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The IEEE EPICS initiative unveiled

Chong YZ, Lee KY, Linte CA

IEEE Pulse, 2013 Sep;4(5):64-8.
PMID: 24056794 DOI: 10.1109/MPUL.2013.2271678
Matched MeSH terms: Education, Continuing
Fulltext Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study

Seluakumaran K, Jusof FF, Ismail R, Husain R

Adv Physiol Educ, 2011 Dec;35(4):369-77.
PMID: 22139773 DOI: 10.1152/advan.00008.2011

Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum.

Matched MeSH terms: Education, Medical, Undergraduate/methods*; Educational Measurement; Physiology/education*
Implant dentistry in undergraduate dental curricula in South-East Asia: forum workshop at the University of Hong Kong, Prince Philip Dental Hospital, 19-20 November 2010

Lang NP, Bridges SM, Lulic M

J Investig Clin Dent, 2011 Aug;2(3):152-5.
PMID: 25426784 DOI: 10.1111/j.2041-1626.2011.00085.x

This paper reports on the discussions arising from a 2-day forum on implant dentistry education in South-East Asia. The 10 institutions present represented undergraduate and postgraduate dental curricula from seven countries, including Hong Kong, Indonesia, Malaysia, Taiwan, Thailand, the Philippines, and Singapore. While not aiming to reach consensus as in other such conferences, the outcome was positive in establishing realistic goals in university education in implant dentistry for curriculum leaders and developers.

Matched MeSH terms: Dental Implantation/education*; Education, Dental, Continuing; Education, Dental, Graduate
Student-involved demonstration approach to teach the physiology of vestibular apparatus for undergraduate medical students

Narayanan SN, Kumar RS, Nayak S

Teach Learn Med, 2011 Jul-Sep;23(3):269-77.
PMID: 21745063 DOI: 10.1080/10401334.2011.586930

It is quite difficult to teach complex topics like the physiology of vestibular apparatus to undergraduate students. Understanding the orientation and mode of stimulation of receptors in vestibular apparatus is also quite challenging for the students. As faculty we attempt to use innovative methods to teach physiology and enhance student learning.

Matched MeSH terms: Education, Medical, Undergraduate*; Physiology/education
Malaysian dental graduates' competence in holistic care: what do graduates and employers think?

Yusof ZY, Jaafar N, Jallaludin RL, Abu-Hassan MI, Razak IA

J Dent Educ, 2010 Dec;74(12):1380-7.
PMID: 21123505

The purpose of this study was to explore the University of Malaya (UM) dental graduates' competence in holistic care in real settings from the employers' and graduates' perspectives. A self-administered questionnaire consisting of ten domains was sent to thirty senior dental officers of the Ministry of Health (MOH) and 164 UM graduates. In this article, nineteen major competencies that best represent the graduates' competence in the provision of holistic care are discussed. Each competency was rated on a scale of 1 (very poor) to 4 (very good) and was categorized as "poor and of major concern" (if less than 60 percent of respondents scored good or very good), "satisfactory and of minor concern" (60-69 percent), or "excellent" (70 percent and above). One hundred and six out of 164 graduates (64.6 percent) and twenty-nine out of thirty employers (96.7 percent) responded. Overall, the employers rated the graduates lower than what the graduates rated themselves on all items. While the graduates felt they were excellent and satisfactory in sixteen out of nineteen items (84.2 percent), the employers felt they were poor in fourteen out of nineteen (73.7 percent). Both groups agreed that the graduates were excellent in communication, but poor in life-saving skills, obtaining patient's family and psychosocial histories, and recognizing signs and symptoms (not intraoral) indicating the presence of a systemic disease. In conclusion, although the graduates felt competent in the majority of the holistic care competencies, the employers had some reservations over such claims. Outcomes of the study led to recommendations to incorporate longer community-based learning hours, an improved behavioral science component, a module for special care patients, and multidepartmental collaborative teachings in the new integrated program aimed for implementation in 2011.

