Displaying publications 41 - 60 of 235 in total

Abstract:
Sort:
  1. Alfonso CA, Michael MC, Elvira SD, Zakaria H, Kalayasiri R, Adlan ASA, et al.
    Psychiatr. Clin. North Am., 2018 06;41(2):305-318.
    PMID: 29739528 DOI: 10.1016/j.psc.2018.01.010
    Psychodynamic psychiatry remains a challenging subject to teach in underserved areas, where enthusiasm to learn is substantial. Besides logistical and psychiatric workforce shortcomings, sensible cultural adaptations to make psychodynamic psychiatry relevant outside of high-income countries require creative effort. Innovative pedagogical methods that include carefully crafted mentoring and incorporate videoconferencing in combination with site visits can be implemented through international collaborations. Emphasis on mentoring is essential to adequately train future psychodynamic psychotherapy supervisors. Examples of World Psychiatric Association initiatives in countries such as Indonesia, Iran, Malaysia, and Thailand are presented as possible models to emulate elsewhere.
    Matched MeSH terms: Clinical Competence/standards
  2. Hizam NDA, Ung NM, Jong WL, Zin HM, Rahman ATA, Loh JPY, et al.
    Phys Med, 2019 Nov;67:34-39.
    PMID: 31655398 DOI: 10.1016/j.ejmp.2019.10.023
    PURPOSE: Intensity Modulated Radiotherapy (IMRT) has changed the practice of radiotherapy since its implementation in the 1990s. The purpose of this study is to review current practice of IMRT in Malaysia.

    METHODS: A survey on medical physics aspects of IMRT is conducted on radiotherapy departments across Malaysia to assess the usage, experience and QA in IMRT, which is done for the first time in this country. A set of questionnaires was designed and sent to the physicist in charge for their responses. The questionnaire consisted of four sections; (i) Experience and qualification of medical physicists, (ii) CT simulation techniques (iii) Treatment planning and treatment unit, (iv) IMRT process, delivery and QA procedure.

    RESULTS: A total of 26 responses were collected, representing 26 departments out of 33 radiotherapy departments in operation across Malaysia (79% response rate). Results showed that the medical physics aspects of IMRT practice in Malaysia are homogenous, with some variations in certain areas of practices. Thirteen centres (52%) performed measurement-based QA using 2D array detector and analysed using gamma index criteria of 3%, 3 mm with variation confidence range. In relation to the IMRT delivery, 44% of Malaysia's physicist takes more than 8 h to plan a head and neck case compared to the UK study possibly due to the lack of professional training.

    CONCLUSIONS: This survey provides a picture of medical physics aspects of IMRT in Malaysia where the results/data can be used by radiotherapy departments to benchmark their local policies and practice.

