Displaying publications 1 - 20 of 68 in total

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  1. 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: Thinking
  2. Abu Kasim NH, Abu Kassim NL, Razak AA, Abdullah H, Bindal P, Che' Abdul Aziz ZA, et al.
    Eur J Dent Educ, 2014 Feb;18(1):51-7.
    PMID: 24423176 DOI: 10.1111/eje.12058
    Training dentists today is challenging as they are expected to provide a wide range of dental care. In the provision of good dental care, soft skills are equally important as clinical skills. Therefore in dental education the development of soft skills are of prime concern. This study sought to identify the development of soft skills when dental students are paired in their clinical training. In this perception study, four open-ended items were used to elicit students' feedback on the appropriateness of using clinical pairing as an instructional strategy to promote soft skills. The most frequently cited soft skills were teamwork (70%) and communication (25%) skills. However, both negative and positive behaviours were reported. As for critical thinking and problem solving skills, more positive behaviours were reported for abilities such as to explain, analyze, find ideas and alternative solutions, and make decisions. Leadership among peers was not evident as leading without legitimate authority could be a hindrance to its development. If clinical pairing is to be used as an effective instructional strategy to promote soft skills amongst students, clear guidelines need to be developed to prepare students to work in a dental team and the use of appropriate assessment tools can facilitate the development of these soft skills.
    Matched MeSH terms: Thinking
  3. Lim SY, Tan AH, Lim JL, Ahmad-Annuar A
    J Mov Disord, 2018 May;11(2):87-88.
    PMID: 29860787 DOI: 10.14802/jmd.18004
    Purposeless groaning has been reported in advanced progressive supranuclear palsy. We present a case of purposeless groaning occurring as a primary complaint in a patient with advanced Parkinson's disease. Purposeless groaning is thought to be a manifestation of disinhibition and perseveration due to frontal-subcortical dysfunction. Proper recognition of this phenomenon will help clinicians to avoid unnecessary investigations and treatment (e.g., prescription of opioid medications).
    Matched MeSH terms: Thinking
  4. 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: Thinking
  5. Mohammad T, Azman A, Anderstone B
    Eval Program Plann, 2019 02;72:1-7.
    PMID: 30245370 DOI: 10.1016/j.evalprogplan.2018.09.007
    From the rise of restorative justice to evidence-based approaches to reducing recidivism, the intellectual landscape of criminal justice has seen considerable change in recent decades. The result is that an increasing number of countries have tackled the task of shifting preexisting political institutions to confirm with these new understandings. This is, of course, no easy feat. A great number of challenges confront willing policymakers, a reality that often puts philosophy at loggerheads with practicality. Moreover, the political process of change is subject to the influence of cultural and institutional norms. In this paper, we look at one particular case study - that of Malaysia's juvenile justice system - to understand the challenges faced in changing criminal justice policy. We identify three primary categories of challenges and elucidate their shape and impact through the Malaysian example. We also briefly analyze potential opportunities to mitigate and overcome these challenges. Furthermore, we also conclude with several implications for future research that we deem are important to be taken place. In sum, we argue that criminal justice reform must be undertaken with an eye toward important societal and institutional norms, each requiring thoughtful analysis of complex local cases.
    Matched MeSH terms: Thinking
  6. Rezaul Islam M, Wahab HA, Anggum LA
    Heliyon, 2020 Feb;6(2):e03370.
    PMID: 32072057 DOI: 10.1016/j.heliyon.2020.e03370
    This study aimed to examine the influence of the traditional leadership qualities towards to develop community cohesion in the Iban community in Malaysia. A quantitative approach was used to conduct this study, where data were collected through a self-administered survey questionnaire from 210 chiefs in the Iban longhouse at the Pakan District in Sarawak, Malaysia. A pre-tested questionaire was administrered to the respondents using a simple random sampling in the District of Pakan, Sarawak. The leadership quality was measured based on the leadership traits, leadership style, leadership behaviour, situational leadership, and trsnformational leadership; while the community cohesion was measured by a sense of belonging, social alienation, social support, rootedness, social solidarity, and social ties. The results of the correlation and regression analysis showed that the traditional leadership qualities had a significant correlation with the development of social cohesion. The findings proved that the traditional leadership is essential to increase community cohesion in the Iban community. The findings would be important guideline to the development thinkers, practitioners, community leaders, and development institutions.
    Matched MeSH terms: Thinking
  7. Ariff KM
    Med J Malaysia, 1998 Sep;53(3):313-8; quiz 319-20.
