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Chen PC

Trop Doct, 1971 Oct;1(4):183-6.
PMID: 5152672
Matched MeSH terms: Schools, Medical
Transferability of faculty development resources

Olupeliyawa AM, Venkateswaran S, Wai N, Mendis K, Flynn E, Hu W

Clin Teach, 2020 02;17(1):86-91.
PMID: 31099178 DOI: 10.1111/tct.13024

BACKGROUND: Adapting existing training resources for clinical teachers is more efficient than creating resources de novo. There is limited evidence on how to effectively use and ensure the relevance of training materials originally developed for different contexts and audiences. We tested in Sri Lanka and Malaysia the transferability of scenario-based training videos and session plans developed for Australian medical schools, to identify those aspects which need adaptation, and make recommendations to enhance transferability.
METHODS: Staff involved in student support from three medical schools were invited to participate in five workshops facilitated by an Australian educator. Video discussion triggers of students presenting with concerns were used in workshop activities, including written exercises, group discussions and reflection. The quantitative and qualitative data collected included categorical and free-text participant responses to questionnaires and structured field notes from local faculty developers using peer observation.
FINDINGS: Academic and clinician-teacher participants predominated in the workshops. Of 66 participant questionnaires (92% response rate), over 90% agreed that the workshop was relevant, and over 95% agreed that the videos facilitated discussion and the sharing of experiences. Field notes confirmed that participants were engaged by the videos, but identified that one student scenario and the approaches for seeking support in others were not immediately transferable to local contexts. The adaptation of facilitation techniques used in Australian workshops was needed to address audience responses.
DISCUSSION: Our findings confirm faculty development principles of content relevancy and incorporation of reflection. To enhance transferability, we recommend co-facilitation with local faculty members, the explicit signposting of topics and re-contextualising key concepts through reflective discussion.

Matched MeSH terms: Schools, Medical*
A study of job strain and dissatisfaction among lecturers in the School of Medical Sciences Universiti Sains Malaysia

Huda BZ, Rusli BN, Naing L, Tengku MA, Winn T, Rampal KG

Southeast Asian J. Trop. Med. Public Health, 2004 Mar;35(1):210-8.
PMID: 15272771

Job stress has now become one of the most significant health and safety issues in the workplace and one of the least understood areas of organizational cost. A cross-sectional study to assess job strain and dissatisfaction in lecturers of the School of Medical Sciences, Universiti Sains Malaysia (USM) 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 was self-administered to 73 (response rate 58.4%) lecturers in School of Medical Sciences USM. The prevalence of job strain (defined by low decision latitude and high psychological demands) in USM was 23.3%. The risk factors of job strain in the 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) and working in clinical-based departments (adjusted OR 18.7, 95% CI 1.6, 22.7). The prevalence of job dissatisfaction was 42.6%. Associated factors of job dissatisfaction in USM lecturers were decision authority (p < 0.001) and psychological job demand (p < 0.001). We conclude that psychological stressors and created skill were non-protective and protective, respectively, against job strain in USM lecturers. Clinical-based lecturers experienced higher job strain compared to non-clinical-based lecturers. Psychological job demand was strongly associated with job dissatisfaction, and decision authority was protective against job dissatisfaction.

Matched MeSH terms: Schools, Medical
Fulltext The MAHSA University, Malaysia's medical student oath and a comparison of various oaths

Jegasothy R, Sen M

Natl Med J India, 2020 3 5;32(3):161-166.
PMID: 32129312 DOI: 10.4103/0970-258X.278687

When students enrol in a medical school, they are not introduced to any ethical issues until later in the curriculum. The Hippocratic/physician's oath is taken upon graduation. A student oath is important to introduce students to the solemnity of the education they are dedicating themselves to. This oath is analysed and compared with the doctor's oath upon graduation and a few other oaths.

Matched MeSH terms: Schools, Medical*
Fulltext Staphylococcus aureus Nasal Carriers Among Medical Students in A Medical School

