Displaying publications 1 - 20 of 115 in total

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  1. Ismail NA, Alias E, Arifin KT, Damanhuri MH, Karim NA, Aan GJ
    Pak J Med Sci, 2015 Nov-Dec;31(6):1537-41.
    PMID: 26870131 DOI: 10.12669/pjms.316.8691
    Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL.
    Matched MeSH terms: Problem-Based Learning
  2. Ab Murat, N.
    Ann Dent, 2008;15(2):71-76.
    MyJurnal
    Teaching is a complex activity which consists not only of giving instructions but also promotion of learning. Different students have different preference for learning styles. Dental educators must therefore attempt to mix and match their methods of teaching to accommodate students with differing learning styles to provide an opportunity to maximize their learning. This paper aims to share the writer's experience and students' perceptions towards a different mode of teaching/learning method. The Jigsaw Classroom method was employed on University of Malaya's third-year dental students during their Water Fluoridation lecture. At the end of the session, students were asked to reflect upon the learning experience and to inscribe their feelings. Initially, students showed their resentment towards the new learning style but their resistance changed once they got into a group and started to learn from each other. In the reflective essay, most students expressed that learning through teaching and discussing as required in the Jigsaw method enhanced their understanding of the topic and they claimed that they were able to retain the information better. In this study, the Jigsaw method proved that learning in the lecture hall can be fun, educational and enriching.
    Matched MeSH terms: Problem-Based Learning
  3. Bhardwaj A, Nagandla K, Swe KM, Abas AB
    Kathmandu Univ Med J (KUMJ), 2015 12 2;13(49):12-8.
    PMID: 26620743
    BACKGROUND: E-learning is the use of Information and Communication Technology (ICT) to provide online education and learning. E- Learning has now been integrated into the traditional teaching as the concept of 'blended learning' that combines digital learning with the existing traditional teaching methods to address the various challenges in the field of medical education. Structured e-learning activities were started in Melaka Manipal Medical College in 2009 via e-learning platform (MOODLE-Modular Object-Oriented Dynamic Learning Environment).

    OBJECTIVES: The objective of the present study is to investigate the faculty opinions toward the existing e-learning activities, and to analyse the extent of adopting and integration of e-learning into their traditional teaching methods.

    METHODS: A cross sectional study was conducted among faculties of Medicine and Dentistry using pre-tested questionnaires. The data was analyzed by using the statistical package for social science, SPSS, version 16.0.

    RESULTS: The result of our survey indicates that majority of our faculty (65.4%) held positive opinion towards e-learning. Among the few, who demonstrated reservations, it is attributed to their average level of skills and aptitude in the use of computers that was statistically significant (p<0.05).

    CONCLUSION: Our study brings to light the need for formal training as perquisite to support e-learning that enables smooth transition of the faculty from their traditional teaching methods into blended approach. Our results are anticipated to strengthen the existing e-learning activities of our college and other universities and convincingly adopt e-learning as a viable teaching and learning strategy.

