Displaying publications 21 - 40 of 411 in total

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  1. Ahmed H, Nisar QA, Khan W, Patwary AK, Zaman S
    Environ Sci Pollut Res Int, 2023 Nov;30(54):115882-115895.
    PMID: 37897574 DOI: 10.1007/s11356-023-30644-z
    The purpose of this study is to investigate the impact of a set of green human resource management (HRM) practices on sustainable performance in Pakistani higher education institutions (HEIs), while also taking into account the mediating influence of environmental consciousness and green intellectual capital. Furthermore, the study aims to assess the association between environmental consciousness and green intellectual capital, along with the sustainable outcome. The study data was collected from 250 HR managers and executive officers who were responsible for implementing green HRM practices and sustainable performance in the education sector of Pakistan. Smart PLS-4 software was used to perform the statistical analysis of the data. According to the results of this study, green HRM practices play a substantial role in enhancing sustainable performance. The study also identified a link between green HRM practices and sustainable performance via environmental awareness and green intellectual capital. The research contributes to the theoretical paradigm's social cognitive theory by offering information on green HRM practice bundles and sustainable performance. The research also demonstrates that green intellectual capital and environmental consciousness operate as a bridge between green HRM practices and long-term sustainable performance. The study's findings have real-world applications for education, policymakers, and human resource managers at the highest levels. In order to achieve sustainable performance, the study emphasizes the significance of developing green intellectual capital and implementing green HRM practices.
    Matched MeSH terms: Educational Status
  2. Al-Worafi YM, Goh KW, Hermansyah A, Tan CS, Ming LC
    JMIR Med Educ, 2024 Jan 12;10:e47339.
    PMID: 38214967 DOI: 10.2196/47339
    BACKGROUND: Artificial Intelligence (AI) plays an important role in many fields, including medical education, practice, and research. Many medical educators started using ChatGPT at the end of 2022 for many purposes.

    OBJECTIVE: The aim of this study was to explore the potential uses, benefits, and risks of using ChatGPT in education modules on integrated pharmacotherapy of infectious disease.

    METHODS: A content analysis was conducted to investigate the applications of ChatGPT in education modules on integrated pharmacotherapy of infectious disease. Questions pertaining to curriculum development, syllabus design, lecture note preparation, and examination construction were posed during data collection. Three experienced professors rated the appropriateness and precision of the answers provided by ChatGPT. The consensus rating was considered. The professors also discussed the prospective applications, benefits, and risks of ChatGPT in this educational setting.

    RESULTS: ChatGPT demonstrated the ability to contribute to various aspects of curriculum design, with ratings ranging from 50% to 92% for appropriateness and accuracy. However, there were limitations and risks associated with its use, including incomplete syllabi, the absence of essential learning objectives, and the inability to design valid questionnaires and qualitative studies. It was suggested that educators use ChatGPT as a resource rather than relying primarily on its output. There are recommendations for effectively incorporating ChatGPT into the curriculum of the education modules on integrated pharmacotherapy of infectious disease.

    CONCLUSIONS: Medical and health sciences educators can use ChatGPT as a guide in many aspects related to the development of the curriculum of the education modules on integrated pharmacotherapy of infectious disease, syllabus design, lecture notes preparation, and examination preparation with caution.

    Matched MeSH terms: Educational Status
  3. Stockley RC, Walker MF, Alt Murphy M, Azah Abd Aziz N, Amooba P, Churliov L, et al.
    Neurorehabil Neural Repair, 2024 Feb;38(2):87-98.
    PMID: 38212946 DOI: 10.1177/15459683231222026
    BACKGROUND: The aim of the International Stroke Recovery and Rehabilitation Alliance is to create a world where worldwide collaboration brings major breakthroughs for the millions of people living with stroke. A key pillar of this work is to define globally relevant criteria for centers that aspire to deliver excellent clinical rehabilitation and generate exceptional outcomes for patients.

