Background: Recently many medical schools have incorporated Evidence Based Medicine (EBM) as part of their undergraduate teaching. The aim is to provide a firm base of EBM to the medical students early on, so that they can understand the importance of EBM. Medical schools are encouraged to teach EBM to students but yet the education setting, learner level, modes of instruction, skills covered and teaching methods are not standardised and varies worldwide. In Cyberjaya University College of Medical Sciences (CUCMS), EBM was incorporated in the curriculum since 2009. EBM concepts was taught formally to the MBBS students during four weeks Research and Evidence Based Medicine Course (REBM). Students were exposed to the various thinking processes, formulation of clinical questions, searching evidence, intermediate biostatistics, research methodology and critical appraisal. Besides that, Good Clinical Practice (GCP) and research proposal development also include in the course. The objective of this paper is to describe
CUCMS experience of teaching EBM for undergraduate medical students.
Methods: This report analysed students feedback using a questionnaire which included a Likert scale and open-ended questions.
Result: Overall, three batches of students gave positive feedbacks regarding the course with constructive suggestions on room for improvement.
Conclusion: From our first three years’ experience in conducting the course, we concluded that the four-week EBM course offered was practical in instilling EBM principles.
Breaking bad news is a crucial communication delivered by healthcare professionals. This skill was
taught in Management and Science University, Malaysia using lecture previously. Realising the
instructional delivery gap, breaking bad news workshops was introduced involving not only the theory
of the skills but the hands on experience as well. This workshop incorporated peer-assisted learning
method in providing a friendly and conducive environment for the best learning experience for the
students. Five workshops were conducted with a total of 204 students. Students (n = 38–42 per
session) were given materials a week prior to the session to familiarise themselves with the workshop.
Trained peer-assisted tutors (n = 8) guided role-playing sessions as well as giving feedbacks. Students
found that the workshop to be useful adjunct to learning communication skills, specifically in breaking
bad news. Students considered peer-assisted learning method provided them with a safe environment
where mistakes were allowed, corrected and proper skills reiterated. In conclusion, learning breaking
bad news is feasible with peer-assistance.
Situated learning characterises the learning that takes place in the clinical environment. Learning in the workplace is characterised by transferring classroom knowledge into performing tasks and this may take various forms. In the medical education field, the cognitive apprenticeship instructional model developed by Collins (2016) supported this learning in the workplace setting due to its common characteristics of apprenticeship. This paper analysed two concrete learning situations in a Malaysian undergraduate and an Omani postgraduate learning environment. Both learning situations occurred in the primary healthcare outpatient setting. The cognitive apprenticeship model was used to identify characteristics of the individual learning environments and discusses factors that stimulate learning. Attention was paid to the role of reflection in stimulating learning in the described settings. The paper provided the context in both institutes, described the learning situation and provided an analysis based on the theoretical framework. Based on the analysis of the situations, solutions to problems in the two settings were suggested.
Introduction: Student selection is important for selecting the best candidates into medical courses.
The Multiple Mini Interview (MMI) is a valid selection tool for the task. The School of Medical
Sciences (SMS), Universiti Sains Malaysia (USM) has employed MMI as a medical admission
tool to select potential candidates into its medical program. Objective: This paper described the
implementation of the MMI and reported the preliminary evaluation data on its validity evidence.
Method: A 9-station MMI (with 5 manned and 4 rest stations) was employed for the 2015 student
selection exercise. Interview data were analysed and questionnaire surveys were administered to both
interviewers and candidates. Validity, reliability, feasibility and acceptability were determined. Results:
Unidimensional construct on confirmatory factor analysis (CFA) and interviewer comments provided
evidence of construct validity. Overall reliability was 0.94, good enough for high-stakes decisions.
Interviewers and candidates’ comments on feasibility and acceptability were also generally positive.
The consistency of the difficulty and discrimination indices of similar stations between sessions was
identified as among the areas for improvement. Conclusions: We are cautiously optimistic regarding
the utility of the MMI in the SMS; future improvements are planned but the present implementation
seems sufficient for the stated purposes
Objective: The study aimed to obtain the perspective and teaching practice of novice lecturers serving at the training institutions, Ministry of Health Malaysia (MOH).
