Displaying publications 1 - 20 of 196 in total

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  1. A Scoping Review of Effective Teaching Strategies in Surface Anatomy
    Abu Bakar YI, Hassan A, Yusoff MSB, Kasim F, Abdul Manan Sulong H, Hadie SNH
    Anat Sci Educ, 2021 Mar 01.
    PMID: 33650315 DOI: 10.1002/ase.2067
    To become skilled physicians, medical students must master surface anatomy. However, the study of surface anatomy is less emphasized in medical and allied health science curricula, and the time devoted to direct engagement with the human body is limited. This scoping review was designed to answer one research question: "What are the elements and strategies that are effective in teaching surface anatomy?" The review was performed using a five-stage scoping review framework, including research question identification, relevant study identification, study selection, data charting, and result collating and reporting. Three databases were searched using two search terms combined with a Boolean operator: "teaching" and "surface anatomy." The initial pool of 3,294 sources was assessed for duplication, and study eligibility was evaluated using inclusion and exclusion criteria. Data were abstracted from 26 original articles by one researcher and verified by two other researchers. A thematic analysis was performed, and several elements of effective teaching strategies for surface anatomy were identified, namely contextualized teaching, embracing experiential learning, and learning facilitation. This review revealed that a multimodal approach was most commonly used in surface anatomy instruction. Hence, future research should explore the effectiveness of multimodal teaching strategies that adopt the three aforementioned primary elements of effective teaching in an authentic learning environment. It is pertinent to clarify the effectiveness of these teaching strategies by evaluating their impact on student learning, organizational changes, and benefits to other stakeholders.
    Matched MeSH terms: Education, Medical, Undergraduate
  2. Fulltext A Study of Psychological Distress in Two Cohorts of First-Year Medical Students that Underwent Different Admission Selection Processes
    Yusoff MS, Rahim AF, Baba AA, Ismail SB, Esa AR
    Malays J Med Sci, 2012 Jul;19(3):29-35.
    PMID: 23610547 MyJurnal
    Medical training is often regarded as a stressful period. Studies have previously found that 21.6%-50% of medical students experience significant psychological distress. The present study compared the prevalence and levels of psychological distress between 2 cohorts of first-year medical students that underwent different admission selection processes.
    Matched MeSH terms: Education, Medical, Undergraduate
  3. Fulltext A closer look at checklist scoring and global rating for four OSCE stations: do the scores correlate well?
    Joong, Hiong Sim, Yang Faridah Abdul Aziz, Vijayananthan, Anushya, Azura Mansor, Vadivelu, Jamuna, Hamimah Hassan
    Education in Medicine Journal, 2015;7(2):39-44.
    MyJurnal
    ntroduction: In the marking of objective structured clinical examination (OSCE), checklist scoring and global rating are two commonly used scoring systems. Objective: The purpose of this study was to examine correlations between checklist scores and global ratings for four OSCE stations of different station type. Method: Data for this study was obtained from the Final Year OSCE (n=185). Each station’s score sheet consisted of a detailed checklist of items examined. A global rating scale was also included for the examiner to indicate the global assessment for the station. Spearman’s rho correlation coefficients between checklist scores and global ratings were computed for four stations of different station type. For each station, correlations between checklist scores and global ratings were also checked across the three parallel circuits running concurrently and throughout the four rounds. Result: Spearman’s rho correlation coefficients (ρ) between checklist scores and global ratings for the four stations ranged between 0.62 to 0.88, at p
    Matched MeSH terms: Education, Medical, Undergraduate
  4. Fulltext A cross-sectional examination of the relationship between approaches to learning and perceived stress among medical students in Malaysia
    Behzadnia A, Smith DR, Goodson ML
    Educ Health (Abingdon), 2018 12 12;31(2):80-86.
    PMID: 30531049 DOI: 10.4103/efh.EfH_280_17
    Background: Learning approaches have been proposed to affect the experience of psychological stress among tertiary students in recent years. This relationship becomes important in stressful environments such as medical schools. However, the relationship between stress and learning approaches is not well understood, and often studies done cannot be generalized due to different sociocultural differences. In particular, no study in Malaysia has looked at learning approaches among medical students.

