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Fulltext Design and Implementation of Fuzzy Compensation Scheme for Temperature and Solar Irradiance Wireless Sensor Network (WSN) on Solar Photovoltaic (PV) System

Pazikadin AR, Rifai D, Ali K, Mamat NH, Khamsah N

Sensors (Basel), 2020 Nov 25;20(23).
PMID: 33255797 DOI: 10.3390/s20236744

Photovoltaic (PV) systems need measurements of incident solar irradiance and PV surface temperature for performance analysis and monitoring purposes. Ground-based network sensor measurement is preferred in many near real-time operations such as forecasting and photovoltaic (PV) performance evaluation on the ground. Hence, this study proposed a Fuzzy compensation scheme for temperature and solar irradiance wireless sensor network (WSN) measurement on stand-alone solar photovoltaic (PV) system to improve the sensor measurement. The WSN installation through an Internet of Things (IoT) platform for solar irradiance and PV surface temperature measurement was fabricated. The simulation for the solar irradiance Fuzzy Logic compensation (SIFLC) scheme and Temperature Fuzzy Logic compensation (TFLC) scheme was conducted using Matlab/Simulink. The simulation result identified that the scheme was used to compensate for the error temperature and solar irradiance sensor measurements over a variation temperature and solar irradiance range from 20 to 60 °C and from zero up to 2000 W/m2. The experimental results show that the Fuzzy Logic compensation scheme can reduce the sensor measurement error up to 17% and 20% for solar irradiance and PV temperature measurement.
Communication skills in primary care settings: aligning student and patient voices

Thuraisingham C, Abd Razak SS, Nadarajah VD, Mamat NH

Educ Prim Care, 2023 May;34(3):123-130.
PMID: 37194600 DOI: 10.1080/14739879.2023.2210097

INTRODUCTION: Effective communication is essential for patient-centred relationships. Although medical graduates acquire communication skills during undergraduate training, these have been shown to be inadequate in early practice. Both students' and patients' perspectives are required to improve readiness for the workplace, patient satisfaction, and health outcomes. Our research question was: to what extent are medical students prepared with patient-centred communication skills in primary care settings?
METHODS: A qualitative descriptive research study using in-depth semi-structured interviews was conducted with Year 3 medical students and patients to study their experiences at a primary care clinic, over two weeks. Data were transcribed verbatim and analysed using Braun and Clark's thematic analysis. Both students' and patients' views on communication skills were obtained.
RESULTS: Three themes were established based on student-patient communication in primary care settings: socio-cultural elements in student-patient communication; cognitive and emotional challenges for effective communication; and enablers for effective student-patient communication. The themes and sub-themes describe both students and patients valuing each other as individuals with socio-cultural beliefs and needs.
CONCLUSION: The findings can be used to structure new approaches to communication skills education that is patient-centred, culturally sensitive, and informed by patients. Communication skills training should encourage students to prioritise and reflect more on patient perspectives while educators should engage patients to inform and assess the outcomes.
A cross-cultural study investigating body features associated with male adolescents' body dissatisfaction in Australia, China, and Malaysia

Mellor D, Hucker A, Waterhouse M, binti Mamat NH, Xu X, Cochrane J, et al.

Am J Mens Health, 2014 Nov;8(6):521-31.
PMID: 24707036 DOI: 10.1177/1557988314528370

This study investigated how dissatisfaction with particular aspects of the body was associated with overall body dissatisfaction among male adolescents in Western and Asian cultures. One hundred and six Malaysian Malays, 55 Malaysian Chinese, 195 Chinese from China, and 45 non-Asian Australians aged 12 to 19 years completed a questionnaire assessing dissatisfaction with their overall body and dissatisfaction with varying aspects of their body. Dissatisfaction with the face, height, and hair was positively correlated with overall body dissatisfaction among Malaysian Malays after body mass index, age and dissatisfaction with body areas typically included in measures (weight/shape, upper, middle, and lower body, and muscles) had been controlled for. Dissatisfaction with the face was positively correlated with overall body dissatisfaction among Malaysian Chinese. These findings demonstrate the differences in body focus for males from different cultures and the importance of using assessment measures that address all possible areas of body focus.
Which body features are associated with female adolescents' body dissatisfaction? A cross-cultural study in Australia, China and Malaysia

Mellor D, Waterhouse M, Mamat NH, Xu X, Cochrane J, McCabe M, et al.

