MyMedR

Self-directed learning

Abraham RR, Upadhya S, Ramnarayan K

Adv Physiol Educ, 2005 Jun;29(2):135-6.

PMID: 15905163

Matched MeSH terms: Education, Medical, Undergraduate/methods*

Teaching of evidence-based medicine to medical undergraduates

Atiya AS

Med J Malaysia, 2002 Dec;57 Suppl E:105-8.

PMID: 12733204

Medical practice is changing, and the foundations of the paradigm shift lie in the development in research over the last four decades. Today, it is no longer adequate to treat a patient purely on clinical experience alone without a clear demonstration of evidence based on research, particularly the use of randomised controlled clinical trials. What is thought to be an effective mode of treatment currently may not necessarily hold true by the time medical students begin his/her medical practice. As a consequence, many medical schools worldwide are increasingly promoting evidence-based medicine (EBM) teaching in their medical curriculum along with problem-based learning (PBL). Teaching of EBM requires a paradigm shift in itself, as students must possess additional skills that are not traditionally part of medical training. These include the ability to acquire the skills in 'means of answering questions' than just 'knowing the answer to questions'. This paper aims to describe what EBM is and to highlight the formative experience of the teaching of EBM at the medical undergraduate level in the University of Malaya. Challenges and opportunities towards successful adoption of evidence-based practice are discussed.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Community Residency Programme (CRP)--a tool for research and rural health training for medical students

Yadav H

Med J Malaysia, 2002 Dec;57 Suppl E:94-8.

PMID: 12733201

Rural health training is an important element in the training of medical students in the University of Malaya. There is a need for the undergraduates to be familiar with the rural health infrastructure and to understand the social and economic aspects of the rural poor. The objective of the training is to make the students understand the problems faced by the poor in the rural areas so that when they practice in rural health areas, after graduation, they will understand the problems of the rural poor. They will have the knowledge of the diseases in the rural areas and also understand the community and the environmental factors that contribute to the disease. The training lasts' for 4 weeks, one week for lectures on health survey, two weeks for the field trip and one week of data analysis and presentation of their findings to an expert panel. During the field trip the students are divided into groups and they go to different parts of the country. Each group will do a field survey to find out the socio-demography, environmental, economic, nutritional and health problems in the village. In addition to the survey they also do a research project on any topic. The students also do social work, visit places of public health interest like the water treatment plant, sewage disposal, factory visits and others. Apart from technical skills in statistics and epidemiology, various other managerial skills like leadership, teamwork, communications and public relations are also learnt during the training. In conclusion this rural health training is an important aspect of the medical students training as it imparts several skills to them that are needed as a doctor.

Matched MeSH terms: Education, Medical, Undergraduate/methods*

Primary care medicine training in the undergraduate curricula--the UM experience

Chia YC

Med J Malaysia, 2002 Dec;57 Suppl E:83-5.

PMID: 12733199

Matched MeSH terms: Education, Medical, Undergraduate/trends*

Critical appraisal--is there a need to train medical students how to read the literature?

Karina R, Nooriah S

Med J Malaysia, 2002 Dec;57 Suppl E:78-82.

PMID: 12733198

Critical appraisal refers to the skill of reading a piece of research in a very objective and structured way. It allows for the reader to assess the quality and validity of the evidence put forward. With the emphasis on evidence-based practice in the medical profession, the ability to critically appraise the literature should be instilled into medical students. Currently, the push to encourage research shows great effort in the medical curriculum, through the incorporation of elective research programmes, by many medical institutions. But how ready are the students to even understand the research literature, let alone conduct a research? The current system throws these students into 'the deep end' of research conduct without equipping them with the tools necessary to do so. Very often this becomes a problem that snowballs through specialist training right up to the practice of medicine. The possibilities and means of introducing the skills of critical appraisal via the curriculum should be explored. In this age of self-directed and problem-based learning, a purely didactic teaching method of "how to read the literature" is surely outdated. The concept should be integrated into medical teaching, including within the implementation of the PBL system, in both the clinical and non-clinical settings, and by the introduction of the 'journal club' concept. Training of the trainers should also be considered. With the early training of critical appraisal, it can hopefully become an unconscious competence of medical graduates, who not only can produce quality research, but also able to identify quality information.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Is input on Complementary and Alternative Medicine (CAM) necessary in our medical curriculum? A perspective from a survey on medical practitioners

Nabilla AS, Safura J, Karina R, Noran H, Norizan M, Sabariah M, et al.

