MyMedR

Fulltext Views of Malaysian interns and their supervisors on the adequacy of undergraduate clinical skills training

Chan SC

Singapore Med J, 2012 Mar;53(3):196-202.

This study aimed to determine the views of Malaysian interns and their supervisors on whether undergraduate clinical skills training adequately equipped them for internship and their suggestions for improvement.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Utilization of information technology in medical education: a questionnaire survey of students in a Malaysian institution

Nurjahan MI, Lim TA, Yeong SW, Foong AL, Ware J

Med J Malaysia, 2002 Dec;57 Suppl E:58-66.

PMID: 12733195

OBJECTIVE: The objective of this survey was to obtain a self-reported assessment of the use of Information and Communication Technology (ICT) by medical students at the International Medical University, Malaysia.
MATERIALS AND METHODS: Students' perceived skills and extent of usage of ICT were evaluated using a questionnaire. Chi-square analysis were performed to ascertain the association between variables. Further statistical testing using Chi-square test for trend was done when one of the variables was ordered, and Spearman rank correlation when both variables were ordered.
RESULTS: Overall, (98%) of students responded to the questionnaire. Twenty seven students (5.7%) did not use a computer either in the university or at home. Most students surveyed reported adequate skills at word processing (55%), e-mailing (78%) and surfing the internet (67%).
CONCLUSION: The results suggests that in order to increase the level of computer literacy among medical students, positive steps would need to be taken, for example the formal inclusion of ICT instruction in the teaching of undergraduate medicine. This will enhance medical students' ability to acquire, appraise, and use information in order to solve clinical and other problems quickly and efficiently in the course of their studies, and more importantly when they graduate.

Matched MeSH terms: Education, Medical, Undergraduate/standards

The growing importance of mental health: are medical curricula responding?

Azhar MZ

Med J Malaysia, 2002 Dec;57 Suppl E:34-6.

PMID: 12733191

Mental health is becoming an important issue. Several local and international studies have proven that the incidence of mental illness is on the rise. Doctors have also been able to make more accurate diagnoses and treat mental disorders more reliably with the aid of recent research and newer drugs. As such it is necessary for the medical curricula to respond to this shift. Medical students must now be exposed to new psychiatric disorders and ways of managing them. The time spent in psychiatry and the mode of teaching must also be revised and modified to the current needs of patients.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

The Community Family Case Studies Programme at the University of Malaya

Tan PL

Med J Malaysia, 2002 Dec;57 Suppl E:86-93.

PMID: 12733200

The New Integrated Curriculum at the Faculty of Medicine, University of Malaya, Which comprises three major longitudinal strands, was first implemented in 1998 to provide better integration of clinical and basic medical sciences. One of these longitudinal strands, the Doctor, Patients, Health and Society (DPHS) module, emphasizes the importance of developing good communication skills as well as introducing students to behavioural sciences, public health medicine, statistics and epidemiology. Community Family Case Studies (CFCS), within this module, have been used as a means for students to focus on these aspects, as the students are introduced to patients, their families and their community in Year 1 of the medical course and are required to follow them up throughout their five-year training period.

Matched MeSH terms: Education, Medical, Undergraduate/standards

The BigSib students' peer group mentoring programme

Yusoff MS, Rahim AF, Noor AR, Yaacob NA, Hussin ZA

Med Educ, 2009 Nov;43(11):1106.

PMID: 19874517 DOI: 10.1111/j.1365-2923.2009.03459.x

Matched MeSH terms: Education, Medical, Undergraduate/standards

Teaching of evidence-based medicine to medical undergraduates

Atiya AS

Med J Malaysia, 2002 Dec;57 Suppl E:105-8.

PMID: 12733204

Medical practice is changing, and the foundations of the paradigm shift lie in the development in research over the last four decades. Today, it is no longer adequate to treat a patient purely on clinical experience alone without a clear demonstration of evidence based on research, particularly the use of randomised controlled clinical trials. What is thought to be an effective mode of treatment currently may not necessarily hold true by the time medical students begin his/her medical practice. As a consequence, many medical schools worldwide are increasingly promoting evidence-based medicine (EBM) teaching in their medical curriculum along with problem-based learning (PBL). Teaching of EBM requires a paradigm shift in itself, as students must possess additional skills that are not traditionally part of medical training. These include the ability to acquire the skills in 'means of answering questions' than just 'knowing the answer to questions'. This paper aims to describe what EBM is and to highlight the formative experience of the teaching of EBM at the medical undergraduate level in the University of Malaya. Challenges and opportunities towards successful adoption of evidence-based practice are discussed.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Teaching and training in orthopaedics at undergraduate level in Malaysia: the consumers' viewpoint

Harwant S

Med J Malaysia, 2002 Dec;57 Suppl E:27-30.

