Displaying publications 1 - 20 of 547 in total

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  1. Siti Nurma Hanim Hadie, Asma' Hassan, Zul Izhar Mohd Ismail, Mohd Asnizam Asari, Aaijaz Ahmed Khan, Fazlina Kasim, et al.
    MyJurnal
    Anatomy is an important knowledge for medical practice. Insufficient anatomy knowledge leading to errors in identification of anatomical structures during medical practices has been reported in many countries. Many medical students seem to have difficulties in learning anatomy and retaining the knowledge for future practice, thus this might reflect the possible flaws in anatomy education. In order to achieve optimum anatomy education environment and to close the gaps in education, measuring the students' perception on anatomy teaching and learning is a pre-emptive measure needed by educationists. At present, there is no valid and reliable inventory available to specifically evaluate the anatomy education environment. Therefore, this article highlights the importance of having such inventory.
    Matched MeSH terms: Students, Medical
  2. Reshma Mohamed Ansari, Atikah Abdul Latif, Norhafizah AbManan
    MyJurnal
    Histology, a branch of anatomy is a correlational science between structure of tissues and their
    functions. Knowledge of histology is emphasised for undergraduate medical students as a basic for
    clinical knowledge and research. To impart retainable and reproducible knowledge in histology, a new
    laboratory manual with images and clinical correlates was introduced to the Year I MBBS students
    in the Academic Session 2017/2018 during their general anatomy module. The objective structured
    practical examination marks between 101 students of Batches 2016/17 and 2017/18 were analysed.
    The difference in marks between both the batches were analysed using SPSS 20. Batch 2017/18
    students who used the new lab manual scored better than the previous batch who used the old
    manual. Independent t-test was not statistically significant. The students who used the new manual
    fared better than their seniors. Since the difference was not statistically significant, it can be concluded
    that if existent, drawbacks in the lab manual should be improved and adequate usage of the manual by
    the students should be emphasised. Nevertheless, usage of the new lab manual shows that the students
    could understand the subject and score better with less study hours.
    Matched MeSH terms: Students, Medical
  3. Ho TM
    Family Physician, 1992;4:29-34.
    Matched MeSH terms: Students, Medical
  4. Satheesha NB, Somayaji SN, Ramnarayan K
    Adv Physiol Educ, 2005 Jun;29(2):130-1.
    PMID: 15905160
    Matched MeSH terms: Students, Medical*
  5. Chandratilake M, Nadarajah VD, Mohd Sani RMB
    Med Teach, 2021 Jul;43(sup1):S53-S58.
    PMID: 32248710 DOI: 10.1080/0142159X.2020.1741530
    Cultural beliefs and practices impact heavily on health outcomes of patients. Doctors' ability to deal with such issues in clinical practice, i.e. cultural competence, is widely studied in the west. It has yet to be given due importance in non-western contexts. This study aimed to develop a valid and reliable measure of cultural competence in the Malaysian cultural context and to assess cultural competence among Malaysian medical students. Thirty-five cultural issues faced by Malaysian doctors were identified with a series of interviews to develop a preliminary tool. The responses of students to these cultural issues were evaluated against the extent of inquiry and advocacy based on a theoretical framework of cultural competence. The responses were subjected to statistical analysis to determine the internal structure of the tool and to reduce the number of items in the tool. The final tool (IMU Measure of Cultural Competence - IMoCC) comprised of 22 issues, which deemed to be reliable in the second round of testing. In both tools, student cohorts demonstrated an acceptable level of cultural competence with room for improvement. However, they appeared to learn how to deal with cultural issues primarily through informal means and not in the formal curriculum.
    Matched MeSH terms: Students, Medical*
  6. Asha V, Devi V, Raghavendra R, Rachel AR, Vinod P, Sharmila T
    MyJurnal
    Objectives: This investigation focused on finding the changes in learning approaches of students’ while experiencing physiology curriculum and to explore the reflection of changes if any, on their critical thinking skills.
    Methods: In this longitudinal study, information on students’ learning approaches was obtained using the revised two factor study process questionnaire (R-SPQ-2F) at the commencement (pre-test) and completion (post-test) of first year MBBS course. The total score and the scores obtained in the critical thinking questions in four physiology assessments were analysed. Pre and post-tests scores in R-SPQ-2F and assessment scores were compared using independent samples t-test and one way repeated measure ANOVA respectively. Correlation of scores between assessments was done using Pearson correlation. A p value < 0.05 was taken as significant.
    Results: A significant increase in students’ deep learning approach at the completion of the physiology curriculum when compared to commencement (p < 0.001) was observed. A progressive improvement in their scores as they experienced the curriculum was also noticed. A moderate correlation among critical thinking questions scores and a strong correlation between critical thinking questions and total essay scores were also recorded.
    Conclusion: The study revealed improvement in students’ deep approach to learning in physiology which was reflected in their performance in critical thinking questions.
    Study site: Melaka Manipal Medical College, Manipal University, India
    Matched MeSH terms: Students, Medical*
  7. Williams B, Sadasivan S, Kadirvelu A, Olaussen A
    Adv Med Educ Pract, 2014;5:149-56.
    PMID: 24876799 DOI: 10.2147/AMEP.S58094
    BACKGROUND: The literature indicates that medical practitioners experience declining empathy levels in clinical practice. This highlights the need to educate medical students about empathy as an attribute early in the academic curriculum. The objective of this study was to evaluate year one students' self-reported empathy levels following a 2-hour empathy workshop at a large medical school in Malaysia.
    METHODS: Changes in empathy scores were examined using a paired repeated-measures t-test in this prospective before and after study.
    RESULTS: Analyzing the matched data, there was a statistically significant difference and moderate effect size between mean empathy scores before and 5 weeks after the workshop (112.08±10.67 versus 117.93±13.13, P<0.0001, d=0.48) using the Jefferson Scale Physician Empathy (Student Version).
    CONCLUSION: The results of this observational study indicate improved mean self-reported empathy scores following an empathy workshop.
    KEYWORDS: Malaysia; empathy; medical students
    Study site: Jeffry Cheah School of Medicine and Health Sciences, Monash University Malaysia.
    Matched MeSH terms: Students, Medical*
  8. Sim SK, Myo N, Sohail M
    Med J Malaysia, 2023 Jan;78(1):61-67.
    PMID: 36715193
    INTRODUCTION: To evaluate the effectiveness of team-based self-directed learning (SDL) in the teaching of the undergraduate Year 5 surgical posting.