Body Image, 2013 Jan;10(1):54-61.
PMID: 23228484 DOI: 10.1016/j.bodyim.2012.10.002

This study investigated how dissatisfaction with various aspects of the body is associated with overall body dissatisfaction among female adolescents in Western and Asian cultures. Data used in the study were obtained from 58 Malaysian Malays, 95 Malaysian Chinese, 242 Chinese from China, and 81 non-Asian Australians aged 12-19 years (M=15.72, SD=1.72) who were recruited from high schools. Participants completed a questionnaire assessing dissatisfaction with their body overall, and dissatisfaction with varying aspects of their body. Malaysian Chinese were the most dissatisfied with their bodies. After controlling for body mass index (BMI), age and dissatisfaction with weight/shape, upper, middle and lower body, and muscles, dissatisfaction with the face was positively correlated with overall body dissatisfaction among Malaysian Malays and Australians. These findings demonstrate the importance of using assessment measures that address all possible areas of body focus as well as being tailored to the relevant culture.
Student evaluation of the learning environment in an undergraduate pharmacy programme: Lessons for educators

Mamat NH, Nadarajah VD, Er HM, Ramamurthy S, Pook PCK

Med Teach, 2021 Jul;43(sup1):S25-S32.
PMID: 31491355 DOI: 10.1080/0142159X.2019.1654089

BACKGROUND: Student evaluation of the learning environment is important to enhance learning experiences. Programs such as Pharmacy use feedback from the evaluation to identify teaching-learning issues and use it to improve the quality of the learning experiences. The article aims to explore the general observations from the evaluation; to identify how the feedback is used to improve the learning environment and to identify lessons for educators in managing and using the feedback.
METHODS: A cross-sectional data analysis of Pharmacy students' learning environment from 2011-2015 based on data from module, faculty, IMU-REEM and Student Barometer Survey was applied. Feedback obtained from the data was triangulated to establish commonalities/differences of the issues.
RESULTS: Based on the analysis, issues affecting Pharmacy student learning experiences were identified. The identified issues included teaching by subject matter experts, pedagogical delivery and physical learning environment. Seven lessons were presented for educators to assess the practicality of the feedback.
CONCLUSIONS: The feedback serves as a means to improve the Pharmacy program. Nonetheless, the challenges lie between the ideal and realistic expectations of students in optimizing the learning experiences. Lessons acquired from the evaluation of the learning environment are essential for educators in managing and using the information.
Educating universal professionals or global physicians? A multi-centre study of international medical programmes design

Brouwer E, Driessen E, Mamat NH, Nadarajah VD, Somodi K, Frambach J

Med Teach, 2020 02;42(2):221-227.
PMID: 31630598 DOI: 10.1080/0142159X.2019.1676885

Introduction: Medical schools increasingly offer curricula that specifically aim to prepare students for an international medical career. This is challenging as well as controversial: curriculum designers must balance specific local healthcare requirements with global health competencies doctors need in our globalised world. By investigating how international medical programme designers experience this balancing act, this study aims to contribute insights to the debate on local versus global medical education.Methods: We conducted a multi-centre instrumental case study across three universities with international medical programmes in three countries. The study involved 26 semi-structured interviews with key curriculum designers recruited through purposive sampling. Additionally, we performed a curriculum document analysis. Data were thematically analysed within a multidisciplinary team.Results: Participants described two profiles of international medical programme graduates: 'a global physician', equipped with specific competencies for international practice, and 'a universal professional', an overall high-level graduate fit for future practice anywhere. These perspectives presented different curriculum design challenges.Conclusions: International medical programmes teach us how we can rethink graduate profiles in a globalising world. Yet, educational standardisation poses risks and securing equity in global health education is challenging, as is preparing students to be adaptable to the requirements of a rapidly changing future local healthcare context.