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Entrustable professional activities in undergraduate dental education: A practical model for development and validation

Arunachalam S, Pau A, Nadarajah VD, Babar MG, Samarasekera DD

Eur J Dent Educ, 2023 May;27(2):332-342.
PMID: 35484781 DOI: 10.1111/eje.12809

OBJECTIVE: Entrustable professional activities (EPAs) are tasks that a person who is qualified or is in the process to be credentialed are allowed to engage. There are several levels of entrustment based on degrees of supervision assigned to each EPA. This paper aims to describe the process and outcome of creating EPAs; validate EPAs relevant to undergraduate dental training.
METHODS: A draft set of EPA statements was developed based on the consensus of an expert panel. These were then mapped to the nationally determined minimum experience thresholds (clinical and procedural experiences/competencies) and aligned to task-based instructional strategy. The EPAs were validated to improve the relevance by using a criterion-based rubric.
RESULTS: An end-to-end process workflow led to the development of an EPA-based educational framework to bridge the gaps in the curriculum. The process identified a total of 41 EPAs and out of which, 10 EPAs were notated as core EPAs and will be subjected to structured workplace-based assessment complying to the national standards. The validation exercise rated core EPAs with an overall score matching close to the cut-off of 4.07 (Equal rubric).
CONCLUSION: The end-to-end process workflow provided the opportunity to elaborate a structured process for the development of EPAs for undergraduate dental education. As validation is a continuous process, feedback from implementation will inform the next steps.

Matched MeSH terms: Curriculum
Fulltext The influence of pre-admission tracks on students' academic performance in a medical programme: Universiti Sains Malaysia

Arzuman H, Ja'afar R, Fakri NM

Educ Health (Abingdon), 2012 Nov;25(2):124-7.
PMID: 23823596 DOI: 10.4103/1357-6283.103460

An aim of medical schools is to select the most suitable candidates who are more likely to become good doctors, fulfilling societal expectations. It is imperative to better understand the influence of 'selection' variables on students' academic performance. We conducted a retrospective record review (3R) to examine the predictive power of pre-admission tracks on academic performance in the medical programme at the Universiti Sains Malaysia.

Matched MeSH terms: Curriculum
Fulltext Medical students' epistemological beliefs: Implications for curriculum

Assenheimer D, Knox K, Nadarajah VD, Zimitat C

Educ Health (Abingdon), 2016 May-Aug;29(2):107-12.
PMID: 27549647 DOI: 10.4103/1357-6283.188748

BACKGROUND: Epistemological beliefs have a pervasive influence on learning and practice. Understanding these beliefs and how they develop, could play an important role in medical student training and shape later clinical practice.

METHODS: The epistemological beliefs of first-year medical students from an Australian and Malaysian university were explored using a domain-specific instrument.

RESULTS: There were significant differences between the disciplinary epistemological beliefs of Australian and Malaysian medical students across many items, and two specific factors (Certainty of Knowledge and Justification for Knowing).

DISCUSSION: These findings have potential implications for teaching in biomedical disciplines and adaptation of Western curriculum innovations in Eastern educational contexts. Further work is needed to confirm and understand any epistemological differences and subsequent implications for learning and teaching in medicine.

Matched MeSH terms: Curriculum
Fulltext What makes a great lecture? Use of lectures in a hybrid PBL curriculum

Azer SA

Kaohsiung J. Med. Sci., 2009 Mar;25(3):109-15.
PMID: 19419915 DOI: 10.1016/S1607-551X(09)70049-X

Lectures are of great value to students. However, with the introduction of hybrid problem-based learning (PBL) curricula into most medical schools, the emphasis on lectures has decreased. This paper discusses how lectures can be used in a PBL curriculum, what makes a great lecture, and how to deliver a lecture that fits with these changes.

Matched MeSH terms: Curriculum
Fulltext Self-directed learning and construction of knowledge

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
Future needs and wants in medical education--the UPM experience

Azhar MZ

Med J Malaysia, 2005 Aug;60 Suppl D:24-7.
PMID: 16315619

Medical schools have existed in Malaysia for a very long time. The majority of practicing doctors has trained locally. From the early nineteen sixties when the first medical school was established to the current 7 public medical faculties, the standards of local trained doctors have always been exemplary. Now with more need for doctors to serve the country and the mushrooming of medical schools, the question of needs and wants of future medical schools and medical education need to be addressed. In this paper I will try to highlight what we in Universiti Putra Malaysia have been working on to improve the Medical and Health Sciences faculty to achieve greater heights to reach the future in the shortest possible time.

Matched MeSH terms: Curriculum/standards
The growing importance of mental health: are medical curricula responding?

