Displaying publications 1 - 20 of 523 in total

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  1. Zainur RZ, Loh KY
    Med J Malaysia, 2006 Dec;61(5):651-6.
    PMID: 17623974
    Postpartum is a crucial period for a mother. During this period a mother is going through the physiological process of uterine involution and at the same time adapting to her new role in the family. Many postpartum complications occur during this period. Among the important obstetric morbidities are postpartum hemorrhage, pregnancy related hypertension, pulmonary embolism and puerperal sepsis. Common surgical complications are wound breakdown, breast abscess and urinary fecal incontinence. Medical conditions such as anemia, headache, backache, constipation and sexual problems may also be present. Unrecognized postpartum disorders can lead to physical discomfort, psychological distress and a poor quality of life for the mothers. Providing quality postnatal care including earlier identification of the problems (correction) and proper intervention will help the mother to achieve full recovery and restore her functional status back to the pre-pregnancy state sooner.
    Matched MeSH terms: Education, Medical, Continuing
  2. Brouwer E, Frambach J, Somodi K, Nadarajah VD, Driessen E
    Med Educ, 2020 05;54(5):427-435.
    PMID: 31912525 DOI: 10.1111/medu.14054
    CONTEXT: Internationalisation in medical education raises ethical concerns over, for instance, its for-profit orientation, the potential erosion of cultural diversity and the possibility that standardised education may not meet the needs of patients everywhere. These concerns fit into a broader debate on social responsibility in higher education. This study aims to explore how academic staff in international medical education experience and act upon the ethical concerns that pertain to their programmes. By adding their perspectives to the debate, this study helps us understand how theory-based ethical concerns are reflected in practice.

    METHODS: We conducted a multicentre instrumental case study across three international medical programmes, all of which were characterised by an international student intake, an internationalised curriculum and international partnerships, and all of which used English as the medium of instruction. We conducted 24 semi-structured interviews with purposively sampled curriculum directors and teaching staff. Participants shared their personal experiences and responded to ethical concerns expressed in the literature. Our multidisciplinary team performed a template analysis of the data based on theoretical frameworks of ethics and social responsibility.

    RESULTS: Participants primarily experienced the internationalisation of their institutions and programmes as having a positive impact on students, the university and the future global society. However, they did face several ethical dilemmas. The first of these involved the possibility that marketisation through international recruitment and the application of substantial tuition fees might widen access to medical education, but might allow weaker students to enter medical schools. The second concern referred to the homogenisation of education methods and content, which offers opportunities to expose students to best practices, but may also pose a risk to education quality. The third issue referred to the experience that although student diversity helped to promote intercultural learning, it also jeopardised student well-being.

    CONCLUSIONS: In the eyes of teaching staff in international medical education, internationalisation can benefit education quality and society, but poses ethical dilemmas through the forces of marketisation, homogenisation and diversification. The findings reflect a tension between the views of scholars and those of practitioners. The critical perspective found in academic debates is largely missing in practice, and theoretical frameworks on ethics possibly overlook the benefits of international education. To facilitate ethical decision making, we propose that scholars and practitioners globally try to learn from each other.

    Matched MeSH terms: Education, Medical*
  3. Jeppu AK, Kumar KA, Sethi A
    BMC Med Educ, 2023 Oct 06;23(1):734.
    PMID: 37803418 DOI: 10.1186/s12909-023-04734-y
    BACKGROUND: Modern clinical practice increasingly relies on collaborative, cooperative and team-based approaches for effective patient care. Recently, Jigsaw cooperative learning has gained attention in medical education. There is a need for studies in Southeast Asian context to establish its effectives in developing various core competencies expected of health professionals such as interpersonal, communication, collaborative, and teamwork skills. This current study explores the impact of using Jigsaw Cooperative Learning on undergraduate medical students.

    METHOD: An explanatory mixed method research design was carried out on first year medical students at a private university in Malaysia. In Phase I, a survey was conducted to explore the effectiveness of jigsaw learning. Descriptive and inferential statistics were calculated using SPSS. In Phase II, a focus group interview was conducted to explore their in-depth experiences. Qualitative data were thematically analysed.

    RESULTS: Fifty-seven students participated in the survey and seven students took part in the focus group interview. Quantitative data analysis showed a statistically significant improvement in the student's individual accountability, promotive interaction, positive interdependence, interpersonal skill, communication skill, teamwork skill, critical thinking and consensus building after jigsaw learning sessions. Qualitative data explained their experiences in-depth.

