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  1. Educational environments in Asian medical schools: A cross-national comparison between Malaysia, Singapore, and China
    Arokiamary B, Russell V, Lim HA, Koay JM, Xia J, Zhao XH, et al.
    Asia Pac Psychiatry, 2021 Jun;13(2):e12454.
    PMID: 33646626 DOI: 10.1111/appy.12454
    INTRODUCTION: Perceptions of the educational environment (EE) represent an important source of information on medical students' learning experience. Understanding and addressing these perceptions can help inform initiatives designed to improve the learning experience and educational outcomes, while comparison of student perceptions across medical schools can provide an added perspective. The aim of the study was to compare the EEs of three Asian medical schools: Royal College of Surgeons in Ireland and University College Dublin Malaysia Campus, Yong Loo Lin School of Medicine, Singapore and Xiangya School of Medicine, China.

    METHODS: Medical students in the clinical years (N = 1063) participated in a cross-sectional study using the Dundee Ready Educational Environment Measure (DREEM). Data were analyzed using SPSS version 22.

    RESULTS: There were significant differences between the three medical schools in the total DREEM scores (F [2, 1059] = 38.29, p 

    Matched MeSH terms: Schools, Medical
  2. Psychometric properties of the Medical Student Well-Being Index among medical students in a Malaysian medical school
    Yusoff MS, Yaacob MJ, Naing NN, Esa AR
    Asian J Psychiatr, 2013 Feb;6(1):60-5.
    PMID: 23380320 DOI: 10.1016/j.ajp.2012.09.001
    This study evaluated the convergent, discriminant, construct, concurrent and discriminative validity of the Medical Student Wellbeing Index (MSWBI) as well as to evaluate its internal consistency and optimal cut-off total scores to detect at least moderate levels of general psychological distress, stress, anxiety and depression symptoms. A cross sectional study was done on 171 medical students. The MSWBI and DASS-21 were administered and returned immediately upon completion. Confirmatory factor analysis, reliability analysis, ROC analysis and Pearson correlation test were applied to assess psychometric properties of the MSWBI. A total of 168 (98.2%) medical students responded. The goodness of fit indices showed the MSWBI had a good construct (χ(2)=6.14, p=0.803, RMSEA<0.001, RMR=0.004, GFI=0.99, AGFI=0.97, CFI=1.00, IFI=1.02, TLI=1.04). The Cronbach's alpha value was 0.69 indicating an acceptable level of internal consistency. Pearson correlation coefficients and ROC analysis suggested each MSWBI's item showed adequate convergent and discriminant validity. Its optimal cut-off scores to detect at least moderate levels of general psychological distress, stress, anxiety, and depression were 1.5, 2.5, 1.5 and 2.5 respectively with sensitivity and specificity ranged from 62 to 80% and the areas under ROC curve ranged from 0.71 to 0.83. This study showed that the MSWBI had good level of psychometric properties. The MSWBI score more than 2 can be considered as having significant psychological distress. The MSWBI is a valid and reliable screening instrument to assess psychological distress of medical students.
    Matched MeSH terms: Schools, Medical
  3. Australia, the Colombo Plan, and the Faculty of Medicine, University of Malaya
    Luke HA
    Australas Radiol, 1970 Feb;14(1):15-9.
    PMID: 5525077
    Matched MeSH terms: Schools, Medical*
  4. Fulltext Training simulated patients: evaluation of a training approach using self-assessment and peer/tutor feedback to improve performance
    Perera J, Perera J, Abdullah J, Lee N
    BMC Med Educ, 2009;9:37.
    PMID: 19563621 DOI: 10.1186/1472-6920-9-37
    BACKGROUND: Most medical schools use simulated patients (SPs) for teaching. In this context the authenticity of role play and quality of feedback provided by SPs is of paramount importance. The available literature on SP training mostly addresses instructor led training where the SPs are given direction on their roles. This study focuses on the use of peer and self evaluation as a tool to train SPs.
    METHODS: SPs at the medical school participated in a staff development and training programme which included a) self-assessment of their performance while observing video-tapes of their role play using a structured guide and b) peer group assessment of their performance under tutor guidance. The pre and post training performance in relation to authenticity of role play and quality of feedback was blindly assessed by students and tutors using a validated instrument and the scores were compared. A focus group discussion and a questionnaire assessed acceptability of the training programme by the SPs.
    RESULTS: The post-training performance assessment scores were significantly higher (p < 0.05) than the pre-training scores. The degree of improvement in the quality of feedback provided to students was more when compared to the improvement of role play. The acceptability of the training by the SPs was very satisfactory scoring an average of 7.6 out of 10. The majority of the SPs requested the new method of training to be included in their current training programme as a regular feature.
    CONCLUSION: Use of structured self-reflective and peer-interactive, practice based methods of SP training is recommended to improve SP performance. More studies on these methods of training may further refine SP training and lead to improvement of SP performance which in turn may positively impact medical education.
    Matched MeSH terms: Schools, Medical*
  5. Fulltext Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart
    Tackett S, Shochet R, Shilkofski NA, Colbert-Getz J, Rampal K, Abu Bakar H, et al.
    BMC Med Educ, 2015;15:105.
    PMID: 26081751 DOI: 10.1186/s12909-015-0388-0
    Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES).
    Matched MeSH terms: Schools, Medical/organization & administration*; Schools, Medical/standards
  6. Fulltext Very short answer questions: a viable alternative to multiple choice questions
    Puthiaparampil T, Rahman MM
    BMC Med Educ, 2020 May 06;20(1):141.
    PMID: 32375739 DOI: 10.1186/s12909-020-02057-w
    BACKGROUND: Multiple choice questions, used in medical school assessments for decades, have many drawbacks such as hard to construct, allow guessing, encourage test-wiseness, promote rote learning, provide no opportunity for examinees to express ideas, and do not provide information about strengths and weakness of candidates. Directly asked, directly answered questions like Very Short Answer Questions (VSAQ) are considered a better alternative with several advantages.