Method: A qualitative research was conducted on 4 novice lecturers at the Medical Assistant College, Seremban. Data were obtained from interview and observation on their teaching in the lecture rooms. The data analysis was performed by using NVivo 9 software.
Result: In the aspect of the teaching perspective, the finding showed that there were two main themes; teaching concept and the teaching method. As far as the teaching concept is concerned, respondents perceived that lecturers were the source of knowledge and those who transfered the knowledge to the students. Meanwhile, the second perspective related to the teaching approach in which lecturers need to use their experiences, they need to be knowledgeable and creative in their teaching. The integration of the themes has formed the main perspective, which was the lecturer-centered teaching. In turn, in the teaching practice, it was consistent with their perspective whereby the approach of teaching is lecturer-centered.
Conclusion: This study showed that new lecturers would employ the lecturer-centered approach. Apart from that, they were also lacking of the skills in terms of class control and value inculcation. The deficiency in both these aspects needs to be overcome as it can affect the effectiveness of the teaching, also the quality of the graduates produced.
Introduction: Clinical educators around the globe agreed that an optimal educational climate is a vital aspect for effective learning to take place. This study was conducted to evaluate the perceptions of graduates toward the quality of clinical education climate in USM medical school. Methods: A cross-sectional study was conducted on a cohort of USM medical graduates. Questionnaires were administered to the graduates to measure their perception on four aspects of clinical education climate that include structure of clinical rotation, clinical teaching and learning activities, quality of lecturers and end clinical rotation assessment across 13 clinical rotations. The graduates were requested to respond to seven-Likert scale ranging from 1(poor) to 7(excellent). Scores of equal to or more than 5 was considered as positive areas, scores of between 4 and 5 were considered as areas for improvement, and scores less than 4 were considered as areas of concern. Data analysis was performed using SPSS version 20. Results: A total of 105 (96.3%) graduates responded to the questionnaire. Results showed only the paediatric rotation obtained positive ratings on all areas of the clinical rotation structure. With regards to teaching and learning activities, the graduates scored most of the clinical rotations between 4 and 5. With regards to the quality of lecturers, most of the clinical rotations obtained score more than 5. Most of the areas related to the end-of-assessment of clinical rotation obtained score more than 5 except for the feedback adequacy, indicating inadequacy of feedback they received. Conclusion: USM medical graduates positively perceived the quality of lecturers during clinical training, however several areas of clinical education related to clinical rotation structure, clinical teaching and learning activities, and feedback practice were perceived by them as areas for improvement. Medical schools should introduce strategic measures to address the concerns raised by the graduates to ensure the best clinical learning experience are provided to the current and future medical students.
It is well established that accidental and non-accidental injuries/child abuse and neglect (CAN) are a
major public health problem globally. Not only do they affect individuals, injuries affect families, the
community, government and internationally as well. Injuries span throughout childhood and into
adulthood. Purpose of this study is to identify what are the difficulties and challenges in identifying
and reporting CAN cases at the emergency (ED) department in Malaysian hospitals. Thirty in-depth
interviews were conducted at the ED in three major hospitals in the Klang Valley, Malaysia which
consists of specialists, medical officers, nurses and medical assistants. The study found that there is a
significant gap identified in medical professionals’ knowledge and skills related to understanding,
identifying and detecting CAN, particularly among medical officers who are in charge of diagnosis and
reports in the hospital. Those who had previous experience or encounters in dealing with CAN cases
would have higher suspicion index compared to those who haven’t. Other medical professionals such
as nurses and medical assistants although do not have the mandate to diagnose or report of CAN cases,
needed to have the basic knowledge and awareness and play more active role in their respective settings.
For pre-post and cross-over design analysis of numerical data, paired t-test is the simplest analysis to perform. Planning such study, it is imperative to calculate appropriate sample size required for the test to detect hypothesized difference. However, the sample size formula requires determination of standard deviation of difference, which is not commonly reported. In this article, the author guides the reader to calculation of standard deviation of difference from standard deviation of each separate occasion.