    Matched MeSH terms: Problem-Based Learning/methods*; Problem-Based Learning/statistics & numerical data
  4. Mala-Maung, Abdullah A, Abas ZW
    Med J Malaysia, 2011 Dec;66(5):435-9.
    PMID: 22390096 MyJurnal
    This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.
    Matched MeSH terms: Problem-Based Learning*
  5. Abdul Manaf, S.Z., Din, R., Hamdan, A., Mat Salleh, N.S., Kamsin, I.F., Abdul Aziz, J.
    MyJurnal
    At present, the learning activities carried out is in line with the rapid growth of development of technology and lifestyle. ICT literacy is categorised as those who can operate a computer and Internet. This study is conducted to determine the level of computer and Internet literacy in generation Y. A total of ten respondents among university students were interviewed. The level of the skill is measured in terms of the use of information processing systems and the Internet. The new knowledge addresses the themes in information communication technology literacy namely; defining, accessing, assessing, managing, integrating, creating and passing data. As such, the model of computer technology in education can also be produced. A more robust method of learning can be heightened by seeing the level of skills possessed by university students. The findings of this study is expected to determine the level of competence of the students and university can provide the necessary equipment to ensure effective teaching and learning.
    Matched MeSH terms: Problem-Based Learning
  6. Naznin, M., Pakeer-Oothuman, Nasuruddin, B.A., Abdul-Wahab, J.
    MyJurnal
    Background: The Medical Faculty of the International Islamic University Malaysia (IIUM) runs an undergraduate medical programme which is a combination of the traditional and the newer trends of medical curriculum. The IIUM curriculum in Phase I (Years 1, 2: preclinical) is integrated organ system based, with lectures being the main method of curriculum delivery and also incorporating problem-based learning (PBL) as one of the teaching-learning approaches. Methods: The aim of this study is to examine the effectiveness of PBL teaching-learning method in IIUM in achieving the aims of the medical school as viewed by the students. A total of 287 students from Phase I and Phase II (Year 3: clinical) participated in this study at the end of academic session 2006/2007. The questionnaires distributed consisted of 33 items with four different aspects of PBL being evaluated namely; i) PBL objectives, ii) assessment of performance of the facilitators, iii) assessment of the PBL packages and iv) preferred teaching-learning approach. Results: An average of 86.4 % of students agreed that PBL sessions achieved its aims of preparing students for professional training in the clinical years. Also approximately 80% of students felt that the facilitators fulfilled their roles as PBL tutors. Students were generally satisfied with the PBL packages prepared. However about 50% of Year 2 students did not look forward to PBL sessions and only about 20% of preclinical students wanted more PBL sessions to be scheduled. This latter finding differed as 60% of the clinical (Year 3) students wanted more PBL sessions to be implemented. A significant proportion of the students also believed that they needed some prior information about the PBL case in question in order to generate lively exchange of ideas in the first sessions. Preclinical students preferred lectured-based approach as compared to PBL in contrast to the clinical (Year 3) students of whom 57% (62) preferred the PBL teaching-learning approach. Nearly 80% of the Year 3 students found the exposure to PBL sessions during their preclinical years beneficial during the clinical year. Discussion: Although our findings supported the effectiveness of PBL as one of the teaching-learning approaches (as perceived by our students) there are a few areas of concern. These include believing that a prior knowledge of the topic in question is needed to generate a lively discussion; the group not being motivated; the group members confining themselves to individual assignments only; PBL not being supportive of on-going self- assessment; the consequence of a facilitator being too dominant; and cases constructed do not reflect real clinical scenarios. Despite agreeing to its effectiveness preclinical students still preferred lecture-based approach to the PBL as they are more confident with the knowledge as obtained through the former learning modality. Conclusion: PBL is an effective learning strategy and it contributes to the teaching-learning process of IIUM undergraduate preclinical medical programme which implements a non-Problem Based Curriculum. We are of the opinion that a combination of lecture sessions and PBL best suit the IIUM medical students.
    Matched MeSH terms: Problem-Based Learning
  7. Cheah YN, Rashid FA, Abidi SS
    PMID: 14664077
    Existing Problem-Based Learning (PBL) problems, though suitable in their own right for teaching purposes, are limited in their potential to evolve by themselves and to create new knowledge. Presently, they are based on textbook examples of past cases and/or cases that have been transcribed by a clinician. In this paper, we present (a) a tacit healthcare knowledge representation formalism called Healthcare Scenarios, (b) the relevance of healthcare scenarios in PBL in healthcare and medicine, (c) a novel PBL-Scenario-based tacit knowledge explication strategy and (d) an online PBL Problem Composer and Presenter (PBL-Online) to facilitate the acquisition and utilisation of expert-quality tacit healthcare knowledge to enrich online PBL. We employ a confluence of healthcare knowledge management tools and Internet technologies to bring tacit healthcare knowledge-enriched PBL to a global and yet more accessible level.
    Matched MeSH terms: Problem-Based Learning*
  8. 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: Problem-Based Learning
  9. Azila NMA, Sim SM, Tan CPL, Alhady SF
    JUMMEC, 1999;4<I> </I>:94-98.
    Problem-based learning (PBL) i s an educational reform that is now becoming a household word in higher education, particularly in medical schools. Many medical schools have implemented a full problem-based learning curriculum (PBLC) whiIe some have included PBL into selected units of the course in an otherwise conventional cumculum (embedded PBL) and others run their tutorials in a PBL manner within a modified conventional curriculum (hybrid curriculum). Yet there are others who claim that small components of PBL in a conventional curriculum are not PBL at all. Thus amateurs in the subject matter find difficulty in evaluating the logistics and outcome of these variations. This article focuses or, the general characteristics of PBL and how this learning method can help enhance independent learning and critical thinking, whether in a full, embedded or hybrid curriculum. The extent of PBL to be included and which of the three types is to be adopted depends on the objective of the undergraduate medical course as determined by the faculty, resources available, limitations, feedback on the existing curriculum and various other factors. KEYWORDS: Problem-based Learning (PBL); Embedded PBL; Hybrid PBL; New Integrated Curriculum (NIC).
    Matched MeSH terms: Problem-Based Learning
  10. May Asliza Tan Zalilah, Maizatul Hayati Mohamad Yatim, Amri Yusoff
    MyJurnal
    Learning through game scene is considered a game-based learning approach. Teaching and learning process using game scene is deemed interesting and effective due to the nature for this approach which seems alive with asserted activities. Students experience their own game via narration through the virtual world they undertook. This investigation is targeted towards conceptual change and explanation for basic programming theorem through navigated game scene by evaluating motivation and student experience. 55 respondents consisted of semester three students from computer software application certification a program from a community college is selected for the undertaken study. Motivation and experience surveys are reference based on intrinsic motivation inventory instrument (IMI). Findings were tabulated based on t-test statistics and descriptive to get the frequency, mean, standard deviation and percentage. Initial results reflected student acknowledgement on utilizing game scenes in terms of elaborating basic game programming key points in providing elevated learning experience.
    Matched MeSH terms: Problem-Based Learning
  11. Hussain M, Sahudin S, Abu Samah NH, Anuar NK
    Saudi Pharm J, 2019 Feb;27(2):274-282.
    PMID: 30766440 DOI: 10.1016/j.jsps.2018.11.009
    Objective: To investigate students perception of an industry based approach problem based learning (PBL) and their performance in drug delivery courses in pharmaceutics.