Syafinaz AM, Nur Ain NZ, Nadzirahi SN, Fatimah JS, Shahram A, Nasir MD

Med J Malaysia, 2012 Dec;67(6):636-8.
PMID: 23770966 MyJurnal

Staphylococcus aureus is usually considered a colonizer but can result in infections under favourable conditions, especially in the healthcare setting. Healthcare workers can be colonized by S. aureus, and may transmit them to patients under their care. We conducted a cross sectional study to determine the prevalence of S. aureus nasal carriers among medical students in Universiti Putra Malaysia (UPM) (from January to June 2011). Our study involved 209 medical students comprising of 111 and 97 preclinical and clinical students respectively. A selfadministered questionnaire was distributed and nasal swabs were collected. Upon identification, the antibiotic susceptibility of the isolates was examined followed by categorical analysis (Chi-square and Fisher's exact tests) with factors associated with S. aureus nasal carriage. Twenty one (10%) S. aureus strains were isolated from 209 nasal swab samples. 14 isolates were from pre-clinical students while the remaining seven were from clinical students. There was no significant association between gender, ethnicity, health status, skin infection and students' exposure to hospital environment with S. aureus nasal carriage (p>0.05). Nineteen (90.5%) isolates were resistant to penicillin and there was also no significant association between penicillin resistant and the students' groups. One (5.3%) isolate was resistant to erythromycin. There was no methicillin-resistant S. aureus isolated in this study.

Matched MeSH terms: Schools, Medical
Medical education in Malaysia

Jalaludin MA, Yadav H

Med J Malaysia, 2005 Aug;60 Suppl D:2-3.
PMID: 16315615
Matched MeSH terms: Schools, Medical/standards; Schools, Medical/supply & distribution*
Fulltext Learning resources and activities: students' feedback from two Malaysian medical schools

Leong KC, Teng CL, Ng CJ

Med J Malaysia, 2007 Aug;62(3):265-7.
PMID: 18246926

In a survey of clinical students in two Malaysian medical schools, it was found that students used a wide variety of learning resources, but textbooks were still the primary source of their information. Students had positive views about clinical teaching and lectures but somewhat lower opinions on problem-based learning. They generally did not perceive lecturers as facilitators, role models and counselors. In spite of the stated curricular goals of promoting self-directed learning via problem-based learning, students in these medical schools were driven by the nature of examinations and focused mainly on clinical contents rather than the process of learning.

Matched MeSH terms: Schools, Medical*
Fulltext Perceived skill and utilisation of information technology in medical education among final year medical students, Universiti Putra Malaysia

Lim TA, Wong WH, Lim KY

Med J Malaysia, 2005 Oct;60(4):432-40.
PMID: 16570704

The objective of this survey was to obtain a self-reported assessment of the use of information technology (IT) by final year medical students. Two hundred and sixty five students responded to a questionnaire survey. 81.5% of students considered their computer skills adequate, while 87.9% had access to computers outside the campus. Most students reported adequate skills at word processing, e-mailing and surfing the Internet. Fifty three percent of students spent three hours or more each week on the computer. While students indicated a general willingness to access Internet-based materials, further steps need to be taken to increase the use of this method of instruction.

Matched MeSH terms: Schools, Medical*
The medical school curriculum at University Malaysia Sabah

Ramasamy P, Osman A

Med J Malaysia, 2005 Aug;60 Suppl D:58-65.
PMID: 16315626

The integrated curriculum at the newly established medical school at University Malaysia Sabah is examined from aspects of the objectives of the medical training in achieving development of the required skills and knowledge as well as personal and professional development. The teaching is spread over five years with an emphasis on basic medical sciences in the first two years although the students are exposed to clinical skills right from the onset. A gradual transition to emphasis on the acquisition of clinical skills occurs from the third year onwards. However, community medicine and professional development are incorporated into the programme from the first year and are carried over to the final year. Although there are examinations to be passed in all the courses taught every semester, with a Cumulative Grade Point Average (CGPA) of 3.0 (65 percentile score) and the candidate has to pass all the examinations in that year to clear a particular year, two professional examinations are administered, one at the end of the Third Year (end of the Phase I of the Medical Programme) and another at the end of the Fifth or Final year (end of the Phase II of the Medical Programme). Programmes for Postings, Shadow House Officers (SHOP) and Population Health are also incorporated into the curriculum. Delivery of the courses involve Lectures, Self-Learning Packages (SLP), Small Group Discussions (SGD), Seminars, Debates, Dramas, Video clips, Special Study Modules (SSM), Computer-Aided Instruction (CAI), Problem-based Learning (PBL), Problem-solving Sessions (PSS) and Clinical Skills Learning (CSL). The examination involves elements of continuous assessment and final end of semester or end of phases I and II Professional Examinations. Practical may involve Objective Structured Practical Examinations (OSPE) and/or Objective Structured Clinical Examinations (OSCE). They may also involve viva voce and/or short and long case presentations and assessment of log book entries.

