Trilok Pati Thapa

Nepalese Army Institute of Health Services

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Shital Bhandary

Patan Academy of Health Sciences

Balman Singh Karki

KIST Medical College

Mahesh Khakurel

KIST Medical College

Rano Mal Piryani

Liaquat University of Medical & Health Sciences

Rishi Kafle

Kathmandu Medical College Teaching Hospital

P Ravi Shankar

International Medical University

P Ravi Shankar

International Medical University

Shailesh Adhikari

Tribhuvan University

Rishi Pokhrel

Nepalese Army Institute of Health Services

Muna Kadel

Nepalese Army Institute of Health Services

Cooperative Institutions

Nepalese Army Institute of Health Services

KIST Medical College

Bir Hospital

Nepal Medical College Teaching Hospital

Tribhuvan University

Armed Forces Medical College

International Medical University

B.P. Koirala Institute of Health Sciences

National Academy of Medical Sciences

Shahid Gangalal National Heart Centre

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STUDY OF DIFFERENT METHODS OF OBTAINING DRY BONES FROM FORMALIN FIXED DISSECTED HUMAN CADAVERS

Journal of Chitwan Medical College (2022)

Trilok Pati Thapa Muna Kadel Sudikshya KC Poonam Singh Sujit Kumar Thakur

Background: Dried human bones are essential to conduct osteology teaching learning sessions for health professional education, but its scarcity has been felt severely due to lack of simple and easy bone extraction method. Although several methods are practiced; they have their own fallacies. Hence, this study was conducted to explore simple and short method. Methods: A cross-sectional study was conducted in Nepalese Army Institute of Health Sciences (NAIHS) from April 2021 to October 2021 after obtaining ethical clearance from Institutional Review Committee, NAIHS (Reg. No- 424). Formalin fixed cadavers were used to obtain the bones by burial, maceration and chemical methods. In burial method, 600 bones were buried in the ground at 2 feet depth for six months just before monsoon. In maceration method, 200 bones were dipped in a bucket containing cow dung and water and left in the sun for 15 days. In chemical method, 50 bones were treated with washing soda for 19 hours. Remaining soft tissue was scraped, cleaned and bones were dried for 2 to 3 days. Results: Bones obtained by burial method were of good quality without any cracks but few soft tissue and mud was present which had to be cleaned manually. Bones obtained by maceration method was initially black in color. On chemical method, clean bones were obtained with few cracks. Conclusions: Among the above mentioned three methods, maceration method was less time consuming. Chemical method was faster but concentration of chemical should be proper to prevent cracks.

Maceration (sewage)

Osteology

10.54530/jcmc.1138

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Introduction of structured physical examination skills to second year undergraduate medical students

F1000Research (2013)

Rano Mal Piryani P Ravi Shankar Trilok Pati Thapa Bal Man Singh Karki Rishi Kafle

Introduction: Effective learning of physical examination skills (PES) requires suitable teaching and learning techniques and assessment methods. The Tribhuvan University (Nepal) curriculum recommends involving the departments of Medicine and Surgery in PES training (PEST) for second year students as a part of early clinical exposure. The project was developed to make teaching/learning of PES structured, involving eight clinical sciences departments and using appropriate methods for teaching and assessment in KIST Medical College, Nepal.Methods: Irby’s three stages of clinical teaching model (Preparation, Teaching, Reflection), was applied for teaching. Skill acquisition was based on Millers’ learning pyramid at “show how level” and Dreyfus’ competency model at “competent level”. Teaching/learning was conducted in small groups. A tutorial, demonstration and practice (TDS) model was developed for teaching/learning techniques based on a simple five-step method for teaching clinical skills. Assessment of effectiveness of training was done at “reaction level” as per Kirkpatrick’s model based on students’ feedback, “shows how level” as per Miller’s pyramid of learning by OSCE and “competent level” as per Dreyfus’ model using retro-pre questionnaire.Results: The analysis of retro-pre questionnaire based on the Dreyfus model found the average skill score (max score 184), before the introduction of the project module as 15.9 (median = 13.5) and after as 116.5 (median = 116). A paired t-test showed the difference to be statistically significant (100.5±23 and 95% CI 95.45 – 105.59). The average overall feedback score for the students on PES training based on seven items on a five point Likert scale was found to be 4.30. The mean total objective structured clinical examination (OSCE) score was 3.77 (SD+/- 0.33) out of 5; 80% of students scored more than 70%.Conclusion: Students learned most of the skills with the implementation of the structured PES module and did well in the OSCE. Students and faculty were satisfied with the training and assessment.