    OBJECTIVES: This paper presents consensus work conducted with an international group of expert stroke recovery and rehabilitation researchers, clinicians, and people living with stroke to identify and define criteria and measurable indicators for Centers of Clinical Excellence (CoCE) in stroke recovery and rehabilitation. These were intentionally developed to be ambitious and internationally relevant, regardless of a country's development or income status, to drive global improvement in stroke services.

    METHODS: Criteria and specific measurable indicators for CoCE were collaboratively developed by an international panel of stroke recovery and rehabilitation experts from 10 countries and consumer groups from 5 countries.

    RESULTS: The criteria and associated indicators, ranked in order of importance, focused upon (i) optimal outcome, (ii) research culture, (iii) working collaboratively with people living with stroke, (iv) knowledge exchange, (v) leadership, (vi) education, and (vii) advocacy. Work is currently underway to user-test the criteria and indicators in 14 rehabilitation centers in 10 different countries.

    CONCLUSIONS: We anticipate that use of the criteria and indicators could support individual organizations to further develop their services and, more widely, provide a mechanism by which clinical excellence can be articulated and shared to generate global improvements in stroke care.

    Matched MeSH terms: Educational Status
  4. Wan Chik WZ, Salamonson Y, Everett B, Ramjan LM, Attwood N, Weaver R, et al.
    Int Nurs Rev, 2012 Sep;59(3):387-93.
    PMID: 22897191 DOI: 10.1111/j.1466-7657.2012.00989.x
    To examine differences in academic performance between male and female nursing students, and to identify whether professional identity and language usage were explanatory factors of academic performance.
    Matched MeSH terms: Educational Status*
  5. Lee K, Ng SF, Ng EL, Lim ZY
    J Exp Child Psychol, 2004 Oct;89(2):140-58.
    PMID: 15388303 DOI: 10.1016/j.jecp.2004.07.001
    Previous studies on individual differences in mathematical abilities have shown that working memory contributes to early arithmetic performance. In this study, we extended the investigation to algebraic word problem solving. A total of 151 10-year-olds were administered algebraic word problems and measures of working memory, intelligence quotient (IQ), and reading ability. Regression results were consistent with findings from the arithmetic literature showing that a literacy composite measure provided greater contribution than did executive function capacity. However, a series of path analyses showed that the overall contribution of executive function was comparable to that of literacy; the effect of executive function was mediated by that of literacy. Both the phonological loop and the visual spatial sketchpad failed to contribute directly; they contributed only indirectly by way of literacy and performance IQ, respectively.
    Matched MeSH terms: Educational Status*
  6. Phillips LH, Lawrie L, Schaefer A, Tan CY, Yong MH
    Front Psychol, 2021;12:631458.
    PMID: 33692728 DOI: 10.3389/fpsyg.2021.631458
    Planning ability is important in everyday functioning, and a key measure to assess the preparation and execution of plans is the Tower of London (ToL) task. Previous studies indicate that older adults are often less accurate than the young on the ToL and that there may be cultural differences in performance on the task. However, potential interactions between age and culture have not previously been explored. In the current study we examined the effects of age on ToL performance in an Asian culture (Malaysia) and a Western culture (British) (n = 191). We also explored whether working memory, age, education, and socioeconomic status explained variance in ToL performance across these two cultures. Results indicated that age effects on ToL performance were greater in the Malaysian sample. Subsequent moderated mediation analysis revealed differences between the two cultures (British vs Malaysians), in that the age-related variance in ToL accuracy was accounted for by WM capacity at low and medium education levels only in the Malaysian sample. Demographic variables could not explain additional variance in ToL speed or accuracy. These results may reflect cultural differences in the familiarity and cognitive load of carrying out complex planning tasks.
    Matched MeSH terms: Educational Status
  7. Nurzaimah Asalal, Haris Abd Wahab
    MyJurnal