    MATERIALS AND METHODS: A quasi-experimental study was conducted to develop and administer a team-based SDL versus a conventional SDL to teach undergraduate surgical topics. One hundred and seventy-four medical students who underwent the Year 5 surgical posting were recruited. They were assigned to two groups receiving either the teambased SDL or the conventional SDL. Pre- and post-SDL assessments were conducted to determine students' understanding of selected surgical topics. A selfadministered questionnaire was used to collect student feedback on the team-based SDL.

    RESULTS: The team-based SDL group scored significantly higher than the conventional SDL group in the post-SDL assessment (74.70 ± 6.81 vs. 63.77 ± 4.18, t = -12.72, p < 0.01). The students agreed that the team-based SDL method facilitated their learning process.

    CONCLUSION: The study demonstrated that the use of a teambased SDL is an effective learning strategy for teaching the Year 5 surgical posting. This method encouraged peer discussion and promoted teamwork in completing task assignments to achieve the learning objectives.

    Matched MeSH terms: Students, Medical*
  9. Khairul Anhar Holder NA, Pallath V, Vadivelu J, Foong CC
    BMC Med Educ, 2023 May 05;23(1):310.
    PMID: 37147649 DOI: 10.1186/s12909-023-04285-2
    BACKGROUND: Academic failure is common among medical schools worldwide. However, the process behind this failure itself is underexplored. A deeper understanding of this phenomenon may avert the vicious cycle of academic failure. Hence, this study investigated the process of academic failure among medical students in Year 1.

