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Fulltext Teaching evidence based medicine to fourth year medical students at Cyberjaya University College of Medical Sciences, Malaysia

Ab Manan N, Jahan N, Mohamad Alwi MN, Qureshi AM, Abdul Rahman AR

Education in Medicine Journal, 2017;9(3):55-62.
MyJurnal

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.

Matched MeSH terms: Education, Medical
Fulltext Attitude towards problem-based learning and its relationship with locus of control and academic self-concept among medical students

Abdalla MMI, Abdelal MS, Soon SC

Korean J Med Educ, 2019 Mar;31(1):11-18.
PMID: 30852857 DOI: 10.3946/kjme.2019.114

PURPOSE: This study aimed to assess the degree of acceptance of problem-based learning (PBL) among phase one medical students and its association with academic self-concept (ASC) and internal locus of control (ILOC).
METHODS: A 5-point Likert scale valid and reliable questionnaire assessing the attitude towards PBL, ASC, and ILOC was given to phase one medical students at MAHSA University. Data were analysed using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA).
RESULTS: Out of 255 participants, there were 84 males and 171 females, 175 Malaysians and 80 non-Malaysians. The results showed an overall acceptance of PBL with a mean of 3.7±0.07, ASC of 3.5±0.05 and ILOC of 2.9±0.05. Females showed a higher significant acceptance of PBL, ASC, and ILOC as compared with males. There was no difference between Malaysians and non-Malaysians in any of the variables measured. Simple regression analysis revealed a significant predictive effect of acceptance of PBL on ASC and ILOC (r=0.44 and r=0.88, respectively).
CONCLUSION: The higher the acceptance of PBL among students, the higher is the ASC and ILOC. This reflects the importance of PBL as a teaching method as well as the importance of increasing the level of appreciation of PBL amongst students.

Matched MeSH terms: Education, Medical, Undergraduate/methods*
Fulltext Breaking bad news workshop as peer-assisted learning project in primary care clerkship

Abdul Rahman NF, Ibrahim Azmi M

Education in Medicine Journal, 2016;8(1):75-77.
MyJurnal

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.

Matched MeSH terms: Education, Medical
Fulltext A comparative analysis of reflection in a primary care outpatient setting in two learning environments

Abdul Rahman NF, Albualy R

Education in Medicine Journal, 2018;10(2):41-47.
MyJurnal

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.

Matched MeSH terms: Education, Medical
Fulltext Notes for the primary care teachers: Teaching doctor-patient communication in family medicine

Abdul Rahman YR

Malays Fam Physician, 2007;2(3):120-2.
PMID: 25606098

Doctor-patient communication skills are important in family medicine and can be taught and learned. This paper summarises the salient contents and main methods of the teaching and learning of doctor-patient communication, especially those applicable to the discipline.

Matched MeSH terms: Education, Medical
Fulltext Generational challenges to radiology education and practice

Abdullah BJJ

Biomed Imaging Interv J, 2009 Oct;5(4):e31.
PMID: 21610996 DOI: 10.2349/biij.5.4.e31
Matched MeSH terms: Education, Medical
Fulltext Validating the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate physiology curriculum

Abraham R, Ramnarayan K, Kamath A

BMC Med Educ, 2008 Jul 24;8:40.
PMID: 18652649 DOI: 10.1186/1472-6920-8-40

BACKGROUND: It has been proved that basic science knowledge learned in the context of a clinical case is actually better comprehended and more easily applied by medical students than basic science knowledge learned in isolation. The present study intended to validate the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate medical curriculum at Melaka Manipal Medical College (Manipal Campus), Manipal, India.
METHODS: COPT was a teaching strategy wherein, students were taught physiology using cases and critical thinking questions. Three batches of undergraduate medical students (n = 434) served as the experimental groups to whom COPT was incorporated in the third block (teaching unit) of Physiology curriculum and one batch (n = 149) served as the control group to whom COPT was not incorporated. The experimental group of students were trained to answer clinically oriented questions whereas the control group of students were not trained. Both the group of students undertook a block exam which consisted of clinically oriented questions and recall questions, at the end of each block.
RESULTS: Comparison of pre-COPT and post-COPT essay exam scores of experimental group of students revealed that the post-COPT scores were significantly higher compared to the pre-COPT scores. Comparison of post-COPT essay exam scores of the experimental group and control group of students revealed that the experimental group of students performed better compared to the control group. Feedback from the students indicated that they preferred COPT to didactic lectures.
CONCLUSION: The study supports the fact that assessment and teaching patterns should fall in line with each other as proved by the better performance of the experimental group of students compared to the control group. COPT was also found to be a useful adjunct to didactic lectures in teaching physiology.

