MyMedR

Developing a nutrition education package for Malaysian hemodialysis patients

Karupaiah T, Swee CS, Abdullah R

J Ren Nutr, 2001 Oct;11(4):220-7.

To develop an education package with uniform nutrition messages appropriate for Malaysian patients undergoing hemodialysis.

Matched MeSH terms: Teaching/methods*

A study evaluating prevalence of hypertension and risk factors affecting on blood pressure control among type 2 diabetes patients attending teaching hospital in Malaysia

Abougalambou SS, Abougalambou AS

Diabetes Metab Syndr, 2013 Apr-Jun;7(2):83-6.

PMID: 23680246 DOI: 10.1016/j.dsx.2013.02.019

INTRODUCTION: Hypertension is extremely common disease found in patients with diabetes mellitus. Eighty to 90% of patients with type 2 diabetes mellitus will develop hypertension, and about 20% of hypertensive patients develop diabetes. The aim of this study was designed to assess the prevalence of hypertension and factors affecting the control of hypertension among type 2 diabetic patients.
MATERIALS AND METHODS: A total of 1077 type 2 diabetes mellitus patients were included in this study who attended at diabetes clinic of Universiti Sains Malaysia (USM) teaching hospital in Kelantan. All these patients were prospectively followed from January to December 2008. Logistic regression analysis was used to assess the independent effect of variables on hypertension.
RESULTS: The prevalence of hypertension (BP>130/80 or on medication for high blood pressure) was 92.7%. A total 471 (47.2%) patients had achieved blood pressure targets ≤ 130/80 mmHg. The logistic regression indicated that hypertension was positively associated with age (P=0.040), BMI (P=0.027), HbA1c (P=0.046), and level of education (P=0.039).
CONCLUSION: Hypertension is a common co-morbidity among diabetic patients. Hypertension was not controlled to the recommended levels of blood pressure in about one-half (52.8%) of diabetes patients. Age, BMI, HbA1c and level of education are factors affecting on hypertension.

Matched MeSH terms: Hospitals, Teaching/methods*

Fulltext An approach for integrating anaesthesiology specialty in the undergraduate curriculum--the IIUM programme

Ariff HO

Med J Malaysia, 1999 Dec;54(4):504-8.

PMID: 11072470

Much has been said in various anaesthetic journals about the need to teach medical undergraduates in areas such as basic life support skills and resuscitation. Anaesthesiology as a specialty can contribute significantly in this aspect of teaching. The question is how should it be incorporated into the existing curriculum, given the fact that anaesthesiology constitutes a minor role in the undergraduate medical curriculum? This article attempts to answer this question and proposes the possible integration of anaesthesiology with the other major clinical specialties. This curriculum forms the basis of anaesthesiology curriculum at the Kulliyah of Medicine, International Islamic University Malaysia (IIUM).

Matched MeSH terms: Teaching/methods

Training surgeons to teach anatomy: an innovative approach

Azer SA

Med Educ, 2010 Nov;44(11):1128-9.

PMID: 20946493 DOI: 10.1111/j.1365-2923.2010.03836.x

Matched MeSH terms: Teaching/methods*

Clinical pairing revisited: a study at the University of Malaya, Malaysia

Ahmad NA, Naimie Z, Lui JL, Aziz AA, Abdullah M, Abu Kasim NH, et al.

J Dent Educ, 2012 Oct;76(10):1377-83.

PMID: 23066138

This study is part of ongoing educational research conducted by the Department of Conservative Dentistry, University of Malaya, Malaysia, to evaluate the perception of clinical pairing. A thirteen-question survey was distributed to 148 dental students after they had experienced four-handed dentistry. The objectives were to identify the advantages, disadvantages, and the acceptance of the implementation of clinical pairing from the students' point of view. The responses from the open-ended questions were categorized into six main themes (areas of interest): quality-related (Q), patient-related (PT), partner-related (P), lecturer-related (T), infection control (IC), and learning environment (L). Data analysis was done using SPSS version 18. Results indicated that the students perceived they possessed enough knowledge regarding clinical pairing. However, it was found that they still preferred to work independently as compared to working in pairs. The benefits of clinical pairing may not be viewed in the same vein by both dental students and teachers. The quality-related theme was perceived by students as the main advantage of clinical pairing, whilst the partner-related theme was perceived otherwise. The study also revealed that students may have some preconceived notions about pairing that may have impaired their acceptance. As a consequence, some reluctance was seen in their responses.

Matched MeSH terms: Teaching/methods

Medical education: time for a change

Chaudhuri JD

J Indian Med Assoc, 2010 Mar;108(3):168-9.

PMID: 21043355

The system of medical education has not changed much over the years. This article discusses the present method of teaching of medical students. Suggestions for change in the methods have been suggested in order to produce better doctors.

Matched MeSH terms: Teaching/methods

Fulltext Stimulating student interest in physiology: the intermedical school physiology quiz

Cheng HM

Adv Physiol Educ, 2010 Mar;34(1):20-1.