    PMID: 10968175
    Matched MeSH terms: Thinking*
  8. Dg Nursazwani Daud, Wardatul Akmam Din, Asmaa AlSaqqaf
    MyJurnal
    This study intended to identify the best learning strategies of writing by focusing in vocabulary
    acquisition among the primary school pupils in Malaysia. Axiomatically, local education used the
    Process Writing Approach in producing writing composition. Unfortunately, the researchers thought
    that it is not sufficient to fulfill the component of good writing. By using the theory of scaffolding
    pioneered by Vygotsky, the researchers agreed to include vocabulary learning to scaffold the existing
    Process Writing Approach followed by application or practices. During application, the researcher as
    the teacher will provide a module where the experimental group will do writing exercises by using the
    new learned vocabularies. The researchers will use mixed method research where questionnaires of
    vocabulary and writing strategies are distributed where the results are the determinants of VAW
    module development.
    Matched MeSH terms: Thinking
  9. 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: Thinking
  10. 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: Thinking*
  11. Hassan Y, Awaisu A, Al-Meman AA, Aziz NA
    Malays J Med Sci, 2008 Apr;15(2):3-13.
    PMID: 22589618
    Our objectives were to discuss a general overview on the description and recognition of heparin-induced thrombocytopenia (HIT) and present a critical review of the traditional and most recent advances in its pharmacotherapy. Computerized searches were done on MEDLINE and Iowa Drug Information Service (IDIS) databases from June 2001 until June 2007 and from May 2005 until May 2007, respectively. Search terms used included 'heparin-induced thrombocytopenia', 'heparin-associated thrombocytopenia', therapeutics, HIT, HAT. We largely selected publications within the timeframe above, but did not exclude commonly referenced and highly regarded older publications. The commonly referenced published articles were obtained through manual searches derived from bibliographic citations and retrievals from the authors' personal files. Pertinent literatures (89 key articles) that were thought to have substantially contributed new information to the therapeutics of HIT within the last 6 years were identified, reviewed and presented. The following limits were used for the MEDLINE and IDIS searches: 'human', drug therapy', 'review', 'meta-analysis', 'clinical trial', and case reports. The therapeutics of HIT is rapidly evolving and needs to consider an evidence - based approach. It is imperative that practitioners be aware of the associated risk and be up-to-date with the current advances in the management of this fatal clinical condition.
    Matched MeSH terms: Thinking
  12. Lee DSK, Abdullah KL, Chinna K, Subramanian P, Bachmann RT
    J Contin Educ Nurs, 2020 Mar 01;51(3):109-117.
    PMID: 32119105 DOI: 10.3928/00220124-20200216-05
    BACKGROUND: Previous studies of nurses' critical thinking skills that included demographic characteristics as determinants have been inconclusive. This study explored demographic determinants of critical thinking skills among nurses from public hospitals in Peninsular Malaysia.

    METHOD: This cross-sectional study included 549 nurses recruited via multistage cluster sampling. Nurses completed the demographic questionnaire and Health Sciences Reasoning Test (HSRT).

    RESULTS: The majority of respondents failed to demonstrate critical thinking skills with a mean overall HSRT score of 13.8 (SD = 3.4). Educational qualifications (p = .003) and clinical specialties (p = .022) were significantly related to nurses' critical thinking skills. Years of clinical experience, age, and job ranking were not significant CONCLUSION: The findings indicate a need to address the present curriculum in nursing education and to reinforce critical thinking skills in the nursing workforce. Future research on how nurses in Malaysia acquire critical thinking skills is needed. [J Contin Educ Nurs. 2020;51(3):109-117.].

    Matched MeSH terms: Thinking*
  13. Cheah CSL, Leung CYY, Bayram Özdemir S
    Child Dev, 2018 03;89(2):383-396.
    PMID: 28105633 DOI: 10.1111/cdev.12725
    This study examined the social-cognitive reasoning of 52 Chinese Malaysian preadolescents (9-12 years old; M = 11.02, SD = 0.94) and 68 adolescents (13-18 years old; M = 14.76, SD = 1.39) in resolving filial dilemmas within the personal and moral domain. Preadolescents deferred to parental authority, whereas adolescents endorsed filial obligation reasoning to justify compliance in the personal domain. Both appealed to filial obligation, pragmatic, or welfare and safety reasoning to justify compliance but fairness or rights reasoning to justify their noncompliance, for the moral issue. Distinctions between authoritarian and reciprocal filial piety reasoning were revealed. Findings demonstrated complex decision-making and cognitive reasoning processes among Chinese Malaysian adolescents as they negotiate their filial obligations and autonomy development.
    Matched MeSH terms: Thinking*
  14. Anne M, Boholst FA
    Psychol Rep, 2021 Jun;124(3):1015-1030.