Matched MeSH terms: Community Dentistry/education; Education, Dental/methods*; Educational Measurement/methods*
Fulltext Stimulating student interest in physiology: the intermedical school physiology quiz

Cheng HM

Adv Physiol Educ, 2010 Mar;34(1):20-1.
PMID: 20237230 DOI: 10.1152/advan.00096.2009
Matched MeSH terms: Education, Medical, Undergraduate/methods*; Educational Measurement; Physiology/education*
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: Education, Medical, Graduate*; Education, Medical, Undergraduate*
A public health pharmacy course at a Malaysian pharmacy school

Hassali MA, Shafie AA, Awaisu A, Mohamed Ibrahim MI, Ahmed SI

Am J Pharm Educ, 2009 Nov 12;73(7):136.
PMID: 19960093

OBJECTIVES: To develop and implement a new course on public health into the bachelor of pharmacy (BPharm) curriculum in Malaysia.
DESIGN: A required 2-credit-hour course was designed to provide an overview of public health pharmacy roles and the behavioral aspects of human healthcare issues. Graded activities included nursing home visits, in-class quizzes, mini-projects, and poster sessions, and a comprehensive final examination.
ASSESSMENT: The majority of the students performed well on the class activities and 93 (71.5%) of the 130 students enrolled received a grade of B or higher. A Web-based survey was administered at the end of the semester and 90% of students indicated that they had benefited from the course and were glad that it was offered. The majority of students agreed that the course made an impact in preparing them for their future role as pharmacists and expanded their understanding of the public health roles of a pharmacist.
CONCLUSIONS: A public health pharmacy course was successfully designed and implemented in the BPharm curriculum. This study highlighted the feasibilities of introducing courses that are of global relevance into a Malaysian pharmacy curriculum. The findings from the students' evaluation suggest the needs to incorporate a similar course in all pharmacy schools in the country and will be used as a guide to improve the contents and methods of delivery of the course at our school.

Matched MeSH terms: Education, Pharmacy*; Educational Measurement; Public Health/education*
Assessing the competency of University of Malaya dental graduates: employers' and graduates' perceptions

Razak IA, Latifah RR, Jaafar N, Abu Hassan MI, Ab Murat N

J Dent Educ, 2008 Mar;72(3):364-9.
PMID: 18316541

A survey was conducted to assess competencies of dental graduates of the Faculty of Dentistry, University of Malaya, as perceived by the graduates and their employers, based on the five-year undergraduate curriculum introduced in 1995. All senior dental officers in the Ministry of Health (MOH), representing employers, and all 164 dental graduates of the years 2000, 2001, and 2002 were sent a self-administered questionnaire covering eight areas of competency. The respondents had to rate these areas on a scale of 1 (very poor) to 4 (very good). The responses for each area were then dichotomized into poor (1 and 2) and good (3 and 4). If less than 60 percent of the respondents rated an area as good, then it was categorized as needing attention; 60-69 percent as satisfactory; and 70 percent and above as excellent. One hundred and six graduates (64.6 percent) and twenty-nine employers (96.7 percent) responded; of the graduates, 73.6 percent were working in the MOH and 22.6 percent in private practice. About 57.1 percent of employers reported that at least five graduates have worked under them. Graduates (85.7 percent) and employers (83.3 percent) agreed that graduates have excellent skills in communication. Although all graduates perceived their competency to be excellent in the four areas (treatment planning; community-based skills; management, administrative skills, and personal management; and professional development skills), employers felt that these are the areas that are of concern and needed attention. In conclusion, whilst generally the graduates' level of competency in almost all areas is acceptable or good, there are areas of concern that need to be addressed to further improve the five-year curriculum at the University of Malaya.

Matched MeSH terms: Competency-Based Education; Education, Dental/methods; Education, Dental/standards*
Implementation and evaluation by formal assessments and term end student feedback of a new methodology of clinical teaching in surgery in small group sessions

Karanth KV, Kumar MV

Ann Acad Med Singap, 2008 Dec;37(12):1008-11.
PMID: 19159033

The existing clinical teaching in small group sessions is focused on the patient's disease. The main dual limitation is that not only does the clinical skill testing become secondary but there is also a slackening of student involvement as only 1 student is evaluated during the entire session. A new methodology of small group teaching being experimented shifted the focus to testing students' clinical skills with emphasise on team participation by daily evaluation of the entire team. The procedure involved was that the group underwent training sessions where the clinical skills were taught demonstrated and practiced on simulated patients (hear-see-do module). Later the entire small group, as a team, examined the patient and each student was evaluated for 1 of 5 specific tasks--history taking, general examination, systemic examination, discussion and case write-up. Out of 170 students, 69 students (study) and 101 students (control) were randomly chosen and trained according to the new and existing methods respectively. Senior faculty (who were blinded as to which method of teaching the student underwent) evaluated all the students. The marks obtained at 2 examinations were tabulated and compared for tests of significance using t-test. The difference in the marks obtained showed a statistically significant improvement in the study group indicating that the new module was an effective methodology of teaching. The teaching effectiveness was evaluated by student feedback regarding improvement in knowledge, clinical and communication skills and positive attitudes on a 5-point Likert scale. Psychometric analysis was very positively indicative of the success of the module.