    Aims: To address this gap, we examined the relationship between perceived stress and learning approaches by considering sources of stress.

    Methodology: The Perceived Stress Scale (PSS-10), Medical Student Stressor Questionnaire, and the Revised Two-Factor Study Process Questionnaire were answered by the preclinical and final-year students studying MBBS in a Malaysian campus of British University.

    Results: Deep learning was positively and surface learning negatively associated with perception of coping with stress. In this study, neither approaches were associated with psychological stress as opposed to previous reports. We found surface learners to report higher level of stress associated with social stressors. We found students' self-perception of feeling incompetent and feeling they need to do well to be significant sources of stress.

    Discussion: Deep learning promotes psychological resilience. This is of paramount importance in learning environments where stress is highly prevalent such as medical school. Promotion of deep learning among medical students is required at earlier stages as they tend to solidify their approach through their university years and carry that approach beyond school into their workplace.
    Matched MeSH terms: Education, Medical, Undergraduate
  5. Fulltext A curriculum in medical ethics and medical humanities
    Puthucheary SD
    Med J Malaysia, 1980 Sep;35(1):86-95.
    PMID: 7254006
    The code of ethics derived from the Hippocratic Oath needs to be supplemented by a formal curriculum in Medical Ethics and Medical Humanities in our Medical schools. The need and justification for it, a review of the medical ethics curricula in American. European. British and Australian Universities, together with an outline of the proposed curriculum is described.
    Matched MeSH terms: Education, Medical, Undergraduate*
  6. A different twist to the 'staff:student ratio': administering medical oral examinations to students in groups
    Schwartz PL, Kyaw Tun Sein
    Med Educ, 1987 May;21(3):265-8.
    PMID: 3600444
    Matched MeSH terms: Education, Medical, Undergraduate*
  7. A global perspective on the challenges and opportunities in learning about rheumatic and musculoskeletal diseases in undergraduate medical education : White paper by the World Forum on Rheumatic and Musculoskeletal Diseases (WFRMD)
    Al Maini M, Al Weshahi Y, Foster HE, Chehade MJ, Gabriel SE, Saleh JA, et al.
    Clin Rheumatol, 2020 Mar;39(3):627-642.
    PMID: 31127461 DOI: 10.1007/s10067-019-04544-y
    Rheumatic and musculoskeletal diseases (RMDs) encompass a spectrum of degenerative, inflammatory conditions predominantly affecting the joints. They are a leading cause of disability worldwide and an enormous socioeconomic burden. However, worldwide deficiencies in adult and paediatric RMD knowledge among medical school graduates and primary care physicians (PCPs) persist. In October 2017, the World Forum on Rheumatic and Musculoskeletal Diseases (WFRMD), an international think tank of RMD and related experts, met to discuss key challenges and opportunities in undergraduate RMD education. Topics included needs analysis, curriculum content, interprofessional education, teaching and learning methods, implementation, assessment and course evaluation and professional formation/career development, which formed a