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Displaying publications 401 - 420 of 1736 in total

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Influencing factors and processes of interprofessional professional education (IPE) implementation

Wong PS, Chen YS, Saw PS

Med Teach, 2021 Jul;43(sup1):S39-S45.
PMID: 31603016 DOI: 10.1080/0142159X.2019.1672864

BACKGROUND: Interprofessional education (IPE) is an instructional approach for equipping health professions students with essential competencies needed to provide collaborative patient-centred care. The implementation and sustainability of IPE are challenging for many institutions. This qualitative study identified barriers and facilitators in the processes of IPE implementation.
METHODS: We conducted mixed focus groups (FGs) with faculty members from medicine, dentistry, pharmacy, nutrition and dietetics, nursing, chiropractic, Chinese medicine, and other health sciences programmes; who were involved in the planning of IPE at institutional or programme level, or who participated in IPE activity. Transcripts were analysed using grounded theory.
RESULTS: We identified 25 barriers and facilitators, clustered under five major categories of commitment, faculty engagement, IPE design, support, and delivery.
CONCLUSIONS: Successful implementation of IPE may hinge on actions in 5 stages; commitment, faculty engagement, IPE design, support, and delivery. The processes will require consistent leadership to break down professional silos and enhance collaborative effort in IPE implementation.

Matched MeSH terms: Education, Professional*
Student evaluation of the learning environment in an undergraduate pharmacy programme: Lessons for educators

Mamat NH, Nadarajah VD, Er HM, Ramamurthy S, Pook PCK

Med Teach, 2021 Jul;43(sup1):S25-S32.
PMID: 31491355 DOI: 10.1080/0142159X.2019.1654089

BACKGROUND: Student evaluation of the learning environment is important to enhance learning experiences. Programs such as Pharmacy use feedback from the evaluation to identify teaching-learning issues and use it to improve the quality of the learning experiences. The article aims to explore the general observations from the evaluation; to identify how the feedback is used to improve the learning environment and to identify lessons for educators in managing and using the feedback.
METHODS: A cross-sectional data analysis of Pharmacy students' learning environment from 2011-2015 based on data from module, faculty, IMU-REEM and Student Barometer Survey was applied. Feedback obtained from the data was triangulated to establish commonalities/differences of the issues.
RESULTS: Based on the analysis, issues affecting Pharmacy student learning experiences were identified. The identified issues included teaching by subject matter experts, pedagogical delivery and physical learning environment. Seven lessons were presented for educators to assess the practicality of the feedback.
CONCLUSIONS: The feedback serves as a means to improve the Pharmacy program. Nonetheless, the challenges lie between the ideal and realistic expectations of students in optimizing the learning experiences. Lessons acquired from the evaluation of the learning environment are essential for educators in managing and using the information.

Matched MeSH terms: Education, Pharmacy*
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*
Investing in scholarship for health professions education: Learning from the past to move into the future

Nadarajah VD, Lim VKE, Baba AA

Med Teach, 2021 Jul;43(sup1):S1-S4.
PMID: 34190005 DOI: 10.1080/0142159X.2021.1942443

There have been recent discourses of what scholarship means for health professions education (HPE) and how it may need a rethink during the pandemic. One key take home message from these discourses is the role of institutions in nurturing and investing in scholarship. Given the current challenges faced by both higher education and healthcare, there is a risk that activities and resources for scholarship in HPE may be neglected. How do institutions make a case for continuous investment in HPE scholarship? Despite being a relatively new and small private university with no public funding, IMU has made fairly significant progress in delivering a unique model of HPE programmes with HPE scholarly output. This commentary discusses the importance of investing in scholarship for HPE with the International Medical University (IMU) in Kuala Lumpur, Malaysia as a case study. Examples of institutional initiatives that support and enhance scholarship are presented based on the recent AMEE guide (142) on redefining scholarship.

Matched MeSH terms: Education, Medical*
Delphi developed syllabus for the medical specialty of sport and exercise medicine: part 2

Humphries D, Jaques R, Dijkstra HP, Asif I, Batt ME, Borjesson M, et al.