Matched MeSH terms: Education, Medical, Undergraduate*
Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

Abraham RR, Upadhya S, Torke S, Ramnarayan K

Adv Physiol Educ, 2004 Dec;28(1-4):102-4.
PMID: 15319191

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before (exam 1) and one after (exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 (P < 0.0001). Feedback from students indicated that this method was useful and challenging.

Matched MeSH terms: Education, Medical, Undergraduate/methods*
Self-directed learning

Abraham RR, Upadhya S, Ramnarayan K

Adv Physiol Educ, 2005 Jun;29(2):135-6.
PMID: 15905163
Matched MeSH terms: Education, Medical, Undergraduate/methods*
A Scoping Review of Effective Teaching Strategies in Surface Anatomy

Abu Bakar YI, Hassan A, Yusoff MSB, Kasim F, Abdul Manan Sulong H, Hadie SNH

Anat Sci Educ, 2021 Mar 01.
PMID: 33650315 DOI: 10.1002/ase.2067

To become skilled physicians, medical students must master surface anatomy. However, the study of surface anatomy is less emphasized in medical and allied health science curricula, and the time devoted to direct engagement with the human body is limited. This scoping review was designed to answer one research question: "What are the elements and strategies that are effective in teaching surface anatomy?" The review was performed using a five-stage scoping review framework, including research question identification, relevant study identification, study selection, data charting, and result collating and reporting. Three databases were searched using two search terms combined with a Boolean operator: "teaching" and "surface anatomy." The initial pool of 3,294 sources was assessed for duplication, and study eligibility was evaluated using inclusion and exclusion criteria. Data were abstracted from 26 original articles by one researcher and verified by two other researchers. A thematic analysis was performed, and several elements of effective teaching strategies for surface anatomy were identified, namely contextualized teaching, embracing experiential learning, and learning facilitation. This review revealed that a multimodal approach was most commonly used in surface anatomy instruction. Hence, future research should explore the effectiveness of multimodal teaching strategies that adopt the three aforementioned primary elements of effective teaching in an authentic learning environment. It is pertinent to clarify the effectiveness of these teaching strategies by evaluating their impact on student learning, organizational changes, and benefits to other stakeholders.

Matched MeSH terms: Education, Medical, Undergraduate
Promoting problem-based learning (PBL) in nursing education: A Malaysian experience

Achike FI, Nain N

Nurse Educ Pract, 2005 Sep;5(5):302-11.
PMID: 19040837 DOI: 10.1016/j.nepr.2005.04.002

Since the introduction of problem-based learning (PBL) into medical education in the late 1960s, several new and old medical schools have adopted this approach the main attraction of which includes the promotion of student-centered and life-long learning, team spirit, communication skills and enquiry. With an ever-increasing information base and changing attitudes in the health sciences, these are highly desirable characteristics of the health worker of the future, who will be required to grapple with these phenomenal changes. From medical education, the PBL approach has inevitably spread to other disciplines, especially the health-related disciplines. In the Asia-pacific region (Malaysia in particular), PBL was introduced into medical education in the early 1970s, but the growth has been slow; the reasons are discussed. Only recently (in the 1990s) have more medical and non-medical schools started to adopt PBL. The management of the Pantai Institute of Health Science and Nursing decided to adopt PBL for the Nursing curriculum. A one-day introductory workshop was, therefore, organized to expedite the process. Post-workshop feedback obtained through a five-point Likert scale questionnaire indicated a successful outcome. The workshop process is, therefore, documented as reference especially for Nursing colleges in places where PBL expertise is in short supply.