Matched MeSH terms: Schools, Medical/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: Schools, Medical/standards*
Many roads lead to Rome--is that true of the teaching and learning of pharmacology? Lessons from three medical schools in Malaysia

Sim SM, Achike FI, Geh SL

Med J Malaysia, 2005 Aug;60 Suppl D:41-7.
PMID: 16315623

In Malaysia many new medical schools (both public and private) have been set up in the last 12 years. As a result of global changes and local adjustments made in medical training, cross-breeds of different medical curricula have produced a wide spectrum of teaching-learning methods in these medical schools. In this paper, we have selected three medical schools--two public (Universiti Malaya and Universiti Putra Malaysia) and one private (International Medical University) to illustrate different approaches in the teaching-learning of pharmacology that exist in Malaysia. How do these different teaching-learning approaches affect the students' interest and ability to "master" pharmacology and in turn to develop a good prescribing practice?

Matched MeSH terms: Schools, Medical
Accreditation of medical schools: the question of purpose and outcomes

Azila NM, Tan CP

Med J Malaysia, 2005 Aug;60 Suppl D:35-40.
PMID: 16315622

Accreditation is a process by which official accrediting bodies evaluate institutions using a set of criteria and standards, following established procedures, to ensure a high quality of education needed to produce highly competent graduates. Additional objectives include (1) ensuring quality institutional functioning, (2) strengthening capabilities of educational institutions for service to the nation and (3) improving public confidence in medical schools. The accreditation process provides an opportunity for the institution to critically reflect upon all the aspects of its programme and the level of compliance or attainment of the requirements. The self-evaluation exercise, which identifies strengths and weaknesses, is perceived as formative. It is envisaged that eventually institutions will adopt a learning culture for curriculum development, implementation, monitoring and matching the outcomes. In conclusion, periodic accreditation activities can act as a "monitoring" system to ensure that the quality of medical education is maintained according to established standards.

Matched MeSH terms: Schools, Medical/standards*
Recognition of medical universities in Ukraine

Babanin AA, Kubyshkin AV

Med J Malaysia, 2005 Aug;60 Suppl D:79-83.
PMID: 16315631

The paper presents a general characteristic of the organization of teaching of medicine to foreign students at the Crimean State Medical University. The Crimea State Medical University is a state higher educational establishment having the 4th highest level of state accreditation. The University prepares junior specialists and bachelors in specialties such as nursing, orthopedic dentistry, pharmacy and doctors in general medicine, dentistry and clinical pharmacy. At present there are 1,500 foreign students from 34 countries studying at the university, with more than half are students from Malaysia. The quality of education at CSMU is evaluated by the State accreditation commission an authorized central executive power in the field of education and science. Textbooks and manuals written in English, which have passed expert evaluation at a state level and approved by the Ministry of Public Health of Ukraine, was given permission to be used by all medical schools of the country.

Matched MeSH terms: Schools, Medical/standards*
The Medical Council of India and its revolutionary, way of allowing Indian medical graduates from foreign universities to practice in India

Raju C

Med J Malaysia, 2005 Aug;60 Suppl D:75-8.
PMID: 16315630

This paper attempts to sensitize the participants to understand the benefits of looking at the regulations of accreditation for medical courses in the neighbouring nearby countries. Deregulation of Medical Education like what they have done will bring enormous revenue benefits for the existing assets like the airports, hospitals, hotels resorts and the communication infrastructure of Malaysia.

Matched MeSH terms: Schools, Medical
Accreditation of medical schools in Ireland: standards and procedures

Bury G

Med J Malaysia, 2005 Aug;60 Suppl D:11-9.
PMID: 16315617

The Irish Medical Council has undertaken accreditation inspections of Irish medical schools on a regular basis since 1996. This document is a summary of the accreditation standards, a guide to the process for those involved and an overview of the complexity of the many elements involved in educating a doctor. It should be read in conjunction with previous Medical Council publications on medical education. It also provides the basis for the Evaluation System for Visitors 2003. The Medial Council's prime role is the protection of the public interest in relation to the practice of medicine. The Medical Council scrutinises medical schools. It has an important advocacy role with government, with the universities which operate medical schools and with the professionals involved to improve the standards and delivery of medical education.

Matched MeSH terms: Schools, Medical/standards*
Future needs and wants in medical education--the UPM experience

Azhar MZ

Med J Malaysia, 2005 Aug;60 Suppl D:24-7.
PMID: 16315619

Medical schools have existed in Malaysia for a very long time. The majority of practicing doctors has trained locally. From the early nineteen sixties when the first medical school was established to the current 7 public medical faculties, the standards of local trained doctors have always been exemplary. Now with more need for doctors to serve the country and the mushrooming of medical schools, the question of needs and wants of future medical schools and medical education need to be addressed. In this paper I will try to highlight what we in Universiti Putra Malaysia have been working on to improve the Medical and Health Sciences faculty to achieve greater heights to reach the future in the shortest possible time.

