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REVIEW ARTICLE
Year : 2021  |  Volume : 18  |  Issue : 3  |  Page : 160-162

Strengthening the component of teaching and assessing attitude in the medical curriculum


1 Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth—Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth—Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India

Correspondence Address:
Saurabh RamBihariLal Shrivastava
MD, FAIMER, PGDHHM, DHRM, FCS, ACME, Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV)—Deemed to be University, Thiruporur–Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District 603108, Tamil Nadu.
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/MJBL.MJBL_29_21

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In any field, learning among learners happens in all three domains, namely, knowledge, skill, and attitudes. In contrast to knowledge and skill domains, “attitude domain” is difficult to teach and even more difficult to assess. The purpose of the current review was to explore the different ways in which attitude domain can be taught and assessed during the medical education training. An extensive search of all materials related to the topic was carried out in the PubMed search engine, and a total of six studies were selected based on the suitability with the current review objectives and analyzed. As learning should happen in attitude domain as well, it is a must that we should orient the students about the same and accordingly formulate learning objectives and employ appropriate learning and assessment tools. Even though it is a challenging task, nevertheless, training can be given to medical students with regard to the development of positive attitudes. In conclusion, the presence of positive attitude is an indispensable component to improve learning and patient care. However, considering that the training and assessment of attitudes are often undermined, there has to be a conscious attempt from the medical educators to improve the existing scenario and eventually improve the patient outcomes in the long run.


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