Med J Malaysia, 2002 Dec;57 Suppl E:37-43.

PMID: 12733192

A cross-sectional study was carried out through a postal survey of a random sample of registered medical practitioners in Malaysia to explore the pursuit and practice of CAM among them. A response rate of 42% was acquired. 27.1% of the medical practitioners are currently using CAM on themselves or their own families and 22.2% actually have referred patients to CAM practitioners. Analysis showed that only 14.9% of the medical practitioners who responded were exposed to CAM during their undergraduate days. Out of 28 respondents graduated from USM, 15 (53.6%) were exposed while out of the 80 graduates of UM, only 6 (7.5%) were exposed and out of 58 respondents graduates of UKM, only 5 (8.6%) were exposed to CAM during their undergraduate teaching. These differences are statistically different (p < 0.001). Analysis also showed that more (72.6%) medical practitioners are for having training in CAM during the medical undergraduate studies. Only 9.1% of the respondents have attended any training in CAM post graduation and 36.8% would like further training on CAM postgraduate and would pay for it. The findings illustrate the need for training in CAM in medical undergraduate education especially in this new age where alternative therapy is in demand by the consumers.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

The growing importance of mental health: are medical curricula responding?

Azhar MZ

Med J Malaysia, 2002 Dec;57 Suppl E:34-6.

PMID: 12733191

Mental health is becoming an important issue. Several local and international studies have proven that the incidence of mental illness is on the rise. Doctors have also been able to make more accurate diagnoses and treat mental disorders more reliably with the aid of recent research and newer drugs. As such it is necessary for the medical curricula to respond to this shift. Medical students must now be exposed to new psychiatric disorders and ways of managing them. The time spent in psychiatry and the mode of teaching must also be revised and modified to the current needs of patients.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Ethics--the role of medical education

Ravindran J

Med J Malaysia, 2002 Dec;57 Suppl E:67-73.

PMID: 12733196

Matched MeSH terms: Education, Medical, Undergraduate/standards*

The undergraduate ENT medical curriculum: past, present and future

Gendeh BS

Med J Malaysia, 2002 Dec;57 Suppl E:23-6.

PMID: 12733188

The strong international demand for admission into medical schools make medical education a "seller's market", and increasingly a global market. Teaching of Otorhinolaryngology-Head and Neck Surgery (ORL-HNS) has two primary goals. Firstly, a firm grasp of basic principles, recognition and treatment of common disorders, initial management of ORL-HNS emergencies and indications for specialist referral. Secondly, to provide sufficient exposure to the specialty to assist in career planning. Good communicative skills for optimal patient care are essential in the selection criteria of medical students. Proficiency in English is essential to obtain a disproportion share of opportunities in the new economy. The examination evaluation needs to be standardized between the various medical schools and the recommended lecturer-student ratio is maintained. The Joint National Evaluating Board has a very essential role to play in the maintenance of medical educational standards in Malaysia.

Matched MeSH terms: Education, Medical, Undergraduate/trends*

Teaching and training in orthopaedics at undergraduate level in Malaysia: the consumers' viewpoint

Harwant S

Med J Malaysia, 2002 Dec;57 Suppl E:27-30.

PMID: 12733189

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Preparing for and managing change: some thoughts for curriculum planners and implementers

Azila NM

Med J Malaysia, 2002 Dec;57 Suppl E:52-7.

PMID: 12733194

This paper outlines issues related to curricular reforms, and strategies to be considered for planning and implementation so as to ensure that the change is institutionalised. In Malaysia, in general, some imminent curricular changes have been carried out to prepare graduates for future changes in the practice environment. Change of reform requires planning, with consideration of the directions in which the change is needed, and the possible educational approaches to be utilized. To ensure change can occur and be maintained there should be effort to induce a paradigm shift amongst teachers and administrators at all levels, there must be transparency and dissemination of information of the required change and why, there must be involvement of teachers in decision making to ensure better compliance.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

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*

Content coverage in problem-based learning

Shahabudin SH

Med Educ, 1987 Jul;21(4):310-3.