Objectives: This investigation focused on finding the changes in learning approaches of students’ while experiencing physiology curriculum and to explore the reflection of changes if any, on their critical thinking skills.
Methods: In this longitudinal study, information on students’ learning approaches was obtained using the revised two factor study process questionnaire (R-SPQ-2F) at the commencement (pre-test) and completion (post-test) of first year MBBS course. The total score and the scores obtained in the critical thinking questions in four physiology assessments were analysed. Pre and post-tests scores in R-SPQ-2F and assessment scores were compared using independent samples t-test and one way repeated measure ANOVA respectively. Correlation of scores between assessments was done using Pearson correlation. A p value < 0.05 was taken as significant.
Results: A significant increase in students’ deep learning approach at the completion of the physiology curriculum when compared to commencement (p < 0.001) was observed. A progressive improvement in their scores as they experienced the curriculum was also noticed. A moderate correlation among critical thinking questions scores and a strong correlation between critical thinking questions and total essay scores were also recorded.
Conclusion: The study revealed improvement in students’ deep approach to learning in physiology which was reflected in their performance in critical thinking questions.
Study site: Melaka Manipal Medical College, Manipal University, India
Due to cost containment considerations, it is common to have medical schools being
located in buildings or campuses built for some other purposes. These buildings are converted into
medical schools which often compromising the functional architectural aspects. Objectives: The
paper examines, explores and proposes an architectural concept of a purpose-built medical school. The
architectural design proposed is sensitive to the values and norms of many schools around the globe.
Methods: An Internet search and personal communication were conducted, focusing on the concepts
of the functionality of medical school. It emphasises on general design of the main building, keeping
in mind the various kinds of teaching, learning and assessment activities. We examined lecture hall,
pre-clinical laboratory, skill laboratory, general facilities of Objective Structured Practical Examination
(OSPE) and Objective Structured Clinical Examination (OSCE). Results: We present hypothetical
structural designs based on built-functions concepts. For example, for the better vision of students
around a demonstration table, an inclined floor surface is proposed. The concept is as illustrated by
anatomy dissection area built inclined upward from the cadaver table. It inevitably provides a better
visual access to the students around the table. Other teaching and learning areas are also illustrated
wherever appropriate in the text. Conclusion: The paper is hypothetical and explores innovative
structural designs of modern medical schools. While most are built to meet the demands of current
technology, it cannot however completely replace face-to-face teaching and learning processes.
Research in architectural designs of education buildings and facilities may be further developed into a
new research niche of medical education.
Workplace learning is essentially informal that is unstructured, unintended and opportunistic from educational view point. Recall of factual knowledge and applying skills is central in workplace so learning becomes meaningful and evidence based. To maximise their learning, the learners must take active participation in their own learning, set goals and march towards achieving these goals. The objective of the teacher at this juncture is obliging to the needs of the learners and of the patients. This review aims to address the teaching and learning theories that impact the workplace learning, factors influencing workplace based learning, identifying opportunities for learning to occur parallel with work and strategies that maximise successful workplace learning.
Medical education in Malaysia is facing challenges related to the increasing number of local private
and foreign medical universities. The key issue is whether the system is producing doctors who have
adequate competencies for fundamental patient-centred care. The Malaysian Medical Licensing
Examination (MMLE) was proposed by the Ministry of Health (MOH) as a common licensing
examination for which all graduates must sit prior to obtaining registration to practice. Currently, this
exam is only taken by Malaysian students graduating from foreign medical colleges. However, the local
Malaysian universities, both public and private, have different curricula for preparing undergraduates
for future housemanships. The question is whether the educational programs of these universities
are robust enough in delivering curricula that produce safe and competent doctors. Moving forward,
it must be determined whether there is a need for extending the Malaysian Medical Licensing
Examination (MMLE) to all graduates of both local and foreign medical universities, thereby creating
a marker of excellence by which to measure Malaysian education and practice.
