Displaying publications 1 - 20 of 42 in total

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  1. Academic integrity of health care educators: requisite for nurturing professionalism
    Tiong JJ, Mai CW, Yong AC
    Med Educ, 2015 Nov;49(11):1060-2.
    PMID: 26494059 DOI: 10.1111/medu.12828
    Matched MeSH terms: Faculty, Medical/standards*
  2. The multidiscipline laboratories of the University of Malaya Faculty of Medicine
    Saminathan R
    Med Educ, 1980 Sep;14(5):336-40.
    PMID: 7432218
    The multidiscipline laboratories (MDLs) of University of Malaya are a significant feature in the Faculty of Medicine. They provide facilities for a number of activities within the teaching curriculum. This is in contrast to the departmental type of laboratories. Being the first in the eastern hemisphere, they are gaining popularity among new medical schools in this part of the world. Since a number of visitors testify to a continued interest in the multidiscipline laboratories, an attempt is made to discuss our experience with these facilities in relation to tthe design, uses, organisation, staff requirement, student usage and space problems.
    Matched MeSH terms: Faculty, Medical
  3. Formative feedback to students: the mismatch between faculty perceptions and student expectations
    Perera J, Lee N, Win K, Perera J, Wijesuriya L
    Med Teach, 2008;30(4):395-9.
    PMID: 18569661 DOI: 10.1080/01421590801949966
    Formative assessments and other learning tools are ineffective in the absence of formative feedback.
    Matched MeSH terms: Faculty, Medical*
  4. Job strain and its associated factors among lecturers in the School of Medical Sciences, Universiti Sains Malaysia and Faculty of Medicine, Universiti Kebangsaan Malaysia
    Huda BZ, Rusli BN, Naing L, Winn T, Tengku MA, Rampal KG
    Asia Pac J Public Health, 2004;16(1):32-40.
    PMID: 18839865
    A cross-sectional study to assess job strain and its associated factors among lecturers of the School of Medical Sciences, Universiti Sains Malaysia (USM) and Faculty of Medicine, Universiti Kebangsaan Malaysia (UKM) was undertaken between August 2001 and May 2002. The original English version of the Job Content Questionnaire (JCQ) version 1.7 (revised 1997) by Robert Karasek based on the Job Strain Model was self-administered to 73 (response rate 58.4%) and 80 (response rate 41.7%) lecturers in the medical faculties of USM and UKM respectively. The prevalence of job strain (defined by low decision latitude and high psychological demand) in USM and UKM was 23.3% and 17.5%, respectively; the difference was not significant (p 2 0.05). Analysis showed that the associated factors of job strain in USM lecturers were psychological stressors (adjusted OR 1.2, 95% CI: 1.0, 1.4), created skill (adjusted OR 0.4, 95% CI: 0.2, 0.8), working in clinical-based departments (adjusted OR 18.9, 95% CI: 1.6, 22.7). The risk factors of job strain in UKM lecturers were created skill (adjusted OR 0.3, 95% CI: 0.1, 0.9), psychological stressors (adjusted OR 1.2, 95% CI: 1.0, 1.5) and co-worker support (adjusted OR 0.3, 95% CI: 0.1, 0.9). We conclude psychological stressors and created skill were nonprotective and protective, respectively, against job strain in both USM and UKM lecturers.
    Matched MeSH terms: Faculty, Medical*
  5. In memoriam: Professor Dr. Jason Teoh Soon Teong September 3, 1938--March 9, 2015
    Low WY, Binns C
    Asia Pac J Public Health, 2015 Apr;27(3):263-4.
    PMID: 25903276 DOI: 10.1177/1010539515582856
    Matched MeSH terms: Faculty, Medical/history*
  6. Fulltext Preferred teaching styles of medical faculty: an international multi-center study
    Dash NR, Guraya SY, Al Bataineh MT, Abdalla ME, Yusoff MSB, Al-Qahtani MF, et al.
    BMC Med Educ, 2020 Nov 30;20(1):480.
    PMID: 33256705 DOI: 10.1186/s12909-020-02358-0
    BACKGROUND: In the current wave of educational reforms, understanding teaching styles of medical faculty can help modify instructional strategies for effective teaching. Few studies have probed distinctive teaching styles of medical faculty. We compared preferred teaching styles of faculty from seven medical schools in United Arab Emirates, the Netherlands, Saudi Arabia, Malaysia, Pakistan, and Sudan.

