MyMedR

An innovative method of teaching clinical therapeutics through role-play

Loh KY, Kwa SK

Med Educ, 2009 Nov;43(11):1101-2.

PMID: 19874515 DOI: 10.1111/j.1365-2923.2009.03501.x

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*

Fulltext Assessing undergraduate competence in evidence based medicine: a preliminary study on the correlation between two objective instruments

Lai NM, Teng CL, Nalliah S

Educ Health (Abingdon), 2012 Jul;25(1):33-9.

PMID: 23787382

CONTEXT: The Fresno test and the Berlin Questionnaire are two validated instruments for objectively assessing competence in evidence-based medicine (EBM). Although both instruments purport to assess a comprehensive range of EBM knowledge, they differ in their formats. We undertook a preliminary study using the adapted version of the two instruments to assess their correlations when administered to medical students. The adaptations were made mainly to simplify the presentation for our undergraduate students while preserving the contents that were assessed.
METHODS: We recruited final-year students from a Malaysian medical school from September 2006 to August 2007. The students received a structured EBM training program within their curriculum. They took the two instruments concurrently, midway through their final six months of training. We determined the correlations using either the Pearson's or Spearman's correlation depending on the data distribution.
RESULTS: Of the 120 students invited, 72 (60.0%) participated in the study. The adapted Fresno test and the Berlin Questionnaire had a Cronbach's alfa of 0.66 and 0.70, respectively. Inter-rater correlation (r) of the adapted Fresno test was 0.9. The students scored 45.4% on average [standard deviation (SD) 10.1] on the Fresno test and 44.7% (SD 14.9) on the Berlin Questionnaire (P = 0.7). The overall correlation between the two instruments was poor (r = 0.2, 95% confidence interval: -0.07 to 0.42, P = 0.08), and correlations remained poor between items assessing the same EBM domains (r = 0.01-0.2, P = 0.07-0.9).
DISCUSSION: The adapted versions of the Fresno test and the Berlin Questionnaire correlated poorly when administered to medical students. The two instruments may not be used interchangeably to assess undergraduate competence in EBM.

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

Fulltext Dysfunctional problem-based learning curricula: resolving the problem

Lim WK

BMC Med Educ, 2012;12:89.

PMID: 23009729 DOI: 10.1186/1472-6920-12-89

Problem-based learning (PBL) has become the most significant innovation in medical education of the past 40 years. In contrast to exam-centered, lecture-based conventional curricula, PBL is a comprehensive curricular strategy that fosters student-centred learning and the skills desired in physicians. The rapid spread of PBL has produced many variants. One of the most common is 'hybrid PBL' where conventional teaching methods are implemented alongside PBL. This paper contends that the mixing of these two opposing educational philosophies can undermine PBL and nullify its positive benefits. Schools using hybrid PBL and lacking medical education expertise may end up with a dysfunctional curriculum worse off than the traditional approach.

Matched MeSH terms: Education, Medical, Undergraduate/standards

Psychometric properties of DREEM in a sample of Malaysian medical students

Yusoff MS

Med Teach, 2012;34(7):595-6.

PMID: 22489970 DOI: 10.3109/0142159X.2012.675104

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 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*

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/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

Displaying publications 21 - 29 of 29 in total