    PMID: 32493107 DOI: 10.1177/0033294120928273
    Life Position, one of the central concepts in Transactional Analysis, is a person's convictions about the worth of the self and others-a basic psychological stand, which is deeply ingrained. There are four Life Positions: "I'm OK-You're OK", "I'm OK-You're not OK", "I'm not OK-You're OK", and "I'm not OK-You're not OK". Contradicting Berne's theory of only one depressive position ("I'm not OK-You're OK"), past findings showed that both "I'm not OK-You're OK" and "I'm not OK-You're not OK" positions relate to depression, with the "I'm not OK-You're not OK" position relating to depression more strongly than the "I'm not OK-You're OK" position. The disparity between Berne's original theorizing of depression and the empirical findings may support an alternative conceptualization of the depressive's Life Position, which was the theoretical gap of this research. This research aimed to investigate the differences in how each Life Position relates to depression, and how the underlying convictions of Life Position predict depression. The Life Position Scale and Center for Epidemiologic Studies Depression Scale were filled in by individuals of the general population. Post hoc analysis revealed that the "I'm not OK-You're not OK" position related most to depression, followed by the "I'm not OK-You're OK" position, the "I'm OK-You're not OK" position, and finally the "I'm OK-You're OK" position. The results also showed that both negative convictions of the self and others contributed significantly to depression, but the former predicted depression more than the latter. Applications of these findings into theoretical and therapy settings were explored.
    Matched MeSH terms: Thinking*
  15. Klein G, Rasmussen L, Lin MH, Hoffman RR, Case J
    Hum Factors, 2014 Dec;56(8):1380-400.
    PMID: 25509820
    We examined preferences for different forms of causal explanations for indeterminate situations. Background: Klein and Hoffman distinguished several forms of causal explanations for indeterminate, complex situations: single-cause explanations, lists of causes, and explanations that interrelate several causes. What governs our preferences for single-cause (simple) versus multiple- cause (complex) explanations?
    Matched MeSH terms: Thinking*
  16. Norkiah Binti Arsat, Segaran Ramodran, Farah RazeeraVidy, Nor Hafiqah Binti Mohd Taib, Dylela Lee Geem
    MyJurnal
    Introduction: Nursing students have been educated with critical thinking in client care. However, nursing students are often considered to be lacking in critical thinking especially during their clinical experience. This is likely due to lack of knowledge of critical thinking as the opportunities for learning critical thinking (LCT) are limited and less en- couraged to use critical thinking during the teaching and learning process. Therefore, it contributes to poor learning outcomes.The aim of this study was to identify level of LCT and critical thinking disposition (CTD) among diploma nursing student of UMS. Methods: A cross sectional survey design using purposive sampling methods. Sixty (60) of 66 year3 nursing students completed aCTD Inventory for Chinese Medical College Students (CTDI-M) by Wang et al (2019) and The LCT Inventory (LCTI) and the Teaching Critical Thinking Inventory (TCTI) developed by van Zyl, M.A., Bays, C.L., & Gilchrist, C. (2013).Approval to conduct study obtained from Dean of faculty of Medicine and Health Sciences, UMS. Results: The data were analyzed through descriptive method using SPSS for window 21.0. Total score for CTD ranging from a low (M= 1.5) to a high (M=5.00), Mean value 3.86, (SD +/- .572). Total high-level CDT 58(96.7%). Total LCT scores ranging from a low (M=2.00) to high (M=5.00) and Mean value 4.02, (SD +/- .711). Total high level LCT 54(90%). The two subscale categories were analyzed for perceived LCT. Respondents reported significantly high level of both instructor helped in LCT 51(85%) and 56 (93.3%) provides support and encourage- ment in LCT, mean value 4.19 (SD+/-.713). Conclusion: The level of CTD and LCT was high, shows that nursing students perceive themselves as having a high level of critical thinking motivation, instructor providing guidance to assist and encourage to learn using critical thinking.
    Matched MeSH terms: Thinking
  17. Swami V, Barron D, Weis L, Voracek M, Stieger S, Furnham A
    PLoS One, 2017;12(2):e0172617.
    PMID: 28231266 DOI: 10.1371/journal.pone.0172617
    A number scales have been developed to measure conspiracist ideation, but little attention has been paid to the factorial validity of these scales. We reassessed the psychometric properties of four widely-used scales, namely the Belief in Conspiracy Theories Inventory (BCTI), the Conspiracy Mentality Questionnaire (CMQ), the Generic Conspiracist Beliefs Scale (GCBS), and the One-Item Conspiracy Measure (OICM). Eight-hundred-and-three U.S. adults completed all measures, along with measures of endorsement of 9/11 and anti-vaccination conspiracy theories. Through both exploratory and confirmatory factor analysis, we found that only the BCTI had acceptable factorial validity. We failed to confirm the factor structures of the CMQ and the GBCS, suggesting these measures had poor factorial validity. Indices of convergent validity were acceptable for the BCTI, but weaker for the other measures. Based on these findings, we provide suggestions for the future refinement in the measurement of conspiracist ideation.