    This study aimed to investigate the challenges faced by students enrolled in social work program in public universities in regard to fulfillment of education values and social work ethics. The study applied quantitative methods which involved 279 final year students who participated in social work program in Malaysian Public Universities. The findings showed that students who enrolled in this program did not face any challenges to fulfill the values education standards and social work ethics. However, the Chi Square result revealed that there is significant correlation (P ≤ 0.05) between the challenges faced by students and their ability to master the value and social work ethics. The study aspired to produce students who are able to master the values and work ethics standards during their study years. Students’ good command in value and social work ethics would help them to be prepared to face the real situations.
    Matched MeSH terms: Educational Status
  8. Koehn JZ, Quinn EL, Otten JJ, Allison EH, Anderson CM
    J Agric Food Syst Community Dev, 2020;10(1):171-189.
    PMID: 33996191 DOI: 10.5304/jafscd.2020.101.027
    Along the U.S. West Coast, sustainable management has rebuilt fish stocks, providing an opportunity to supply nutrient-rich food to adjacent coastal communities where food insecurity and diet-based diseases are common. However, the market has not successfully supplied locally sourced seafood to nutritionally vulnerable people. Rather, a few organizations make this connection on a limited scale. We used a "positive deviant" approach to learn how these organizations' efforts developed, how they overcame challenges, and what conditions enabled their interventions. We found that organizations in these positive deviant cases provided fish from a wide variety of species and sources, and distributed them through different channels to a diversity of end consumers. A key factor facilitating success was the ability to negotiate a price point that was both profitable and reasonable for organizations supplying nutritionally vulnerable or low-income consumers. Further-more, securing access to grants overcame initial costs of establishing new supply channels. All cases highlighted the importance of individual champions who encouraged development and cultural connections between the initiative and the nearby community. Organizations overcame key challenges by establishing regulations governing these new channels and either using partnerships or vertically integrating to reduce costs associated with processing and transport. Oftentimes training and education were also critical to instruct workers on how to process unfamiliar fish and to increase consumer awareness of local fish and how to prepare them. These lessons illuminate pathways to improve the contribution of local seafood to the healthy food system.
    Matched MeSH terms: Educational Status
  9. Alam Sher Malik, Rukhsana Hussain Malik
    MyJurnal
    Although the transformation towards adopting an Outcome-based Education (OBE) is gathering momentum globally, several medical schools are finding it hard to implement the change. Based and built on authors’ experience and cues from the literature, the tips – relating to the process of identification, description and dissemination of learning outcomes (LOs); usage of LOs to ascertain the curricular contents, the teaching/learning and assessment methods; implementing, monitoring and reviewing the curriculum – are the actions that the institutions of higher learning need to perform to transform the existing curriculum or to develop an altogether a new curriculum according to OBE approach. The development of the faculty through dialogues, discussions and training sessions should be an initial and essential step in this process. It is hoped that these tips will alley some of the fears and facilitate the adoption of OBE curriculum in new as well as in existing established institutions.
    Matched MeSH terms: Educational Status
  10. Malhotra A, Elnakib S
    J Adolesc Health, 2021 05;68(5):847-862.
    PMID: 33446401 DOI: 10.1016/j.jadohealth.2020.11.017
    PURPOSE: This review assesses evaluations published from 2000 to 2019 to shed light on what approaches work, especially at scale and sustainably, to prevent child marriage in low- and middle-income countries.

    METHODS: We conducted a search of electronic databases and gray literature and evaluated the methodological quality and risk of bias of included studies.

    RESULTS: A total of 30 studies met the inclusion criteria. Interventions that support girls' schooling through cash or in-kind transfers show the clearest pattern of success in preventing child marriage, with 8 of 10 medium-high quality studies showing positive results. Although limited in number, five studies on favorable job markets and targeted life skills and livelihoods training show consistent positive results. Comparatively, asset or cash transfers conditional on delaying marriage show success only among two of four evaluations, and the three studies on unconditional cash transfers for poverty mitigation show no effect. Findings also show a low success rate for multicomponent interventions with positive results in only one of eight medium-high quality studies. Further, single component interventions were much more likely to be at scale and sustainable than multicomponent interventions.