    Matched MeSH terms: Clinical Competence/statistics & numerical data
  3. Mohd Noor NH, Saad NH, Khan M, Hassan MN, Ramli M, Bahar R, et al.
    PMID: 34769712 DOI: 10.3390/ijerph182111194
    Blood transfusion is a fundamental and life-saving procedure where the consequence of errors can be fatal. Nurses' knowledge plays an essential role in ensuring quality and safety in blood transfusion. The objective of this study was to assess blood transfusion-associated knowledge of tertiary hospital nurses on the east coast of Malaysia. This was a cross-sectional study with 200 registered nurses involved in blood transfusion procedures at Hospital Universiti Sains Malaysia. The knowledge of the nurses was evaluated by using the routine blood transfusion knowledge questionnaire based on five parts, and <50%, 50-74%, or ≥75% of the knowledge was considered as poor, moderate, or high, respectively. Based on the scoring system, the overall knowledge of blood transfusion among Malaysian nurses (33.2 ± 8.4 years) was estimated to be 54.9 ± 7.6%. In individual items, the scoring was 81.0%, 45.4%, 49.2%, 63.0%, and 90.0% in knowledge prior to blood transfusion, on pre-transfusion, on post-transfusion, on complications, and on transfusion policy, respectively. The findings of this study indicated that most of the nurses' overall knowledge of blood transfusion was at a moderate level; therefore, training courses and continuous medical education are warranted to improve knowledge and skills of the nurses to ensure good practices of blood transfusion.
    Matched MeSH terms: Clinical Competence*
  4. Lai NM, Ramesh JC
    Singapore Med J, 2006 Dec;47(12):1053-62.
    PMID: 17139402
    INTRODUCTION: Outcome-based curriculum is adopted at the International Medical University (IMU), Malaysia, where specific learning objectives are laid out progressively under eight major outcomes. We present an outcome-guided, self-reported competency profile of our undergraduate students near the end of their training, focusing on elements that are considered most immediately relevant for their internship.
    METHODS: Anonymous surveys were conducted on two cohorts of medical students in their final semester at IMU. The surveys covered a range of competencies, including practical skills, ward routines, generic attributes and evidence-based medicine, grouped under the exit outcomes as defined by the university.
    RESULTS: A total of 92 students were assessed. In general, the students were confident of their ability on common practical skills and ward routines. They were comfortable with the level of professionalism and personal attributes required for internship, with the prospect of handling unexpected additional tasks and working away from home perceived as the main difficulties. Most students referred to at least three sources of clinical information to answer their clinical queries. However, they referred more to single journals than databases or collections. The majority could critically appraise journal articles to a variable extent, but nearly half took 30 minutes or longer to trace an abstract of interest.
    CONCLUSION: This report demonstrates the strength of outcome-based curriculum in its ability to produce competent students that are well prepared for their internship. Assessing students using this educational approach provides a clear picture of their strengths and weaknesses, and identifies stages in their training where additional inputs are required.
    Matched MeSH terms: Clinical Competence*
  5. Low MJW, Khoo KSM, Kuan WS, Ooi SBS
    Singapore Med J, 2020 Jan;61(1):28-33.
    PMID: 31423541 DOI: 10.11622/smedj.2019097
    INTRODUCTION: Defining the characteristics of a good medical teacher has implications for faculty selection and development. Perceptions of characteristics may differ with cultural context and level of training, as medical students progress from didactic preclinical training based on cognitivist learning theory to more complex integration of theory and practice in specific contexts in clinical training based on constructivist learning theory.

    METHODS: We modified a validated questionnaire with permission from the original authors at Melaka Manipal Medical College, Melaka, Malaysia. Participants rated 35 characteristics on a 5-point Likert scale. The modified questionnaire was validated in a pilot pool of medical students (n = 69), with a Cronbach's alpha of 0.90, and administered to Year 1-5 medical students (n = 917) at the Yong Loo Lin School of Medicine, National University of Singapore, Singapore.

    RESULTS: Based on the proportion of favourable Likert scoring, four top desirable characteristics were common across Year 1-5 students: good communication skills (84.4%); sound knowledge of subject (82.7%); enthusiasm (78.4%); and providing effective explanations (74.4%). Approachability (p = 0.005), encouraging participation (p < 0.001) and constructive criticism (p < 0.001) were more important to clinical students (Year 3-5) than preclinical students (Year 1-2).

    CONCLUSION: The top four characteristics were consistent across all years of medical students in this study. Characteristics emphasised in the clinical years facilitate active learner participation, consistent with constructivist learning theory.

    Matched MeSH terms: Clinical Competence*
  6. Sim JH, Abdul Aziz YF, Mansor A, Vijayananthan A, Foong CC, Vadivelu J
    Med Educ Online, 2015;20:26185.
    PMID: 25697602 DOI: 10.3402/meo.v20.26185
    INTRODUCTION: The purpose of this study was to compare students' performance in the different clinical skills (CSs) assessed in the objective structured clinical examination.

    METHODS: Data for this study were obtained from final year medical students' exit examination (n=185). Retrospective analysis of data was conducted using SPSS. Means for the six CSs assessed across the 16 stations were computed and compared.

    RESULTS: Means for history taking, physical examination, communication skills, clinical reasoning skills (CRSs), procedural skills (PSs), and professionalism were 6.25±1.29, 6.39±1.36, 6.34±0.98, 5.86±0.99, 6.59±1.08, and 6.28±1.02, respectively. Repeated measures ANOVA showed there was a significant difference in the means of the six CSs assessed [F(2.980, 548.332)=20.253, p<0.001]. Pairwise multiple comparisons revealed significant differences between the means of the eight pairs of CSs assessed, at p<0.05.

