Displaying publications 41 - 60 of 367 in total

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  1. 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: Curriculum*
  2. 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: Curriculum*
  3. Humphries D, Jaques R, Dijkstra HP, International Syllabus in Sport and Exercise Medicine Group (ISSEMG)
    Br J Sports Med, 2018 Apr;52(8):490-492.
    PMID: 29263024 DOI: 10.1136/bjsports-2017-098477
    Training in the medical specialty of sport and exercise medicine is now available in many, but not all countries. Lack of resources may be a barrier to the development of this important specialty field and the International Syllabus in Sport and Exercise Medicine Group was convened to reduce one potential barrier, the need to develop a syllabus. The group is composed of 17 sport and exercise medicine specialists residing in 12 countries (Australia, Canada, India, Ireland, Malaysia, the Netherlands, Qatar, South Africa, Sweden, Switzerland, the UK and USA). This paper presents the first phase of this project covering the domains and general learning areas of a specialist training syllabus in sport and exercise medicine.
    Matched MeSH terms: Curriculum*
  4. Chong GTF
    Eur J Dent Educ, 2023 May;27(2):296-303.
    PMID: 35412000 DOI: 10.1111/eje.12803
    INTRODUCTION: The aim of this study is to investigate whether periodontology and cariology receive equal emphasis in dental education at two moments in time, thirteen years apart.

    MATERIALS AND METHODS: An online search was conducted in Nov 2021 of all the dental schools in ten English-language speaking countries (U.S., Canada, U.K., Ireland, South Africa, Australia, New Zealand, Singapore, Hong Kong, and Malaysia) to identify departments/divisions in the disciplines of periodontology, cariology, and conservative/restorative/operative dentistry. The results were then compared against the findings of a similar investigation that was conducted from July to October 2008.

    RESULTS: Of the 126 dental schools identified in 2021, information was available for 93 dental schools. Of these 93 schools, only 10 listed departments/divisions/disciplines of cariology, whereas 83 and 86 schools had listed periodontology and conservative/restorative/operative dentistry, respectively. Despite a doubling of the number of dental schools with a department/division/discipline of cariology from 2008 to 2021, the absolute gap in the number of departments/divisions/disciplines in the other two disciplines compared to cariology had widened during the thirteen years. In 2008, there were 70 more departments/divisions/disciplines in periodontology compared to cariology departments/divisions/disciplines. In 2021, there were 73 more departments/divisions/disciplines in periodontology. Additional information on research output was available for 90 dental schools in 2021, where 30 schools self-identified as undertaking cariology research, whereas 68 and 47 schools undertook research in periodontology and conservative/restorative/operative dentistry, respectively.

    CONCLUSIONS: Dental education does not give equal emphasis to periodontology and cariology, and the discipline of cariology is grossly neglected.

