http://dlfhcs.esn.ac.lk/handle/123456789/1293 2026-04-05T18:56:27Z http://dlfhcs.esn.ac.lk/handle/123456789/1298 Obstetrics and Gynaecology education: An overview Karunakaran, K E In providing healthcare to people, the discipline of Obstetrics & Gynaecology has evolved gradually since ancient times. The field Obstetrics began as ‘Midwifery’ which included the art and science of pregnancy and childbirth. Teaching-Learning sessions on female reproductive system disorders at a medical school encompasses a comprehensive knowledge on theoretical aspects with emphasis on the clinical applications in providing appropriate care to women. The ultimate focus is for the undergraduate to work in the hospital ward, labour room, operating theater, out-patient clinics and also in the primary healthcare settings as an intern medical officer at the end of the degree programme. Diverse pedagogy used in the Obstetrics & Gynaecology education at Faculty of Health-Care Sciences, Eastern University, Sri Lanka include lectures, clinical clerkship, portfolio, antenatal clinic visits and research. This diverse teaching-learning activities are aimed ultimately to produce a competent personnel in the provision of standard reproductive healthcare. 2024-09-01T00:00:00Z http://dlfhcs.esn.ac.lk/handle/123456789/1297 Bedside clinical teaching: Enhancing medical education through direct patient interaction Umakanth, M Bedside clinical teaching offer learners the invaluable opportunity to apply theoretical knowledge in the context of authentic clinical encounters. This article aims to explore the historical roots, contemporary practices and innovative methodologies of bedside clinical teaching, revealing its significance in shaping the next generation of healthcare professionals. Medical education has had a paradigm shift from apprenticeships to simulations. Bedside teaching emphasizes critical thinking, clinical reasoning, and communication skills, aligning with contemporary healthcare priorities and educational standards. Clinical relevance, skill development, professionalism, interdisciplinary collaboration, feedback and reflection are advantages of bedside teaching. However, time constraints, patient privacy, variable patient availability, hierarchy and power dynamics, limited generalizability are some of the challenges in bedside teaching. Despite these challenges, the enduring benefits of bedside teaching justify its continued prominence in medical curricula. By embracing innovative methodologies and adapting to evolving educational paradigms, bedside teaching will continue to shape competent, compassionate, and skilled healthcare providers for generations to come. 2024-09-01T00:00:00Z http://dlfhcs.esn.ac.lk/handle/123456789/1296 The effectiveness of simulation-based learning in nursing education - A review Sihnas, M.A.F; Sujendran, S; Sathaananthan, T Background: Simulation based learning refers to an active learning strategy that mimics the characteristics of a real-life environment. It helps healthcare professionals to practice clinical skills and apply theoretical knowledge in a safe environment without compromising the patient’s safety. It provides a unique opportunity for the students to enrich their critical thinking, decision-making ability, confidence, and communication skills. Objective: The aim of this study was to explore the effectiveness of simulation-based learning in nursing education. Methodology: An integrative review was conducted to identify the importance of Simulation-Based Learning in Nursing Education. Google Scholar and PubMed databases were searched for eligible publications. The search was restricted between 2018 and 2023. The terms ‘simulation’, ‘nursing education’, and ‘nursing students’ were used to search the relevant databases. Results: Most of the prevailing findings revealed that simulation is an effective teaching-learning strategy for fostering clinical skills of nursing students. It increases the students' self-confidence as they can practice the clinical skills without apprehension. The lack of resources, poorly trained educators, and dissatisfaction among the students and teachers are some limitations in incorporating Simulation-Based Learning in curricula. Conclusion: The successful integration of simulation-based learning in the nursing curriculum has a positive impact on nursing students’ performance. Staff readiness and student satisfaction are indispensable/crucial in implementing simulation in higher education. 2024-09-01T00:00:00Z http://dlfhcs.esn.ac.lk/handle/123456789/1295 Social media addiction and depression during healthcare professional education at Eastern University, Sri Lanka Hazzana, H.S.F; Bandara, R.M.P.M; Rajapakshe, W.R.G.S.D; Sathaananthan, T Background: In recent years social media has become a significant asset of students’ life. Their life now relies on social media to interact with each other. Addiction to social media is a behavioural addiction characterized by being excessively concerned on social media, driven by an uncontrolled urge to use it that impairs the users’ behaviour pattern. Depression is a depressive disorder characterized by sadness, loss of pleasure, feeling of guilty, disturbed sleep or lack of appetite. Evidences suggest that using social media can adversely affect its user’s mental health, mainly the young generation. Objective: This study aimed to find out the most used social media platform, the level of social media addiction and the relationship between social media addiction and depression among the undergraduates of Faculty of Health-Care Sciences (FHCS), Eastern University, Sri Lanka (EUSL). Methodology: A self-administered online questionnaire was used to collect the data after the pilot study. Addiction level was assessed by using “Social Networking Addiction scale”. The relationship between social media addiction and depression among participants was analyzed by using Pearson Chi Square test. Results This study shows that though the most used platform was WhatsApp (23.8%), majority of the students were not addicted to social media. This study also revealed that there is a high prevalence of depression among undergraduates and there is a positive linear correlation between social media addiction and depression (Pearson Correlation=+0.482) among the undergraduates of FHCS, EUSL. Conclusion: Most used platform was WhatsApp and this study shows positive linear correlation between social media addiction and depression. 2024-09-01T00:00:00Z