    CONCLUSIONS: CRSs appeared to be the weakest while PSs were the strongest, among the six CSs assessed. Students' unsatisfactory performance in CRS needs to be addressed as CRS is one of the core competencies in medical education and a critical skill to be acquired by medical students before entering the workplace. Despite its challenges, students must learn the skills of clinical reasoning, while clinical teachers should facilitate the clinical reasoning process and guide students' clinical reasoning development.

    Matched MeSH terms: Clinical Competence*
  7. Kuen CY
    Med J Malaysia, 1989 Jun;44(2):140-2.
    PMID: 2626121
    A survey showed only 27% of our house-officers know how to intubate. Ninety-two percent however recognise the alternative to intubation. On the whole, knowledge centering around intubation is generally lacking.
    Matched MeSH terms: Clinical Competence
  8. Nadarajah VD, Sow CF, Syed Aznal SS, Montagu A, Boursicot K, Er HM
    J Med Educ Curric Dev, 2020 11 19;7:2382120520970894.
    PMID: 33283046 DOI: 10.1177/2382120520970894
    A preparatory framework called EASI (Evaluate, Align, Student-centred, Implement and Improve) was developed with the aim of creating awareness about interim options and implementation opportunities for online Clinical and Communication Skills (CCS) learning. The framework, when applied requires faculty to evaluate current resources, align sessions to learning outcomes with student-centred approaches and to continuously improve based on implementation experiences. Using the framework, we were able to generate various types of online CCS learning sessions for implementation in a short period of time due to the recent Covid-19 pandemic. Importantly we learnt a few lessons post-implementation from both students and faculty perspective that will be used for planning and delivery of future sessions. In summary, the framework was useful for creating or redesigning CCS sessions which were disrupted during the pandemic, however post-implementation experience suggests the framework can also be used for future solutions in online CCS learning as healthcare systems and delivery are increasingly decentralised and widely distributed.
    Matched MeSH terms: Clinical Competence
  9. Anggraini NA, Ambarika R, Rai RP
    Enferm Clin, 2020 06;30 Suppl 5:50-54.
    PMID: 32713583 DOI: 10.1016/j.enfcli.2019.12.037
    BASIC: Life support is an emergency measure to make the airway, breathing without obstruction and helps maintain blood circulation without using tools. Student nurses perform nursing profession must have the skills to perform basic life support basic life support. Help in improving basic life skills student nursing profession in the implementation of basic life support in RSU Karsa Husada Batu. The study design was quasi (quasi-experimental designs) to design one group pre test and post test. Data collection tools with observation sheet with a sample of 30 respondents using random sampling techniques. The independent variable in this study is the simulation simulated basic life support and the dependent variable in this study is the student skills in performing simulated basic life support. Data were analyzed using the Wilcoxon statistical test-signed rank test with α=0.05.

    RESULTS: showed before getting simulated basic life support skills of the respondents have enough skill as much as 46.7% (14 respondents) and after getting simulated basic life support skills of respondents, 76.73% (23 respondents). Based on Wilcoxon test signed rank test (Asym.p Sig. 2 tailed) earned value 0.000. Because the value of 0.000 is less than <0.05. It can be concluded that there effect simulation help in improving basic life skills nursing profession student assistance in implementing the basic life in RSU Karsa Husada Batu. Students of the nursing profession who have obtained basic aid simulation have good skills increases due to learning their simulations to the knowledge and practice in performing basic life support.

    Matched MeSH terms: Clinical Competence
  10. Jamaludin TSS, Nurumal MS, Ahmad N, Muhammad SAN, Chan CM
    Enferm Clin, 2021 04;31 Suppl 2:S58-S62.
    PMID: 33849230 DOI: 10.1016/j.enfcli.2020.10.019
    This systematic review aimed to appraise and synthesize the available evidence that examines the soft skill elements in clinical nursing assessment for undergraduate nursing students. This systematic review also is in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Relevant studies were identified based on the inclusion criteria with language filters but were limited to articles published from January 2000 to March 2019. Two reviewers independently conducted the quality assessment, data extraction, and analysis on all included studies. A total of 17 articles were included in this review. Studies showed that without developing adequate soft skill elements in the clinical skill assessment, students are graduating unprepared to be successful in the workplace. There is a need to consider and adopt soft skill elements in clinical skill assessment to improve the quality of nursing graduates and ultimately to create a positive impact on patient outcomes.
    Matched MeSH terms: Clinical Competence
  11. Ngim CF, Fullerton PD, Ratnasingam V, Arasoo VJT, Dominic NA, Niap CPS, et al.
    BMC Med Educ, 2021 Mar 24;21(1):180.
    PMID: 33761946 DOI: 10.1186/s12909-021-02585-z
    BACKGROUND: The Objective Structured Clinical Exam (OSCE) is a useful means of generating meaningful feedback. OSCE feedback may be in various forms (written, face to face and audio or video recordings). Studies on OSCE feedback are uncommon, especially involving Asian medical students.