    OBJECTIVES: This study aims to compare student performance in MCQ and VSAQ and obtain feedback. from the stakeholders.

    METHODS: Conduct multiple true-false, one best answer, and VSAQ tests in two batches of medical students, compare their scores and psychometric indices of the tests and seek opinion from students and academics regarding these assessment methods.

    RESULTS: Multiple true-false and best answer test scores showed skewed results and low psychometric performance compared to better psychometrics and more balanced student performance in VSAQ tests. The stakeholders' opinions were significantly in favour of VSAQ.

    CONCLUSION AND RECOMMENDATION: This study concludes that VSAQ is a viable alternative to multiple-choice question tests, and it is widely accepted by medical students and academics in the medical faculty.

    Matched MeSH terms: Schools, Medical
  7. Fulltext Anatomy Education Environment Measurement Inventory (AEEMI): a cross-validation study in Malaysian medical schools
    Hadie SNH, Yusoff MSB, Arifin WN, Kasim F, Ismail ZIM, Asari MA, et al.
    BMC Med Educ, 2021 Jan 14;21(1):50.
    PMID: 33446203 DOI: 10.1186/s12909-020-02467-w
    BACKGROUND: The Anatomy Education Environment Measurement Inventory (AEEMI) evaluates the perception of medical students of educational climates with regard to teaching and learning anatomy. The study aimed to cross-validate the AEEMI, which was previously studied in a public medical school, and proposed a valid universal model of AEEMI across public and private medical schools in Malaysia.

    METHODS: The initial 11-factor and 132-item AEEMI was distributed to 1930 pre-clinical and clinical year medical students from 11 medical schools in Malaysia. The study examined the construct validity of the AEEMI using exploratory and confirmatory factor analyses.