    Matched MeSH terms: Curriculum*
  5. Lo YY, Othman J
    PLoS One, 2023;18(7):e0284491.
    PMID: 37494373 DOI: 10.1371/journal.pone.0284491
    The current study aims to examine lecturer readiness for English Medium Instruction (EMI) in higher educational institutions and the contextual influences of gender, age, academic qualification, teaching experience, EMI course teaching involvement, and EMI training. A quantitative research design was employed, and a survey questionnaire was completed by 227 lecturers (out of 250 invited participants) from private universities in Klang Valley, Malaysia to gauge self-ratings of personal knowledge, skills, abilities, and attitudes in educating EMI courses. The collected data were subsequently analysed via the Statistical Package for Social Sciences (SPSS) version 27.0 software before revealing the findings from the inferential statistics of the t-test and one-way analysis of variance (ANOVA) on lecturers' gender, age, academic qualification, teaching experience, EMI course teaching involvement, and EMI training. Resultantly, the important role of lecturers' knowledge, understanding, skills, abilities, and attitudes was highlighted to further enhance intercultural communicative competence in managing the increasingly diversified student body in EMI classrooms.
    Matched MeSH terms: Curriculum*
  6. Shahabudin SH, Mahmud MN, Lim KE
    Med Teach, 1988;10(2):149-57.
    PMID: 3226274
    Matched MeSH terms: Curriculum
  7. Peters H, Zdravkovic M, João Costa M, Celenza A, Ghias K, Klamen D, et al.
    Med Teach, 2019 06;41(6):632-637.
    PMID: 29683024 DOI: 10.1080/0142159X.2018.1459530
    Student engagement refers to a broad range of activities where students participate in management, education, research, and community activities within their institutions. It is a mutually beneficial collaborative approach between students and their institutions. This article provides practical advice for the implementation or further development of student engagement at medical, dental, and veterinary schools. The tips provided are based on the experiences of a group of universities recently recognized for best practice in student engagement, and are supported by evidence from the literature. The tips cover overarching themes which include the creation of an institutional culture and formal framework for student engagement, and maximize communication routes between students with peers and faculty. Tips are for specific areas of active student engagement, covering curriculum design and development, peer teaching, governance processes, research activities, peer support programs, and interaction with the local community.
    Matched MeSH terms: Curriculum
  8. Khoo EJ, Chua SH, Kutzsche S
    Arch Argent Pediatr, 2019 04 01;117(2):e181-e187.
    PMID: 30869503 DOI: 10.5546/aap.2019.eng.e181
    The Neonatal Resuscitation Programme is a good example of an effective educational intervention that has improved perinatal mortality rates in many countries. This paper shares our experience of planning an undergraduate Neonatal Resuscitation Programme using basic principles of education theory of spiral curriculum, Bloom's taxonomy in planning learning outcomes, Kolb's learning model and Miller's model of clinical assessment. Engaging clinicians in pedagogical theories may not be well aligned with how clinicians traditionally thought they learnt best, yet it is key to improving learning concept and educational intervention outcomes in the healthcare professions. This article aims to illustrate the application of such educational theories into one example of practice. We structured this paper in the scope of content, delivery and assessment when planning a psychomotor learning activity.
    Matched MeSH terms: Curriculum
  9. Suhairullah Bin Omar Ramih, Ambrews Andau, Roslee Bin Talip, Muhamad Suhaimi Bin Taat
    MyJurnal
    This study looks at the impact on program management on social interaction in outdoor education programs at Sabah Co-Curriculum Center. This quantitative study uses questionnaire instruments. A total of 113 respondents were involved in the west coast of Sabah. The findings show that mean scores for program management and social interaction levels are high. While the correlation results showed a significant but modest positive relationship (r = 0.469 , k
    Matched MeSH terms: Curriculum
  10. Pishipati KV, Telang L, Nerali JT, Telang A, Jaganathan S
    J Contemp Dent Pract, 2021 Jan 01;22(1):89-92.
    PMID: 34002716
    AIM: This study aimed to evaluate the dental students' performance in ICDAS (International Caries Detection and Assessment System) coding with different levels of clinical experience.

    MATERIALS AND METHODS: Dental students (n = 122) in their clinical years, year 3 (n = 37), year 4 (n = 44), and year 5 (n = 41) received training (two-hour introductory lecture on ICDAS, followed by a 90 min e-learning video, and practice sessions using extracted teeth and photographs) from a calibrated expert. After training, the students examined a prevalidated set of extracted teeth and assigned scores in two sessions. The intra- and inter-examiner agreement between students was analyzed using weighted kappa statistics and a focus group discussion was conducted for qualitative feedback.

    RESULTS: The range of kappa values for intra-examiner agreement among the year 3, 4, and 5 students for ICDAS caries code (0.611-0.879, 0.633-0.848, and 0.645-1.000) and restoration code (0.615-0.942, 0.612-0.923, 0.653-1.000), respectively. The range of kappa values for inter-examiner agreement for year 3, 4, and 5 students with a trained expert for ICDAS caries code (0.526-0.713, 0.467-0.810, and 0.525-0.842) and restoration code (0.531-0.816, 0.682-0.842, and 0.645-0.928), respectively.

    CONCLUSION: The ICDAS system is a promising tool for caries detection and its implementation in the curriculum was perceived by dental students as an effective method. In general, there was moderate to substantial agreement for ICDAS caries and restoration code between students of different academic year groups and with a trained ICDAS expert.

    CLINICAL SIGNIFICANCE: ICDAS is a simple, logical, and evidence-based system for the detection and classification of caries. Introducing ICDAS to dental students enables them to detect caries in a reliable and reproducible manner irrespective of their past clinical experience and also significantly improves their caries detection skills.