framework for this white paper. We highlight a need for all medical graduates to attain a basic level of RMD knowledge and competency to enable them to confidently diagnose, treat/manage or refer patients. The importance of attracting more medical students to a career in rheumatology, and the indisputable value of integrated, multidisciplinary and multiprofessional care are also discussed. We conclude that RMD teaching for the future will need to address what is being taught, but also where, why and to whom, to ensure that healthcare providers deliver the best patient care possible in their local setting.
    Matched MeSH terms: Education, Medical, Undergraduate/methods*
  8. A midlecture student seminar: an activity to break the monotony
    Mohandas Rao KG
    Adv Physiol Educ, 2006 Dec;30(4):262-263.
    PMID: 17108258
    Matched MeSH terms: Education, Medical, Undergraduate*
  9. A national survey on the teaching provision of undergraduate geriatric medicine in Malaysia
    Sallehuddin H, Tan MP, Blundell A, Gordon A, Masud T
    Gerontol Geriatr Educ, 2021 04 26;43(4):456-467.
    PMID: 33899702 DOI: 10.1080/02701960.2021.1914027
    Malaysia is becoming an aging nation, with 32 medical schools providing 5,000 graduates every year. The extent these graduates have been trained in core concepts in geriatric medicine remains unclear. This work aims to describe the current state of teaching provision on aging and geriatric medicine to the medical undergraduates in Malaysia. A survey was developed by geriatric medicine experts from the Malaysian Society of Geriatric Medicine (MSGM) to review the teaching provision based on the recommended MSGM Undergraduate Geriatric Medicine Curriculum and was sent to all medical schools across the country. The response rate was 50% (16 out of 32 medical schools). Among 16 medical schools, 10 (62.5%) delivered the learning outcomes as part of an integrated curriculum, and five via a mixed geriatric and integrated curriculum at varying degrees of completeness, ranging from 19% to 94%. One particular medical school did not deliver any of the core topics as part of its undergraduate curriculum. It has been identified that the strongest barrier to delivery was lack of expertise, followed by the fact that the topics were not included in the current curriculum. Improvement in teaching provision should be implemented through a concerted effort to adopt a geriatric medical curriculum nationwide, while future research should aim at the interventions taken to address the barriers in its provision.
    Matched MeSH terms: Education, Medical, Undergraduate*
  10. Fulltext A qualitative study on self-regulated learning among high performing medical students
    Foong CC, Bashir Ghouse NL, Lye AJ, Khairul Anhar Holder NA, Pallath V, Hong WH, et al.
    BMC Med Educ, 2021 Jun 05;21(1):320.
    PMID: 34090439 DOI: 10.1186/s12909-021-02712-w
    BACKGROUND: Self-regulated learning (SRL) is an important contributing element to the academic success of students. Literature suggests that the understanding of SRL among medical students is obscure as there is still some uncertainty about whether high performing medical students use SRL. This study explored the characteristics of high performing medical students from the SRL perspective to gain a better understanding of the application of SRL for effective learning.