Matched MeSH terms: Schools, Medical/organization & administration; Schools, Medical/standards*
Accreditation of medical training in Australia and New Zealand

Simpson I, Lockyer T, Walters T

Med J Malaysia, 2005 Aug;60 Suppl D:20-3.
PMID: 16315618

The Australian Medical Council (AMC) accredits both Australian and New Zealand (NZ) medical courses and also college specialist training programmes. The common accreditation process allows mutual recognition of basic medical training and vocational training between Australia and New Zealand. The ultimate purpose of accreditation assure stakeholders including medical registration boards, health departments, students/trainees and the general community of the quality of the programs and the competence of those completing such training. AMC revised its own accreditation guidelines using the WFME standards as the model around which the new AMC standards were developed. The College Accreditation Process is similar to and builds on AMC experience in the medical school accreditation process. In conclusion, AMC accreditation has been successful in improving medical education in Australia and New Zealand and has been able to do so without the imposition of any exclusive educational model or philosophy.

Matched MeSH terms: Schools, Medical/standards*
The role of the Malaysian Medical Council in medical education

Mahmud Mohd MN

Med J Malaysia, 2005 Aug;60 Suppl D:28-31.
PMID: 16315620

The Malaysian Medical Council (MMC) operates under the Medical Act of 1971, which defines its core functions related to (a) the registration and practice of medical practitioners (b) the period of compulsory service (c) provisions to be enacted for purposes of (a) and (b). In the early years the MMC used the list of recognised colleges or Universities that appeared in the list of degrees recognised by the General Medical Council of United Kingdom (GMC). Over the years the MMC has undertaken the role of granting recognition to other medical schools in the country and overseas, and added the name of these schools to the existing register of recognised medical degrees in the second schedule of the Act. For the purpose of recognition of medical schools the MMC endorsed a guideline on standards and procedures on accreditation developed in 1996, which was later realigned with international and regional guidelines, in 2000 and 2001. It is recommended that the MMC establishes an active functional 'Education Committee' and that the role of MMC in medical education should be clearly and explicitly stated in the Act. An amendment to the Act would require the MMC to be responsible not only for undergraduate medical education but medical education in its entire phase.

Matched MeSH terms: Schools, Medical/organization & administration; Schools, Medical/standards*
The use of OSCE (Objective Structured Clinical Examination) as an assessment tool--initial experiences at the University of Malaya

Tan CP, Rokiah P

Med J Malaysia, 2005 Aug;60 Suppl D:48-53.
PMID: 16315624

Formative and summative student assessment has always been of concern to medical teachers, and this is especially important at the level of graduating doctors. The effectiveness and comprehensiveness of the clinical training provided is tested with the use of clinical cases, either with real patients who have genuine medical conditions, or with the use of standardised patients who are trained to simulate accurately actual patients. The Objective Structured Clinical Examination (OSCE) is one method of assessing the adequacy of clinical skills of medical students, and their level of competence. It can be used to test a variety of skills such as history taking (communication and interpersonal skills) and performing aspects of physical examination, undertaking emergency procedures, and interpreting investigational data. It can also be used to ensure an adequate depth and breadth of coverage of clinical skills expected of a graduating doctor.

Matched MeSH terms: Schools, Medical/standards*
Private medical education--the doctor's perspective

Abdul Hamid AK

Med J Malaysia, 2000 Aug;55 Suppl B:23-7.
PMID: 11125516

The Government's decision to drastically and speedily increase the number of doctors in the country needs to be reviewed. The standard and quality of health care does not depend on the number of doctors, but on the improvement of the health care infrastructure. Increasing the number of government medical schools and increasing the intake of students should be done on a need-to basis, with the above perspective in mind. The selection criteria of candidates must not be compromised and the teaching staff must be adequate and experienced. The number of doctors should be gradually increased over the years in tandem with the development of the health care infrastructure and the deployment of doctors must be directed at providing equitable care to the people at all economic levels and geographic locations. The strength of academic staff in existing government medical schools must be upgraded to provide high level of teaching and research, perhaps reinforced with the recruitment of suitably qualified and experienced foreign teachers. The infrastructure of existing government medical schools must be upgraded to cater for the gradual increasing demand for more doctors as the country develops. The selection of candidates for the government medical schools must be based on merit and without undue emphasis on ethnic considerations, for it is only in the arena of fair competitiveness that excellence can be born. The considerations of merit in selection must include assessment of attitude, self-development, moral ethics and reasoning. If the above perspectives are fully appreciated, then there is really no requirement for private medical colleges in Malaysia.

Matched MeSH terms: Schools, Medical

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