    RESULTS: The best-fit model of AEEMI was achieved using 5 factors and 26 items (χ 2 = 3300.71 (df = 1680), P

    Matched MeSH terms: Schools, Medical*
  8. Fulltext Prevalence of stress among medical students: a comparative study between public and private medical schools in Bangladesh
    Eva EO, Islam MZ, Mosaddek AS, Rahman MF, Rozario RJ, Iftekhar AF, et al.
    BMC Res Notes, 2015;8:327.
    PMID: 26223786 DOI: 10.1186/s13104-015-1295-5
    Throughout the world all health professionals face stress because of time-pressures, workload, multiple roles and emotional issues. Stress does not only exist among the health professionals but also in medical students. Bangladesh has currently 77 medical colleges 54 of which are private. This study was designed to collect baseline data of stress-level among Bangladeshi students, which we believe will form the basis for further in depth studies.
    Matched MeSH terms: Schools, Medical
  9. Fulltext Are medical students confident in taking a sexual history? An assessment on attitude and skills from an upper middle income country
    Ariffin F, Chin KL, Ng C, Miskan M, Lee VK, Isa MR
    BMC Res Notes, 2015;8:248.
    PMID: 26082003 DOI: 10.1186/s13104-015-1220-y
    BACKGROUND: Sexual history training during undergraduate education is essential for preparing future doctors to handle patients' sexual health concerns. The purpose of this study was to assess the attitudes and perceptions of final-year medical students in Malaysia toward sexual history taking and the training they receive from their medical schools.
    METHODS: The study used a cross-sectional survey of 379 final-year medical students from three medical schools in Malaysia. Students were asked to rate their attitudes and perceptions regarding training on taking sexual histories using a newly developed questionnaire with good internal consistency (Cronbach's alpha = 0.73). Ethics approval was obtained from the relevant medical schools, and the statistical analysis was conducted using SPSS, Version 20.0.
    RESULTS: The mean age of participants was 23.58 ± 0.65 SD. Participants reported high interest in sexual health and felt it was important for doctors to know how to take a sexual history (95%). Among the participants, only half felt comfortable in taking sexual histories from patients. The participants identified cultural and religious differences between the doctor and the patient as a potential barrier for discussing sexual health. Participants were aware of their own practice and ability, as well as their limitations, in taking sexual histories. Less than half (46%) felt that the training they received adequately prepared them to take sexual histories.
    CONCLUSIONS: This study identified gaps in sexual health training among medical schools in Malaysia. The delivery of sexual health education program should incorporate confidence building and to make students feel comfortable to take sexual histories from patients. The barrier caused by differences in culture or religion between a doctor and a patient may be overcome through cross cultural and cultural competency training. This is important for multi-faith, multi cultural societies such as Malaysia and other similar countries.
    Matched MeSH terms: Schools, Medical/ethics
  10. Fulltext Malaya's new medical school
    Br Med J, 1969 Aug 9;3(5666):315.
    PMID: 5800338
    Matched MeSH terms: Schools, Medical*
  11. Medical progress in Malaya: King Edward VII College of Medicine at Singapore
    Br Med J, 1926;1:623.
    Matched MeSH terms: Schools, Medical
  12. Google classroom as a learning management system to teach biochemistry in a medical school
    Dash S
    Biochem Mol Biol Educ, 2019 07;47(4):404-407.
    PMID: 30994974 DOI: 10.1002/bmb.21246
    Medical education has adopted various e-learning technologies to its aid. Addition of Google Classroom, introduced in 2014, as a Learning Management System (LMS) has provided a basic, easy to use platform. This study tested its efficacy in teaching a biochemistry module to first year MBBS students in an Indian medical school. Better access to learning material and supplementary teaching resources, helpfulness of immediate feedback, and learning outside of class environment were reported by students. Preference of mobile phone over laptop to access this LMS was reported. Use of this free to use LMS can be made, and especially in resource limited low and middle income countries, to encourage greater access to e-learning. © 2019 International Union of Biochemistry and Molecular Biology, 47(4):404-407, 2019.
    Matched MeSH terms: Schools, Medical
  13. The educational environment and self-perceived clinical competence of senior medical students in a Malaysian medical school
    Lai N, Nalliah S, Jutti RC, Hla Y, Lim VK
    Educ Health (Abingdon), 2009 Aug;22(2):148.
    PMID: 20029744
    The educational environment is widely considered to be a major factor affecting students' motivation and learning outcomes. Although students' perceptions of their educational environment are often reported, we are unaware of any published reports that relate this information to students' clinical competence, either self-perceived or objectively measured.