    METHODS: The validated Grasha-Riechmann teaching style inventory was administered online for data collection and used SPSS version 20.0 for statistical analysis.

    RESULTS: Of the 460 invitees, 248 responded (response rate; 54%). Delegator teaching style was most common with a highest median and mean of 2.38 and 2.45, respectively. There was a significant correlation between expert and authority teaching styles, correlation coefficient 0.62. Similarly, we found a significant correlation between authority teaching style and nature of curriculum, correlation coefficient 0.30. Multiple regression analysis showed that only authority teaching style and male gender had significant correlation. Interestingly, 117 (47%) teachers disagreed with the teaching philosophy of delivering course contents by strictly following learning outcomes. Female teachers (114/248) were more willing to negotiate with their students regarding how and what to teach in their course, while male teachers tended to allow more autonomy by allowing students to set their learning agenda.

    CONCLUSIONS: This study showed that the medical teachers preferred delegator teacher style that promotes students' collaboration and peer-to-peer learning. Most teachers are conscious of their teaching styles to motivate students for scientific curiosity. These findings can help medical educators to modify their teaching styles for effective learning.

    Matched MeSH terms: Faculty, Medical*
  7. Time-bound promotions in Indian medical institutes: a mirage?
    Sukhlecha A
    Indian J Med Ethics, 2016 Oct-Dec;1(4):264.
    PMID: 27731301
    Incentives, pay hikes and timely promotions enhance the job performance of an employee. In medical institutes, too, satisfied teachers would train students in a better way leading to better equipped doctors and ultimately, greater patient satisfaction. A study in Malaysia links high levels of satisfaction of employees with good salary, promotions, and incentives.
    Matched MeSH terms: Faculty, Medical*
  8. Fulltext Faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study
    Abdulghani HM, Sattar K, Ahmad T, Akram A, Khalil MS
    PLoS One, 2021;16(3):e0249319.
    PMID: 33780493 DOI: 10.1371/journal.pone.0249319
    Faculty development programs (FD) prepare the faculty for their educational role and career tasks. We aimed to evaluate the effectiveness of FDP in advancing the quality of short-answer questions (SAQs). This was a quasi-experimental study, comprising 37 new faculty. The SAQs were examined on psychometric analysis and Bloom's cognitive levels for the two educational blocks of 1st medical year (i.e. Musculoskeletal (MSK) and Renal blocks). We found substantial improvement in the discrimination index values of SAQs prepared after the workshop (p = 0.04). A higher number of SAQs with moderate difficulty and higher discrimination were also observed. Flaws within the post-workshop questions were reduced (3.0%) when compared with pre-workshop (12.5%). The major incline was also reported within Bloom's cognitive levels when pre-workshop K2 questions (30%) were compared with post-workshop (45.5%) with a p-value = 0.05. The SAQs constructed by the faculty member without participating in FDP are generally of unsatisfactory quality. After the FDP the assessment items of two blocks improved for various parameters of student assessment. The current study advocates that newly joined faculty shall be provided with the FDP to be guided, trained and supported for improving the quality of assessment through SAQs items writing.
    Matched MeSH terms: Faculty, Medical*
  9. Malaysian physicians' evaluation of their training abroad
    Wellington JS
    J Med Educ, 1969 Oct;44(10):919-24.
    PMID: 5349433
    Matched MeSH terms: Faculty, Medical
  10. Fulltext Qualities of an effective teacher: what do medical teachers think?
    Singh S, Pai DR, Sinha NK, Kaur A, Soe HH, Barua A
    BMC Med Educ, 2013;13:128.
    PMID: 24044727 DOI: 10.1186/1472-6920-13-128
    Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines.
    Matched MeSH terms: Faculty, Medical/standards*; Faculty, Medical/statistics & numerical data
  11. Managing the initial period of implementation of educational change
    Shahabudin SH, Safiah N
    Med Teach, 1991;13(3):205-11.