Br J Sports Med, 2021 Jan;55(2):81-83.
PMID: 32972978 DOI: 10.1136/bjsports-2020-102102

Training in the medical specialty of sport and exercise medicine (SEM) is available in many, but not all countries. In 2015, an independent Delphi group, the International Syllabus in Sport and Exercise Medicine Group (ISSEMG), was formed to create a basic syllabus for this medical specialty. The group provided the first part of this syllabus, by identifying 11 domains and a total of 80 general learning areas for the specialty, in December 2017. The next step in this process, and the aim of this paper was to determine the specific learning areas for each of the 80 general learning areas. A group of 26 physicians with a range of primary medical specialty qualifications including, Sport and Exercise Medicine, Family Medicine, Internal Medicine, Cardiology, Rheumatology and Anaesthetics were invited to participate in a multiple round online Delphi study to develop specific learning areas for each of the previously published general learning areas. All invitees have extensive clinical experience in the broader sports medicine field, and in one or more components of sports medicine governance at national and/or international level. SEM, Family Medicine, Internal Medicine, Cardiology, Rheumatology and Anaesthetics were invited to participate in a multiple round online Delphi study to develop specific learning areas for each of the previously published general learning areas. All invitees have extensive clinical experience in the broader sports medicine field, and in one or more components of sports medicine governance at national and/or international level. The hierarchical syllabus developed by the ISSEMG provides a useful resource in the planning, development and delivery of specialist training programmes in the medical specialty of SEM.

Matched MeSH terms: Sports Medicine/education*
Fulltext Exploring the use of virtual laboratory simulations before, during, and post COVID-19 recovery phase: An Animal Biotechnology case study

Yap WH, Teoh ML, Tang YQ, Goh BH

Biochem Mol Biol Educ, 2021 09;49(5):685-691.
PMID: 34291546 DOI: 10.1002/bmb.21562

This study presents an evaluation of integrating virtual laboratory simulations in assessment design of a biotechnology course at Taylor's University in Malaysia before, during and post-COVID recovery phases. The purpose was to investigate how virtual laboratory simulations were integrated as part of the assessments of a practical-embedded course-the aim being to evaluate students' acceptance and perception of using virtual simulation. A total of 46 students, across three different study cohorts (August 2019, March 2020, and August 2020) were evaluated different educational aspects of using virtual laboratory cases in a 4-week course within Animal Biotechnology. Overall, students regarded virtual laboratory simulation useful as part of their learning, and there is a significant increase in the level of acceptance before, during and post-COVID recovery phases. The study showed that across the different study cohorts, students perceived their confidence level in laboratory skills have been enhanced and that they can apply the skills in real-life situation. Interestingly, students (March and August 2020 cohort) who have not been exposed to the related laboratory session still perceived that the simulated activity provides clear explanation and realistic experience. Furthermore, it had been highlighted across the study cohorts that the quiz questions helped to enhance their understanding on the underlying principles of the laboratory techniques. The overall conclusion of this study was that structured simulation-based activities which provide clear instructions and explanation would support significant improvements in students learning.

Matched MeSH terms: Biotechnology/education*
Fulltext Common developmental disabilities in young children

Toh, Teck Hock

Int J Public Health Res, 2011;1(2):57-65.
MyJurnal

Developmental disabilities in young children are common, and the prevalence is estimated as high as 0.1-1.75% in the children population for each disabilities. With increasing awareness and health expectation, more children with Developmental disabilities are presenting to health care professionals, and at earlier age. Literatures also suggested the importance of early intervention programme in determining the outcome of this group of children. Therefore, it is vital for health professionals who have direct contact with young children are competent in detecting children with possible Developmental disabilities, and have the basic knowledge about some of the common disorders in order to discuss the issues with the parents. It is also important to work with the various resources available in the local community, such as non-governmental organisations for children with special needs, schools offering special education programmes and inclusive classes, and the allied health who provide cares to this group of young children and their family. A lot of information are also available online, and may be offered to help parents gaining more understanding regarding these Developmental disabilities.