Matched MeSH terms: Education, Medical/methods*; Educational Measurement/methods; General Surgery/education*
Fulltext Evaluating IMU communication skills training programme: assessment tool development

Yeap R, Beevi Z, Lukman H

Med J Malaysia, 2008 Aug;63(3):244-6.
PMID: 19248699

This article describes the development of four assessment tools designed to evaluate the communication skills training (CST) programme at the International Medical University (IMU). The tools measure pre-clinical students' 1) perceived competency in basic interpersonal skills, 2) attitude towards patient-centred communication, 3) conceptual knowledge on doctor-patient communication, and 4) acceptance of the CST programme.

Matched MeSH terms: Competency-Based Education/organization & administration*; Education, Medical, Undergraduate*
Fulltext Notes for the primary care teacher: quality assurance in teaching

Chan SC

Malays Fam Physician, 2008;3(2):104-6.
PMID: 25606128
Matched MeSH terms: Education, Medical
The ''perfect teacher'' and the story of his ''zero defects'' project

Prakash ES

Adv Physiol Educ, 2007 Dec;31(4):373.
PMID: 18057415
Matched MeSH terms: Education, Medical, Graduate*; Physiology/education*; Models, Educational
Fulltext Notes for primary care teachers: mentoring - a personal experience

Ch'ng KS

Malays Fam Physician, 2007;2(2):79-80.
PMID: 25606086
Matched MeSH terms: Education, Medical
Fulltext Notes for primary care teachers: how do adults learn?

Kwa SK

Malays Fam Physician, 2007;2(1):25-6.
PMID: 25606073
Matched MeSH terms: Education, Medical
'Schools without walls?' Developments and challenges in dental outreach teaching - report of a recent symposium

Eaton KA, de Vries J, Widström E, Gait TC, Bedi R, Meyers I, et al.

Eur J Dent Educ, 2006 Nov;10(4):186-91.
PMID: 17038009

During the 2004 annual meeting of the International Association for Dental Research, the Education Research Group held a symposium on dental outreach teaching. After a brief introduction, which reviews relevant aspects of the relatively sparse literature, this paper summarises the proceedings, the themes and conclusions that emerged and the research issues that were identified. It aims to describe aspects of current practice around the world and to promote future discussion. Presenters gave details of outreach programmes for dental undergraduates in Australia, Finland, Malaysia (and Southeast Asia), the United Kingdom and the United States. From these presentations four themes emerged. They were: reasons for the introduction of outreach teaching, its perceived beneficial effects, organisational issues, educational issues. The reasons included a recognition of the need to educate dental undergraduates as members of 'care teams' in the environments and communities where they were ultimately like to work and the current shortage of both suitable patients and teachers (faculty) in many dental schools. A wide range of potential benefits and some disadvantages were identified. The organisational issues were, in the main, seen to relate to finance and administration. The educational issues included the need to train and monitor the performance of teachers at outreach clinics and to assess the performance of the undergraduates whilst at the outreach locations. It was concluded that new technology made it easier to teach at a distance and it was possible to create a dental 'school without walls'. It was recognised that few evaluations of dental outreach teaching have been carried out and that there were many research questions to be answered, including: whether it should be a voluntary or compulsory part of the undergraduate curriculum, how long it should last and what type of outcomes should be assessed.

Matched MeSH terms: Community Dentistry/education*; Education, Dental/methods*
Fulltext Does clinical exposure to patients in medical school affect trainee doctors' attitudes towards mental disorders and patients?--A pilot study

Tan SMK, Azmi MT, Reddy JP, Shaharom MH, Rosdinom R, Maniam T, et al.

