Kulsoom Ghias
Biographic Data
| ID | 9556552 |
|---|---|
| NAME | Kulsoom Ghias |
| GIVEN NAMES | Kulsoom |
| FAMILY NAME | Ghias |
| SIGNATURE | GHIAS K |
| AFFILIATIONS | Aga Khan University |
| ORCID | 0000-0002-8709-7428 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Does medical students’ perception of team-based learning have an impact on achieving planned learning outcomes?
BACKGROUND: Students’ perceptions of pedagogies can be a barrier for active learning. We explored whether students’ opinion of team-based learning (TBL) impacted knowledge acquisition. METHODOLOGY: A mixed method study was conducted during the Infectious diseases and Immunity module for undergraduate Year 2 medical students. Student evaluation after each TBL session was collected using eight parameters on a 5-point Likert scale. Scores of the end…
Peer assessment and feedback for effective lecturing in basic medical sciences-a mixed method study
INTRODUCTION: Faculty development in effective lecture delivery is widely recognized as a critical strategy for improving student engagement in medical education. Peer feedback offers evaluative insights grounded in shared pedagogical and disciplinary expertise that complement, and extend beyond, student evaluations. This study aimed to pilot and evaluate a peer assessment and support initiative using the Peer Assessment of Medical Lecturing Inst…
Advancing medical and health professional education programs
in Medical Teacher have highlighted elements that define and evidence excellence across the domains of curriculum development, assessment, student engagement, faculty development, simulation, innovation, social accountability, and international collaboration. This commentary concludes the series by identifying critical cross-cutting features of the published articles, positioning excellence as an institutional ethos grounded in alignment of missi…
Building excellence into medical and health professional education programs
There is a need for schools that train medical and health professionals to reflect on whether their education program is aligned to current demands and challenges. Such a reflection is not a luxury but a necessity, as achieving minimum standards is not enough. A school should aim for excellence and incorporate best practice in their education program. The ASPIRE-to-Excellence award panels have elaborated on examples of excellence in a number of t…
Blended team based learning sessions to enhance medical students' engagement
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Blended team based learning sessions to enhance medical students' engagement
Building excellence into medical and health professional education programs
There is a need for schools that train medical and health professionals to reflect on whether their education program is aligned to current demands and challenges. Such a reflection is not a luxury but a necessity, as achieving minimum standards is not enough. A school should aim for excellence and incorporate best practice in their education program. The ASPIRE-to-Excellence award panels have elaborated on examples of excellence in a number of t…
Does medical students’ perception of team-based learning have an impact on achieving planned learning outcomes?
BACKGROUND: Students’ perceptions of pedagogies can be a barrier for active learning. We explored whether students’ opinion of team-based learning (TBL) impacted knowledge acquisition. METHODOLOGY: A mixed method study was conducted during the Infectious diseases and Immunity module for undergraduate Year 2 medical students. Student evaluation after each TBL session was collected using eight parameters on a 5-point Likert scale. Scores of the end…
Peer assessment and feedback for effective lecturing in basic medical sciences-a mixed method study
INTRODUCTION: Faculty development in effective lecture delivery is widely recognized as a critical strategy for improving student engagement in medical education. Peer feedback offers evaluative insights grounded in shared pedagogical and disciplinary expertise that complement, and extend beyond, student evaluations. This study aimed to pilot and evaluate a peer assessment and support initiative using the Peer Assessment of Medical Lecturing Inst…
Advancing medical and health professional education programs
in Medical Teacher have highlighted elements that define and evidence excellence across the domains of curriculum development, assessment, student engagement, faculty development, simulation, innovation, social accountability, and international collaboration. This commentary concludes the series by identifying critical cross-cutting features of the published articles, positioning excellence as an institutional ethos grounded in alignment of missi…
Innovations in Medical Education (5 works) · Innovative Teaching Methods (3 works) · Computer Science (2 works) · Curriculum (2 works) · Excellence (2 works) · Health professionals (2 works) · Medical education (2 works) · Medicine (2 works) · Problem and Project Based Learning (2 works) · Professional development (2 works)