Displaying publications 1 - 20 of 367 in total

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  1. Rasidah Abd Wahab, Zunika Amit
    MyJurnal
    The significance of learning research methodology and performing research has been accepted by various medical schools in Malaysia as well as in other countries. The aim of integrating research into medical curriculum is to inculcate the research culture and form part of the evidence-based practice among medical professionals. Hence, the Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak has incorporated the research component into the preclinical year of the medical curriculum. A survey was conducted to gauge the second year medical students' level of knowledge of research process at the end of the course using a set of questionnaires. Seventy nine of second year medical students participated in the study. The outcome of the study shows significant improvement in the students’ knowledge on research components after completing the one year course (p
    Matched MeSH terms: Curriculum
  2. Mohammad Arif Shahar, Mohd Faiz Idris, Che Anuar Che Mohamad, Zul Azlin Razali
    MyJurnal
    The Kulliyyah of Medicine of IIUM has pioneered the Islamization of Medicine in Malaysia since its establishment in year 1994. Therefore, it is timely to review publications on Islamization by the kulliyyah and also to propose a classification system in the field of researches to promote an organized, comprehensive, inclusive and relevant Islamization process. The aim is to review and classify publications on Islamization performed by the members of Kulliyyah of Medicine, International Islamic University Malaysia (IIUM). All researches and publications deposited in the IIUM Repository (IREP) under the Kulliyyah of Medicine between 1st of January 2000 and 31st of August 2016 were reviewed. Journal articles, posters and proceedings with Islamization themes were identified. These publications were classified based on common themes to either of the following; 1) "Islamic Principles and Related Rulings in Medicine"; 2) "Medical Treatment for Muslim Patients"; 3) "Islamic Input in Medical Practices"; 4) "Ruqyah and Tibb an-Nabawi in Contemporary Medicine". A total of 1616 items (journal articles, abstracts and proceedings) were reviewed. Sixty-one (3.8%) of them were related to Islamization. The major contributors to writings in Islamization are the Orthopaedics, Traumatology and Rehabilitation Department (10%) followed by the Internal Medicine Department (7.9%), from their total deposits in the IREP database. Majority (36.5%) of work were done in "Islamic Principles and Related Rulings in Medicine", which dwells in subjects such as euthanasia, autonomy and doctor-patient relationship followed by "Islamic Input in Medical Practice" (28.6%) which was related to topics in the medical curriculum such as Fiqh Ibadah for the sick. Twenty-three point eight percent (23.8%) of work were in the "Medical Treatment for Muslim Patients" which focuses on Ramadan and diabetes and joint problems and Solat. Minimal work (7.9%) was done in the "Ruqyah and Tibb an-Nabawi in Contemporary Medicine" category. Low number of publications on Islamization was deposited in the IREP database for the past 15 years. Based on the proposed classification system, majority of publications were on "Islamic Principles and Related Rulings in Medicine" and "Islamic Input in Medical Practice". More work is required on the theme of "Medical Treatment for Muslim Patients" and "Ruqyah and Tibb an-Nabawi in Contemporary Medicine".
    Matched MeSH terms: Curriculum
  3. Assenheimer D, Knox K, Nadarajah VD, Zimitat C
    Educ Health (Abingdon), 2016 May-Aug;29(2):107-12.
    PMID: 27549647 DOI: 10.4103/1357-6283.188748
    BACKGROUND: Epistemological beliefs have a pervasive influence on learning and practice. Understanding these beliefs and how they develop, could play an important role in medical student training and shape later clinical practice.

    METHODS: The epistemological beliefs of first-year medical students from an Australian and Malaysian university were explored using a domain-specific instrument.

    RESULTS: There were significant differences between the disciplinary epistemological beliefs of Australian and Malaysian medical students across many items, and two specific factors (Certainty of Knowledge and Justification for Knowing).