Matched MeSH terms: Education, Medical
Information overload in the teaching of pharmacology

Achike FI, Ogle CW

J Clin Pharmacol, 2000 Feb;40(2):177-83.
PMID: 10664924

Medical students are usually drawn from the best of students, but it is not unusual to see these brilliant students fail their exams or even dismissed from medical school because of poor academic performance. Information overload has been recognized as one of the major contributing factors to this problem. The situation is expected to get worse, with the ever-present technology-induced exponential growth in information. In discussing this issue, the authors echo the concerns of several experts regarding the content overload of medical school curricula, particularly in pharmacology. It is the increasing awareness of this problem that led the Association of American Medical Colleges and the General Medical Council of Britain to promote the concept of a core curriculum for each of the principal disciplines in medicine. Several medical schools have adopted the concept and also the problem-based learning approach, which focuses on ameliorating the complex problems associated with information growth in medical education. Based on the authors' experience as medical students, medical practitioners, and pharmacology teachers, they discuss the factors that contribute to information overload, from psychological and nonpsychological perspectives. Issues such as the design and structure of the curriculum, the quality of training and effectiveness of the teachers (clinically qualified vs. nonclinically qualified teachers), and the psychological preparedness of the students are discussed. The authors make suggestions for improvement.

Matched MeSH terms: Education, Medical*
Fulltext Students’ perception of teaching methods in pharmacology in a Malaysian medical school

Agarwal R, Mohd Ismail N

Journal of Clinical and Health Sciences, 2016;1:16-21.

Introduction: The study attempts to evaluate the students’ perception of pharmacology as a
subject, its usefulness in future practice, teaching methods currently used, and their patterns of
learning and preparing for exams. Methods: A structured, self-administered questionnaire was
distributed to second year medical students. Results: Of the 125 students who participated,
22.73 % considered pharmacology more important than any other subject. The students found
small group sessions most interesting followed by directed self-learning, computer aided
learning and lectures. Of those who responded, 79 and 66 % suggested to increase the small
group and directed-self-learning sessions respectively. Up to 40 % of the students felt that
pharmacology teaching must be through case-based discussions and 20 % requested for more
practical sessions. Conclusions: It appears that majority of students entering the medical
schools has little prior knowledge of pharmacology. While going through the preclinical years
they understood the importance of pharmacology and its application in future practice,
however, they tend to develop interest in one or other topics. Students prefer to have a greater
number of small group sessions as they feel that these sessions are most useful for learning.
Majority of the students tend to use both the textbooks and lecture notes and study regularly
for better performance in examinations. The students also preferred to have more case-based
learning sessions incorporated into the small group sessions.
KEYWORDS: Pharmacology teaching, student perception, teaching methodologies

Matched MeSH terms: Education, Medical
Missing the point: Quality-driven healthcare institutions may mistakenly disregard their role in nursing and medical education

Ahmad AM, Al-Marzouqi A, Dias JM, Saifan AR, Md Kassim N, Mohamad MN, et al.

Nurs Forum, 2022 Jan;57(1):211-214.
PMID: 34478171 DOI: 10.1111/nuf.12647

Aligned with international standards, the UAE Government and many other developing countries in the region (GCC and MENA) have started to implement strict quality improvement initiatives to develop their healthcare systems. Most of these initiatives are geared toward meeting patient satisfaction and avoiding circumstances or events that would dissatisfy patients. It is also used to measure healthcare institution performance, assess efficiency and determine their funding and reimbursement. With this emphasis on quality, it is also important for healthcare organizations to fulfill their other functions. Among the most important is performing their teaching role to prepare future healthcare professionals, and attracting and retaining healthcare professionals. These roles are also a paramount for a quality, sustained healthcare system. However, clinical educators and managers reflect on how these roles seem to be frequently missed or at least compromised while applying the quality assurance measures in the region developing countries. This reflective paper discusses this concern and suggests possible strategies that may help overcome this challenge and thus contributing to the achievement of the quality goal of the service in a more comprehensive and sustainable manner. The similarities between the UAE healthcare system and neighboring Gulf Cooperation Council and the Middle East/North African countries mean these challenges and solutions may resonate with these countries and support the implementation of effective health services in these countries as well.