    METHODS: We compared two methods of OSCE feedback delivered to fourth year medical students in Malaysia: (i) Face to face (FTF) immediate feedback (semester one) (ii) Individualised enhanced written (EW) feedback containing detailed scores in each domain, examiners' free text comments and the marking rubric (semester two). Both methods were evaluated by students and staff examiners, and students' responses were compared against their OSCE performance.

    RESULTS: Of the 116 students who sat for both formative OSCEs, 82.8% (n=96) and 86.2% (n=100) responded to the first and second survey respectively. Most students were comfortable to receive feedback (91.3% in FTF, 96% in EW) with EW feedback associated with higher comfort levels (p=0.022). Distress affected a small number with no differences between either method (13.5% in FTF, 10% in EW, p=0.316). Most students perceived both types of feedback improved their performance (89.6% in FTF, 95% in EW); this perception was significantly stronger for EW feedback (p=0.008). Students who preferred EW feedback had lower OSCE scores compared to those preferring FTF feedback (mean scores ± SD: 43.8 ± 5.3 in EW, 47.2 ± 6.5 in FTF, p=0.049). Students ranked the "marking rubric" to be the most valuable aspect of the EW feedback. Tutors felt both methods of feedback were equally beneficial. Few examiners felt they needed training (21.4% in FTF, 15% in EW) but students perceived this need for tutors' training differently (53.1% in FTF, 46% in EW) CONCLUSION: Whilst both methods of OSCE feedback were highly valued, students preferred to receive EW feedback and felt it was more beneficial. Learning cultures of Malaysian students may have influenced this view. Information provided in EW feedback should be tailored accordingly to provide meaningful feedback in OSCE exams.

    Matched MeSH terms: Clinical Competence
  12. Almothafar, B., Chee, F.T.
    JUMMEC, 2011;14(2):1-6.
    MyJurnal
    The present study reports the performance of final year medical students from the Universiti Malaysia Sabah (UMS) in the end of the senior surgical posting examination (SSP) with the aim to demonstrate the medical students graduating from this newly established university are of good standing and of improving quality. A study on the outcome of the method of teaching conducted on this study was performed by measuring the students’ performance continuously and at the end of their posting. The present data analyses demonstrate that there have been improvements in the medical students’ performance between the last two batches of students graduating from UMS. However, the students appear to be weaker in their MCQs, demonstrating a decline in theoretical knowledge. The analyses also demonstrate that there is a poor positive correlation between theoretical knowledge, clinical skills and/or continuous assessments, demonstrating the importance of emphasis in these 3 areas amongst medical students. Further studies may be required to determine the reason for this poor correlation since these may lead to better understanding on how to improve the overall performance of future medical student. CONCLUSION: The present study demonstrates that UMS medical student appears to continue to improve in their SSP performance although there are concerns about the decline in theoretical knowledge.
    Matched MeSH terms: Clinical Competence
  13. Zhou D, Davitadze M, Ooi E, Ng CY, Allison I, Thomas L, et al.
    Postgrad Med J, 2023 Mar 22;99(1167):25-31.
    PMID: 36947426 DOI: 10.1093/postmj/qgac008
    BACKGROUND: Simulation via Instant Messaging-Birmingham Advance (SIMBA) delivers simulation-based learning through WhatsApp and Zoom, helping to sustain continuing medical education (CME) for postgraduate healthcare professionals otherwise disrupted by the coronavirus (COVID-19) pandemic. This study aimed to assess whether SIMBA helped to improve clinical knowledge and if this improvement in knowledge was sustained over time.

    METHODS: Two SIMBA sessions-thyroid and pituitary-were conducted in July-August 2020. Each session included simulation of various real-life cases and interactive discussion. Participants' self-reported confidence, acceptance, and knowledge were measured using surveys and multiple-choice questions pre- and post-simulation and in a 6- to 12-week follow-up period. The evaluation surveys were designed using Moore's 7 Levels of CME Outcomes Framework.