    CONCLUSION: Jigsaw cooperative learning improves collaboration, communication, cooperation and critical thinking among the undergraduate medical students. Educators should use jigsaw learning methods to encourage effective collaboration and team working. Future studies should explore the effectiveness of the jigsaw cooperative learning technique in promoting interprofessional collaboration in the workplace.

    Matched MeSH terms: Education, Medical*
  4. Tan, Christina Phoay Lay, Blitz, Julia J.
    JUMMEC, 2008;11(1):1-2.
    MyJurnal
    What does this term medical education conjure up? Does it refer to the teaching and learning of medicine and therefore relates to students and the curriculum? Does it refer to the process of teaching and therefore relates to teachers? Perhaps it is both, since teaching and learning go hand in hand.(Copied from article).
    Matched MeSH terms: Education, Medical
  5. Humphries D, Jaques R, Dijkstra HP, International Syllabus in Sport and Exercise Medicine Group (ISSEMG)
    Br J Sports Med, 2018 Apr;52(8):490-492.
    PMID: 29263024 DOI: 10.1136/bjsports-2017-098477
    Training in the medical specialty of sport and exercise medicine is now available in many, but not all countries. Lack of resources may be a barrier to the development of this important specialty field and the International Syllabus in Sport and Exercise Medicine Group was convened to reduce one potential barrier, the need to develop a syllabus. The group is composed of 17 sport and exercise medicine specialists residing in 12 countries (Australia, Canada, India, Ireland, Malaysia, the Netherlands, Qatar, South Africa, Sweden, Switzerland, the UK and USA). This paper presents the first phase of this project covering the domains and general learning areas of a specialist training syllabus in sport and exercise medicine.
    Matched MeSH terms: Education, Medical, Graduate*
  6. Saw A
    Malays Orthop J, 2018 Jul;12(2):68-72.
    PMID: 30112135 MyJurnal DOI: 10.5704/MOJ.1807.015
    Cadaveric dissection is an integral component of medical education. There had been concerns about negative impact on medical students exposed to deceased donors before their clinical years, but most studies reported overall positive outcome following this form of teaching. Due to reducing number of body donations in most parts of the world, many institutions are adopting alternative models especially for the teaching of gross anatomy. A new body donation programme that incorporate humanistic values in the procurement process was initiated by Tsu Chi University of Taiwan in 1996. Early observations following teaching with the so-called "silent mentors" noted less negative emotional impact on the students. With increasing number of body donation following the initiation of the silent mentor programme as reported in some regions, we will be able to continue the time-honoured cadaveric dissection for anatomy teaching, at the same time promoting humanistic values on junior doctors.
    Matched MeSH terms: Education, Medical
  7. Duc NM, Huy HQ, Keserci B, Thong PM
    Med Arch, 2020 Feb;74(1):42-46.
    PMID: 32317834 DOI: 10.5455/medarh.2020.74.42-46
    Introduction: Each country has its system of the training program, but to be concordant with the world in the radiology field, the process needs to have common points or common criteria. On maintaining the integrity of intersociety collaboration in the field of radiology, it is necessary to understand each country's training program for each specialty.

    Aim: This retrospective study aims to compare the postgraduate thesis characteristics from various sources in the field of radiology.

    Methods: This was a retrospective study evaluating data that is publicly available online and at libraries and institutional review board approval, as such, was not demanded. We selected 40 published theses from the library of Pham Ngoc Thach University of Medicine and University of Medicine and Pharmacy at Ho Chi Minh City and Hanoi Medical University in Vietnam which graduated from 2008 to 2018. Of these, there were 10 PhD, 10 specialists II, 10 master's, and 10 residency theses selected.

    Results: A total of 40 theses were analyzed from participants with a median age of 36.5. The male/female ratio was 23/17. Most of the theses were subspecialty in diagnostic radiology (87.5%) and focused on pathological radiology (95%). Adult patients were the major objectives of the theses accounted for 87.5% with predominant materials of magnetic resonance imaging counted for 47.5%. Theses in PhD group were the largest items regarding the total number of pages as well as the number of figures, and the number of references. Nonetheless, both domestic and international publications related to all theses were truly low.

    Conclusion: The postgraduate thesis of radiology in Vietnam has many different forms but mainly focuses on diagnostic and pathological radiology with materials of magnetic resonance imaging in adults. The number of international publications regarding the thesis was very small.