    DISCUSSION: These findings have potential implications for teaching in biomedical disciplines and adaptation of Western curriculum innovations in Eastern educational contexts. Further work is needed to confirm and understand any epistemological differences and subsequent implications for learning and teaching in medicine.
    Matched MeSH terms: Curriculum
  4. Zhou, Wenxin
    MyJurnal
    Chinese medicine is one of the most famous traditional medicines in the world with a glorious and long written history of at least 2000 years. Recently, acupuncture and the use of other herbal medicine are being gradually accepted globally. In 2011,the International Medical University (IMU) started the Chinese Medicine programme which is the first of its kind in a western medicine university in Malaysia.The author introduced the background of Chinese medicine and the curriculum of the Chinese Medicine programme established in IMU, analyzed the situation regarding the quality of lectures given by internal and
    external lecturers in this programme and also discussed on ways to integrate western and traditional medicine in IMU or in Malaysia. The launching of Chinese medicine in IMU is a great step in the development of IMU and also an important step in the development of medical education in Malaysia or even in South-east Asia.
    Matched MeSH terms: Curriculum
  5. Tuti Ningseh Mohd-Dom, Shahida Mohd Said, Zamirah Zainal Abidin
    MyJurnal
    A self-administered questionnaire survey was conducted to investigate the level of dental knowledge among senior medical, pharmacy and nursing students of Universiti Kebangsaan Malaysia, and to determine self-reported practices of oral care. Students were invited to complete a set of questionnaires on knowledge related to causes, prevention, signs and treatment of dental caries and periodontal disease; and practices related to oral hygiene and dental visits. A total of 206 questionnaire forms were distributed. 204 forms were returned complete (response rate = 99%). Dental knowledge scores ranged from 0 (no correct answer given) to 16 (gave all correct answers). The mean knowledge scores between the groups were statistically different (p < 0.05): pharmacy students scored highest (mean = 12.29, 95% CI 11.44, 13.14) followed by the medical students (mean = 12.02, 95% CI 11.33, 12.71) and nursing students (mean = 10.83, 95% CI 10.40, 11.26). Areas that had lowest knowledge scores were signs and treatment of gum disease. With regard to oral care practices, majority cited that they brushed teeth at least twice a day (94.6%) and used toothbrush and toothpaste (97.5%). Not many (21.8%) used dental floss and about half (54.2%) reported visiting the dentist more than twelve months ago. Reasons for dental visits included getting check-ups (64.6%), restorations (45.6%) and emergency care such as extractions (24.0%). In general students had at least a moderate level of dental knowledge but demonstrated poor knowledge in some areas. While most reported good oral hygiene habits, behaviour related to dental visits need to be improved. Findings suggest a need for inclusion of oral health education in the medical, pharmacy and nursing curriculum.
    Matched MeSH terms: Curriculum
  6. Zainul Ibrahim Zainuddin
    MyJurnal
    This paper presents a conceptual approach to the integration of Islamic perspectives into a Medical Imaging Curriculum to the concept of Outcome-Based Education (OBE). This work is seen within the context of harmonising Islamic principles to a currently accepted concept in education. Although there have been discussions that question the concept of OBE, this paper contends that the integration can benefit from the practicality aspect of OBE. This can reduce the complexities and fatigue in addressing the integration using an educational approach that is different to that being applied to the human sciences. This paper features the main elements in OBE in the form of Islamic programme educational objectives, Islamic programme outcomes, and Islamic domain learning outcomes. The justification to use domain learning outcomes instead of course learning outcome is given. The teaching and learning strategies, as well as the assessment, are examined through a lens that serves to provide a desirable, practical and holistic model of Islamic integration. It is felt that the currently accepted teaching and assessment methodologies can be adapted for the integration exercise. This work also highlights two often overlooked elements of OBE; teacher and student characteristics. The various terminologies that describe the Islamic teacher characteristics and the differences in student learning styles and preferences are presented. Furthermore, suggestions are made to align the assessment of the integration to various taxonomies of learning, with the aim in evaluating the internalisation of the Islamic essences. This work contents that a holistic approach towards integration of Islamic perspectives into Medical Imaging curriculum can be realised.
    Matched MeSH terms: Curriculum
  7. Ong, Eng Tek, Wong, Yew Tuang, Sopia Md Yassin, Sadiah Baharom, Asmayati Yahya, Zahid Md Said
    MyJurnal
    This study aimed to develop and validate an inventory that measures the whole range of basic and integrated science process skills as stipulated in the Malaysian science curricula and that is suitable for Malaysian lower secondary school students. The validated inventory was subsequently utilised to determine the differential acquisition of science process skills by gender, location, and ethnicity. In the instrument development phase which involves item generation and field testing, a reliable 60-item Malaysian-Based Basic and Integrated Science Process Skills Inventory (MB-BISPSI) that has a KR-20 reliability of 0.88, difficulty indices of items that range between 0.25-0.75 and discrimination indices which are above 0.4 was produced. In the main causal-comparative study using a sample of 1021 Form 2 students (548 girls and 473 boys) from seven (four rural and three interior) out of the eight secondary schools in Kapit Division, Sarawak, the findings indicate that the students achieved a mastery level which fell short of the two-third benchmark (e.g., 66.7%) for the overall science process skills, basic and integrated science process skills, and also for each of the 12 science process skills. Additionally, it was found that, while female students generally achieved a markedly higher mean percentage score in the overall Science Process Skills than did the male students, such phenomenon was only observed amongst the Kenyah ethnicity. There were no significant differences in science process skills acquisition between rural and interior students. Implications for a more thoughtful inculcation of science process skills are proffered alongside recommendations for future research using a more nationally representative sample to examine the validity of such generalisation.
    Matched MeSH terms: Curriculum
  8. Azila NM, Rogayah J, Zabidi-Hussin ZA
    Ann Acad Med Singap, 2006 Sep;35(9):647-54.
    PMID: 17051282
    INTRODUCTION: Various curricular innovations were adopted by medical schools worldwide in an attempt to produce medical graduates that could meet future healthcare needs of society locally and globally. This paper presents findings on curricular approaches implemented in Malaysian medical schools, in trying to meet those needs.