PMID: 20237230 DOI: 10.1152/advan.00096.2009

Matched MeSH terms: Teaching/methods*

The use of multiple-choice tests in anatomy: common pitfalls and how to avoid them

Vahalia KV, Subramaniam K, Marks SC, De Souza EJ

Clin Anat, 1995;8(1):61-5.

PMID: 7697515

Multiple-choice questions (MCQ) are widely used to evaluate students in the health sciences, including anatomy. Unusual responses in 90 simple MCQ examinations have been identified and classified as to cause, including a number of illustrated examples. About one-quarter of these errors were attributable to the teacher and could have been avoided by a critical analysis of the questions before use. The increasing use of sophisticated formats of the MCQ in medical education indicates that teachers need to analyze their questions more carefully before and after actual tests to minimize errors.

Matched MeSH terms: Teaching/methods

Seeing the wood for the trees: approaches to teaching and assessing clinical pharmacology and therapeutics in a problem-based learning course

Azer SA, Frauman AG

Ann Acad Med Singap, 2008 Mar;37(3):204-9.

PMID: 18392299

For about 50 years, clinical pharmacology and therapeutics have been taught in the medical schools via traditional lectures and practical classes. During this time, significant changes have occurred in our understanding of medicine and basic sciences. Also the needs for our community have changed dramatically. The explosion of scientific discoveries, the use of new technologies in disease diagnosis, the availability of a wide range of therapeutic options, and the availability of knowledge to everyone via the Internet have necessitated new approaches for teaching medical and other health professional students. Finding information related to a topic has not become a priority in teaching, what has become more important is to teach undergraduate students how to think in addition to what to think. Applying information learnt and assessing its significance in real life situations has become mandatory. The aims of this paper were: (i) to discuss the model we used in introducing clinical pharmacology and therapeutics teaching in the undergraduate course at the University of Melbourne and the educational principles behind the model, and (ii) to discuss the new tools of assessment used in a problem-based learning (PBL) curriculum.

Matched MeSH terms: Teaching/methods

Fulltext Teaching medical students neonatal resuscitation: knowledge gained and retained from a brief simulation-based training workshop

Lai NM, Ngim CF, Fullerton PD

Educ Health (Abingdon), 2012 Nov;25(2):105-10.

PMID: 23823593 DOI: 10.4103/1357-6283.103457

Despite being an essential clinical skill, many junior doctors feel unprepared to perform neonatal resuscitation. We introduced a neonatal resuscitation training workshop in 2009 for our final-year medical students.

Matched MeSH terms: Teaching/methods*

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: Teaching/methods

Teaching engineering ethics using BLOCKS game

Lau SW, Tan TP, Goh SM

Sci Eng Ethics, 2013 Sep;19(3):1357-73.

PMID: 23065541 DOI: 10.1007/s11948-012-9406-3

The aim of this study was to investigate the use of a newly developed design game called BLOCKS to stimulate awareness of ethical responsibilities amongst engineering students. The design game was played by seventeen teams of chemical engineering students, with each team having to arrange pieces of colored paper to produce two letters each. Before the end of the game, additional constraints were introduced to the teams such that they faced similar ambiguity in the technical facts that the engineers involved in the Challenger disaster had faced prior to the space shuttle launch. At this stage, the teams had to decide whether to continue with their original design or to develop alternative solutions. After the teams had made their decisions, a video of the Challenger explosion was shown followed by a post-game discussion. The students' opinion on five Statements on ethics was tracked via a Five-Item Likert survey which was administered three times, before and after the ethical scenario was introduced, and after the video and post-game discussion. The results from this study indicated that the combination of the game and the real-life incident from the video had generally strengthened the students' opinions of the Statements.

Matched MeSH terms: Teaching/methods*

'Schools without walls?' Developments and challenges in dental outreach teaching - report of a recent symposium

Eaton KA, de Vries J, Widström E, Gait TC, Bedi R, Meyers I, et al.

Eur J Dent Educ, 2006 Nov;10(4):186-91.

PMID: 17038009

During the 2004 annual meeting of the International Association for Dental Research, the Education Research Group held a symposium on dental outreach teaching. After a brief introduction, which reviews relevant aspects of the relatively sparse literature, this paper summarises the proceedings, the themes and conclusions that emerged and the research issues that were identified. It aims to describe aspects of current practice around the world and to promote future discussion. Presenters gave details of outreach programmes for dental undergraduates in Australia, Finland, Malaysia (and Southeast Asia), the United Kingdom and the United States. From these presentations four themes emerged. They were: reasons for the introduction of outreach teaching, its perceived beneficial effects, organisational issues, educational issues. The reasons included a recognition of the need to educate dental undergraduates as members of 'care teams' in the environments and communities where they were ultimately like to work and the current shortage of both suitable patients and teachers (faculty) in many dental schools. A wide range of potential benefits and some disadvantages were identified. The organisational issues were, in the main, seen to relate to finance and administration. The educational issues included the need to train and monitor the performance of teachers at outreach clinics and to assess the performance of the undergraduates whilst at the outreach locations. It was concluded that new technology made it easier to teach at a distance and it was possible to create a dental 'school without walls'. It was recognised that few evaluations of dental outreach teaching have been carried out and that there were many research questions to be answered, including: whether it should be a voluntary or compulsory part of the undergraduate curriculum, how long it should last and what type of outcomes should be assessed.