    METHODS: This study employed a document phenomenological approach, which is a systematic process to examine documents, interpret them to attain understanding, and develop empirical knowledge of the phenomenon studied. Using document analysis, interview transcripts and reflective essays of 16 Year 1 medical students who experienced academic failure were analysed. Based on this analysis, codes were developed and further reduced into categories and themes. Thirty categories in eight themes were linked to make sense of the series of events leading to academic failure.

    RESULTS: One or more critical incidents commenced during the academic year, which led to possible resulting events. The students had poor attitudes, ineffective learning methods, health problems or stress. Students progressed to mid-year assessments and reacted differently to their results in the assessments. Afterwards, the students tried different types of attempts, and they still failed the end-of-year assessments. The general process of academic failure is illustrated in a diagram describing chronological events.

    CONCLUSION: Academic failure may be explained by a series of events (and consequences) of what students experience and do and how they respond to their experiences. Preventing a preceding event may prevent students from suffering these consequences.

    Matched MeSH terms: Students, Medical*
  10. Lv H, Low J, Tan SK, Tang L, Li X
    BMC Med Educ, 2024 Jan 24;24(1):86.
    PMID: 38267919 DOI: 10.1186/s12909-024-05037-6
    BACKGROUND: Rain Classroom was one of the most popular online learning platforms in Chinese higher education during the pandemic. However, there is little research on user intention under the guidance of technology acceptance and unified theory (UTAUT).

    OBJECTIVE: This research aims to determine factors influencing students' behavioural intention to use Rain Classroom.

    METHODS: In this cross-sectional and correlational investigation, 1138 medical students from five medical universities in Guangxi Province, China, made up the sample. This study added self-efficacy (SE), motivation (MO), stress (ST), and anxiety (AN) to the UTAUT framework. This study modified the framework by excluding actual usage variables and focusing only on intention determinants. SPSS-26 and AMOS-26 were used to analyze the data. The structural equation modelling technique was chosen to confirm the hypotheses.

    RESULTS: Except for facilitating conditions (FC), all proposed factors, including performance expectancy (PE), effort expectancy (EE), social influence (SI), self-efficacy (SE), motivation (MO), anxiety (AN), and stress (ST), had a significant effect on students' behavioural intentions to use Rain Classroom.

    CONCLUSIONS: The research revealed that the proposed model, which was based on the UTAUT, is excellent at identifying the variables that influence students' behavioural intentions in the Rain Classroom. Higher education institutions can plan and implement productive classrooms.

