Browsing by Author "Akbar, Anjum"

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Prevalence and prenatal diagnosis of major congenital anomalies in Dubai: first insights and emerging patterns in a multicenter cohort study
(Springer Science and Business Media LLC, 2025-08-01) Akbar, Anjum
Background: Data on the prevalence and prenatal diagnosis of birth defects in Dubai is lacking. There are currently no guidelines specifying the content or standardized technique for performing prenatal ultrasound scans in Dubai. Maternal factors such as higher body mass index, weight gain, advanced maternal age, diabetes, and uterine scarring can affect imaging quality and prenatal anomaly detection, and are becoming more prevalent. Methods: The primary objectives were to assess the birth prevalence of major congenital anomalies as defined by EUROCAT and the corresponding prenatal detection rates within a network of tertiary care centers in Dubai between 2019 and 2023. Secondary objectives included comparing prenatal detection based on the location of ultrasound scans - specifically, performed in a network of tertiary care facilities using international ultrasound guidelines versus scans done outside our network, and for scans performed at our facilities, assessing the influence of gestational age, sonologists, and maternal characteristics (body mass index, age, weight gain, diabetes, uterine scarring) through mixed-effect logistic regression. Scan duration and the need for repeat scans were evaluated using Spearman correlation tests. Results: The prevalence of major anomalies was 335 (95% confidence interval: 301-372)/10000 live births and stillbirths, and 35.27/10000 for genetic anomalies. Prenatal detection was 70.3% for scans performed in our network, and 46.3% for scans done outside (P<.001). Most women (81.2%) had risk factors for reduced visibility. Scan duration and repeat scans correlated positively with C-sections, maternal age, and body mass index, though weakly. No significant association was found between external factors and prenatal detection (P=.9). Conclusions: The prevalence of major anomalies was high. High detection rates were observed in a setting where practitioners come from diverse training backgrounds, and where most patients have risk factors for reduced visibility.
Students’ Perception of Formative Assessment as an Instructional Tool in Competency-Based Medical Education: Proposal for a Proof-of-Concept Study
(2023) Otaki, Farah; Gholami, Mandana; Fawad, Iman; Akbar, Anjum; Banerjee, Yajnavalka
Background: In competency-based medical education (CBME), “Assessment for learning” or “Formative Assessment” (FA) plays a key role in augmenting student learning. FAs help students to measure their progress over time, enabling them to proactively improve their performance in summative assessments. FAs also encourage students to learn in a way where they address their knowledge gaps and gaps in their conceptualization of the subject matter. The effectiveness of an FA, as a learning and development instrument, relies on the degree of student involvement in the corresponding educational intervention’s design and implementation. The extent of students’ engagement in FA can be evaluated by appraising their perception regarding the educational intervention itself. Objective: This proof-of-concept study aims to develop a systemic understanding of a Formative Assessment as an Instructional Tool (FAIS) implemented in a biochemistry course in the Basic Medical Sciences component of an undergraduate entry, CBME. Methods: The educational intervention in question is an FAIS, which is implemented in a biochemistry course in the first semester of a 6-year bachelor of medicine, bachelor of surgery program. When developing the FAIS, each area of knowledge, skills, and attitudes were considered. Assessment formats are developed per Miller’s learning pyramid. This multiphase study is meant to rely on a convergent mixed methods design, where qualitative and quantitative data are independently collected and analyzed. Thereafter, the outputs of analyses are systematically merged using joint display analysis process. Qualitative data are collected through a focus group session that captures the students’ perception toward the FAIS. Data collection, integral to this focus group session, is exploratory. The inductive qualitative data analysis follows Braun and Clarke’s 6-step framework. The quantitative component of this study revolves around investigating the effect of the FAIS on the course’s summative assessment. The summative assessment performance of the 71 students, enrolled in the FAIS cohort, will be compared to that of the students in the non-FAIS cohort. The total duration of the proposed multiphase research study is 6 months. Results: This proposed multiphase study is expected to showcase, from a systemic perspective, the effectiveness of the respective educational intervention. It will shed light on the participating students’ attitudes in relation to the usefulness of FA in achieving competency goals and in fostering self-directed learning. The proposed study could also uncover the hypothesized association between the FA intervention and enhanced performance in summative assessments. Conclusions: Our findings will generate evidence regarding the application of FAs, which can be leveraged by other medical educators in contexts similar to those under investigation