    Matched MeSH terms: Thinking*
  18. Al-Kumaim NH, Alhazmi AK, Ramayah T, Shabbir MS, Gazem NA
    Front Psychol, 2021;12:637808.
    PMID: 33643168 DOI: 10.3389/fpsyg.2021.637808
    Value Co-Creation (VCC) plays a major role in engaging knowledgeable individuals in a community via innovation, problem solving, and new service/product development. This study investigates the personal factors that influence individuals' engagement in value co-creation in Higher Education Institutions (HEIs) through the use of online platforms. Some higher education institutions have successfully established or used appropriate online platforms, such as online forums, web applications, and mobile applications to engage their community in ideation or crowdsourcing as a part of the value co-creation process. On the other hand, some HEIs have failed to engage their community in value co-creation activities, and even if they managed to engage some individuals in value co-creation once, they failed to sustain these individuals' engagement in value co-creation using online platforms. Using the Stimulus Organism Response (S-O-R) framework, this study examines the relationship between relevant personal factors (commitment and knowledge self-efficacy) and other motivational factors that provide perceived benefits with value co-creation engagement. Data was collected from 308 respondents at five Malaysian research universities. The software analysis tool Smart PLS is used for data analysis and validation. The results demonstrate that personal factors and perceived benefits as a motivational factor has a significant effect on individual engagement in value co-creation. However, the significance of these findings varies from one individual to another. The implications of these findings are discussed.
    Matched MeSH terms: Thinking
  19. Mohammad Rahim, K., Nadiah Syariani, M.S., Azizah, O., Geshina Ayu, M.S.
    MyJurnal
    Introduction: Cognitive distortion seems to be a potential force in shaping criminals and antisocial behaviour within an individual. Unfortunately there is no valid Malay psychometric instrument available to measure cognitive distortion in Malaysian settings, especially in prisons. There is an urgent need to have a valid and reliable Malay psychometric instrument to assess the cognitive distortion among Malaysians. Therefore, the present study aimed to validate “How I Think” Questionnaire into the Malay language (henceforth, HIT-M). Methods: A cross-sectional study was conducted among inmates (n= 150) incarcerated within two prisons in Peninsular Malaysia. The validation study commenced with Forward-Backward translations and was followed by content and face validities. Later, construct validity was
    performed via Exploratory Factor Analysis using Principal Component Analysis. Varimax rotation was applied in order to optimize the factor loadings on the extracted component. Finally, reliability testing was
    performed to determine the internal consistency of the items which was done using Cronbach Alpha coefficient method (α). Findings: Initial factor loadings resulted in 11 factors with a total variance of 74.1%. Next, factor analysis was repeated by extracting the items into a four factor structure parallel to the theoretical construct. Items with factor loadings above 0.40 were retained as acceptable factor loadings. After considering factor loadings, item correlation and content of items, the final version of HIT-M consisted of 24 items. The internal consistency of HIT-M was 0.90 which was considered good. Conclusion: HIT-M is a valid and reliable psychometric instrument to measure and assess cognitive distortion among Malaysians.
    Matched MeSH terms: Thinking
  20. Chandran DS, Muthukrishnan SP, Barman SM, Peltonen LM, Ghosh S, Sharma R, et al.
    Adv Physiol Educ, 2020 Dec 01;44(4):709-721.
    PMID: 33125254 DOI: 10.1152/advan.00128.2020
    Active learning promotes the capacity of problem solving and decision making among learners. Teachers who apply instructional processes toward active participation of learners help their students develop higher order thinking skills. Due to the recent paradigm shift toward adopting competency-based curricula in the education of healthcare professionals in India, there is an emergent need for physiology instructors to be trained in active-learning methodologies and to acquire abilities to promote these curriculum changes. To address these issues, a series of International Union of Physiological Sciences (IUPS) workshops on physiology education techniques in four apex centers in India was organized in November 2018 and November 2019. The "hands-on" workshops presented the methodologies of case-based learning, problem-based learning, and flipped classroom; the participants were teachers of basic sciences and human and veterinary medicine. The workshop series facilitated capacity building and creation of a national network of physiology instructors interested in promoting active-learning techniques. The workshops were followed by a brainstorming meeting held to assess the outcomes. The aim of this report is to provide a model for implementing a coordinated series of workshops to support national curriculum change and to identify the organizational elements essential for conducting an effective Physiology Education workshop. The essential elements include a highly motivated core organizing team, constant dialogue between core organizing and local organizing committees, a sufficient time frame for planning and execution of the event, and opportunities to engage students at host institutions in workshop activities.
    Matched MeSH terms: Thinking
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