    PMID: 1745110
    Three years ago the Universiti Kebangsaan Malaysia medical school changed its curriculum from the traditional discipline based curriculum to the integrated organ-system approach. Once change was effected a process of 'refreezing' had to be initiated whereby new responses had to be reintegrated into the ongoing personality or emotional relationships of important people so that the change process will endure and become stable. During this refreezing process the faculty encountered several problems which could thwart further development of the new curricula if left unresolved. The nature of the problems seemed to indicate that curricular change involves more than just efforts at bettering the what and ways of student learning and assessment. A lot of energy was also spent on keeping things going, keeping people motivated, making sure the work was done (at least as well as it has in the past), looking for better ways to do things, weighing new solutions and to be alert to new problems. In ensuring the continuance of change it was important to ensure, from the outset the institutionalization of policies, programmes, procedures and practices for continuing reward, routinization, structural integration into the system, continuing evaluation and providing for continuing maintenance.
    Matched MeSH terms: Faculty, Medical
  12. University of Malaya Medical Centre
    Danaraj TJ
    Br J Med Educ, 1966 Dec;1(1):62-8.
    PMID: 4867802
    Matched MeSH terms: Faculty, Medical
  13. Fulltext Paradigm shift: a need of the hour in the techno era
    Krishna Dilip Murthy
    Borneo Journal of Medical Sciences, 2020;14(1):1-2.
    MyJurnal
    It is time to cogitate as to “how and what ”we teach in the medical faculties/schools. We are aware that the generation of students is different; called the “Z”-generation. So, in keeping with the trends in the field of globalization, IR 4.0, artificial intelligence and the techno era, there is a need to change and become flexible to meet the demands of the artificial intelligence and the era. The future generations will be the Centennials who will adapt heutagogy (pronounced as: hyoo-tuh-goh-jee) principles to learn what they are passionate about. Heutagogy was first defined by Hase and Kenyon (2000) as a form of “self-determined learning”. So, in other words, pedagogy (the art and science of teaching children) and andragogy (the art and science of teaching adults) periods are almost over or take a back seat. In simpler terms, pedagogy is faculty-centred education; andragogy is student-centred education is not enough1. Heutagogy is self-directed, transformative and the present thing2. We need to be aware and cognizant of this fact in order to cater to our clients of the next generation.
    Matched MeSH terms: Faculty, Medical
  14. Fulltext UKM-NIIGATA university medical undergraduate exchange program 2012
    Fadil Lokman ML
    Int J Public Health Res, 2013;3(1):232-235.
    MyJurnal
    It all started with a SSM research. SSM, which is an abbreviation for ‘Special Study Module’ is a unique module in the curriculum of the Medical Faculty National University of Malaysia (UKM), where each students were required to do a medical research in the field that we have interest in. Being interested in the field of public health, 3 of my friends and I did a research on the prevalence of tuberculosis in Cheras using the graphic informational system (GIS) to map each case of tuberculosis on the map of Kuala Lumpur. Our supervisor was Associate Professor Dr Shamsul Azhar, who is himself an expert on the field of GIS study and has been doing his PhD research using the same system in Niigata University, Japan for almost 4 years. During one of our SSM meetings, he mentions that the post-graduate students in UKM has done several visits to Niigata University and brought up the idea that maybe the undergraduate students like us could do the same. (Copied from article).
    Matched MeSH terms: Faculty, Medical
  15. Fulltext National Malaysian twin registry - a perfect opportunity for researchers to study nature versus nurture
    Jahanfar, S.
    Malays Fam Physician, 2008;3(2):111-112.
    PMID: 25606132 MyJurnal
    A twin registry is a registry of twin pairs (monozygotic = MZ and Dizygotic = DZ) who are willing to consider participating in health-related research. Twins are able to help researchers study the impact of genetic and environmental factors on health and the treatment and prevention of disease in a special way. Throughout the world, twin registries have been established by the governments via the National Health and Medical Research in order to put researchers in touch with twins who might be willing to take part in particular projects. In Australia, for example, more than 30,000 pairs of twins have joined the registry, making it the largest volunteer registry of its kind in the world. However, in some countries such as Denmark, the first twin registry was born in a medical faculty and it was then expanded to the National Twin Registry of Denmark. (Copied from article).
    Matched MeSH terms: Faculty, Medical
  16. Fulltext Peer mentoring among undergraduate medical students: experience from Universiti Malaysia Sarawak
    Cheah, Whye Lian, Helmy Nazmi, Hoo, Jordan Ching Bing, Chew, Jia Ying, Nurul Nazleatul Nadira Mohd Nazif, Siti Nurva'ain Mohd Kamil
    Education in Medicine Journal, 2015;7(1):45-54.