    METHODS: Information was obtained from published records, responses from various questionnaires, personal communication and involvement with curricular development.

    RESULTS: Curricular innovations tended to be implemented in new medical schools upon their establishment. Established medical schools seemed to implement these innovations much later. Curricular trends appear to move towards integration, student-centred and problem-based learning as well as community-oriented medical education, with the Student-centred learning, Problem-based learning, Integrated teaching, Community-based education, Electives and Systematic programme (SPICES) model used as a reference. The focus is based on the premise that although the short-term aim of undergraduate medical education in Malaysia is to prepare graduates for the pre-registration house officer year, they must be able to practise and make decisions independently and be sensitive to the needs of the country's multiracial, multi-religious, and often remote communities.

    CONCLUSION: In most cases, curricular planning starts with a prescriptive model where planners focus on several intended outcomes. However, as the plan is implemented and evaluated it becomes descriptive as the planners reassess the internal and external factors that affect outcomes. A common trend in community-oriented educational activities is evident, with the introduction of interesting variations, to ensure that the curriculum can be implemented, sustained and the intended outcomes achieved.

    Matched MeSH terms: Curriculum/trends*
  9. Muhamad Saiful Bahri Yusoff, Ahmad Fuad Abdul Rahim, Abdul Rahman Noor, Nor Azwany Yaacob, Zabidi Azhar Mohd Hussin
    MyJurnal
    Objective: BigSib Students' Peer-Group Mentoring Programme was implemented as an innovative, interactive and integrated instructional method in the Universiti Sains Malaysia medical school curriculum designed to enhance and strengthen medical students training in soft skills and professional development. This study was conducted to evaluate first- and second-year medical students’ perceptions of and attitudes towards the Programme.

    Methodology: A cross sectional study was carried on 314 medical students. Questionnaires assessing medical students' perceptions and attitudes towards the Programme were administered. Data were analysed by using SPSS version 12.

    Results: 45.9 % of the students perceived the BigSib Students' Peer-Group Mentoring Programme as successful. More than 50% of the students are willing to participate in the Programme. About 60% of the students perceived it as an effective Programme in developing their soft skills and professionalism.

