coursework, I enjoyed studying anatomy and physiology deeply. Getting top scores in these exams showed my hard work and determination. These successes boosted my confidence in understanding and applying basic medical concepts. They also provided a strong base for my future studies and clinical practice, paving the way for success in my medical education.

Meeting A-Level requirements, particularly with strong grades in Biology, Chemistry, and an additional subject like Mathematics or Physics, is essential for aspiring doctors in the UK and abroad. High performance in these subjects demonstrates readiness for the demands of medical school. Beyond academics, developing effective study habits, seeking guidance, and researching medical programs can help students tailor their preparation. #medicalschoolsineurope #StudyMedicineEurope #studymedicineabroad

The worst medicine teacher is now 'the one of a lifetime' - University classroom. Iranian researchers have conducted a study which has been published in the journal BioMed Central (BMC) which shows that traditional lecture training in the Medical Degree is much less effective and offers worse academic results than teaching based on more practical, active, effective and student-centered approaches.For the study,

How and Who and more about Integrating social determinants of health in medical education: a bibliometric analysis study Study published with my colleague David Onchonga, PhD. This type of study is not common in medical education despite the great benefits people can have from them. https://lnkd.in/eSHqZMxe #social_accountability_of_medical_education #medicaleducation

The worst medicine teacher is now 'the one of a lifetime' - University classroom. Iranian researchers have conducted a study which has been published in the journal BioMed Central (BMC) which shows that traditional lecture training in the Medical Degree is much less effective and offers worse academic results than teaching based on more practical, active, effective and student-centered approaches.For the study,

Surgical Education must reflect the rapid evolving 21st century scientific era. Medical students require a thorough understanding of the cell, the unit of our body & at the advanced bio molecular level. Such basic understanding will enhance the understanding of the different pathologies, hence, the ability to bridge the link towards clinical decision-making and management. Such concept would be crucial to ensure patient safety and clinical excellence. Teaching should focus on innovative interacting simulation techniques. Medical students must be encouraged to design specific question or questions. Specific question is the key point for an organised thought in any research process in general. It ultimately leads to a well designed study and meaningful conclusion which can be generalised and applicable in life.

As a medical student, I find most of the points outlined below are quarrels I have had with medical education thus far! Such a good read, especially for those of you in medical education! https://lnkd.in/eg4Va598

EXCELLENT READ ❗️ " In an opinion piece in the New York Times, Amy Wrzesniewski and Barry Schwartz explain how they looked at the motives of over eleven thousand students beginning their studies at the U.S. Military Academy at West Point. They compared the success rate, years later, of students who had an ‘internal’ motive with those who had an ‘instrumental’ motive for beginning their studies. They explain that “there are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that’s an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that’s an instrumental motive, since the relation between fame and research is not so inherent.” They discovered, unsurpringly, that the students who entered West Point for internal motives had far more successful military careers than those who entered for instrumental motives. However, they also found a surprising exception to this tendency. “Remarkably, cadets with strong internal and strong instrumental motives for attending West Point performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military.” Wrzesniewski and Schwartz point out that we need to distinguish between instrumental motives and instrumental consequences. A student whose motive for a medical career is internal, for example the love of medicine and the desire to help people, will still gain the instrumental consquence of a high-paying job, but will be much more likely to enjoy their career and do well in it than a medical student who acts solely or primarily out of the instrumental motive of a high-paying job. As a Humanities professor, I see this all the time. My students study things like literature, history, and philosophy because they love these subjects, and so the connection between studying and the rewards that motivate them are very strong. Every time they spend hours wrestling with a great book, discuss ideas with friends, or spend effort on a term paper, they find it inherently rewarding. If they were studying primarily for the prospect of a career later in life, but didn’t really enjoy what they studied, the connection between their studies and the reward that motivates them would be much weaker. They would have to wait a much longer time for their reward, with no guarantee that they would ever reach it, and with the suspicion that there are easier routes to a lucrative job than all this hard work. So the internal motive that comes from studying what they love makes my students work hard, and leads to success in their studies. " ❗️

🔬📚 Excited to share insights from my recent project on the influence of online teaching during the COVID-19 pandemic among medical students! 🌟 In this project, I utilized statistical analysis techniques such as the Wilcoxon Signed-Rank Test and Sign Test to examine the impact of the shift to online learning on medical education. 📊💻 It was found that the student’s psychological state was significantly different between traditional learning and online learning, with traditional learning students reporting good psychological health or a good psychological state, while online learning students were found to be adversely affected by the change in the learning environment. These results shed light on the effectiveness of online teaching methods and offer valuable insights for educators and policymakers navigating the challenges posed by the pandemic. 🌐💡 I'm grateful for the opportunity to contribute to this important area of research and look forward to further discussions and collaborations in the field of medical education. 🤝 Let's continue to adapt and innovate in response to the evolving needs of our students and communities. 💪 #MedicalEducation #OnlineTeaching #COVID19Research #StatisticalAnalysis #HealthcareEducation #ResearchInsights #EducationInnovation