    RESULTS: A total of 116 participants were included in the analysis. Significant improvement was observed in participants' self-reported confidence in approach to simulated cases (thyroid, n = 37, P 

    Matched MeSH terms: Clinical Competence
  14. Wong ZY, Daher AM, Pathirage K, Lim KG
    Med Teach, 2023 Jul;45(7):789.
    PMID: 36705016 DOI: 10.1080/0142159X.2023.2169119
    Matched MeSH terms: Clinical Competence
  15. Fedoruk KA, Chan YK, Williams CE
    Int J Obstet Anesth, 2023 May;54:103639.
    PMID: 36841065 DOI: 10.1016/j.ijoa.2023.103639
    If asked to describe the term "anesthesiologist scholar", one may receive a variety of definitions depending on the individual's area of practice, location in the world, and the generation in which they trained. In this article, we review the roles of five core elements that make an anesthesiologist a "scholar": skills in critical appraisal, literature review, quality improvement, journal club participation, and presentation delivery. Although this list of scholarly components is not comprehensive, review of each element's role in the everyday practice and training of physicians will offer insight into their evolution and may offer a glimpse into the future of anesthesiologist scholars. Overall, through the dissemination, recognition, and support of scholarship through these practices, we will continue to achieve meaningful outcomes for our patients and promote a culture of collaboration worldwide. We should ensure that these topic areas become a bedrock of medical education globally, and we must foster opportunities for those who have already completed training to develop and master these skills as a part of their clinical and academic practice.
    Matched MeSH terms: Clinical Competence
  16. Lim AS, Lee SWH, Karunaratne N, Caliph S
    Am J Pharm Educ, 2020 Nov;84(11):7920.
    PMID: 34283749 DOI: 10.5688/ajpe7920
    Objective. To examine pharmacy students' performance on and perceptions regarding the use of an interactive online tool for practicing to take objective structured clinical examinations (OSCEs).Methods. The Monash OSCE Virtual Experience (MOVE), an online module consisting of 20 pharmacy case scenarios with virtual patients, was piloted with final-year pharmacy students at Monash University campuses in Australia and Malaysia. A mixed methods approach that included reviewing user attempts and comparing grades, collecting student-administered questionnaires, and holding focus groups was used to examine students' perception and performance.Results. More than 99% of all students attempted at least one online case scenario in preparation for their final in-person OSCE, and 81% attempted all 20 scenarios two or more times. Ninety percent of students at the Malaysia campus and 70% of students at the Australia campus reported that MOVE was a helpful study tool for their OSCE preparation. However, a raw comparison of user attempts and OSCE grades did not find a direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-restricted history-taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and a less overwhelming learning experience than were face-to-face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients over online practice with virtual patients.Conclusion. The Monash OSCE Virtual Experience was perceived by our students as a flexible and useful online learning aid in preparing for their final-year OSCE However, there was no direct correlation between online practice attempts and students' exam grades.
    Matched MeSH terms: Clinical Competence
  17. Omar AA, Zon EM, Ismail MP, Mahdi M, Ibrahim A, Engku-Husna EI, et al.
    Med J Malaysia, 2023 Nov;78(6):711-716.
    PMID: 38031211
    INTRODUCTION: In gynaecology, laparoscopy is the choice of treatment for a lot of procedures as it is considered safe and effective. However, laparoscopic surgery requires skills that are different from those required for open surgery. In order to acquire the skills, a surgeon needs specific training. The aim of this study was to validate the AR Gynae endotrainer, a new mobile laparoscopic simulator, as a comparable box trainer for gynaecology laparoscopic training, comparing it with the well-established Karl Storz SZABO-BERCISACKIER laparoscopic trainer.

    MATERIALS AND METHODS: A randomised prospective crossover study was designed to compare the AR Gynae endotrainer versus Karl Storz SZABO-BERCI-SACKIER laparoscopic trainer as a tool for training gynaecology laparoscopic skills. Participants were assigned to perform two specially designed tasks used for laparoscopic training using both endotrainers. All subjects evaluated both simulators concerning their performance by the use of a questionnaire comparing: design, ports placement, visibility, ergonomics, triangulation of movement, fulcrum effect, depth perception, ambidexterity, resources for training, and resources for teaching. The overall score was defined as the median value obtained. The ability and time taken for participants to complete the tasks using both endotrainers were also compared. A total of 26 participants were enrolled in this study, including 13 Masters's students from the Department of Obstetrics & Gynaecology and 13 Masters's students from the Department of Surgery, Hospital Universiti Sains Malaysia (HUSM), Kelantan, Malaysia.