PMID: 3626898

Required learning of the basic medical sciences based on five clinical problems was compiled by teachers and subsequently derived as 'learning needs' by students during the problem-solving process. These lists of topics were compared in terms of number of lecture-hours and when these were taught in the traditional curriculum. The findings indicate that learning from problems is not entirely free-rein and can be largely determined by teachers; topics taught earlier in the course appeared more frequently than latter topics and there was a tremendous overlap of topics in both the traditional and problem-based list. Regardless of whether lectures have been given or not, students recalled facts better if they had encountered the related clinical problem. This study also reveals that problem-based learning can be as efficient as lectures in content coverage and concludes that the lecture method be retained provided the topics are selective and are derived and sequenced appropriately with clinical problems. Problem-solving should be adopted as a teaching strategy.

Matched MeSH terms: Education, Medical, Undergraduate*

Preparing the young to look after the old

Nordin R, Hamid AM, Adnan WA

World Health Forum, 1992;13(4):300-2.

PMID: 1466724

In Malaysia the steady rise in the proportion of people aged 60 or more, and an awareness of their complex psychosocial, economic and health care needs, have led medical faculties to introduce geriatrics as an essential subject in their curricula. The efforts made in this field by the School of Medical Sciences of the Universiti Sains Malaysia are outlined in the present article.

Matched MeSH terms: Education, Medical, Undergraduate*

The influence of laboratory experimental work on concept acquisition in a medical physiology course with implications for curriculum deliberations and instructional design

Tan CM

Med Teach, 1990;12(1):83-90.

PMID: 2233187

Following revision of the curriculum the effectiveness of a traditional cookbook experiment, used in conjunction with an 'interpretation seminar', was evaluated. Curriculum revision had been predominantly concerned with an avoidance of overloading and provision of self-study periods. The preceding lectures were integrated with the experiment. The learning resulting from the practical experience was assessed using pre- and post-tests. The practical exercise was ineffective and did not facilitate conceptual understanding. Due to the central role of passive teaching methods the students adopted a surface approach to all learning, were teacher dependent and did not make effective use of their private study. Furthermore, owing to a broad-based entry into medical school many students lacked the basic skills essential to the achievement of meaningful learning. Clearly, for effective learning the curriculum and pedagogy must be geared to the background and educational needs of the students.

Matched MeSH terms: Education, Medical, Undergraduate*

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*

Geriatric training in problem-based learning: an Asian perspective

Majumder MA, Rahim AF, Rahman S

J Am Geriatr Soc, 2004 Jun;52(6):1038-9.

PMID: 15161490

Matched MeSH terms: Education, Medical, Undergraduate*

Medical students' orientation toward lifelong learning in an outcome-based curriculum and the lessons learnt

Ramamurthy S, Er HM, Devi Nadarajah V, Radhakrishnan AK

Med Teach, 2021 Jul;43(sup1):S6-S11.

PMID: 31408404 DOI: 10.1080/0142159X.2019.1646894

BACKGROUND: Lifelong learning (LL) is an important outcome of medical training. The objective of this study is to measure the orientation of medical students toward LL and to determine the types of self-directed learning (SDL) activities that contribute toward LL skills.

METHODS: The Jefferson Scale of Physician Lifelong Learning for medical student (JeffSPLL-MS) questionnaire was used. Factor analysis was performed, Cronbach's alpha and effect size were calculated. The types of learning activities that contribute to LL skills were identified.

RESULTS: Three-factor structure emerged from the factor analysis and were identified as learning beliefs and motivation, skills in seeking information and attention to learning opportunities. A significant increase (p

Matched MeSH terms: Education, Medical, Undergraduate*

Improving undergraduate obstetrics and gynaecology education through the use of WhatsApp™

Soe MZ, Pang NTP, Loo JL

Eur J Obstet Gynecol Reprod Biol, 2020 Apr;247:269.

PMID: 32145995 DOI: 10.1016/j.ejogrb.2020.02.036

Matched MeSH terms: Education, Medical, Undergraduate*

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*

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