    METHODS: Twenty-one students who scored at the 90th percentile in written knowledge-based assessment consented to participate in this study. Each student wrote a guided reflective journal and subsequently attended a semi-structured interview. Students were prompted to explain the rationales for their answers. The data were then analysed using thematic analysis to identify patterns among these students from the SRL perspective. Two coders analysed the data independently and discussed the codes to reach a consensus.

    RESULTS: High performing students set goals, made plans, and motivated themselves to achieve the goals. They put consistent efforts into their studies and applied effective learning strategies. They also employed coping mechanisms to deal with challenges. High performing students regularly evaluated their performance and adopted new strategies.

    CONCLUSIONS: This study reported that high performing students applied SRL and described the rationales of practice. Medical schools could design SRL-driven interventions to enhance the learning experiences of medical students. Recommendations are made for students on how to apply SRL.

    Matched MeSH terms: Education, Medical, Undergraduate*
  11. Fulltext A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine
    Ilic D, Nordin RB, Glasziou P, Tilson JK, Villanueva E
    BMC Med Educ, 2015;15:39.
    PMID: 25884717 DOI: 10.1186/s12909-015-0321-6
    BACKGROUND: Few studies have been performed to inform how best to teach evidence-based medicine (EBM) to medical trainees. Current evidence can only conclude that any form of teaching increases EBM competency, but cannot distinguish which form of teaching is most effective at increasing student competency in EBM. This study compared the effectiveness of a blended learning (BL) versus didactic learning (DL) approach of teaching EBM to medical students with respect to competency, self-efficacy, attitudes and behaviour toward EBM.
    METHODS: A mixed methods study consisting of a randomised controlled trial (RCT) and qualitative case study was performed with medical students undertaking their first clinical year of training in EBM. Students were randomly assigned to receive EBM teaching via either a BL approach or the incumbent DL approach. Competency in EBM was assessed using the Berlin questionnaire and the 'Assessing Competency in EBM' (ACE) tool. Students' self-efficacy, attitudes and behaviour was also assessed. A series of focus groups was also performed to contextualise the quantitative results.
    RESULTS: A total of 147 students completed the RCT, and a further 29 students participated in six focus group discussions. Students who received the BL approach to teaching EBM had significantly higher scores in 5 out of 6 behaviour domains, 3 out of 4 attitude domains and 10 out of 14 self-efficacy domains. Competency in EBM did not differ significantly between students receiving the BL approach versus those receiving the DL approach [Mean Difference (MD)=-0.68, (95% CI-1.71, 0.34), p=0.19]. No significant difference was observed between sites (p=0.89) or by student type (p=0.58). Focus group discussions suggested a strong student preference for teaching using a BL approach, which integrates lectures, online learning and small group activities.
    CONCLUSIONS: BL is no more effective than DL at increasing medical students' knowledge and skills in EBM, but was significantly more effective at increasing student attitudes toward EBM and self-reported use of EBM in clinical practice. Given the various learning styles preferred by students, a multifaceted approach (incorporating BL) may be best suited when teaching EBM to medical students. Further research on the cost-effectiveness of EBM teaching modalities is required.
    Matched MeSH terms: Education, Medical, Undergraduate/methods*
  12. Fulltext A simple model to demonstrate the movements and the axes of the eyeball
    Nayak S, Soumya KV
    Adv Physiol Educ, 2009 Dec;33(4):356-7.
    PMID: 19948688 DOI: 10.1152/advan.00047.2009
    Matched MeSH terms: Education, Medical, Undergraduate/methods*
  13. A synergistic approach to organising educational support services in medical schools--the Malaysian experience
    Teoh ST
    Med Biol Illus, 1975 Nov;25(4):193-8.
    PMID: 1228345
    Matched MeSH terms: Education, Medical, Undergraduate*
  14. Academic staff perspectives on delivering a shared undergraduate medical module on three transnational campuses: Practical considerations and lessons learned
    Morgan MP, Thomas W, Rashid-Doubell F
    Med Teach, 2020 01;42(1):36-38.
    PMID: 31411913 DOI: 10.1080/0142159X.2019.1649380
    The Royal College of Surgeons in Ireland (RCSI) was among the first medical institutions to establish a global education community which now provides high-quality transnational health professions education aligned across three locations: Europe, the Middle East and South-East Asia. The successful implementation of a shared modularized curriculum in this context can be complex and challenging. Here we describe our insights, gained from a decade of working together as shared module Academic Leads to deliver a system-based medical module to an international student cohort. The themes covered are some of the areas where we consider our joint deliberations have led to improved outcomes for the delivery and assessment of the module, which may be helpful to academic staff embarking on similar module sharing experiences.
    Matched MeSH terms: Education, Medical, Undergraduate/methods*; Education, Medical, Undergraduate/standards
  15. Academic standards and changing patterns of medical school admissions: a Malaysian study