Pyramid (geometry)

10.12688/f1000research.2-16.v1

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A morphometric study of human pancreas in Nepalese people.

PubMed (2011)

Krishna Singh Basnet Trilok Pati Thapa Rita Upreti P M S Dangol Rita Shrestha

Considering the seriousness of pancreatic diseases and the utmost importance of its correct diagnosis and treatment, a morphometric study of pancreas among Nepalese population has emerged as a demand of present time. This study was carried out to establish a normal dimension of pancreas which could be a guideline for the correct diagnosis, treatment and research on various diseases related to it. Thus, a descriptive type of study was done within a period of eight years of time (2004-2011) on 40 pancreases of both sexes and different age groups, collected from embalmed cadavers from four medical colleges of Kathmandu, Nepal. The obtained specimens of pancreas were classified according to the age and sex. Simultaneously, the weight and length were measured. The data was statistically analyzed and compared, which revealed that the mean size of pancreas was significantly larger in below forty years of age group. Although, there was no significant difference in the size of pancreas between male and female, the pancreas of male subjects was found larger. Thus, the result of the present study not only provides standard dimension of pancreas in Nepalese peoples but also reveals that it is larger in younger people and males.

Seriousness

Guideline

Christian ministry

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Introduction of structured physical examination skills to second year undergraduate medical students

F1000Research (2013)

Rano Mal Piryani P Ravi Shankar Trilok Pati Thapa Bal Man Singh Karki Rishi Kafle

Introduction: Effective learning of physical examination skills (PES) requires suitable teaching and learning techniques and assessment methods. The Tribhuvan University (Nepal) curriculum recommends involving the departments of Medicine and Surgery in PES training (PEST) for second year students as a part of early clinical exposure. The project was developed to make teaching/learning of PES structured, involving eight clinical sciences departments and using appropriate methods for teaching and assessment in KIST Medical College, Nepal. Methods: Irby's three stages of clinical teaching model (Preparation, Teaching, Reflection), was applied for teaching. Skill acquisition was based on Millers' learning pyramid at "show how level" and Dreyfus' competency model at "competent level". Teaching/learning was conducted in small groups. A tutorial, demonstration and practice (TDS) model was developed for teaching/learning techniques based on a simple five-step method for teaching clinical skills. Assessment of effectiveness of training was done at "reaction level" as per Kirkpatrick's model based on students' feedback, "shows how level" as per Miller's pyramid of learning by OSCE and "competent level" as per Dreyfus' model using retro-pre questionnaire. Results: The analysis of retro-pre questionnaire based on the Dreyfus model found the average skill score (max score 184), before the introduction of the project module as 15.9 (median = 13.5) and after as 116.5 (median = 116). A paired t-test showed the difference to be statistically significant (100.5±23 and 95% CI 95.45 – 105.59). The average overall feedback score for the students on PES training based on seven items on a five point Likert scale was found to be 4.30. The mean total objective structured clinical examination (OSCE) score was 3.77 (SD+/- 0.33) out of 5; 80% of students scored more than 70%. Conclusion: Students learned most of the skills with the implementation of the structured PES module and did well in the OSCE. Students and faculty were satisfied with the training and assessment.

Open peer review

Physical exam

10.3410/f1000research.2-16.v1

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Students’ perceived levels of ‘human skills’ and effectiveness of various modules in skill development

Education in Medicine Journal (2013)

P Ravi Shankar Trilok Pati Thapa Balman Singh Karki

Introduction: Medical students need leadership and other 'human' skills to address many of the health challenges facing society.Objective: The present study was conducted to obtain student opinion about the effectiveness of different modules in developing these skills, note students perceived levels of knowledge and skills in these areas and obtain suggestions for further improvement at KIST Medical College, Lalitpur, Nepal.Method: The present study was conducted using a questionnaire developed by the authors among the first batch of undergraduate medical students.Basic demographics were noted and participants rated the effectiveness of different learning modalities in developing these skills and also noted their present level of knowledge about the topics.Free text comments were also obtained.Result: Fifty-eight of the 75 students (77.3%) participated.Majority were male, self-financing and from urban areas.The mean overall effectiveness scores of different modalities in developing human skills were 190.09 (maximum 300).Correlation seminars and pharmacology small group sessions were regarded as less effective in developing these skills.The mean perceived knowledge score was greater than 3 (maximum 5) in most areas.Mean perceived skills scores in most areas were also greater than 3 except for breaking bad news and tolerance for differing views.Medical humanities sessions and community health exercises were especially appreciated.Conclusion: The different sessions were moderately effective in developing these skills.Students' perceived knowledge and skills levels were moderate.Further studies among other batches of students are required.