    Methods: PBL was implemented within two drug delivery courses in 2015, in anticipation that the use of formulation or industrial instead of clinical or pharmacy practice based triggers, would open up student interest and understanding towards learning pharmaceutics in relation to industrial pharmacy. Two cohorts were monitored through final year examination results and PBL feedback to evaluate student perception and acceptance of the use of PBL. Previous cohorts were only exposed to conventional tutorials.

    Results: Both cohorts showed better performance in their final examination results (2015 & 2016) compared to the previous year (2014) when students were only exposed to tutorials. The maximum and average marks obtained were also higher. There was significant difference between the maximum marks for Drug Delivery Systems 2 and the average marks for Drug Delivery Systems 1 with P 

    Matched MeSH terms: Problem-Based Learning
  12. Azila NM, Sim SM, Atiya AS
    Ann Acad Med Singap, 2001 Jul;30(4):375-8.
    PMID: 11503543
    INTRODUCTION: Encouraging teaching practices such as problem-based learning (PBL) amongst undergraduate students within a lecture-based, system-based integrated curriculum is a challenge. Students are apprehensive about developing an organised framework for acquiring knowledge while lecturers are required to reframe their views on the educational process and their role as educators.

    MATERIALS AND METHODS: Lecturers and students in the Phase (Year) II programme were asked to fill questionnaires following the second and fourth PBL cases. The two sets of survey responses were compared to see whether the students' and teachers' perceptions had changed over the 5-month period.