    Conclusion: Medical students have positive attitudes toward the Programme and it is perceived as a successful and effective Programme in developing students' personal attributes. Similar peer-group mentoring programme may be considered relevant to be incorporated into the medical curriculum in the future.
    Matched MeSH terms: Curriculum
  10. Hadie SNH, Hassan A, Ismail ZIM, Asari MA, Khan AA, Kasim F, et al.
    Anat Sci Educ, 2017 Sep;10(5):423-432.
    PMID: 28135037 DOI: 10.1002/ase.1683
    Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment, valuable information can be obtained to facilitate improvements in teaching and learning. Hence, it is important to use a valid inventory that specifically measures attributes of the anatomy education environment. In this study, a new 11-factor, 132-items Anatomy Education Environment Measurement Inventory (AEEMI) was developed using Delphi technique and was validated in a Malaysian public medical school. The inventory was found to have satisfactory content evidence (scale-level content validity index [total] = 0.646); good response process evidence (scale-level face validity index [total] = 0.867); and acceptable to high internal consistency, with the Raykov composite reliability estimates of the six factors are in the range of 0.604-0.876. The best fit model of the AEEMI is achieved with six domains and 25 items (X2  = 415.67, P 
    Matched MeSH terms: Curriculum*
  11. Dzulhairi, M.R., Zarina, A.R., Nooriah, M.S., Yunus, M.
    MyJurnal
    The Community Health Posting teaching module is incorporated in the fourth year medical curriculum at Universiti Sains Islam Malaysia (USIM). The integration of Islamic principles and values in the medical curriculum is emphasized during the Community Health Posting. The Community Health curriculum allow students to appreciate and understand the medical and fiqh aspects of health and disease, the social issues in medical practice and research and to inculcate the practice of Islamic professional etiquettes. The teaching module illustrates the relevance of humanities in understanding illness and medical care within the community. Teaching and learning activities include components that enable the students to explore a wide range of influencing factors and how these affect the patients and their families. Issues pertaining to psychosocial and ecological perspectives of the community are also discussed. This posting utilizes various teaching and learning techniques such as lectures, tutorials, seminars, group discussions, educational visits, practical sessions and patient bedside teaching. In addition, the students are equipped with Islamic knowledge through the integration of Naqli and Aqli components in the Community Health Posting curriculum.
    Matched MeSH terms: Curriculum
  12. Onishi H, Yoshida I
    Med Teach, 2004 Aug;26(5):403-8.
    PMID: 15369878
    Change in Japanese medical education has been accelerating over the last 10 years. Historically, clinical departments in each medical school played a crucial role, but reports in the mass media tried to refute the feudal 'ikyoku-koza' system with a number of malpractice cases, inappropriate patient-doctor communication, etc. At that time policies by the Ministries of Education and Health (rationalized in 2001) independently became more influential in medical education. In particular the network of governmental medical schools has been restructured, merged and privatized since 2001. In the 1990s several private medical schools developed distinctive curricula including problem-based learning (PBL), the objective structured clinical examination (OSCE) and introduction to clinical medicine (ICM). The curriculum for clinical medicine is still a critical issue and will be a major challenge for the management of each medical school. The effectiveness of the National Model Curriculum consisting of more than 1200 objectives might be questionable but the National Common Achievement Test (CAT) will make a strong impact on the preclinical curriculum. In the future each medical school should adopt an outcome-based education system to close the loop of curriculum development. An evaluation system based on the entire medical school or curriculum will be the key to successful education.
    Matched MeSH terms: Curriculum
  13. Maharajan MK, Rajiah K, Tam AM, Chaw SL, Ang MJ, Yong MW
    PLoS One, 2017;12(4):e0176095.
    PMID: 28419167 DOI: 10.1371/journal.pone.0176095
    OBJECTIVE: To measure pharmacy students' anxiety towards research and how academic support, academic effort, attitude and self-efficacy influence their research anxiety.

    METHODS: A cross-sectional study was conducted with undergraduate final year students of pharmacy using a convenient sampling method. A validated self-administered questionnaire was used.

    RESULTS: Response rate for this study was 85.9% (128 students from a population of 149). The participants agreed that they read literature to understand research, but did not attend research-related coursework. Most participants (91.4%) felt that they were under stress while doing research. Almost all participants (97.6%) felt that they were doing very badly during their data analysis or they may fail their research projects. The majority of participants agreed that help from the lecturers' and friends in research give emotional support for their research activities.