Matched MeSH terms: Education, Medical*
Fulltext The development and validity of the medical student stressor questionnaire (MSSQ)

Ahmad Fuad Abdul Rahim, Mohd Jamil Yaacob, Muhamad Saiful Bahri Yusoff

ASEAN Journal of Psychiatry, 2010;11(1):13-24.
MyJurnal

Objective: To determine the construct validity and the internal consistency of the Medical Student Stressor Questionnaire (MSSQ) among medical students hence in the future it could be used as a valid and reliable instrument to identify stressors among medical students. Methods: The blueprint for the development of MSSQ was developed after a review of literature on the subject and a discussion with experts in the field. It comprised of 40 items
with six hypothetical groups. The face validity of the questionnaire was established through discussion with 141 final year medical students whereas content validity was established through discussion with experts from field of Medical Education and Psychiatry. It was administered to a total of 761 medical students. Data was analysed using Statistical Package Social Sciences (SPSS) version 12. Factor analysis was applied to test construct validity of the MSSQ. Reliability analysis (Cronbach’s alpha and item total correlation) was applied to test internal consistency of the MSSQ. Results: The total Cronbach’s alpha value of the MSSQ was 0.95. All the preliminary 40 items were included in the MSSQ as the items had item total correlation value of more than 0.3. The items were loaded nicely into the six pre-determined hypothetical groups as their factor loading values were more than 0.3.
Conclusion: This study showed that MSSQ had good psychometric value. It is a valid and reliable instrument in identifying stressors among medical students.

Matched MeSH terms: Education, Medical
Fulltext Training standardized patients for undergraduate Psychiatry examinations: experience of a Malaysian university

Ahmad Khaldun Ismai, Suzaily Wahab, Rosdinom Razali, Mohammad Arif Kamarudin, Noorlaili Mohd Tohit, Rajen Durai, Ruth Packiavathy, et al.

Malaysian Journal of Medicine and Health Sciences, 2015;11(2):29-34.
MyJurnal

Simulated/ standardized patients (SPs) have become one of the significant components in today’s medical education and students’ assessment. Some differences exist in the training method of SPs for psychiatry examinations compared to other medical disciplines. This brief report highlights the challenges encountered in the training process and methods to overcome those challenges. A wellstructured, intensive training remains as one of the most important factors in ensuring standardization of SPs for psychiatric examinations.

Matched MeSH terms: Education, Medical
Oral Health Education for Medical Students: Malaysian and Australian Students' Perceptions of Educational Experience and Needs

Ahmad MS, Abuzar MA, Razak IA, Rahman SA, Borromeo GL

J Dent Educ, 2017 Sep;81(9):1068-1076.
PMID: 28864788 DOI: 10.21815/JDE.017.060

Education in oral health is important to prepare future medical professionals for collaborative roles in maintaining patients' oral health, an important component of general health and well-being. The aims of this study were to determine the perceptions of medical students in Malaysia and Australia of the quality of their training in oral health care and their perceptions of their professional role in maintaining the oral health of their patients. A survey was administered in the classroom with final-year Malaysian (n=527; response rate=79.3%) and Australian (n=455; response rate: 60%) medical students at selected institutions in those countries. In the results, most of these medical students reported encountering patients with oral health conditions including ulcers, halitosis, and edentulism. A majority in both countries reported believing they should advise patients to obtain regular dental check-ups and eat a healthy diet, although they reported feeling less than comfortable in managing emergency dental cases. A high percentage reported they received a good education in smoking cessation but not in managing dental trauma, detecting cancerous lesions, or providing dietary advice in oral disease prevention. They expressed support for inclusion of oral health education in medical curricula. These students' experience with and perceptions of oral health care provide valuable information for medical curriculum development in these two countries as well as increasing understanding of this aspect of interprofessional education and practice now in development around the world.