    Matched MeSH terms: Curriculum
  11. Chandratilake M, Nadarajah VD, Mohd Sani RMB
    Med Teach, 2021 Jul;43(sup1):S53-S58.
    PMID: 32248710 DOI: 10.1080/0142159X.2020.1741530
    Cultural beliefs and practices impact heavily on health outcomes of patients. Doctors' ability to deal with such issues in clinical practice, i.e. cultural competence, is widely studied in the west. It has yet to be given due importance in non-western contexts. This study aimed to develop a valid and reliable measure of cultural competence in the Malaysian cultural context and to assess cultural competence among Malaysian medical students. Thirty-five cultural issues faced by Malaysian doctors were identified with a series of interviews to develop a preliminary tool. The responses of students to these cultural issues were evaluated against the extent of inquiry and advocacy based on a theoretical framework of cultural competence. The responses were subjected to statistical analysis to determine the internal structure of the tool and to reduce the number of items in the tool. The final tool (IMU Measure of Cultural Competence - IMoCC) comprised of 22 issues, which deemed to be reliable in the second round of testing. In both tools, student cohorts demonstrated an acceptable level of cultural competence with room for improvement. However, they appeared to learn how to deal with cultural issues primarily through informal means and not in the formal curriculum.
    Matched MeSH terms: Curriculum
  12. Amjad, N.M.
    MyJurnal
    Education and training in disaster medicine is an ongoing process to all categories of personnel involved.
    In addition to the collaborative inter-professional table top exercises, regularly conducted field exercise drills offers the best form of training. Currently in most countries there is no standardized curriculum
    for the training of disaster management from the medical perspective. It is imperative that the concept of disaster medicine and its principles should be a component in the undergraduate and postgraduate
    curriculum of Medical and Allied health related programmes.
    Matched MeSH terms: Curriculum
  13. Azer, Samy A.
    Medical Health Reviews, 2008;2008(1):81-95.
    MyJurnal
    With the introduction of problem-based learning (PBL) in medical and health professionals’ undergraduate courses, self-directed learning (also known as self-regulated learning) becomes an integral component of the learning process. There may be slight variations in how educators and students perceive self-directed learnin .However, self-directed learning provides an opportunity for collaborative discussion of the new information collected and allows learners to construct new knowledge as they address their learning issues. Therefore, self-directed learning is not just about researching for new knowledge or finding answers for questions; self-directed learning is about developing competencies, skills and attitudes that foster the learning processes. Interestingly, not all learners will be able to adapt this approach of learning once they enroll in a PBL course. The process will develop gradually and require a number of actions from the learner, including: (i) Realising the need to change their learning style to suite the needs of the medical curriculum, (ii) constructing a plan that accommodates the new learning objectives, (iii) Practicing self-directed learning and sharing their experiences with peers, and (iv) Continuing evaluation of their self-directed learning approach and improving their learning style. Therefore, the aims of this manuscript are: (i) discuss the meaning of self-directed learning in the context of PBL, and review the research outcomes in this area, (ii) understand the different factors that may affect student’s self-directed learning strategies, and (iii) briefly explore the meaning of construction of knowledge and how it can enforce students’ self-directed learning, integration of knowledge and deeper understanding of topics learnt.
    Matched MeSH terms: Curriculum
  14. Mohamad Nurman Yaman, Mohammad Arif Kamarudin, Mohd Nasri Awang Besar, Siti Mariam Bujang, Abdus Salam, Harlina Halizah Siraj, et al.
    Education in Medicine Journal, 2014;6(4):e87-e90.
    MyJurnal DOI: 10.5959/eimj.v6i4.312
    Introduction: Entrepreneurship CMIE 1022 module was introduced in February 2012 and was made compulsory to all first year undergraduate students in all faculties of Universiti Kebangsaan Malaysia (UKM). The main objective of CMIE 1022 is to expose the students to entrepreneurship with implementation of online teaching and business game simulation.

    Method: Module evaluation form was distributed among medical and nursing students at the end of the module.

    Result: One hundred seventy-seven students responded to the survey with 50.3% of the respondents agreed that their soft skill have improved, 37.8% for increased awareness of entrepreneurship, 25.6% has increased their interest in entrepreneurship and 22.22% agreed to apply in their own courses. More than three quarter of the students agreed that the lecturers and teaching assistants teaching methodology were acceptable. However, only 18.4% agreed that this course should be taken by all students of UKM.

    Conclusion: This study showed despite increase in soft skills and interests including high performance of the academics, most students disagreed on the introduction of CMIE 1022 course to all UKM students. It is suggested that the course curriculum to be reviewed in order to achieve the objectives.
    Matched MeSH terms: Curriculum
  15. Tan, Christina Phoay Lay, Blitz, Julia J.
    JUMMEC, 2008;11(1):1-2.
    MyJurnal
    What does this term medical education conjure up? Does it refer to the teaching and learning of medicine and therefore relates to students and the curriculum? Does it refer to the process of teaching and therefore relates to teachers? Perhaps it is both, since teaching and learning go hand in hand.(Copied from article).
    Matched MeSH terms: Curriculum
  16. Sundram CJ
    Br Dent Surg Assist, 1967 Oct;26(3):46-52.
    PMID: 4229953
    Matched MeSH terms: Curriculum
  17. Rajakumar MK
    Citation: Rajakumar MK. The family physician in Asia: looking to the 21st century. Family Medicine Education in the Asia-Pacific Region. Core Curriculum for Residency/Vocational Training and Core Content for Specialty Qualifying Examination. The Philippine Academy of Family Medicine, 1993. [Originally published in the Filipino Family Physician in 1993]

