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Learning medical ethics in a primary care clinic

Loh KY, Nalliah S

Med Educ, 2008 Nov;42(11):1127-8.
PMID: 18991988 DOI: 10.1111/j.1365-2923.2008.03217.x
Matched MeSH terms: Education, Medical, Undergraduate/standards
Recognition of higher medical institutions in Russia

Severyanova L, Lazarev A

Med J Malaysia, 2005 Aug;60 Suppl D:71-4.
PMID: 16315629

The Russian Federation of higher medical institutions get State accreditation, if their activity conforms to criteria determined by the Ministry of Public Health and the Ministry of Education of the Russian Federation. Kursk State Medical University (KSMU) has a confirmed to requirement of accreditation by the Russian Federation, to conduct annually training of about 5000 students at 12 faculties. KSMU carries out pre-medical undergraduate and postgraduate training in the specialty "Doctor of medicine". For the first time in Russia KSMU was allowed to conduct a 6-year medical training with the use of English as an intermediary language by the Ministry of Public Health and the Ministry of Education. In this relation programmes of training teachers for conducting instruction with the use of an intermediary language (English) and training students Russian with the level necessary for free communication with Russian patients and staff of the clinics have been developed and realized.

Matched MeSH terms: Education, Medical, Undergraduate/standards*
Skills assessment for undergraduate orthopaedic education

Harwant S, Pravin D, Teng EM

Med J Malaysia, 2005 Aug;60 Suppl D:69-70.
PMID: 16315628
Matched MeSH terms: Education, Medical, Undergraduate/standards*
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*
Fulltext Comparative assessment of students' performance and perceptions on objective structured practical models in undergraduate pathology teaching

Htwe TT, Ismail SB, Low GK

Singapore Med J, 2014 Sep;55(9):502-5.
PMID: 25273936

INTRODUCTION: Assessment is an important factor that drives student learning, as students tend to mainly focus on the material to be assessed. The current practice in teaching pathology extensively applies objective-structured practical examination for the assessment of students. As students will have to deal with real patients during clinical years, it is preferred that students learn and practise via potted specimens and slides instead of picture plates. This study aimed to assess the preferred assesment method of pathology practical exercises.

METHODS: This was a cross-sectional survey carried out in two consecutive batches of Phase 2 medical students. Student competency was assessed using both the traditional (TD) (i.e. use of potted specimens and slides) and picture plate (PP) methods. To compare the two assessment methods, we compared the mean scores obtained by the students and examined student perception of the two methods.

RESULTS: The mean scores obtained via the PP method were significantly higher than those obtained via the TD method for almost all the components tested.

CONCLUSION: We found that students performed significantly better (p < 0.05) when assessed using the PP method instead of the TD method. PP preparations might provide better visuals, thus aiding understanding, than the TD method. The findings of this study are valuable in identifying and improving our current teaching and assessment methods of medical students, in line with advancements in information technology.

Matched MeSH terms: Education, Medical, Undergraduate/standards*
Fulltext Assessors for communication skills: SPs or healthcare professionals?

Liew SC, Dutta S, Sidhu JK, De-Alwis R, Chen N, Sow CF, et al.

Med Teach, 2014 Jul;36(7):626-31.
PMID: 24787534 DOI: 10.3109/0142159X.2014.899689

The complexity of modern medicine creates more challenges for teaching and assessment of communication skills in undergraduate medical programme. This research was conducted to study the level of communication skills among undergraduate medical students and to determine the difference between simulated patients and clinical instructors' assessment of communication skills.

Matched MeSH terms: Education, Medical, Undergraduate/standards*
Fulltext Quality assurance in education: perception of undergraduate health professions students in a Malaysian university

Er HM, Nadarajah VD, Ng SH, Wong AN

Korean J Med Educ, 2020 Sep;32(3):185-195.
PMID: 32723985 DOI: 10.3946/kjme.2020.166

PURPOSE: Direct student involvement in quality processes in education has been suggested to encourage shared responsibilities among faculty and students. The objectives of this study were to explore undergraduate health professions students' understanding of quality assurance (QA) in education, and identify the challenges and enablers for student involvement in an Asian context.
METHODS: Twenty semi-structured interviews were conducted among medical, dentistry, and pharmacy students in a Malaysian University. The interviews were audio-recorded, transcribed verbatim, and thematically analyzed to understand the students' perspectives of QA in education.
RESULTS: The participants recognized the importance of QA towards ensuring the quality of their training, which will consequently impact their work readiness, employability, and quality of healthcare services. Academic governance, curriculum structure, content and delivery, faculty and student quality, teaching facilities, and learning resources were indicated as the QA areas. The challenges for students' involvement included students' attitude, maturity, and cultural barrier. To enhance their buy-in, clear objectives and impact, efficient QA mechanism, and recognition of students' contribution had been suggested.
CONCLUSION: The findings of this study support student-faculty partnership in QA processes and decision making.

Matched MeSH terms: Education, Medical, Undergraduate/standards
Clinical experience of medical students in a developing country

Malik AS, Quah BS

Educ Health (Abingdon), 2003 Jul;16(2):163-75.
PMID: 14741902

OBJECTIVE: This paper compares the clinical experience in acute conditions of the undergraduate students of a medical school from a developing country (Malaysia) with those from a developed country (UK).
METHODS: This study was conducted at the School of Medical Sciences, Universiti Sains Malaysia (USM). Through questionnaire survey enquiry was made about 27 acute medical conditions (i.e. conditions related to internal medicine, paediatrics, and psychiatry), 15 acute surgical conditions (i.e. conditions related to general surgery, orthopaedics, ophthalmology, otorhinolaryngology, gynaecology and obstetrics), 15 surgical operations and 26 practical procedures. The results obtained were compared with published data from the UK.
RESULTS: Acute medical conditions were seen by higher number of the USM students but with less frequency than the British students. The USM students saw practical procedures more frequently than the British students did, but almost an equal number performed these procedures independently. The British students attended surgical operations more frequently than the USM students did.
CONCLUSION: Given the limitations of comparison (epidemiological, cultural and geographical differences, conventional curriculum (in the British medical schools) vs. problem based learning curriculum (in the Malaysian medical school)) the overall clinical experience of the medical students in the USM and the UK was comparable. The USM students had more opportunities to observe cases and procedures but "hands on" experience was similar to that of the British students.

Matched MeSH terms: Education, Medical, Undergraduate/standards*
Fulltext Views of Malaysian interns and their supervisors on the adequacy of undergraduate clinical skills training

Chan SC

Singapore Med J, 2012 Mar;53(3):196-202.
PMID: 22434295

This study aimed to determine the views of Malaysian interns and their supervisors on whether undergraduate clinical skills training adequately equipped them for internship and their suggestions for improvement.

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