    MyJurnal
    Introduction: Peer mentoring is one of the mentoring essential components in any higher institution of learning. In the Medical Faculty of Universiti Malaysia Sarawak (UNIMAS), this mentoring system has existed long but has not undergone any formal evaluation. Objective: The main objective of this study is to determine the perception of peer mentoring among medical students of Faculty of Medicine and Health Sciences (FMHS), UNIMAS. Method: It was a cross-sectional study using self-administered questionnaire. All medical undergraduate students of FMHS were recruited. Data was analyzed using SPSS version 22. Result: A total of 234 respondents participated in this study. Peer mentoring system was preferred against other mentoring system. Majority of the respondents reported that academic gain was the main benefits they gained from peer mentoring system. Negative attitude of the mentee and poor time management for the meeting were the top two worst experience encountered by both mentors and mentees respectively. More than half of the mentor and mentee perceived that peer mentoring system was beneficial to them compared to other systems, with reason that the interaction between student themselves were more easier and comfortable. Nevertheless, there should be more interaction between the mentors and mentees. Conclusion: The findings indicated there is a positive contribution of peer mentoring towards the mentoring system of the faculty. There is a need to relook at the current mentoring system and consider peer mentoring to improve the student support.
    Matched MeSH terms: Faculty, Medical
  17. Fulltext Perceptions on mentoring concept and mentoring practices among medical mentors: a mixed-methods study
    Cheah, Whye Lian, Helmy Hazmi, Kiu, Ling Hui, Lee, Sze Ee, Ling, Wei Nii, Wong, Veronica Huey Shin
    Education in Medicine Journal, 2015;7(2):27-38.
    MyJurnal
    Introduction: Mentoring medical students is one of the essential responsibilities or missions of a medical school faculty. Objective: This study aimed to determine the perceptions of mentorship and mentoring practices among mentors using a convergent parallel method. Method: Quantitative data was collected by using an adopted validated self- administered questionnaire and analyzed using SPSS version 20. Qualitative data was done using one-to-one interview based on semi structured interview guide and analyzed using thematic analysis. Result: A total of 61 respondents participated in the quantitative survey. Approximately 75% of the respondents had 5 to 10 mentees, with majority rated themselves as satisfactory mentor. More than 60% of them met their mentees at least once every six months. Most respondents were friendly (86.9%) and frank to their mentees (68.9%) and were interested in their mentees’ professional development (95.1%). Phone calling (93.4%) and E-mail (95.1%) were preferred as modes of contact. Mentees were allowed to call their mentors anytime of the day (74.1%). Respondents preferred to counsel their mentees (80.3%) and would refer them for professional help whenever necessary (70.5%). For qualitative data, a total of 5 participants participated with themes emerged: concepts of mentoring, factors contributing to ineffective mentoring and ways to improve mentoring practices. Conclusion: The respondents had positive perceptions regarding their mentorship and practices. A more structured approach with clear mentoring guideline and proper training should be in place.
    Matched MeSH terms: Faculty, Medical
  18. Fulltext The Impact of the Teaching of Ethics in a Medical and Allied Health Sciences Curriculum in International Islamic University Malaysia
    Naznin, M, Abdul Rahman, S., Ariff, O., Ahmad Mansur, M, Kasule, O.H.
    International Medical Journal Malaysia, 2008;7(1):0-0.