    Republished in:
    1. Republished in: Teng CL, Khoo EM, Ng CJ (editors). Family Medicine, Healthcare and Society: Essays by Dr M K Rajakumar, Second Edition. Kuala Lumpur: Academy of Family Physicians of Malaysia, 2019: 40-45
    2. An Uncommon Hero. p354-360
    Matched MeSH terms: Curriculum
  18. Zainul Ibrahim Zainuddin
    MyJurnal
    This paper presents a conceptual approach to the integration of Islamic perspectives into a Medical Imaging Curriculum to the concept of Outcome-Based Education (OBE). This work is seen within the context of harmonising Islamic principles to a currently accepted concept in education. Although there have been discussions that question the concept of OBE, this paper contends that the integration can benefit from the practicality aspect of OBE. This can reduce the complexities and fatigue in addressing the integration using an educational approach that is different to that being applied to the human sciences. This paper features the main elements in OBE in the form of Islamic programme educational objectives, Islamic programme outcomes, and Islamic domain learning outcomes. The justification to use domain learning outcomes instead of course learning outcome is given. The teaching and learning strategies, as well as the assessment, are examined through a lens that serves to provide a desirable, practical and holistic model of Islamic integration. It is felt that the currently accepted teaching and assessment methodologies can be adapted for the integration exercise. This work also highlights two often overlooked elements of OBE; teacher and student characteristics. The various terminologies that describe the Islamic teacher characteristics and the differences in student learning styles and preferences are presented. Furthermore, suggestions are made to align the assessment of the integration to various taxonomies of learning, with the aim in evaluating the internalisation of the Islamic essences. This work contents that a holistic approach towards integration of Islamic perspectives into Medical Imaging curriculum can be realised.
    Matched MeSH terms: Curriculum
  19. Jakiyah D, Azhary JMK, Mazkiah B, Mohd Hashim I, El-Sabban F
    JUMMEC, 1999;4:51-57.
    This paper involves the obtained results of an "Elective Program" project which was carried out by Phase I Medical Students of the 1998-1999 academic year at the Faculty of Medicine (FOM), University of Malaya (UM). A questionnaire was designed to survey the attitudes of teachers at FOM-UM, the subject of choice of a 4-student group who were supervised by a faculty member. Students obtained a list of faculty members (teachers) of all academic departments from the Dean's Office and rehearsed their interviewing skills prior to collecting the data of the questionnaire, within a 1-week period. Respondents were 146 out of 275 in total (53%), which included all academic ranks and clinical and non-clinical teachers. Results showed that respondents were well qualified, have enough teaching experience and teach in a variety of forms. All teachers liked to teach and were motivated; however, 15% felt unhappy about their teaching and 6% did not think that their teaching was effective. The nlajority (96%) of teachers liked their teaching to be evaluated and many revealed several means to assist and 111otivate students. Teachers felt that there was room for improvenlent in the aspect of student-teacher interactions. Results of this project revealed that FOM-UM is well endowed by qualified, motivated and caring teachers who wish for better interactions with their students. Icurriculum, teaching attitudes, teaching methods, University of Malaya
    Matched MeSH terms: Curriculum
  20. Kaggal Lakshmana Rao G, P Iskandar YH, Mokhtar N
    Eur J Dent Educ, 2020 Aug;24(3):590-600.
    PMID: 32374909 DOI: 10.1111/eje.12540
    AIM: The aim of the study was to seek consensus, identify and explore the challenges facing undergraduate orthodontic education and propose equitable solutions for overcoming the challenges amongst Malaysian public university dental schools.

    METHODS: An iterative e-Delphi technique was employed as the method for gathering consensus on a range of topics found pertinent to affect orthodontic teaching and learning established through literature review. A total of ten expert panellists were recruited through a targeted invitation to the orthodontists from Malaysian public universities offering undergraduate dental education. The e-Delphi comprised of three rounds of anonymous e-survey. The consensus was sought for two open-ended and two closed-ended questions.

    RESULTS: The response rates for all the three rounds were 100 per cent. The total number of questions responded by the participants in all the three rounds was forty-four. Round one achieved consensus on two closed-ended questions. Round two achieved a consensus on twenty-eight out of thirty-four (82.35%) questions with round three achieving a consensus on four out of six (66.66%) questions. A 70% consensus was considered as the minimum level of agreement for all the rounds. In total, consensus and agreement were achieved on two closed-ended questions and twenty-nine items from the open-ended questions.

    CONCLUSION: The study was able to identify a range of issues affecting undergraduate orthodontic education with a good level of consensus using the e-Delphi technique highlighting the need for curriculum refinement. The study has, in addition, proposed tangible methods to enable such a change.

    Matched MeSH terms: Curriculum
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