PMID: 12733189

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Skills assessment for undergraduate orthopaedic education

Harwant S, Pravin D, Teng EM

Med J Malaysia, 2005 Aug;60 Suppl D:69-70.

PMID: 16315628

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Research training as pillars towards undergraduate medical education advancement in Malaysia

Rampal L

Med J Malaysia, 2002 Dec;57 Suppl E:102-4.

PMID: 12733203

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Recognition of higher medical institutions in Russia

Severyanova L, Lazarev A

Med J Malaysia, 2005 Aug;60 Suppl D:71-4.

PMID: 16315629

The Russian Federation of higher medical institutions get State accreditation, if their activity conforms to criteria determined by the Ministry of Public Health and the Ministry of Education of the Russian Federation. Kursk State Medical University (KSMU) has a confirmed to requirement of accreditation by the Russian Federation, to conduct annually training of about 5000 students at 12 faculties. KSMU carries out pre-medical undergraduate and postgraduate training in the specialty "Doctor of medicine". For the first time in Russia KSMU was allowed to conduct a 6-year medical training with the use of English as an intermediary language by the Ministry of Public Health and the Ministry of Education. In this relation programmes of training teachers for conducting instruction with the use of an intermediary language (English) and training students Russian with the level necessary for free communication with Russian patients and staff of the clinics have been developed and realized.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Fulltext Quality assurance in education: perception of undergraduate health professions students in a Malaysian university

Er HM, Nadarajah VD, Ng SH, Wong AN

Korean J Med Educ, 2020 Sep;32(3):185-195.

PMID: 32723985 DOI: 10.3946/kjme.2020.166

PURPOSE: Direct student involvement in quality processes in education has been suggested to encourage shared responsibilities among faculty and students. The objectives of this study were to explore undergraduate health professions students' understanding of quality assurance (QA) in education, and identify the challenges and enablers for student involvement in an Asian context.

METHODS: Twenty semi-structured interviews were conducted among medical, dentistry, and pharmacy students in a Malaysian University. The interviews were audio-recorded, transcribed verbatim, and thematically analyzed to understand the students' perspectives of QA in education.

RESULTS: The participants recognized the importance of QA towards ensuring the quality of their training, which will consequently impact their work readiness, employability, and quality of healthcare services. Academic governance, curriculum structure, content and delivery, faculty and student quality, teaching facilities, and learning resources were indicated as the QA areas. The challenges for students' involvement included students' attitude, maturity, and cultural barrier. To enhance their buy-in, clear objectives and impact, efficient QA mechanism, and recognition of students' contribution had been suggested.

CONCLUSION: The findings of this study support student-faculty partnership in QA processes and decision making.

Matched MeSH terms: Education, Medical, Undergraduate/standards

Psychometric properties of DREEM in a sample of Malaysian medical students

Yusoff MS

Med Teach, 2012;34(7):595-6.

PMID: 22489970 DOI: 10.3109/0142159X.2012.675104

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Preparing for and managing change: some thoughts for curriculum planners and implementers

Azila NM

Med J Malaysia, 2002 Dec;57 Suppl E:52-7.

PMID: 12733194

This paper outlines issues related to curricular reforms, and strategies to be considered for planning and implementation so as to ensure that the change is institutionalised. In Malaysia, in general, some imminent curricular changes have been carried out to prepare graduates for future changes in the practice environment. Change of reform requires planning, with consideration of the directions in which the change is needed, and the possible educational approaches to be utilized. To ensure change can occur and be maintained there should be effort to induce a paradigm shift amongst teachers and administrators at all levels, there must be transparency and dissemination of information of the required change and why, there must be involvement of teachers in decision making to ensure better compliance.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Learning medical ethics in a primary care clinic

Loh KY, Nalliah S

Med Educ, 2008 Nov;42(11):1127-8.