    Matched MeSH terms: Education, Medical, Graduate/statistics & numerical data*
  8. Laurino MY, Leppig KA, Abad PJ, Cham B, Chu YWY, Kejriwal S, et al.
    J Genet Couns, 2018 02;27(1):21-32.
    PMID: 28699126 DOI: 10.1007/s10897-017-0115-6
    The Professional Society of Genetic Counselors in Asia (PSGCA) was recently established as a special interest group of the Asia Pacific Society of Human Genetics. Fostering partnerships across the globe, the PSGCA's vision is to be the lead organization that advances and mainstreams the genetic counseling profession in Asia and ensures individuals have access to genetic counseling services. Its mission is to promote quality genetic counseling services in the region by enhancing practice and curricular standards, research and continuing education. The PSGCA was formally launched during the Genetic Counseling Pre-Conference Workshop held at the 11th Asia-Pacific Conference on Human Genetics in Hanoi, Viet Nam, September 16, 2015. The pre-conference workshop provided an opportunity for medical geneticists and genetic counselors from across 10 Asia Pacific countries to learn about the varied genetic counseling practices and strategies for genetic counseling training. This paper provides an overview of the current status and challenges in these countries, and proposed course of unified actions for the future of the genetic counseling profession.
    Matched MeSH terms: Education, Medical/trends*
  9. 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
  10. Yusoff MS, Rahim AF, Baba AA, Ismail SB, Esa AR
    Malays J Med Sci, 2012 Jul;19(3):29-35.
    PMID: 23610547 MyJurnal
    Medical training is often regarded as a stressful period. Studies have previously found that 21.6%-50% of medical students experience significant psychological distress. The present study compared the prevalence and levels of psychological distress between 2 cohorts of first-year medical students that underwent different admission selection processes.
    Matched MeSH terms: Education, Medical, Undergraduate
  11. Vignesh R, Pradeep P, Balakrishnan P
    Med J Malaysia, 2023 Jul;78(4):547-549.
    PMID: 37518931
    Chat Generative Pre-Trained Transformer (ChatGPT) is an artificial intelligence (AI) language model developed by OpenAI. It is trained to process vast amounts of text and engage in human-like conversational interaction with users. Being accessible by all, it is widely used and its capabilities range from language translation, summarising long texts and creative writing. This article explores the potential role of ChatGPT in medical education and the possible concerns about the misuse of this technology through a conversation with ChatGPT itself via text prompts. The implications of this technology in medical education as told by ChatGPT are interesting and seemingly helpful for both the students and the tutors. However, this could be a double-edged sword considering the risks of compromised students' integrity and concerns of over-reliance. This also calls for counter strategies and policies in place to mitigate these risks.
    Matched MeSH terms: Education, Medical*
  12. Joong, Hiong Sim, Yang Faridah Abdul Aziz, Vijayananthan, Anushya, Azura Mansor, Vadivelu, Jamuna, Hamimah Hassan
    MyJurnal
    ntroduction: In the marking of objective structured clinical examination (OSCE), checklist scoring and global rating are two commonly used scoring systems. Objective: The purpose of this study was to examine correlations between checklist scores and global ratings for four OSCE stations of different station type. Method: Data for this study was obtained from the Final Year OSCE (n=185). Each station’s score sheet consisted of a detailed checklist of items examined. A global rating scale was also included for the examiner to indicate the global assessment for the station. Spearman’s rho correlation coefficients between checklist scores and global ratings were computed for four stations of different station type. For each station, correlations between checklist scores and global ratings were also checked across the three parallel circuits running concurrently and throughout the four rounds. Result: Spearman’s rho correlation coefficients (ρ) between checklist scores and global ratings for the four stations ranged between 0.62 to 0.88, at p
    Matched MeSH terms: Education, Medical, Undergraduate
  13. Abdul Rahman NF, Albualy R
    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
  14. Lum SK, Crisostomo AC
    Asian J Surg, 2009 Jul;32(3):137-42.
    PMID: 19656752 DOI: 10.1016/S1015-9584(09)60384-5
    A survey of the current status of surgical training in Hong Kong, Malaysia, Singapore, Philippines and Thailand, in comparison with the UK and Australia, was done to explore the possibility of cross border training in South East Asia (SEA).
    Matched MeSH terms: Education, Medical, Graduate*
  15. Muhamad Saiful Bahri Yusoff, Mohd Jamil Yaacob, Naing, Nyi Nyi, Ab Rahman Esa
    MyJurnal
    Teaching stress management skills for medical students has been echoed as an important educational component in medical education. Discussions about approaches to teaching stress management in medical education context are largely unexplored despite of a large number of articles have emphasized on its importance. This paper describes four elements in a framework as an approach to teaching stress management skills in medical education. As one moves through the framework, it provides a greater degree of insight on stress management ability as is acquired through one's awareness, experience and conscious effort that allow stressful situations to be handled effectively and efficiently. It may provide a useful educational framework for medical teachers to teach and assess stress management skills of medical students. It also may be used as an aid in planning, implementing and evaluating stress management programs in medical schools. The authors discuss about the implications of this framework for future research in medical education.
    Matched MeSH terms: Education, Medical
  16. Maloney S, Nicklen P, Rivers G, Foo J, Ooi YY, Reeves S, et al.
    J Med Internet Res, 2015;17(7):e182.
    PMID: 26197801 DOI: 10.2196/jmir.4346
    Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear.
    Matched MeSH terms: Education, Medical/economics*; Education, Medical/methods*; Education, Medical/standards
  17. Behzadnia A, Smith DR, Goodson ML
    Educ Health (Abingdon), 2018 12 12;31(2):80-86.
    PMID: 30531049 DOI: 10.4103/efh.EfH_280_17
    Background: Learning approaches have been proposed to affect the experience of psychological stress among tertiary students in recent years. This relationship becomes important in stressful environments such as medical schools. However, the relationship between stress and learning approaches is not well understood, and often studies done cannot be generalized due to different sociocultural differences. In particular, no study in Malaysia has looked at learning approaches among medical students.