10.5959/eimj.v5i4.167

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Retro-pre questionnaire and scores

Rano Mal Piryani P Ravi Shankar Trilok Pati Thapa Balman Singh Karki Rishi Kafle

10.6084/m9.figshare.98607.v1

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Retro-pre questionnaire and scores

Figshare (2013)

Rano Mal Piryani P Ravi Shankar Trilok Pati Thapa Balman Singh Karki Rishi Kafle

Student self-evaluation of confidence in key skills using a retro-pre questionnaire before and after the introduction of the structures physical examination skills module at KIST Medical College, Nepal.
The before scores are between 1-5: 1-being not aware, 2-not confident, 3-Somewhat confident, 4-very confident, 5-can do independently
The after scores are between 1-4: 1-not confident, 2-somewhat confident, 3-very confident, and 4-can do independently

10.6084/m9.figshare.98607

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Perception of First-Year Medical Students Towards Cadaveric Oath

Journal of Nepal Health Research Council (2023)

Poonam Singh Naveen Phuyal Sulochana Khadka Trilok Pati Thapa Sujit Kumar Thakur

Background: Cadaveric oath-taking is a special way of expressing respect and gratitude to the donors and their families of medical students. The cadaveric oath-taking ceremony was organized for the first time in our medical college. Our study was carried out with the aim of understanding the perceptions of the students after the oath-taking ceremony.Methods: This is a descriptive cross-sectional study conducted in the Department of Anatomy among first-year medical students of a medical college. The total sample size was 100. Data was collected using a pre-structured questionnaire among a group of students who took part in a cadaveric oath-taking ceremony, conducted for the first time in the medical college.Results: Sixty-eight percent of the respondents strongly agreed that cadaveric oath is important in anatomy learning. Eighty-four percent of respondents fully agree with the fact that cadavers are silent mentors. About 88.00% of respondents strongly agreed that they should be thankful to the family members for the noble gesture of body donation. Ninety-five percent of respondents strongly feel that cadavers should be treated with respect, compassion, care, and dignity.Conclusions: The cadaveric oath-taking ceremony holds significant importance in medical education, providing a unique opportunity and avenue to pay tribute to donors and acknowledge their generous contributions. Our study strongly supports integrating the cadaveric oath ceremony at the start of anatomy dissection, fostering ethical principles among aspiring doctors, and honoring the invisible guides in the field of medical education. Keywords: Anatomy; cadavers; cadaveric oath

Oath

Cadaveric spasm

10.33314/jnhrc.v21i02.4660

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Student Perception About Peer-Assisted Learning Sessions in a Medical School in Nepal

P Ravi Shankar Bivek Singh Abhi Kumar Singh Balman Singh Karki Trilok Pati Thapa

Background: Peer-assisted learning has been informally used in medical schools in Nepal. The manuscript describes feedback from first year students about learning sessions conducted by third year students. Methods: Two third year medical students (BS, AKS) conducted interactive learning sessions for first year students during the last week of March and first two weeks of April 2011. The session for each subject was of 2 hours duration and the number of students was 25 for some sessions and 50 for others. The sessions concentrated on revising concepts of the module and preparing students to answer theory question papers. Student opinion was studied using a questionnaire. Results: Seventy-five of the 100 students (75%) completed the questionnaire. The common feedback obtained were the sessions concentrated on must know areas (36 respondents), the learning environment was friendly (21 respondents), and students learned how to answer exam questions (12 respondents). Conclusions: The feedback suggests that student perception of peer teaching was positive and more sessions can be considered in future. Further studies are required.

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Applying the concept of ‘field’ to private medical schools in Nepal

Medical Education (2010)

P Ravi Shankar Trilok Pati Thapa

10.1111/j.1365-2923.2010.03805.x

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Citations (5)