Identifying physiotherapy stakeholders for program evaluation. The Health Professional Education plays a pivotal role in providing quality health work force thus improved care in health service to the public in our country. As such all Allied Health Programs conducted by Higher Education Providers (HEP) should keep close surveillance of the quality of Allied Health Programs to mould health professional graduates to deliver quality healthcare service through proper competency measures. Stakeholders have been defined as on-campus and off campus group for the sake of identifying respective views in institutional effectiveness. Allied health programs are emerging enormously in our country and this revolution is creating major crustal deformation, forming folds and faults towards its profession as many educational institutions in the country is with the enterprising objectives of running such programs and not for the benefits of the society.
Standards of physiotherapy practice by respective regulatory bodies and authorities is well documented. However, the triad alignment reported, and efforts taken by physiotherapy stakeholders is unclear and limited. This article aims to highlight any constructive alignment that exist between the three stakeholders namely the regulatory bodies, employers and the higher educational institutions (HEIs). Literature searched was conducted using Google Scholar using keywords on “physiotherapy standards”, “clinical competence”, “regulatory bodies” and “physiotherapy”. Results showed evidence of physiotherapy regulatory bodies, educational institutions and healthcare employers advocating standards of physiotherapy. Physiotherapy authorities advocates the standards of physiotherapy competence, while educational institutions develop various competency assessment tools to measure the outlined standards on their physiotherapy graduate’s. However, the healthcare providers’ (employers) feedback on their expected employability skills is not promising. Evidence suggest discrepancy in the alignment, between these stakeholders and an improved mechanism could be proposed to ensure these standards are well communicated and integrated. Such constructive alignment is imperative in ensuring the physiotherapy workforce produced meet the current 21st century health care demands for optimal patient outcome.
Objective: To determine the perception of medical students towards mentor-mentee system in Faculty of Medicine and Health Sciences of UNIMAS. Method: It was a cross-sectional study involving all 104 second year and 80 fifth year medical students. A self-administered questionnaire consisting of socio-demographic details, general perceptions on mentor-mentee system, academic support, personal development, and emotional and psychological support was distributed. The data was analysed using the SPSS version 19. Result: Majority of the subjects had a positive outlook towards the mentor-mentee system with a range of 45.6% to 57%. Three of the top rated perceptions were ‘mentor analyses mentee’s examination results and provides constructive feedback’, ‘mentor advises how to improve academic performance’, and ‘mentor gives encouragement and support for the challenges faced’ (66.8%, 68.0% and 62.9% respectively). Pre-cinical medical students had significantly better perception on mentor-mentee system than clinical students (p≤0.002) while those with non-clinician mentors significantly had better perceptions than those with clinician mentors (p≤0.003) on the system. No significant difference was found between the perceptions of males and females for all components (p=0.234 to 0.722). Conclusion: The mentor-mentee system was found to be successful as more than half of the respondents had posititve perception on the system and its aspects. However, pre-clinical students benefited more compared to clinical students, which reflects the need to look at the support given to clinical students. It was recommended that future studies should incorporate the perceptions of mentors.
Introduction: Peer mentoring is one of the mentoring essential components in any higher institution of learning. In the Medical Faculty of Universiti Malaysia Sarawak (UNIMAS), this mentoring system has existed long but has not undergone any formal evaluation. Objective: The main objective of this study is to determine the perception of peer mentoring among medical students of Faculty of Medicine and Health Sciences (FMHS), UNIMAS. Method: It was a cross-sectional study using self-administered questionnaire. All medical undergraduate students of FMHS were recruited. Data was analyzed using SPSS version 22. Result: A total of 234 respondents participated in this study. Peer mentoring system was preferred against other mentoring system. Majority of the respondents reported that academic gain was the main benefits they gained from peer mentoring system. Negative attitude of the mentee and poor time management for the meeting were the top two worst experience encountered by both mentors and mentees respectively. More than half of the mentor and mentee perceived that peer mentoring system was beneficial to them compared to other systems, with reason that the interaction between student themselves were more easier and comfortable. Nevertheless, there should be more interaction between the mentors and mentees. Conclusion: The findings indicated there is a positive contribution of peer mentoring towards the mentoring system of the faculty. There is a need to relook at the current mentoring system and consider peer mentoring to improve the student support.