PMID: 18991988 DOI: 10.1111/j.1365-2923.2008.03217.x

Matched MeSH terms: Education, Medical, Undergraduate/standards

Is input on Complementary and Alternative Medicine (CAM) necessary in our medical curriculum? A perspective from a survey on medical practitioners

Nabilla AS, Safura J, Karina R, Noran H, Norizan M, Sabariah M, et al.

Med J Malaysia, 2002 Dec;57 Suppl E:37-43.

PMID: 12733192

A cross-sectional study was carried out through a postal survey of a random sample of registered medical practitioners in Malaysia to explore the pursuit and practice of CAM among them. A response rate of 42% was acquired. 27.1% of the medical practitioners are currently using CAM on themselves or their own families and 22.2% actually have referred patients to CAM practitioners. Analysis showed that only 14.9% of the medical practitioners who responded were exposed to CAM during their undergraduate days. Out of 28 respondents graduated from USM, 15 (53.6%) were exposed while out of the 80 graduates of UM, only 6 (7.5%) were exposed and out of 58 respondents graduates of UKM, only 5 (8.6%) were exposed to CAM during their undergraduate teaching. These differences are statistically different (p < 0.001). Analysis also showed that more (72.6%) medical practitioners are for having training in CAM during the medical undergraduate studies. Only 9.1% of the respondents have attended any training in CAM post graduation and 36.8% would like further training on CAM postgraduate and would pay for it. The findings illustrate the need for training in CAM in medical undergraduate education especially in this new age where alternative therapy is in demand by the consumers.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Improving OSCE examiner skills in a Malaysian setting

Tan CP, Azila NM

Med Educ, 2007 May;41(5):517.

PMID: 17470099

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Experiences from a medical students' well-being workshop

Yusoff MS, Rahim AF

Med Educ, 2009 Nov;43(11):1108-9.

PMID: 19874520 DOI: 10.1111/j.1365-2923.2009.03474.x

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Ethics--the role of medical education

Ravindran J

Med J Malaysia, 2002 Dec;57 Suppl E:67-73.

PMID: 12733196

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Fulltext Dysfunctional problem-based learning curricula: resolving the problem

Lim WK

BMC Med Educ, 2012;12:89.

PMID: 23009729 DOI: 10.1186/1472-6920-12-89

Problem-based learning (PBL) has become the most significant innovation in medical education of the past 40 years. In contrast to exam-centered, lecture-based conventional curricula, PBL is a comprehensive curricular strategy that fosters student-centred learning and the skills desired in physicians. The rapid spread of PBL has produced many variants. One of the most common is 'hybrid PBL' where conventional teaching methods are implemented alongside PBL. This paper contends that the mixing of these two opposing educational philosophies can undermine PBL and nullify its positive benefits. Schools using hybrid PBL and lacking medical education expertise may end up with a dysfunctional curriculum worse off than the traditional approach.

Matched MeSH terms: Education, Medical, Undergraduate/standards

Critical appraisal--is there a need to train medical students how to read the literature?

Karina R, Nooriah S

Med J Malaysia, 2002 Dec;57 Suppl E:78-82.

PMID: 12733198

Critical appraisal refers to the skill of reading a piece of research in a very objective and structured way. It allows for the reader to assess the quality and validity of the evidence put forward. With the emphasis on evidence-based practice in the medical profession, the ability to critically appraise the literature should be instilled into medical students. Currently, the push to encourage research shows great effort in the medical curriculum, through the incorporation of elective research programmes, by many medical institutions. But how ready are the students to even understand the research literature, let alone conduct a research? The current system throws these students into 'the deep end' of research conduct without equipping them with the tools necessary to do so. Very often this becomes a problem that snowballs through specialist training right up to the practice of medicine. The possibilities and means of introducing the skills of critical appraisal via the curriculum should be explored. In this age of self-directed and problem-based learning, a purely didactic teaching method of "how to read the literature" is surely outdated. The concept should be integrated into medical teaching, including within the implementation of the PBL system, in both the clinical and non-clinical settings, and by the introduction of the 'journal club' concept. Training of the trainers should also be considered. With the early training of critical appraisal, it can hopefully become an unconscious competence of medical graduates, who not only can produce quality research, but also able to identify quality information.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

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