Med J Malaysia, 2005 Aug;60(3):328-37.
PMID: 16379188

Stigmatising attitudes towards mental illness may improve with clinical exposure during medical school training. Attitudes of 48 fourth year medical students in Universiti Kebangsaan Malaysia were assessed before and after their compulsory attachment in Psychiatry, using the Attitude Towards Psychiatry-30 (ATP) and the Attitude towards Mental Illness (AMI) questionnaires. ATP scores improved significantly with training (104.8 and 114.4, pre- and post-attachment respectively) as did AMI scores (63.4 and 68.1 respectively). Both improvements were statistically significant. (ATP: z = 4.55, p < 0.0005) (AMI: z = 3.75, p < 0.0005). Attitudes towards mental illness appeared to have become more favourable with clinical training in psychiatry.

Matched MeSH terms: Education, Medical/methods*; Psychiatry/education*
Fulltext Assessment of knowledge, attitude and exposure to oncology and palliative care in undergraduate medical students

Biswal BM, Zakaria A, Baba AA, Ja'afar R

Med J Malaysia, 2004 Mar;59(1):78-83.
PMID: 15535340

We conducted a questionnaire survey among 261 year-4 and year-5 medical students containing 27 questions related to cancer, radiotherapy, general oncology and palliative care to assess their knowledge, understanding, and exposure to oncology and palliative care in our medical school. Out of 261 students, 139 students returned their questionnaire for analysis. Twenty nine percent (29%) of the students had rarely visited the Radiotherapy and Oncology unit. There were profound deficiencies in the basic knowledge of cancer (46%), principles of radiotherapy treatment (59%), palliative care (64%), and cancer prevention (48%). They reported no specific teaching about early detection of common malignancies and cancer prevention. The main input of instruction about cancer came from surgery (46%) and pathology (28%) teachings. This study revealed that there is deficiency in cancer education in the undergraduate teaching program in our institution.

Matched MeSH terms: Education, Medical, Undergraduate*; Educational Measurement; Medical Oncology/education*
Fulltext Medical students' attitudes toward abortion education: Malaysian perspective

Tey NP, Yew SY, Low WY, Su'ut L, Renjhen P, Huang MS, et al.

PLoS One, 2012;7(12):e52116.
PMID: 23300600 DOI: 10.1371/journal.pone.0052116

Abortion is a serious public health issue, and it poses high risks to the health and life of women. Yet safe abortion services are not readily available because few doctors are trained to provide such services. Many doctors are unaware of laws pertaining to abortion. This article reports survey findings on Malaysian medical students' attitudes toward abortion education and presents a case for including abortion education in medical schools.

Matched MeSH terms: Abortion, Induced/education*; Education, Medical/standards*
The effect of a clinical posting in psychiatry on the attitudes of medical students towards psychiatry and mental illness in a Malaysian medical school

Reddy JP, Tan SM, Azmi MT, Shaharom MH, Rosdinom R, Maniam T, et al.

Ann Acad Med Singap, 2005 Sep;34(8):505-10.
PMID: 16205829

INTRODUCTION: The stigma attached to mental illness and the mentally ill is a universal phenomenon and a major barrier to the provision of mental health services. Stigmatising attitudes among doctors themselves can result in compromised patient care. The aim of this research project is to study the impact of a clinical posting in psychiatry on the attitudes of medical students to mental illness and to psychiatry. This paper reports the results of the first phase of a longitudinal study.
MATERIALS AND METHODS: A total of 122 year 4 medical students responded to this study. The Attitudes Towards Mental Illness (AMI) and Attitudes Towards Psychiatry (ATP) questionnaires were administered before and after an 8-week attachment in psychiatry.
RESULTS: We found that students had somewhat favourable attitudes towards psychiatry and mental illness at the start of their attachment, with a mean score of 108.34 on ATP (neutral score, 90) and 68.24 on AMI (neutral score, 60). There was a significant increase in the mean scores of both scales following the psychiatric attachment for female students (ATP: P = 0.003; AMI: P <0.0005), but not male students (ATP: P = 0.435; AMI: P = 0.283).
CONCLUSIONS: An 8-week clinical posting of fourth-year medical students in psychiatry was associated with an increase in positive attitudes to mental illness and to psychiatry among female students but not among male students.

Matched MeSH terms: Education, Medical, Undergraduate*; Psychiatry/education*

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