    Matched MeSH terms: Students, Medical*
  11. Spooner M, Reinhardt C, Boland F, McConkey S, Pawlikowska T
    Med Educ Online, 2024 Dec 31;29(1):2330259.
    PMID: 38529848 DOI: 10.1080/10872981.2024.2330259
    There are differing views on how learners' feedback-seeking behaviours (FSB) develop during training. With globalisation has come medical student migration and programme internationalisation. Western-derived educational practices may prove challenging for diverse learner populations. Exploring undergraduate activity using a model of FSB may give insight into how FSB evolves and the influence of situational factors, such as nationality and site of study. Our findings seek to inform medical school processes that support feedback literacy. Using a mixed methods approach, we collected questionnaire and interview data from final-year medical students in Ireland, Bahrain, and Malaysia. A validated questionnaire investigated relationships with FSB and goal orientation, leadership style preference, and perceived costs and benefits. Interviews with the same student population explored their FSB experiences in clinical practice, qualitatively, enriching this data. The data were integrated using the 'following the thread' technique. Three hundred and twenty-five of a total of 514 completed questionnaires and 57 interviews were analysed. Learning goal orientation (LGO), instrumental leadership and supportive leadership related positively to perceived feedback benefits (0.23, 0.2, and 0.31, respectively, p 
    Matched MeSH terms: Students, Medical*
  12. Naing C, Wai VN, Durham J, Whittaker MA, Win NN, Aung K, et al.
    Medicine (Baltimore), 2015 Jul;94(28):e1089.
    PMID: 26181541 DOI: 10.1097/MD.0000000000001089
    Engaging students in active learning lies at the center of effective higher education. In medical schools, students' engagement in learning and research has come under increasing attention. The objective of this study was to synthesize evidence on medical students' perspectives on the engagement in research. We performed a systematic review and meta-analysis. Relevant studies were searched in electronic databases. The methodological quality of the included studies was assessed. Overall, 14 observational studies (with 17 data sets) were included. In general, many studies did not use the same questionnaires and the outcome measurements were not consistently reported; these presented some difficulties in pooling the results. Whenever data permitted, we performed pooled analysis for the 4 education outcomes. A Bayesian meta-analytical approach was supplemented as a measure of uncertainty. A pooled analysis showed that 74% (95% confidence interval [CI]: 1.57%-11.07%; I2: 95.2%) of those students who engaged in research (while at the medical school) had positive attitudes toward their research experiences, whereas 49.5% (95% CI: 36.4%-62.7%; I2: 93.4%) had positive attitudes toward the study of medical sciences, 62.3% (95% CI: 46.7%-77.9%; I2: 96.3%) had self-reported changes in their practices, and 64% (95% CI: 30.8%-96.6%; I2: 98.5%) could have published their work. There was substantial heterogeneity among studies. We acknowledged the caveats and the merit of the current review. Findings showed that engagement in research resulted in favorable reactions toward research and academic learning. Future well-designed studies using standardized research tools on how to engage students in research are recommended.
    Matched MeSH terms: Students, Medical/psychology*; Students, Medical/statistics & numerical data
  13. Al-Naggar RA, Abdulghani M, Osman MT, Al-Kubaisy W, Daher AM, Nor Aripin KN, et al.
    Adv Med Educ Pract, 2014;5:177-84.
    PMID: 24959093 DOI: 10.2147/AMEP.S61805
    BACKGROUND:
    Students' perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students' perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex.

    METHODS:
    This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences.

    RESULTS:
    The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students' perceptions were positive. The students' perception toward educational environment was positive for all five DREEM subscales.

    CONCLUSION:
    The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement.

