Introduction: Positive emotions in depressed patients are always disregarded and overlooked due to the inadequacy of assessment tool. There is a newly developed self-report scale, yet has good psychometric properties named Positive Emotion Rating Scale (PERS). Objective: The aim of this study were to translate and examine the psychometric properties of the Chinese version PERS (PERS-C). Method: This is a cross-sectional study involved 52 depressed and 106 control subject. Both groups were assessed with PERS-C, original PERS, Malay version of Snaith-Hamilton Pleasure Scale (SHAPS-M) and Malay version of Center for Epidemiological Studies Depression (CESDM). Results: PERS-C displayed good internal consistency (Cronbach’s α = 0.91) and parallel reliability with PERS (r = 0.95, p
Introduction: Self-awareness and reflective-skill are important components of personal and professional development of medical students.
Objective: The objective of this study was to determine whether self awareness and reflective skill could be improved by direct teaching intervention.
Method: This was a cross sectional intervention study conducted among 75 third year medical students of UKM Medical Centre Malaysia in 2010. Malaysian Emotional Quotient Inventory (MEQI) was used to measure self-awareness and reflective writing scripts were used to measure the reflective skills of the respondents before and after teaching intervention. Experimental group comprised of 30 students while the control group constituted the rest 45 students selected randomly. The factors contributing to self awareness with gender and learning styles were determined.
Result: There was no significant improvement observed in self-awareness of the respondents but reflective skills was significantly improved (p=0.007) following intervention. A non-significant relationship between self-awareness and gender (p=0.588) as well as self-awareness and learning styles (p=0.435) was also noticed.
Conclusion: It is concluded that intervention programs improved students' reflective skills but not their self-awareness. Effectiveness of the intervention programme is an important factor. Continuous effort should be focused to train students in an effective way in order to be more self-reflective, self-regulative as well as self-corrective, to ensure a high level of personal and professional development in their daily practices.