    CONCLUSIONS: These results indicate that enhancement of girls' own human capital and opportunities is the most compelling pathway to delaying marriage. In contrast, low rates of success, scale-up, and sustainability of multicomponent programs requires reconsideration of this approach.

    Matched MeSH terms: Educational Status
  11. Med J Malaysia, 1974 Dec;29(2):147-8.
    PMID: 4282404
    Matched MeSH terms: Educational Status
  12. Leng GA
    Med J Malaysia, 1974 Dec;29(2):145-6.
    PMID: 4282403
    Matched MeSH terms: Educational Status
  13. Santos JC, Wong JHD, Pallath V, Ng KH
    Phys Eng Sci Med, 2021 Sep;44(3):833-841.
    PMID: 34283393 DOI: 10.1007/s13246-021-01036-9
    Artificial intelligence (AI) is an innovative tool with the potential to impact medical physicists' clinical practices, research, and the profession. The relevance of AI and its impact on the clinical practice and routine of professionals in medical physics were evaluated by medical physicists and researchers in this field. An online survey questionnaire was designed for distribution to professionals and students in medical physics around the world. In addition to demographics questions, we surveyed opinions on the role of AI in medical physicists' practices, the possibility of AI threatening/disrupting the medical physicists' practices and career, the need for medical physicists to acquire knowledge on AI, and the need for teaching AI in postgraduate medical physics programmes. The level of knowledge of medical physicists on AI was also consulted. A total of 1019 respondents from 94 countries participated. More than 85% of the respondents agreed that AI would play an essential role in medical physicists' practices. AI should be taught in the postgraduate medical physics programmes, and that more applications such as quality control (QC), treatment planning would be performed by AI. Half of the respondents thought AI would not threaten/disrupt the medical physicists' practices. AI knowledge was mainly acquired through self-taught and work-related activities. Nonetheless, many (40%) reported that they have no skill in AI. The general perception of medical physicists was that AI is here to stay, influencing our practices. Medical physicists should be prepared with education and training for this new reality.
    Matched MeSH terms: Educational Status
  14. Tang D, Peng Chew F, Abdul Rahman M, Dhamotharan M
    F1000Res, 2022;11:938.
    PMID: 36226043 DOI: 10.12688/f1000research.122443.2
    BACKGROUND: The 2030 agenda for sustainable development proposed global equitable quality education and lifelong learning opportunities for all children . The quality of early childhood care and education (ECCE) programs helps shape children's minds, attitudes and behaviors, and has short and long-term effects on a child, a family and a country. In Malaysia, the government has formulated some policies and laws to protect children's rights. However, ECCE is facing some challenges. The purpose of this study is to investigate parents' perceptions of the quality of ECCE programs implemented by Malaysian government.

    METHODS: A mixed method was used to collect data on parents' perceptions of ECCE policies in selected states in Malaysia. The questionnaires, (P1/POL) from the research project "Development of a Comprehensive and Integrated Model of Quality Malaysian ECCE", were distributed among 629 respondents who have a child in a preschool, and 22 participants were randomly selected to take part in five focus group interviews Results: The key findings of the study revealed 68% parents were not familiar with ECCE Malaysian government policy, however 84.3% stressed it is important for the government to educate them about ECCE. Thus findings indicated that the majority of parents lack awareness of the ECCE policies and quality of early childhood care and education programs related to the policies remain the issue. While interviewing the focus group ,most of them were not aware of ECCE and pointed out parents are stressing children's academic learning in particular preschools.