    Tan CM
    Med Educ, 1990 Jul;24(4):319-27.
    PMID: 2395423
    Changing social demands made it necessary for the Medical Faculty of the University of Malaya to accommodate students with a wider range of academic experience than before. However, teachers sought to achieve comparable academic standards to those in the West by striving to maintain a close resemblance to the Western model of medical education in other respects. As a result teachers failed to adapt their teaching methods, assessment techniques and curriculum design to meet the educational needs of the students, thus compromising academic standards. Many students lack basic academic skills and do not know how to learn effectively. In order to help students overcome their learning difficulties innovative teaching was required during the first year at university, designed to foster the joint development of knowledge and basic skills. In the case of less well-prepared students who lack self-confidence, a caring and supportive learning environment is crucial to the achievement of meaningful learning. Lecturers needed to become facilitators of learning rather than transmitters of knowledge. However, teachers' objective to retain international recognition of the degree, which presumably reflected the importance of teaching, was not operationalized in terms of its incentive structure such that teachers were constrained not to try to fill the new roles demanded of them. It was assumed that academic distinction accrued through scientific research was essential for the achievement of academic excellence. However, under the prevailing circumstances the two aims were mutually exclusive and incompatible and teaching quality deteriorated.
    Matched MeSH terms: Education, Medical, Undergraduate/standards*
  16. Accreditation of undergraduate medical training programs: practices in nine developing countries as compared with the United States
    Cueto J, Burch VC, Adnan NA, Afolabi BB, Ismail Z, Jafri W, et al.
    Educ Health (Abingdon), 2006 Jul;19(2):207-22.
    PMID: 16831802
    Undergraduate medical training program accreditation is practiced in many countries, but information from developing countries is sparse. We compared medical training program accreditation systems in nine developing countries, and compared these with accreditation practices in the United States of America (USA).
    Matched MeSH terms: Education, Medical, Undergraduate/standards*
  17. Fulltext Admission policies and methods at crossroads: a review of medical school admission policies and methods in seven Asian countries
    Soemantri D, Karunathilake I, Yang JH, Chang SC, Lin CH, Nadarajah VD, et al.
    Korean J Med Educ, 2020 Sep;32(3):243-256.
    PMID: 32723988 DOI: 10.3946/kjme.2020.169
    Selecting the right applicants is an important part of medical student admission. While one universally accepted selection criterion is academic capacity, there are other criteria such as communication skills and local criteria (e.g., socio-cultural values) that are no less important. This article reviews the policies and methods of selection to medical schools in seven countries with varying socio-economic conditions and healthcare systems. Senior academics involved in medical education in Indonesia, Japan, Malaysia, the Philippines, Singapore, Sri Lanka, and Taiwan completed a pre-agreed pro-forma per each country to describe the country's admission policies and methods. The details were then compared and contrasted. This review identifies tension between many of the policies and methods used in medical school admissions, such as between the need to assess non-cognitive abilities and widen access, and between the need for more medical professionals and the requirement to set high entry standards. Finding the right balance requires careful consideration of all variables, including the country's human resource needs; socio-economic status; graduates' expected competencies; and the school's vision, mission, and availability of resources.
    Matched MeSH terms: Education, Medical, Undergraduate*
  18. Adopting programmatic feedback to enhance the learning of complex skills
    Yusoff MS, Hadie SN, Abdul Rahim AF
    Med Educ, 2014 Feb;48(2):108-10.
    PMID: 24528391 DOI: 10.1111/medu.12403
    Matched MeSH terms: Education, Medical, Undergraduate/methods*
  19. 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: Education, Medical, Undergraduate*
  20. An approach to enrich online medical Problem-Based Learning with tacit healthcare knowledge
    Cheah YN, Rashid FA, Abidi SS
    Stud Health Technol Inform, 2003;95:744-9.
    PMID: 14664077
    Existing Problem-Based Learning (PBL) problems, though suitable in their own right for teaching purposes, are limited in their potential to evolve by themselves and to create new knowledge. Presently, they are based on textbook examples of past cases and/or cases that have been transcribed by a clinician. In this paper, we present (a) a tacit healthcare knowledge representation formalism called Healthcare Scenarios, (b) the relevance of healthcare scenarios in PBL in healthcare and medicine, (c) a novel PBL-Scenario-based tacit knowledge explication strategy and (d) an online PBL Problem Composer and Presenter (PBL-Online) to facilitate the acquisition and utilisation of expert-quality tacit healthcare knowledge to enrich online PBL. We employ a confluence of healthcare knowledge management tools and Internet technologies to bring tacit healthcare knowledge-enriched PBL to a global and yet more accessible level.
    Matched MeSH terms: Education, Medical, Undergraduate/methods*
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