Matched MeSH terms: Teaching/methods

Fulltext Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study

Seluakumaran K, Jusof FF, Ismail R, Husain R

Adv Physiol Educ, 2011 Dec;35(4):369-77.

PMID: 22139773 DOI: 10.1152/advan.00008.2011

Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum.

Matched MeSH terms: Teaching/methods*

Fulltext Effects of coaching supervision, mentoring supervision and abusive supervision on talent development among trainee doctors in public hospitals: moderating role of clinical learning environment

Subramaniam A, Silong AD, Uli J, Ismail IA

BMC Med Educ, 2015;15:129.

PMID: 26268222 DOI: 10.1186/s12909-015-0407-1

Effective talent development requires robust supervision. However, the effects of supervisory styles (coaching, mentoring and abusive supervision) on talent development and the moderating effects of clinical learning environment in the relationship between supervisory styles and talent development among public hospital trainee doctors have not been thoroughly researched. In this study, we aim to achieve the following, (1) identify the extent to which supervisory styles (coaching, mentoring and abusive supervision) can facilitate talent development among trainee doctors in public hospital and (2) examine whether coaching, mentoring and abusive supervision are moderated by clinical learning environment in predicting talent development among trainee doctors in public hospital.

Matched MeSH terms: Teaching/methods

The concept and implementation of "distributed learning"--our early experience

Loh LC, Lai NM, Nalliah S, Jutti RC

Ann Acad Med Singap, 2007 Oct;36(10):867-70.

PMID: 17987241

Matched MeSH terms: Teaching/methods*

Fulltext The use of tutorials as a basis for teaching in a peripheral training hospital

Kam CA

Singapore Med J, 1978 Jun;19(2):106-8.

PMID: 751183

A system of tutorials preparing students for the Primary F.F.A.R.A.C.S. examination is described. It is suggested that this system would be suitable for teaching students in a peripheral training hospital.

Matched MeSH terms: Teaching/methods*

Fulltext Validating the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate physiology curriculum

Abraham R, Ramnarayan K, Kamath A

BMC Med Educ, 2008 Jul 24;8:40.

PMID: 18652649 DOI: 10.1186/1472-6920-8-40

BACKGROUND: It has been proved that basic science knowledge learned in the context of a clinical case is actually better comprehended and more easily applied by medical students than basic science knowledge learned in isolation. The present study intended to validate the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate medical curriculum at Melaka Manipal Medical College (Manipal Campus), Manipal, India.

METHODS: COPT was a teaching strategy wherein, students were taught physiology using cases and critical thinking questions. Three batches of undergraduate medical students (n = 434) served as the experimental groups to whom COPT was incorporated in the third block (teaching unit) of Physiology curriculum and one batch (n = 149) served as the control group to whom COPT was not incorporated. The experimental group of students were trained to answer clinically oriented questions whereas the control group of students were not trained. Both the group of students undertook a block exam which consisted of clinically oriented questions and recall questions, at the end of each block.

RESULTS: Comparison of pre-COPT and post-COPT essay exam scores of experimental group of students revealed that the post-COPT scores were significantly higher compared to the pre-COPT scores. Comparison of post-COPT essay exam scores of the experimental group and control group of students revealed that the experimental group of students performed better compared to the control group. Feedback from the students indicated that they preferred COPT to didactic lectures.

CONCLUSION: The study supports the fact that assessment and teaching patterns should fall in line with each other as proved by the better performance of the experimental group of students compared to the control group. COPT was also found to be a useful adjunct to didactic lectures in teaching physiology.

Matched MeSH terms: Teaching/methods*

The role of student surgical interest groups and surgical Olympiads in anatomical and surgical undergraduate training in Russia

Dydykin S, Kapitonova M

Anat Sci Educ, 2015 Sep-Oct;8(5):471-7.

PMID: 25688979 DOI: 10.1002/ase.1523

Traditional department-based surgical interest groups in Russian medical schools are useful tools for student-based selection of specialty training. They also form a nucleus for initiating research activities among undergraduate students. In Russia, the Departments of Topographical Anatomy and Operative Surgery play an important role in initiating student-led research and providing learners with advanced, practical surgical skills. In tandem with department-led activities, student surgical interest groups prepare learners through surgical competitions, known as "Surgical Olympiads," which have been conducted in many Russian centers on a regular basis since 1988. Surgical Olympiads stimulate student interest in the development of surgical skills before graduation and encourage students to choose surgery as their postgraduate specialty. Many of the participants in these surgical Olympiads have become highly qualified specialists in general surgery, orthopedic surgery, neurosurgery, urology, gynecology, and emergency medicine. The present article emphasizes the role of student interest groups and surgical Olympiads in clinical anatomical and surgical undergraduate training in Russia.

Matched MeSH terms: Teaching/methods*

The rope method: a novel method of teaching rotation of the midgut

Nayak SB, Kramer V

Adv Physiol Educ, 2007 Jun;31(2):238-9.

PMID: 17562918

Matched MeSH terms: Teaching/methods*

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