Browsing by Author "Bhandary, Shital"
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Publication Perceived Effectiveness and Learning in Foundation Course of Medical Undergraduate Program at Patan Academy of Health Sciences: A Multi Method Study(Nepal Medical Association, 2024) Shakya, Tripti; Maharjan, Babu Raja; Bhandary, Shital; Acharya, Balakrishnan M; Sharma, Paban; Gongal, Rajesh NathAbstract Introduction: Foundation course was introduced in medical undergraduate curriculum of a medical college in Nepal, to provide students with essential knowledge and skills for their pursuit of learning in their medical undergraduate program. This study aimed to measure perceived effectiveness of the foundation course course of medical students. Methods: A multi method study was conducted among students completing the foundation course at a medical college in Nepal. The perceived effectiveness of foundation course was evaluated by applying three levels of Kirkpatrick’s model i.e. reaction (satisfaction), learning and behavior. Quantitative data is presented as frequency, percentage, mean±standard deviation. Qualitative data was analyzed by coding and categorized into different themes and subthemes. Ethical approval was taken from Instutional Review Committee (Reference number: bss 2207081655). Results: A majority of students perceived the foundation course as a memorable experience that helped them to familiarize to new college environment. Students felt that it oriented them to the newer teaching learning and assessment system of the medical college. Assessment scores showed that students had significant learning in foundation course which students perceived applicable in basic and clinical science years. Conclusions: Foundation course learning has been very beneficial and applicable to the students in their medical studies. This course has helped students to get oriented to a new education system and learning environment.Publication Reliability and Validity Evidences of Tej Emotional and Behavioral Problem Checklist (TEJ-CL) for Child Mental Health Assessment in Nepal(Nepal Medical Association, 2024) Shakya, Suraj; Sthapit, Sabitri; Rana, Mita; Kunwar, Arun Raj; Bhandary, ShitalAbstract Introduction: The Tej Emotional and Behavioral Problem Checklist (TEJ-CL) was developed in Nepalese context to aid assessment of childhood emotional and problems of children. This study aimed to evaluate TEJ-CL's factor structure, reliability, and validity evidences as an add-on and symptom monitoring test. Methods: This cross-sectional validation study included guardians of 320 children (age 5–17 years) from tertiary mental health centers in Kathmandu as referred group, along with 601 children from two schools (private and community) in Kathmandu as non-referred group. IRC was obtained ethical approval (ref: 183 (6-11-E)2/073/074 and ref: 776). TEJ-CL, an 89-item parent-reported questionnaire, served as the index test, while referral status acted as the reference standard. Factor structure, internal consistency, test-retest/ cross-informant correlations and criterion validity evidence was assessed using principal component analysis, coefficient alpha, spearman's rank correlation and linear regression models, respectively. Results: Analysis was done using 179 referred and 412 non-referred individuals based on non-missing data. Principal component analysis in referred sample reduced the number of items of questionnaire to 65 from 89 and indicated six factors: externalizing behavioral issues, anxiety/worries, upset/ sadness, somatic concern, miscellaneous syndrome, and severe issues with coefficient alpha ranging from 0.62 to 0.95. As criterion validity evidence, referred children showed significantly higher scores than non-referred children across composite and factor scores, except for anxiety/worries factor. Similarly, regression analyses within the referred group demonstrated significant associations between factor scores and specific diagnoses. Conclusions: Reliability and validity estimate of questionnaire is comparable to similar empirically based scales. Future research should focus on assessing the tool's generalizability and improving discriminatory indexes.