    KEYWORDS:
    DREEM; Malaysia; learning environment; medical education; students’ perceptions
    Matched MeSH terms: Students, Medical
  14. Walsh K
    J Clin Diagn Res, 2014 Oct;8(10):XL01.
    PMID: 25478434 DOI: 10.7860/JCDR/2014/10464.5010
    Comment on: Verma RK, Wong S, Chakravarthi S, Barua A. An Assessment of the Level of Awareness, Attitudes, and Opinions of the Medical Students Concerning HIV and AIDS in Malaysia. J Clin Diagn Res. 2014;8(4):HC10–13
    Matched MeSH terms: Students, Medical
  15. Chandramani Thuraisingham, Sivalingam Nalliah
    MyJurnal
    A medical narrative is a physician-patient dialogue, where the physician listens carefully to fragments of the patient’s story, while interpreting their hidden messages and word sequences, as well as observing their gestures and body language. This aspect of the therapeutic relationship contributes to deciphering
    symptoms which are not apparent in the conventional interview and contributes to a much broader perspective
    of illness and health. The arts and the humanities have always been inseparable from each other in medical education. In this biomedical revolution, the humanities are needed now more than ever before to bridge the divides that separate the physician from the patient, from self, from colleagues, and society. Narrative Medicine (NM) which aims to treat the whole person, and not just the illness, is an emerging patient-centred discipline in medical schools that can humanise medical care and promote empathy. NM helps medical students cope with the suffering of their patients as well as their own emotions by reducing the anxiety and threat that come with illness, thereby providing a psychologically-sound foundation for the development of self-reflection and empathy. NM facilitates medical students’ adoption of patients’ perspectives with the hope of ultimately leading to more humane, ethical and empathetic healthcare for their patients. The discipline of NM is critically examined in this review paper from the perspective of external and internal stakeholders.
    Matched MeSH terms: Students, Medical
  16. Lim RBL
    Family Physician, 1996;8:15-20.
    Matched MeSH terms: Students, Medical
  17. Al-Dubai SA, Al-Naggar RA, Alshagga MA, Rampal KG
    Malays J Med Sci, 2011 Jul;18(3):57-64.
    PMID: 22135602 MyJurnal
    Stress may affect students' health and their academic performance. Coping strategies are specific efforts that individuals employ to manage stress. This study aimed to assess the perception of stress among medical students and their coping strategies.
    Matched MeSH terms: Students, Medical
  18. Kontaxakis V, Paplos KG, Havaki-Kontaxaki BJ, Ferentinos P, Kontaxaki MI, Kollias CT, et al.
    Psychiatriki, 2009 Oct;20(4):305-11.
    PMID: 22218231
    Attitudes towards assisted death activities among medical students, the future health gatekeepers, are scarce and controversial. The aims of this study were to explore attitudes on euthanasia and physician-assisted suicide among final year medical students in Athens, to investigate potential differences in attitudes between male and female medical students and to review worldwide attitudes of medical students regarding assisted death activities. A 20- item questionnaire was used. The total number of participants was 251 (mean age 24.7±1.8 years). 52.0% and 69.7% of the respondents were for the acceptance of euthanasia and physician-assisted suicide, respectively. Women's attitudes were more often influenced by religious convictions as well as by the fact that there is a risk that physician-assisted suicide might be misused with certain disadvantaged groups. On the other hand, men more often believed that a request for physician-assisted suicide from a terminally ill patient is prima-facie evidence of a mental disorder, usually depression. Concerning attitudes towards euthanasia among medical students in various countries there are contradictory results. In USA, the Netherlands, Hungary and Switzerland most of the students supported euthanasia and physician-assisted suicide. However, in many other countries such as Norway, Sweden, Yugoslavia, Italy, Germany, Sudan, Malaysia and Puerto Rico most students expressed negative positions regarding euthanasia and physician assisted suicide.
    Matched MeSH terms: Students, Medical*
  19. Prabhu V, Sahoo S, Soe HH
    Int J Appl Basic Med Res, 2015 Aug;5(Suppl 1):S29-31.
    PMID: 26380205 DOI: 10.4103/2229-516X.162264
    BACKGROUND: Although lecture handouts are commonly given to students during theory lectures, students' perception, as well as their performance, can vary depending on the type of handouts they receive for information processing.
    METHODOLOGY: This is a quasi-experimental study involving 6(th) semester medical students. The study was conducted during theory lectures on ophthalmology. The two types of notes given to the students were comprehensive handout and a skeleton handout, which included some lecture notes but required substantial annotation by the students. Pre-test and post-test in the form of multiple choice questions were conducted before and after the lecture session, respectively.
    RESULTS: There was a significant difference of mean score of pre- and post-test between skeletal handout (pre = 1.85 ± 1.275, post = 4.85 ± 0.363) and full handout (pre = 1.92 ± 1.09 post = 2.61 ± 0.771) with P < 0.001. However, the students' responses to questionnaires indicated a strong preference for much detailed handouts as essential to preparation for examinations.
    CONCLUSION: The student can improve their performance during examination while working on skeletal handouts during theory lectures i n spite of showing a preference for complete handouts.
    KEYWORDS:Handout; interactive; lecture; medical student; skeleton
    Matched MeSH terms: Students, Medical*
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