    Matched MeSH terms: Schools, Medical*
  14. Perception of students about the problem-based learning sessions conducted for medical and dental schools' students of Universiti Sains Malaysia
    Barman A, Jaafar R, Naing NN
    Educ Health (Abingdon), 2006 Nov;19(3):363-8.
    PMID: 17178518
    Matched MeSH terms: Schools, Medical*
  15. 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: Schools, Medical/standards*
  16. Fulltext Task Integrated Objective Structured Clinical Examination (TIOSCE): A modified version of OSCE
    Shahid Hassan
    Education in Medicine Journal, 2012;4(1):115-128.
    MyJurnal
    The impact of good assessment in medical education depends on how appropriately the tools measure the clinical performance and how reliable, valid and feasible they are to achieve the logical decision. The traditional methods of clinical examination using long and short cases and orals are often argued for its subjectivity, low reliability and inadequate context specificity. Oral test though comparatively more valid due to its face-to-face questions are considered less reliable for problems of unstandardized questions, inconsistent marking and lack of sufficient testing time. Development of an “objective structured clinical examination” (OSCE) was sought as a solution to these problems. But the fragmented representation of the context in a number of stations in OSCE makes it less authentic for an integrated judgment of performance. Yet another method to thought of, was the workplace-based assessment (WPBA) but it takes a snapshot as a predefined attribute of a more complex integrated assessment such as long case. However due to the problem of feasibility it is less likely that high stakes examination as summative assessment will ever be able to attain workplace-based assessment such as Mini-CEX and DOPS. A TOACS (task oriented assessment of clinical skills) format currently used in high stakes fellowship examination in one of the center and claimed to have more active role for examiners was analyzed and compared with OSCE. Author however, did not find a difference except the difference of acronyms of the two formats. Both have multiple, fragmented static or interactive stations of 5-10 minutes duration with or without examiners, patients or exhibits and a marking scheme comprising of checklist or global rating. In the backdrop of this context a new assessment format named the ‘task integrated objective structured clinical examination” or TIOSCE modified from OSCE is currently developed in School of Medical Sciences (SMS) at USM. However, it is a different version of OSCE in which though the principle concept is the same as that of an OSCE, the continuum of clinical skill’s work up of the same patient’s is followed through to test multiple short attributes of clinical competences. As it retains most of the favorable features, TIOSCE also addresses some of the odds features of OSCE.
    Matched MeSH terms: Schools, Medical
  17. Fulltext Structuring quality education by proposing physical infrastructure of a medical school
    Ashfaq Akram, Muhammad Zahedi Daud, Md Gapar Md Joha, Rizwan Farzana, Rahmatullah Khan
    Education in Medicine Journal, 2016;8(3):75-87.
    MyJurnal
    Due to cost containment considerations, it is common to have medical schools being
    located in buildings or campuses built for some other purposes. These buildings are converted into
    medical schools which often compromising the functional architectural aspects. Objectives: The
    paper examines, explores and proposes an architectural concept of a purpose-built medical school. The
    architectural design proposed is sensitive to the values and norms of many schools around the globe.
    Methods: An Internet search and personal communication were conducted, focusing on the concepts
    of the functionality of medical school. It emphasises on general design of the main building, keeping
    in mind the various kinds of teaching, learning and assessment activities. We examined lecture hall,
    pre-clinical laboratory, skill laboratory, general facilities of Objective Structured Practical Examination
    (OSPE) and Objective Structured Clinical Examination (OSCE). Results: We present hypothetical
    structural designs based on built-functions concepts. For example, for the better vision of students
    around a demonstration table, an inclined floor surface is proposed. The concept is as illustrated by
    anatomy dissection area built inclined upward from the cadaver table. It inevitably provides a better
    visual access to the students around the table. Other teaching and learning areas are also illustrated
    wherever appropriate in the text. Conclusion: The paper is hypothetical and explores innovative
    structural designs of modern medical schools. While most are built to meet the demands of current