    Aims: To address this gap, we examined the relationship between perceived stress and learning approaches by considering sources of stress.

    Methodology: The Perceived Stress Scale (PSS-10), Medical Student Stressor Questionnaire, and the Revised Two-Factor Study Process Questionnaire were answered by the preclinical and final-year students studying MBBS in a Malaysian campus of British University.

    Results: Deep learning was positively and surface learning negatively associated with perception of coping with stress. In this study, neither approaches were associated with psychological stress as opposed to previous reports. We found surface learners to report higher level of stress associated with social stressors. We found students' self-perception of feeling incompetent and feeling they need to do well to be significant sources of stress.

    Discussion: Deep learning promotes psychological resilience. This is of paramount importance in learning environments where stress is highly prevalent such as medical school. Promotion of deep learning among medical students is required at earlier stages as they tend to solidify their approach through their university years and carry that approach beyond school into their workplace.
    Matched MeSH terms: Education, Medical, Undergraduate
  18. Puthucheary SD
    Med J Malaysia, 1980 Sep;35(1):86-95.
    PMID: 7254006
    The code of ethics derived from the Hippocratic Oath needs to be supplemented by a formal curriculum in Medical Ethics and Medical Humanities in our Medical schools. The need and justification for it, a review of the medical ethics curricula in American. European. British and Australian Universities, together with an outline of the proposed curriculum is described.
    Matched MeSH terms: Education, Medical, Undergraduate*
  19. Schwartz PL, Kyaw Tun Sein
    Med Educ, 1987 May;21(3):265-8.
    PMID: 3600444
    Matched MeSH terms: Education, Medical, Undergraduate*
  20. Al Maini M, Al Weshahi Y, Foster HE, Chehade MJ, Gabriel SE, Saleh JA, et al.
    Clin Rheumatol, 2020 Mar;39(3):627-642.
    PMID: 31127461 DOI: 10.1007/s10067-019-04544-y
    Rheumatic and musculoskeletal diseases (RMDs) encompass a spectrum of degenerative, inflammatory conditions predominantly affecting the joints. They are a leading cause of disability worldwide and an enormous socioeconomic burden. However, worldwide deficiencies in adult and paediatric RMD knowledge among medical school graduates and primary care physicians (PCPs) persist. In October 2017, the World Forum on Rheumatic and Musculoskeletal Diseases (WFRMD), an international think tank of RMD and related experts, met to discuss key challenges and opportunities in undergraduate RMD education. Topics included needs analysis, curriculum content, interprofessional education, teaching and learning methods, implementation, assessment and course evaluation and professional formation/career development, which formed a framework for this white paper. We highlight a need for all medical graduates to attain a basic level of RMD knowledge and competency to enable them to confidently diagnose, treat/manage or refer patients. The importance of attracting more medical students to a career in rheumatology, and the indisputable value of integrated, multidisciplinary and multiprofessional care are also discussed. We conclude that RMD teaching for the future will need to address what is being taught, but also where, why and to whom, to ensure that healthcare providers deliver the best patient care possible in their local setting.
    Matched MeSH terms: Education, Medical, Undergraduate/methods*
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