    MyJurnal
    Background: The approach to the teaching of ethics and professionalism in the Faculty of Medicine (FM) of International Islamic University Malaysia (IIUM) is unique. A specifically designed package is incorporated designated as the Islamic Input into the Medical Programme (IIMP). The IIMP spans over the entire 5 years of the medical programme. In the Faculty of Allied Health Sciences (FAHS) students do not go through a similar Islamic Input module but exposed to ethical issues specific to health sciences. Method: The aim of this study is to assess the impact of the teaching of ethics through the IIMP. A cross-sectional study was conducted in medical and allied health sciences faculties of IIUM. In total 259 students volunteered and were allocated to 4 groups, Years 2 and 5 students of FM and Years 2 and 4 of FAHS. A set of questionnaire consisting of 20 vignettes related to medical ethics was distributed to all students. An independent t-test was used to compare the mean total scores between the groups. Results: A significant difference (p < 0.05) was seen between the mean total scores for the Year 2 and Year 5 students of FM; Year 2 students of FM and Year 2 students of FAHS; and between the Year 5 students of FM and Year 4 students of FAHS. Also there was significant difference between the two medical and allied health sciences groups as a whole. Discussion: This study suggests that the IIMP of the IIUM has a positive impact on the medical students when dealing with ethical issues. The Year 5 medical students were expected to have obtained a higher mean total score. The probable reason for the lower mean total score include the teaching-learning approach utilized which is mainly lecture with minimal small group approach. Also the allocation of marks for medical ethics in summative assessment in the IIUM medical curriculum is minimal compared to the core medical subjects which would have some influence on the weight given by students. Conclusion: The Medical Faculty of IIUM believes that the approach to the teaching of medical ethics by incorporating the Islamic Input module is effective, practical and relevant. However the teaching-learning method and the assessment will have to be re-addressed to achieve greater impact.
    Matched MeSH terms: Faculty, Medical
  19. Fulltext Concurrent validity of the Malay version of perceived stress scale (PSS-10)
    Sami A.R. Al - Dubai, Ankur Barua, Ganasegeran, Kurubaran, Saad A. Jadoo, Rampal, Krishna G.
    ASEAN Journal of Psychiatry, 2014;15(1):8-13.
    MyJurnal
    Objective: This study aimed to assess the concurrent validity of the Malay version of the Perceived Stress Scale (PSS-10) PSS-10 item.
    Methods: A cross-sectional study was conducted among all students in a medical faculty in Malaysia. The questionnaire included three parts; socio-demographic correlates, PSS-10 and the validated Malay version of Depression Anxiety and Stress Scale-21 item (DASS-21). Spearman's correlation coefficient was used in the analysis.
    Results: Stress subscale of DASS -21 correlated positively with the total score of PSS-10 (r= +0.50, p<0.001), positively with the negative subscale of PSS-10 (r=+0.36, p<0.001) and negatively with the positive subscale of PSS-10 (perceived coping) (r= -0.33, p<0.001).
    Conclusion: The Malay Version of PSS-10 has fair correlation with the stress subscale of DASS-21. This confirmed the concurrent validity of this scale, which further strengthened the previous evidence that the Malay version of PSS-10 was a valid tool to measure stress in Malaysian university students.
    Keywords: Malay, Version, Stress, Medical, Students, Psychological Distress
    Matched MeSH terms: Faculty, Medical
  20. Fulltext Personal and professional characteristics of a good muslim doctor: perception of newly graduated doctors
    Azmi, A.N., Jamilah, J., Dzulkhairi, M.R., Ramli, S., Ariff, O., Nasri Ismai,l N.M.
    International Medical Journal Malaysia, 2016;15(2):51-55.
    MyJurnal
    Introduction: The Medical Faculty of Universiti Sains Islam Malaysia (USIM) aims to produce good Muslim
    doctors (GMD) who are able to practise medicine that is integrated with Islamic values. Islamic courses and
    Medical Ethics are integrated into the curriculum in its effort to provide adequate Islamic knowledge and
    nurturing professionalism as a process of personal and professional development (PPD) within the framework
    of Islamic teaching. The objective of the study was to evaluate the perception of graduates and students of
    characteristics of a GMD. Method: A self-administered questionnaire was distributed to the participants. The
    respondents were asked to rate their level of agreement or disagreement on the statements that represent
    the characteristics of a GMD. Statistical analysis of the data was carried out using SPSS version 18.0. The
    mean, median and inter quartile ranges of the characteristics were determined and differences between the
    groups were analysed using Mann-Whitney U test. Results: Results showed significant difference between
    gender for the item “Conscious of professional ethics” (p=0.021). Significant differences were seen in the
    median scores between the graduates and the final year students in four out of six items for personal
    characteristic. Conclusion: Islamic input in the medical curriculum and the teaching of professionalism has
    an impact on graduate perception of characteristics of a GMD. Further improvement in the teaching of
    professionalism among undergraduates is necessary in order to promote greater impact on the understanding
    and internalization of characteristics of a GMD. The Islamic input in the medical curriculum can thus be
    regarded as the blueprint for PPD of medical undergraduates to become a GMD.
    Matched MeSH terms: Faculty, Medical
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