    RESULTS: Students' responses from both surveys (1 and 2) were similar in that a majority agreed that the PBL tutorials had encouraged the seeking of information (66% and 67%, respectively), had improved understanding (57% and 56%), integration (65% and 70%) and application (50% and 64%) of knowledge. However, the views given in the form of written comments, following their positive responses, were somewhat contradictory. A large number of students (38% and 40%) faced difficulties in getting involved in discussions during the PBL tutorial and a majority (73% and 82%) preferred the normal subject-based tutorials. The reasons given by approximately 20% of the students were that the subject-based tutorials were more efficient for obtaining information and/or that the information had been pre-selected by the lecturers. More than 80% of the lecturers (in both surveys) perceived that the students had identified the appropriate learning objectives and covered the subject matter. The percentage of lecturers who agreed that PBL tutorials encouraged rapport and teamwork amongst students had increased in the second survey, from 70% to 92% and 55% to 83% respectively.

    CONCLUSION: Implementing PBL is not simply a matter of developing new teaching materials and new effective ways of presenting them. It requires a paradigm shift, a change in the roles of students and teachers, and time.

    Matched MeSH terms: Problem-Based Learning*
  13. Asli MF, Hamzah M, Ibrahim AAA, Ayub E
    Heliyon, 2020 Dec;6(12):e05733.
    PMID: 33426320 DOI: 10.1016/j.heliyon.2020.e05733
    Malaysia and many other developing countries progressively adopting massively open online course (MOOC) in their national higher education approach. We have observed an increasing need for facilitating MOOC monitoring that is associated with the rising adoption of MOOCs. Our observation suggests that recent adoption cases led analyst and instructors to focus on monitoring enrolment and learning activities. Visual analytics in MOOC support education analysts in analyzing MOOC data via interactive visualization. Existing literature on MOOC visualization focuses on enabling visual analysis on MOOC data from forum and course material. We found limited studies that investigate and characterize domain problems or design requirements of visual analytics for MOOC. This paper aims to present the empirical problem characterization and abstraction for visual analytics in MOOC learner's support monitoring. Detailed characterization and abstraction of the domain problem help visualization designer to derive design requirements in generating appropriate visualization solution. We examined the literature and conducted a case study to elicit a problem abstraction based on data, users, and tasks. We interviewed five Malaysian MOOC experts from three higher education institutes using semi-structured questions. Our case study reveals the priority of enabling MOOC analysis on learner's progression and course completion. There is an association between design and analysis priority with the pedagogical type of implemented MOOC and users. The characterized domain problems and requirements offer a design foundation for visual analytics in MOOC monitoring analysis.
    Matched MeSH terms: Problem-Based Learning
  14. Azer SA
    Med Educ, 2011 May;45(5):510.
    PMID: 21486331 DOI: 10.1111/j.1365-2923.2011.03952.x
    Matched MeSH terms: Problem-Based Learning/methods*
  15. Azer SA
    Kaohsiung J. Med. Sci., 2009 May;25(5):240-9.
    PMID: 19502144 DOI: 10.1016/S1607-551X(09)70068-3
    Problem-based learning (PBL) is an excellent opportunity for students to take responsibility for their learning and to develop a number of cognitive skills. These include identifying problems in the trigger, generating hypotheses, constructing mechanisms, developing an enquiry plan, ranking their hypotheses on the basis of available evidence, interpreting clinical and laboratory findings, identifying their learning needs, and dealing with uncertainty. Students also need to work collaboratively in their group, communicate effectively, and take active roles in the tutorials. Therefore, interaction in the group between students and their tutor is vital to ensure deep learning and successful outcomes. The aims of this paper are to discuss the key principles for successful interaction in PBL tutorials and to highlight the major symptoms of superficial learning and poor interactions. This comprises a wide range of symptoms for different group problems, including superficial learning. By early detection of such problems, tutors will be able to explore actions with the group and negotiate changes that can foster group dynamics and enforce deep learning.
    Matched MeSH terms: Problem-Based Learning*
  16. Azer SA
    Kaohsiung J. Med. Sci., 2009 Mar;25(3):109-15.