    CONCLUSIONS: It is concluded that parents' awareness regarding the ECCE program must be part of the policies and needs to improve. It is recommended that the government of Malaysia should supply more information on ECCE policies to parents and focus on policy implementation. Moreover, the quality of ECCE programs should be improved based on the parents' perceptions.

    Matched MeSH terms: Educational Status
  15. Burhanuddin NAN, Ahmad NA, Said RR, Asimiran S
    Int J Environ Res Public Health, 2022 Sep 23;19(19).
    PMID: 36231322 DOI: 10.3390/ijerph191912020
    The complex nature of coaching challenges instructional coaches (ICs) professionally as it requires them to deal with not only teachers' resistance, acceptance and expectation but also adhere to the complex and multifaceted roles that they are bearing. Psychological capital (PsyCap) has been upheld as an effective construct for defending against stress, negative emotions and burnout among educators. This phenomenological study explores ways in which PsyCap was experienced by Malaysian instructional coaches (ICs). Data were gathered from face-to-face interviews with seven instructional coaches purposefully selected from six different District Education Offices (DEOs) throughout Malaysia. Extracted from participants' own words and through the exploration performed, PsyCap was experienced by the participants through a sense of responsibility, positive resources and work commitment. This study highlights the importance of PsyCap as inner positive psychological resources that aided instructional coaches in their practice of coaching. In addition, this study suggests future research recommendations towards implementing PsyCap developmental training with another group of instructional coaches.
    Matched MeSH terms: Educational Status
  16. Ching SL, Lau LS, Choong CK
    Environ Sci Pollut Res Int, 2023 Mar;30(15):43056-43067.
    PMID: 35508851 DOI: 10.1007/s11356-022-19256-1
    The Sustainable Development Goal (SDG) 10 focuses on combating the climate change and its effects. The inclusion of this agenda in the Sustainable Development Goals by the United Nations has shown that worsened environmental degradation is currently a major threat facing humankind. The World Commission on Environment and Development 2015 has highlighted that income inequality is one of the major causes for environmental deterioration. Hence, reducing environmental degradation requires a look at the problem of unequal income distribution. Moreover, educational attainment plays a vital role in providing relevant knowledge and skills to people in handling environmental problems. Thus, the objective of the study is to investigate the relationship between income inequality, educational attainment, and CO2 emissions by employing a panel data analysis for a group of 64 countries from 1990 to 2016.The study uses mainly dynamic common correlated effects (DCCE) estimator to take into account the issue of cross-section dependence which has been ignored by most of the previous studies. By tackling the problem of cross-section dependence, unbiased and reliable results could be produced in estimations. Our results portray that an inverted U-shaped environmental Kuznets curve (EKC) is found to be valid. Additionally, income inequality has a negative impact on environmental degradation. Likewise, educational attainment and CO2 emissions are revealed to be negatively correlated. The findings of the study could provide a better understanding on the root causes of environmental degradation, and further suggest remedial actions to overcome the problem.
    Matched MeSH terms: Educational Status
  17. Omran S, Leong SL, Blebil A, Mohan D, Teoh SL
    Res Social Adm Pharm, 2023 Nov;19(11):1399-1411.
    PMID: 37586945 DOI: 10.1016/j.sapharm.2023.07.012
    BACKGROUND: The field of pharmacogenomics is rapidly advancing, but its adoption and implementation remain slow and lacking. Lack of pharmacogenomics knowledge among healthcare professionals is the most frequently cited barrier to adopting and implementing pharmacogenomics in clinical settings.

    OBJECTIVES: This study aimed to critically evaluate and determine the effectiveness of educational interventions in improving pharmacogenomics knowledge and practice.