    RESULTS: A better performance was observed with AR Gynae as compared to Karl Storz endotrainer in five out of ten items evaluated in the questionnaire. Additionally, the overall score of AR Gynae endotrainer (median of 3.98) was comparable to that of Karl Storz endotrainer (median of 3.91) with p=0.519. For the items design and resources for teaching, the evaluation for AR Gynae endotrainer was significantly higher with p-values of 0.003 and 0.032, respectively. All participants were able to complete both tasks using both endotrainers. The time taken to complete both tasks was comparable on both endotrainers. Also, the AR Gynae endotrainer was cheaper.

    CONCLUSIONS: The AR Gynae endotrainer was found to be a convenient and cost-effective laparoscopic simulator for gynaecology laparoscopic training and was comparable to the established Karl Storz SZABO-BERCI-SACKIER laparoscopic trainer.

    Matched MeSH terms: Clinical Competence
  18. Lim A, Krishnan SS, Blebil AQ, Malone D
    Int J Pharm Pract, 2023 Dec 19;31(6):646-649.
    PMID: 37410964 DOI: 10.1093/ijpp/riad048
    OBJECTIVES: To describe the implementation and assess whether an objective structured clinical examination (OSCE) is a viable assessment tool for testing Antimicrobial Stewardship (AMS) principles.

    METHODS: A three-station OSCE set in a hospital and community pharmacy was designed and mapped to the World Health Organisation's AMS intervention practical guide. This OSCE comprised 39 unique cases and was implemented across two campuses (Malaysia and Australia) at one institute. Stations were 8 min long and consisted of problem-solving and applying AMS principles to drug therapy management (Station 1), counselling on key antimicrobials (Station 2) or managing infectious diseases in primary care (Station 3). Primary outcome measure to assess viability was the proportion of students who were able to pass each case.

    KEY FINDINGS: Other than three cases with pass rates of 50, 52.8 and 66. 7%, all cases had pass rates of 75% or more. Students were most confident with referral to medical practitioner cases and switching from intravenous to oral or empirical to directed therapy.

    CONCLUSIONS: An AMS-based OSCE is a viable assessment tool in pharmacy education. Further research should explore whether similar assessments can help improve students' confidence at recognising opportunities for AMS intervention in the workplace.

    Matched MeSH terms: Clinical Competence
  19. Zain E, Talreja N, Hesarghatta Ramamurthy P, Muzaffar D, Rehman K, Khan AA, et al.
    Eur J Dent Educ, 2024 Feb;28(1):358-369.
    PMID: 37864324 DOI: 10.1111/eje.12957
    INTRODUCTION: Simulation-based education is of paramount importance in a dental pre-clinical setting. Hence, continuous quality improvement is crucial to optimize students' knowledge and clinical skills. This study aimed to evaluate the impact of evidence-based simulation learning (EBSL) compared with traditional-based simulation learning (TBSL) using Plan-Do-Study-Act (PDSA) model.

    MATERIALS AND METHODS: This quality improvement project was undertaken at a private university. Guided by the PDSA model, rubber dam application tasks were conducted in the simulation lab in 2 phases. Phase 1 included TBSL and phase 2 included EBSL comprising of 2 PDSA cycles. 'Plan' stage involved obtaining feedback from students and the concerned staff. 'Do' stage included implementation of EBSL in eight steps adopted from Higgins's framework. 'Study' stage evaluated the outcomes and in 'Act' stage amendments were made to the first EBSL cycle. In the second PDSA cycle re-implementation and evaluation of the rubber dam application exercises were carried out. Descriptive data were presented as percentages and mean scores were compared using paired t-test.

    RESULTS: Thirty-seven year 2 students participated in this study. A significant improvement in the mean scores was observed between TBSL and EBSL (3.02 + 0.16 and 3.91 + 0.27, respectively, p 

    Matched MeSH terms: Clinical Competence
Filters
Contact Us

Please provide feedback to Administrator (afdal@afpm.org.my)

External Links