    CONCLUSION: Academic support for pharmacy students, along with their additional academic effort will improve the students' self-efficacy and reduce research anxiety.

    Matched MeSH terms: Curriculum
  14. Vanderschmidt L, Massey JA, Arias J, Duong T, Haddad J, Noche LK, et al.
    Am J Public Health, 1979 Jun;69(6):585-90.
    PMID: 443499
    Matched MeSH terms: Curriculum*
  15. Yeoh, Peng-Nam
    MyJurnal
    IMU is one of 17 institutions of higher learning conducting the Bachelor of Pharmacy course
    in Malaysia. The White paper on pharmacy student professionalism by the Task Force of the American Pharmaceutical Association Academy of Students of Pharmacy together with the American Association of Colleges of Pharmacy Council of Deans mentioned10 essential traits of a professional, recommending their early development. Since the beginning of theIMU Bachelor of Pharmacy (BPharm) (Hons) course in July 2004 on Registration Day, IMU has adopted the concept of developing professionalism in the pharmacy student from the very first day of university, by having the White Coat Ceremony where the entire class takes the Pledge of Professionalism (adapted from the Task Force) against the “Code of Conduct for Pharmacists and Bodies Corporate” by the Pharmacy Board of Malaysia in the presence of the Senior Director of the Pharmaceutical Services Division of the Ministry of
    Health, Malaysia and the President of the Malaysian Pharmaceutical Society (MPS). Throughout their 4 years in IMU, the pharmacy students are exposed to various aspects of professionalism in different subjects in their curriculum. On 23rd April 2012, when the fifth cohort of BPharm students received their final examination results, “Pharmacy Professional Day” was launched. The graduating students took the Oath of a Pharmacist (adapted from the American Association of Colleges of Pharmacy’s Oath with slight amendment). Talks by alumni and speakers from MPS aimed to facilitate the transition of the new graduate to working life as a pharmacist.
    Matched MeSH terms: Curriculum
  16. Yeoh PH
    Med J Malaysia, 2000 Aug;55 Suppl B:1-4.
    PMID: 11125513
    Matched MeSH terms: Curriculum
  17. Yap MKK
    Biochem Mol Biol Educ, 2023 Jan;51(1):77-80.
    PMID: 36194083 DOI: 10.1002/bmb.21680
    Experiential learning is compromised in meeting the educational demands of our students during the challenging time of the COVID-19 pandemic. A more inclusive, flexible, and objective-oriented experiential learning environment is required. In this context, module-based experiential learning that is executable on a digital platform was designed. The learning module focused on protein biochemistry, contained a combination of asynchronous and synchronous activities categorized into 'Knowledge Hub' and 'Lab-based Movie', across 5 weeks. Digital and module-based experiential learning provides equitable, inclusive, and flexible access to students at remote locations. Furthermore, it is an objective-oriented and highly organized experiential learning framework that encourages students to engage and participate more in the learning process.
    Matched MeSH terms: Curriculum
  18. Jalaludin MA, Yadav H
    Med J Malaysia, 2005 Aug;60 Suppl D:2-3.
    PMID: 16315615
    Matched MeSH terms: Curriculum*
  19. Tackett S, Shochet R, Shilkofski NA, Colbert-Getz J, Rampal K, Abu Bakar H, et al.
    BMC Med Educ, 2015;15:105.
    PMID: 26081751 DOI: 10.1186/s12909-015-0388-0
    Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES).
    Matched MeSH terms: Curriculum
  20. Teoh JI, Woon TH
    Singapore Med J, 1975 Jun;16(2):128-37.
    PMID: 1162391
    This paper deals with the evaluation of the effectiveness of individual psychotherapy by students on patients' subjective symptomatic improvement and the therapeutic benefits to medical students. The results of the study indicated that student psychotherapy was of significant benefit to psychoneurotic patients, but was of dubious value in the clinical teaching of psychotherapy in the psychiatric curriculum of the medical course at the University of Malaya, Kuala Lumpur.
    Matched MeSH terms: Curriculum
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