    METHODS: Four electronic databases were searched: MEDLINE, EMBASE, CENTRAL, and PsycINFO. Studies on pharmacogenomics educational interventions for health care professionals and students with pre- and post-intervention assessments and results were included. No restrictions were placed on time, language, or educational contexts. The educational outcomes measured include both objective and subjective outcomes. The pharmacogenomics competency domains used to judge educational interventions are based on the competency domains listed by the American Association of Colleges of Pharmacies (AACP). The National Heart, Lung, and Blood Institute of the National Institutes of Health was used for the quality assessment of pre-post studies with no control group and the controlled intervention studies. No meta-analysis was conducted; the data were synthesized qualitatively. The systematic review was reported in accordance with the PRISMA statement.

    RESULTS: Fifty studies were included in this review. All included studies integrated the AACP pharmacogenomics competency domains into their educational interventions. Most of the studies had educational interventions that integrated clinical cases (n = 44; 88%). Knowledge was the most frequently evaluated outcome (n = 34; 68%) and demonstrated significant improvement after the educational intervention that integrated AACP pharmacogenomics competency domains and employed active learning with clinical case inclusion.

    CONCLUSION: This review provided evidence of the effectiveness of educational interventions in improving pharmacogenomics knowledge and practice. Incorporating pharmacogenomics competency domains into education and training, with patient cases for healthcare professionals and students, dramatically improved their pharmacogenomics knowledge, attitudes, and confidence in practice.

    Matched MeSH terms: Educational Status
  18. Li J, Md Dali M, Nordin NA
    PMID: 36834348 DOI: 10.3390/ijerph20043652
    Although many benefits of urban green space networks have been consistently demonstrated, most of the discussion on space connectivity has concentrated on ecological aspects, such as patch-corridor-matrix connectivity. There are limited systematic studies that have investigated the connectedness between urban parks and people. This study aimed to explore the connectedness among urban parks from the users' perspective by using a systematic literature review. By following the PRISMA protocol and analyzing 54 studies from Scopus and Web of Science between 2017 and 2022, we proposed the concepts of physical connectedness and perceived connectedness. The "physical connectedness" contained the dimensions of road attributes and park attributes, as well as six categories including physical accessibility, street connectivity, the street environment, spatial scale, facilities and amenities, and natural elements. The "perceived connectedness" mainly referred to people's perception of the physical environment. The four categories were perceived accessibility, perceived safety, aesthetics, and Kaplan's perceptual model. Finally, in terms of individual attributes, the impact of sociodemographic factors (age, gender, income, education, and occupation) and the motivation for activity on park connectedness were also taken into account. On the basis of our findings, this study suggested that park connectedness should not only focus on physical connectedness but also perceived connectedness.
    Matched MeSH terms: Educational Status
  19. Mac Giolla Phadraig C, Kammer PV, Asimakopoulou K, Healy O, Fleischmann I, Buchanan H, et al.
    Community Dent Oral Epidemiol, 2023 Dec;51(6):1065-1077.
    PMID: 37368479 DOI: 10.1111/cdoe.12890
    INTRODUCTION: There is no agreed taxonomy of the techniques used to support patients to receive professional oral healthcare. This lack of specification leads to imprecision in describing, understanding, teaching and implementing behaviour support techniques in dentistry (DBS).

    METHODS: This review aims to identify the labels and associated descriptors used by practitioners to describe DBS techniques, as a first step in developing a shared terminology for DBS techniques. Following registration of a protocol, a scoping review limited to Clinical Practice Guidelines only was undertaken to identify the labels and descriptors used to refer to DBS techniques.

    RESULTS: From 5317 screened records, 30 were included, generating a list of 51 distinct DBS techniques. General anaesthesia was the most commonly reported DBS (n = 21). This review also explores what term is given to DBS techniques as a group (Behaviour management was most commonly used (n = 8)) and how these techniques were categorized (mainly distinguishing between pharmacological and non-pharmacological).

    CONCLUSIONS: This is the first attempt to generate a list of techniques that can be selected for patients and marks an initial step in future efforts at agreeing and categorizing these techniques into an accepted taxonomy, with all the benefits this brings to research, education, practice and patients.

    Matched MeSH terms: Educational Status
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