Azhar MZ

Med J Malaysia, 2002 Dec;57 Suppl E:34-6.
PMID: 12733191

Mental health is becoming an important issue. Several local and international studies have proven that the incidence of mental illness is on the rise. Doctors have also been able to make more accurate diagnoses and treat mental disorders more reliably with the aid of recent research and newer drugs. As such it is necessary for the medical curricula to respond to this shift. Medical students must now be exposed to new psychiatric disorders and ways of managing them. The time spent in psychiatry and the mode of teaching must also be revised and modified to the current needs of patients.

Matched MeSH terms: Curriculum/standards*
Curricular trends in Malaysian medical schools: innovations within

Azila NM, Rogayah J, Zabidi-Hussin ZA

Ann Acad Med Singap, 2006 Sep;35(9):647-54.
PMID: 17051282

INTRODUCTION: Various curricular innovations were adopted by medical schools worldwide in an attempt to produce medical graduates that could meet future healthcare needs of society locally and globally. This paper presents findings on curricular approaches implemented in Malaysian medical schools, in trying to meet those needs.
METHODS: Information was obtained from published records, responses from various questionnaires, personal communication and involvement with curricular development.
RESULTS: Curricular innovations tended to be implemented in new medical schools upon their establishment. Established medical schools seemed to implement these innovations much later. Curricular trends appear to move towards integration, student-centred and problem-based learning as well as community-oriented medical education, with the Student-centred learning, Problem-based learning, Integrated teaching, Community-based education, Electives and Systematic programme (SPICES) model used as a reference. The focus is based on the premise that although the short-term aim of undergraduate medical education in Malaysia is to prepare graduates for the pre-registration house officer year, they must be able to practise and make decisions independently and be sensitive to the needs of the country's multiracial, multi-religious, and often remote communities.
CONCLUSION: In most cases, curricular planning starts with a prescriptive model where planners focus on several intended outcomes. However, as the plan is implemented and evaluated it becomes descriptive as the planners reassess the internal and external factors that affect outcomes. A common trend in community-oriented educational activities is evident, with the introduction of interesting variations, to ensure that the curriculum can be implemented, sustained and the intended outcomes achieved.

Matched MeSH terms: Curriculum/trends*
Inducing curricular change: Initial evaluation of outcomes

Azila NM, Tan NH, Tan CP

Med Educ, 2006 Nov;40(11):1125.
PMID: 17054624
Matched MeSH terms: Curriculum*
Preparing for and managing change: some thoughts for curriculum planners and implementers

Azila NM

Med J Malaysia, 2002 Dec;57 Suppl E:52-7.
PMID: 12733194

This paper outlines issues related to curricular reforms, and strategies to be considered for planning and implementation so as to ensure that the change is institutionalised. In Malaysia, in general, some imminent curricular changes have been carried out to prepare graduates for future changes in the practice environment. Change of reform requires planning, with consideration of the directions in which the change is needed, and the possible educational approaches to be utilized. To ensure change can occur and be maintained there should be effort to induce a paradigm shift amongst teachers and administrators at all levels, there must be transparency and dissemination of information of the required change and why, there must be involvement of teachers in decision making to ensure better compliance.

Matched MeSH terms: Curriculum/trends*
Problem-based learning (PBL): making an impact in education

Azila NMA, Sim SM, Tan CPL, Alhady SF

JUMMEC, 1999;4<I> </I>:94-98.

Problem-based learning (PBL) i s an educational reform that is now becoming a household word in higher education, particularly in medical schools. Many medical schools have implemented a full problem-based learning curriculum (PBLC) whiIe some have included PBL into selected units of the course in an otherwise conventional cumculum (embedded PBL) and others run their tutorials in a PBL manner within a modified conventional curriculum (hybrid curriculum). Yet there are others who claim that small components of PBL in a conventional curriculum are not PBL at all. Thus amateurs in the subject matter find difficulty in evaluating the logistics and outcome of these variations. This article focuses or, the general characteristics of PBL and how this learning method can help enhance independent learning and critical thinking, whether in a full, embedded or hybrid curriculum. The extent of PBL to be included and which of the three types is to be adopted depends on the objective of the undergraduate medical course as determined by the faculty, resources available, limitations, feedback on the existing curriculum and various other factors. KEYWORDS: Problem-based Learning (PBL); Embedded PBL; Hybrid PBL; New Integrated Curriculum (NIC).

Matched MeSH terms: Curriculum
Fulltext Personal and professional characteristics of a good muslim doctor: perception of newly graduated doctors

Azmi, A.N., Jamilah, J., Dzulkhairi, M.R., Ramli, S., Ariff, O., Nasri Ismai,l N.M.