Matched MeSH terms: Education, Medical*
Fulltext Medical professionalism videos on YouTube: Content exploration and appraisal of user engagement

Ahmad T, Sattar K, Akram A

Saudi J Biol Sci, 2020 Sep;27(9):2287-2292.
PMID: 32884409 DOI: 10.1016/j.sjbs.2020.06.007

Background: Social media has become the fastest growing platform for sharing and retrieving information and knowledge, and YouTube is one of the most popular and growing sources of health and educational information video-sharing website. But, videos on this open platform are not peer-assessed, therefore, the accessible data should be adequately assessed. Till date, no exploration and analysis for assessing the credibility and usefulness of Medical professionalism videos available on YouTube are conducted.
Objective: To analyze the video sources, contents and quality of YouTube videos about the topic of medical professionalism.
Methods: A systematic search was accomplished on YouTube videos during the period between March 1, 2020 and March 27, 2020. The phrases as significant words used throughout YouTube web search were 'Professionalism in Medical Education', Professionalism in medicine', 'Professionalism of medical students', 'Professionalism in healthcare'. 'Teaching professionalism', 'Attributes of professionalism'. The basic information collected for each video included author's/publisher's name, total number of watchers, likes, dislikes and positive and undesirable remarks. The videos were categorized into educationally useful and useless established on the content, correctness of the knowledge and the advices. Different variables were measured and correlated for the data analysis.YouTube website was searched the using keywords 'Professionalism in Medical Education', Professionalism in medicine', 'Professionalism of medical students', 'Professionalism in healthcare'. 'Teaching professionalism', and 'Attributes of professionalism'.
Results: After 2 rounds of screening by the subject experts and critical analysis of all the 137 YouTube videos, only 41 (29.92%) were identified as pertinent to the subject matter, i.e., educational type. After on expert viewing these 41 videos established upon our pre-set inclusion/exclusion criteria, only 17 (41.46%) videos were found to be academically valuable in nature.
Conclusion: Medical professionalism multimedia videos uploaded by the healthcare specialists or organizations on YouTube provided reliable information for medical students, healthcare workers and other professional. We conclude that YouTube is a leading and free online source of videos meant for students or other healthcare workers yet the viewers need to be aware of the source prior to using it for training learning.

Matched MeSH terms: Education, Medical
Teaching future health care professionals about the concept of essential medicines

Ahmed HM, Ibrahim MI

Med Teach, 2010;32(4):346-7.
PMID: 20369399
Matched MeSH terms: Education, Medical*
Fulltext Perceptions of medical students regarding community-based teaching experiences: an observation from Bangladesh

Ahmed SMM, Hasan MN, Kabir R, Arafat SMY, Rahman S, Haque M, et al.

Rural Remote Health, 2019 08;19(3):4614.
PMID: 31400766 DOI: 10.22605/RRH4614

INTRODUCTION: Community orientation in medical education, which prepares medical students to become more effective practitioners, is now a global movement. Many medical schools around the world have adopted the concept as the main curricular framework in order to align learning programs with the needs of the community and the learner. Despite many changes over the past few decades, many improvements are still needed in medical education in Bangladesh. This study investigated medical students' perceptions of the community-based learning experiences incorporated into the Bachelor of Medicine, Bachelor of Surgery (MBBS) degree at Uttara Adhunik Medical College, Dhaka (UAMC), Bangladesh.
METHODS: A total of 135 students from three undergraduate year levels of the MBBS degree at UAMC, Dhaka, Bangladesh, undertook study tours (community-based teaching, CBT) as a part of a community medicine course and visited a medical college, two rural health centres and a meteorology centre in the Cox's Bazar district, 400 km from Dhaka city. A questionnaire was used to assess the perceptions of students regarding the administration, organisation and learning experiences of the study tours. Students were required to write reports, present their findings and answer questions in their examinations related to the study tours and CBT.
RESULTS: The majority of the students agreed or strongly agreed that the tour was a worthwhile (93%) and enjoyable (95%) learning experience that helped them to understand rural health issues (91%). More than half of the students reported that the study tours increased their awareness about common rural health problems (54%) and provided a wider exposure to medicine (61%). Only 41% of students reported that the study tour increased their interest in undertake training in a rural area. A substantial number of students also expressed their concerns about the planning, length, resources, finance and organisation of the study tours.
CONCLUSIONS: Overall, the study tours had a positive effect, enhancing students' awareness and understanding of common rural health problems. As study tours failed to increase the motivation of the students (approximately 60%) to work in rural areas, CBT in the medical curriculum should be reviewed and implemented using effective and evidence-based models to promote interest among medical students to work in rural and underserved or unserved areas.

Matched MeSH terms: Education, Medical, Undergraduate/organization & administration*

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