    technology, it cannot however completely replace face-to-face teaching and learning processes.
    Research in architectural designs of education buildings and facilities may be further developed into a
    new research niche of medical education.
    Matched MeSH terms: Schools, Medical
  18. Fulltext Prevalence of burnout among Universiti Sains Malaysia medical students
    Chin ARW, Chua YY, Chu MN, Mahadi NF, Yusof MSB, Wong MS, et al.
    Education in Medicine Journal, 2016;8(3):61-74.
    MyJurnal
    Introduction: The academic life of medical students can be considered as psychological toxic. About half of United States medical students experience burnout and more than 25% experience depression. This study aimed to determine the prevalence of burnout among medical students in a Malaysian medical school and its associated factors.
    Methods: This is a cross sectional study of 452 medical students from Universiti Sains Malaysia (USM). Copenhagen Burnout Inventory was distributed via Google Forms through Facebook Messenger. Ethical approval was obtained from the Human Research Ethics Committee USM. Data were collected via Google Sheets. Each respondent only submitted one Google Form as no resubmission link was provided once completed Google Form was submitted.
    Result: The prevalence of burnout among USM medical students was 67.9%. Personal burnout was the highest (81.6%), followed by work-related burnout (73.7%) and client-related burnout (68.6%). The analysis showed that regardless of year of study, gender and ethnicity (all P > 0.05), USM medical students were vulnerable to burnout.
    Conclusion: The prevalence of burnout among USM medical students was high and the most prevalent type of burnout was personal burnout. Therefore, burnout among medical students should be a concern and must be addressed to prevent subsequent unwanted consequences.
    Matched MeSH terms: Schools, Medical
  19. Fulltext Prevalence and risk factors of stress, anxiety and depression among medical students of a private medical university in Malaysia
    Maher D Fuad, Balsam Mahdi Nasir Al-Zurfi, Mohammed Abdul Qader, Mohammed Faez Abu Bakar, Elnajeh, Maged, Mohd Rusli Abdullah
    Education in Medicine Journal, 2015;7(2):52-59.
    MyJurnal
    Introduction: Medical school expected to be a time of personal development, achievement, and well-being. However, research shows that there are many negative effects on students’ mental health due to the current educational process. Objective: This research aimed to determine the prevalence and risk factors of depression, anxiety, and stress among medical students of a private medical university in Malaysia. Method: Cross sectional study was conducted using self-administered questionnaires including socio-demographic factors, DASS-21 and MSSQ-40 questionnaires. Result: Prevalence of stress, anxiety, and depression were 46.9%, 76.2% and 60.2% respectively. Multiple logistic regression analysis showed that academic related stressors were only associated with stress [adjusted OR 1.78, 95% CI (1.23, 2.58), p=0.002]. Group activities related stressors were significantly associated with stress [adjusted OR=1.45, 95%CI (1.20, 1.75), p
    Matched MeSH terms: Schools, Medical
  20. Fulltext The effectiveness of a DEAL-Based intervention to reduce stress and depression symptoms
    Muhamad Saiful Bahri Yusoff, Mohd Jamil Yaacob, Nyi, Nyi Naing, Abdul Rahman Esa
    Education in Medicine Journal, 2015;7(1):1-15.
    MyJurnal
    Many researchers have emphasized the importance of teaching stress management and self-care skills to medical students as they are vulnerable to develop psychological health problems. The researchers designed a 4-hour intervention based on the DEAL model to address these problems. This study aimed to determine outcomes of the DEAL-based intervention on medical students’ stress, anxiety and depression symptoms. Methods: A randomized controlled trial study was conducted on 171 medical students. Their stress, anxiety and depression symptoms were measured by the 21-item Depression Anxiety Stress Scale at five intervals; at 2 weeks before the intervention, and at 1 week, 8 weeks, 16 weeks and 32 weeks after the intervention. The mixed model ANCOVA was applied to determine the effect of the intervention on the participants’ psychological health at five intervals. Results: A total of 153 medical students (intervention = 73 and control = 80) completed this study. Results showed that the intervention group experienced significantly lower stress and depression symptoms than the control group. Although anxiety scores are consistently lower in the intervention group, no significant differences between groups were found. Conclusion: These results support the favourable outcomes of the intervention on psychological health of medical students. It is a promising intervention to be considered by medical schools as it consumes minimal amount of time, money, training and man power as well can be implemented easily.
    Matched MeSH terms: Schools, Medical
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