    PMID: 19419915 DOI: 10.1016/S1607-551X(09)70049-X
    Lectures are of great value to students. However, with the introduction of hybrid problem-based learning (PBL) curricula into most medical schools, the emphasis on lectures has decreased. This paper discusses how lectures can be used in a PBL curriculum, what makes a great lecture, and how to deliver a lecture that fits with these changes.
    Matched MeSH terms: Problem-Based Learning*
  17. Azer SA
    Kaohsiung J. Med. Sci., 2008 Jul;24(7):361-6.
    PMID: 18805751 DOI: 10.1016/S1607-551X(08)70133-5
    Portfolios have been used in the medical curriculum to evaluate difficult-to-assess areas such as students' attitudes, professionalism and teamwork. However, their use early in a problem-based learning (PBL) course to foster deep learning and enhance students' self-directed learning has not been adequately studied. The aims of this paper are to: (1) understand the uses of portfolios and the rationale for using reflection in the early years of a PBL curriculum; (2) discuss how to introduce portfolios and encourage students' critical thinking skills, not just reflection; and (3) provide students with tips that could enhance their skills in constructing good portfolios.
    Matched MeSH terms: Problem-Based Learning*
  18. Azer, Samy A.
    Medical Health Reviews, 2008;2008(1):81-95.
    MyJurnal
    With the introduction of problem-based learning (PBL) in medical and health professionals’ undergraduate courses, self-directed learning (also known as self-regulated learning) becomes an integral component of the learning process. There may be slight variations in how educators and students perceive self-directed learnin .However, self-directed learning provides an opportunity for collaborative discussion of the new information collected and allows learners to construct new knowledge as they address their learning issues. Therefore, self-directed learning is not just about researching for new knowledge or finding answers for questions; self-directed learning is about developing competencies, skills and attitudes that foster the learning processes. Interestingly, not all learners will be able to adapt this approach of learning once they enroll in a PBL course. The process will develop gradually and require a number of actions from the learner, including: (i) Realising the need to change their learning style to suite the needs of the medical curriculum, (ii) constructing a plan that accommodates the new learning objectives, (iii) Practicing self-directed learning and sharing their experiences with peers, and (iv) Continuing evaluation of their self-directed learning approach and improving their learning style. Therefore, the aims of this manuscript are: (i) discuss the meaning of self-directed learning in the context of PBL, and review the research outcomes in this area, (ii) understand the different factors that may affect student’s self-directed learning strategies, and (iii) briefly explore the meaning of construction of knowledge and how it can enforce students’ self-directed learning, integration of knowledge and deeper understanding of topics learnt.
    Matched MeSH terms: Problem-Based Learning
  19. 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: Problem-Based Learning/methods*
  20. De Matteis CI, Randall MD, Harvey EJ, Morris A, Winkler GS, Boardman HF
    Am J Pharm Educ, 2019 Feb;83(1):6508.
    PMID: 30894766 DOI: 10.5688/ajpe6508
    Objective. To design an integrated dyspepsia module for first year pharmacy students that combines clinical and professional practice with fundamental sciences in five different science subject areas. Methods. The approaches used in designing this module are described with emphasis on strategies adopted to integrate science and practice, and the new ways of working adopted by the design team. Students' views and experiences of the module and its integration were explored using questionnaires. Results. A high proportion of students reported positive views and experiences of the module, the integration and its impact (as self-reported) on their learning and practice. The assessment of student performance indicated learning and attainment was at an appropriate level for a first-year module. Both the student grades and research results indicate a positive student learning experience. Conclusion. The dyspepsia module provides a flexible and effective template for the integration of science and practice in theme-based modules, with students reporting positively about the integration, including their perception of its contribution to improving their learning and understanding. New and more collaborative ways of working are required when designing integrated modules.
    Matched MeSH terms: Problem-Based Learning/methods*; Problem-Based Learning/organization & administration*
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