Introduction: Mentoring medical students is one of the essential responsibilities or missions of a medical school faculty. Objective: This study aimed to determine the perceptions of mentorship and mentoring practices among mentors using a convergent parallel method. Method: Quantitative data was collected by using an adopted validated self- administered questionnaire and analyzed using SPSS version 20. Qualitative data was done using one-to-one interview based on semi structured interview guide and analyzed using thematic analysis. Result: A total of 61 respondents participated in the quantitative survey. Approximately 75% of the respondents had 5 to 10 mentees, with majority rated themselves as satisfactory mentor. More than 60% of them met their mentees at least once every six months. Most respondents were friendly (86.9%) and frank to their mentees (68.9%) and were interested in their mentees’ professional development (95.1%). Phone calling (93.4%) and E-mail (95.1%) were preferred as modes of contact. Mentees were allowed to call their mentors anytime of the day (74.1%). Respondents preferred to counsel their mentees (80.3%) and would refer them for professional help whenever necessary (70.5%). For qualitative data, a total of 5 participants participated with themes emerged: concepts of mentoring, factors contributing to ineffective mentoring and ways to improve mentoring practices. Conclusion: The respondents had positive perceptions regarding their mentorship and practices. A more structured approach with clear mentoring guideline and proper training should be in place.
To address the diverse preferred learning styles, one of the oft-cited recommendations for educatorsis to tailor teaching instructions accordingly. This pedagogy however, lacks scientific evidences.Furthermore, in medical curriculum, tailoring instructions according to preferred learning styles isnot pragmatic. This is because different subjects and in different settings matter may be best deliveredin specific delivery mode. Furthermore, patients’ presentations are often multi-sensorial. As such, theonus is on the students themselves to adjust the amount of learning efforts they put in according totheir preferred or not preferred learning styles.
Introduction: The academic life of medical students can be considered as psychological toxic. About half of United States medical students experience burnout and more than 25% experience depression. This study aimed to determine the prevalence of burnout among medical students in a Malaysian medical school and its associated factors.
Methods: This is a cross sectional study of 452 medical students from Universiti Sains Malaysia (USM). Copenhagen Burnout Inventory was distributed via Google Forms through Facebook Messenger. Ethical approval was obtained from the Human Research Ethics Committee USM. Data were collected via Google Sheets. Each respondent only submitted one Google Form as no resubmission link was provided once completed Google Form was submitted.
Result: The prevalence of burnout among USM medical students was 67.9%. Personal burnout was the highest (81.6%), followed by work-related burnout (73.7%) and client-related burnout (68.6%). The analysis showed that regardless of year of study, gender and ethnicity (all P > 0.05), USM medical students were vulnerable to burnout.
Conclusion: The prevalence of burnout among USM medical students was high and the most prevalent type of burnout was personal burnout. Therefore, burnout among medical students should be a concern and must be addressed to prevent subsequent unwanted consequences.
Objective: To determine the validity and reliability of Incontinence Praying Ability (I-PA) among
Muslim childbearing-aged women. Methods: A cross sectional study was conducted among Muslim
women under childbearing age attended clinics in a university teaching hospital. Two measures were
used in the present study and there were I-PA and Incontinence Quality of Life (I-QoL). I-PA was
developed in Malay language and its construct validity had not been explored. The questionnaires
were handed to the Muslim women during their visit to the clinics in Hospital Universiti Sains
Malaysia. Exploratory Factor Analysis (EFA) was conducted to determine the construct validity
and the Cronbach’s alpha was used to examine the internal consistency reliability of I-PA. Pearson
correlation was used to examine the correlation between I-PA and the subscales of I-QoL. Validity was
further supported if both scales were significantly correlated. Results: A total of 162 Muslim women
completed and returned the questionnaires to the researchers. The mean age of participants was 32.4
(SD = 5.87). Based on EFA result, all the 10 items of I-PA were remained in the model under one
factor and no item deletion was required. The factor loadings were ranged from 0.70 to 0.91. The
internal consistency of I-PA was satisfactory with Cronbach’s Alpha of 0.94. There were significant
correlations between I-PA and I-QoL’s subscales, ranged from 0.64 to 0.71. Conclusion: I-PA was
considered a valid and reliable questionnaire measuring incontinence quality of life in the aspect of
praying ability or spirituality among Muslim childbearing-aged women.