Matched MeSH terms: Education, Special
Rise and stalling of public health in Pakistan

Thaver I, Ashraf M

J Pak Med Assoc, 2017 Apr;67(4):651.
PMID: 28420937
Matched MeSH terms: Education, Public Health Professional*
Effect of Unprofessional Supervision on Durability of Buildings

Yahaghi J

Sci Eng Ethics, 2018 02;24(1):331-332.
PMID: 28155096 DOI: 10.1007/s11948-017-9871-9

The durability of buildings which depends on the nature of the supervisory system used in their construction is an important feature of the construction industry. This article tries to draw the readers' attention to the effect of untrained and unprofessional building supervisors and their unethical performance on the durability of buildings.

Matched MeSH terms: Construction Industry/education
Medical psychology in Malaysia: a developing profession in a developing nation

Carr JE

Med J Malaysia, 1977 Mar;31(3):180-2.
PMID: 904508
Matched MeSH terms: Psychology, Clinical/education*
At the bamboo roots. 3: Malaysia

Kettle B

Nurs Times, 1976 Aug 26;72(34):1311-3.
PMID: 958977
Matched MeSH terms: Education, Nursing, Diploma Programs*
Fulltext Opportunities for medical students to perform four common ward procedures in a Malaysian teaching hospital

Siew Kheong Lum, Wei Rong Lee, Syn Dee Ch’ng, Navin Raj a/l Balachandran, Chee Kit Tee

International e-Journal of Science, Medicine & Education, 2013;7(1):10-14.
MyJurnal

Introduction: Undergraduate medical education should be broad-based, holistic, integrated and should promote a framework for the development of higher order cognitive skills like communication, professionalism and teamwork to prepare the student for a life-long challenging medical career. Recent calls for a competency-based medical education require, in addition, competency in clinical and procedural skills prior to graduation. This study investigates how often opportunities exist for medical students to perform four common ward procedures prior to graduation.
Method: A prospective cross-sectional study to assess the opportunities a medical student have in performing four common ward procedures, comprising intravenous cannulation, nasogastric tube insertion, urinary catheterisation and chest tube insertion, in a State General hospital in Malaysia was done.
Results: A medical student has sufficient opportunity to perform only intravenous cannulation prior to graduation. He has a remote chance to insert a urinary catheter and is unlikely to have the opportunity to insert a nasogastric tube or insert a chest tube prior to graduation.
Conclusion: Although competency in clinical skills and procedural skills prior to graduation are desirable, this is increasingly difficult to achieve due to shortage of clinical material, teachers to supervise, the large numbers of medical students and house officers, the short time spent on the main disciplines and the failure of many universities to invest heavily in skills laboratories staffed by full time clinicians. The calls to introduce competency-based medical education in undergraduate medical education, particularly in procedural competence, should take into account the challenges in delivery and the realities in the hospitals today. This is necessary to avoid demoralising students who are unable to achieve their quota of procedures through no fault of theirs.
Keywords: procedural competency, medical education, Malaysia

Matched MeSH terms: Competency-Based Education; Education, Medical, Undergraduate
Family planning in Malaysia

Marzuki A

J Med Educ, 1969 Nov;44(11):Suppl 2:158-9.
PMID: 5357902 DOI: 10.1097/00001888-196911000-00047
Matched MeSH terms: Education, Medical; Health Education
Fulltext Continuing Education and the Malaysian Dentists

Razak, I.A.

Ann Dent, 1995;2(1):-.
MyJurnal

A 73.1 percent response rate was obtained in a postal questionnaire survey conducted among Malaysian dentists to assess their attitudes and needs for continuing dental education. It appeared that on an average the Malaysian dentist spent very little time on continuing education,reading journals and participation in professional dental meetings.The need for continuing education was strongly evident as almost all dentists indicated that such activities be further developed in Malaysia. Crown and Bridgework, Oral Surgery and Orthodontic appeared to be areas in which more continuing education were required.

Matched MeSH terms: Education, Continuing; Education, Dental, Continuing
Media selection for education in the allied health sciences

Teong TS

Med J Malaysia, 1975 Jun;29(4):240-5.
PMID: 53778
Matched MeSH terms: Allied Health Personnel/education*
Some observations on the integration of classes for deaf children in schools for the hearing

HICKES JM

Med J Malaya, 1963 Mar;17:156-62.
PMID: 13961121
Matched MeSH terms: Education*
Behavioral approach in training the mentally retarded

Carr JE

Med J Malaysia, 1975 Sep;30(1):3-9.
PMID: 1207528
Matched MeSH terms: Education of Intellectually Disabled*
Speech and hearing services in Malaysia

Curtis NW

ASHA, 1973 Nov;15(11):645-6.
PMID: 4757313
Matched MeSH terms: Education, Special*
Survey of research capability at Australian and New Zealand College of Anaesthetists accredited training sites

Goulding KR, Peyton PJ, Story DA, Parker A, Leslie K

Anaesth Intensive Care, 2017 03;45(2):196-201.
PMID: 28267941

The Australian and New Zealand College of Anaesthetists (ANZCA) has more than 200 accredited training sites in Australia, New Zealand, Hong Kong, Malaysia and Singapore, many of which participate in ANZCA Clinical Trials Network (CTN)-endorsed clinical trials. We undertook a survey of accredited sites to determine research capability, activity and potential. With ethics committee approval an electronic survey was distributed to accredited sites in July 2015. Of 207 accredited sites, 167 were sent the questionnaire (after eliminating ineligible sites) and 128 responded. Response rates for Australia, New Zealand, Hong Kong, Malaysia and Singapore were 100%, 100%, 35%, 25% and 75% respectively. Forty-four (34%) of 128 responding sites had a head of research; 101 (80%) of 126 responding sites were active in research; 42 (33%) of 126 responding sites had no publications since January 2011 and 15 (12%) had >50 publications; 95 (76%) of 125 responding sites had at least one specialist anaesthetist engaged in research (median = 4 [range 1-25]); and 45 (36%) of 125 responding sites had at least one research coordinator (median = 2 [range 1-15]). Fifty-eight (28%) of the 207 accredited sites were identified as participating in recent ANZCA CTN-endorsed clinical trials. Research capability and activity were higher in these sites. This survey has identified a strong base upon which to expand clinical trial activity, and regions, sectors, investigators and research coordinators who may benefit from additional support.

Matched MeSH terms: Anesthesiology/education*
Fulltext Impact of continuing medical education for primary healthcare providers in Malaysia on diabetes knowledge, attitudes, skills and clinical practices

Lim SC, Mustapha FI, Aagaard-Hansen J, Calopietro M, Aris T, Bjerre-Christensen U

Med Educ Online, 2020 Dec;25(1):1710330.
PMID: 31891330 DOI: 10.1080/10872981.2019.1710330

Background: Continuing Medical Education (CME) is a cornerstone of improving competencies and ensuring high-quality patient care by nurses and physicians. The Ministry of Health (MOH) Malaysia collaborated with Steno Diabetes Centre to improve diabetes-related competencies of general physicians and nurses working in primary care through a six-month training programme called the Steno REACH Certificate Course in Clinical Diabetes Care (SRCC).Objective: This impact evaluation aimed to assess the effect of participation of general physicians and nurses in the SRCC in selected public primary healthcare clinics in Kuala Lumpur and Selangor, Malaysia.Design: The quasi-experimental, embedded, mixed-methods study used concurrent data collection and the Solomon four-group design. Participants in an intervention group (Arm 1) and control group (Arm 3) were assessed by pre-and post-test, and participants in separate intervention (Arm 2) and control (Arm 4) groups were assessed by post-test only. Quantitative and qualitative methods were used to assess the effect of the programme.Results: Thirty-four of the 39 participants in the intervention groups (Arms 1 and 2) completed the SRCC and were included in the analysis. All 35 participants in the control groups (Arms 3 and 4) remained at the end of the study period. Significant improvements in diabetes-related knowledge, skills and clinical practise were found among general physicians and nurses in the intervention group after the six-month SRCC, after controlling the pretest effects. No clear changes could be traced regarding attitudes.Conclusion: SRCC participants had significant improvements in knowledge, skills and clinical practice that meet the current needs of general physicians and nurses working in primary care in Malaysia. Thus, SRCC is an effective CME approach to improving clinical diabetes care that can be scaled up to the rest of the country and, with some modification, beyond Malaysia.

Matched MeSH terms: Education, Medical, Continuing/organization & administration*; Education, Medical, Continuing/standards; Education, Nursing, Continuing/organization & administration*; Education, Nursing, Continuing/standards; General Practitioners/education*

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