International Medical Journal Malaysia, 2016;15(2):51-55.
MyJurnal

Introduction: The Medical Faculty of Universiti Sains Islam Malaysia (USIM) aims to produce good Muslim
doctors (GMD) who are able to practise medicine that is integrated with Islamic values. Islamic courses and
Medical Ethics are integrated into the curriculum in its effort to provide adequate Islamic knowledge and
nurturing professionalism as a process of personal and professional development (PPD) within the framework
of Islamic teaching. The objective of the study was to evaluate the perception of graduates and students of
characteristics of a GMD. Method: A self-administered questionnaire was distributed to the participants. The
respondents were asked to rate their level of agreement or disagreement on the statements that represent
the characteristics of a GMD. Statistical analysis of the data was carried out using SPSS version 18.0. The
mean, median and inter quartile ranges of the characteristics were determined and differences between the
groups were analysed using Mann-Whitney U test. Results: Results showed significant difference between
gender for the item “Conscious of professional ethics” (p=0.021). Significant differences were seen in the
median scores between the graduates and the final year students in four out of six items for personal
characteristic. Conclusion: Islamic input in the medical curriculum and the teaching of professionalism has
an impact on graduate perception of characteristics of a GMD. Further improvement in the teaching of
professionalism among undergraduates is necessary in order to promote greater impact on the understanding
and internalization of characteristics of a GMD. The Islamic input in the medical curriculum can thus be
regarded as the blueprint for PPD of medical undergraduates to become a GMD.

Matched MeSH terms: Curriculum
Fulltext Perceived sources of stress among Malaysian dental students

Babar MG, Hasan SS, Ooi YJ, Ahmed SI, Wong PS, Ahmad SF, et al.

Int J Med Educ, 2015;6:56-61.
PMID: 25935506 DOI: 10.5116/ijme.5521.3b2d

The study objectives were to identify the stress levels and to explore the impact of students' year of study and gender on the perceived sources of stress among Malaysian dental students.

Matched MeSH terms: Curriculum/standards
Exploring the knowledge of nasopharyngeal carcinoma among medical doctors at primary health care level in Perak state, Malaysia

Balachandran R, Philip R, Avatar S, Simon R, Mann GS, Benedict CT, et al.

Eur Arch Otorhinolaryngol, 2012 Feb;269(2):649-58.
PMID: 21691719 DOI: 10.1007/s00405-011-1665-0

Nasopharyngeal carcinoma (NPC) is among the commonest cancers in Malaysia. The prognosis for NPC like most other head and neck cancer is dependent on its staging. Majority of patients in Malaysia at the time of diagnosis are either at stage III or IV (27 and 47%, respectively). The lack of knowledge among primary care medical doctors regarding NPC may contribute to this delay in diagnosis. The aim of this study was to assess the knowledge of the primary care doctors in the state of Perak on the various aspects of NPC. The doctors at the primary care level in the state of Perak were recruited to take part in this study on a voluntary basis. A total number of 154 out of 198 doctors participated in this survey. They were given a questionnaire to fill in to test their knowledge on different aspects of NPC and its treatment. The overall respondents' score was poor with a score of 67.5% on all sections. The doctors appear to be able to identify common presenting features of NPC with a mean score of 85.3% but for the uncommon presentations of NPC, the scores were poorer with 61.8%. In addition, 54.1% of the participants answered that they would refer a patient with symptoms suspicious of NPC after a period of 1 month from the onset of symptom. However, only 34% would refer within 2 weeks. Based on the results of this study, the authors feel that it is clear that the doctors posted in the primary care hospitals and clinics appear to have inadequate knowledge to diagnose and refer patients with suspected NPC. As early diagnosis can often lead to a better prognostic outcome, steps must be taken to raise the awareness among these doctors.

Matched MeSH terms: Curriculum
Socio-ethical education in nanotechnology engineering programmes: a case study in Malaysia

Balakrishnan B, Er PH, Visvanathan P

Sci Eng Ethics, 2013 Sep;19(3):1341-55.
PMID: 23149672 DOI: 10.1007/s11948-012-9418-z

The unique properties of nanotechnology have made nanotechnology education and its related subjects increasingly important not only for students but for mankind at large. This particular technology brings educators to work together to prepare and produce competent engineers and scientists for this field. One of the key challenges in nanotechnology engineering is to produce graduate students who are not only competent in technical knowledge but possess the necessary attitude and awareness toward the social and ethical issues related to nanotechnology. In this paper, a research model has been developed to assess Malaysian nanotechnology engineering students' attitudes and whether their perspectives have attained the necessary objectives of ethical education throughout their programme of study. The findings from this investigation show that socio ethical education has a strong influence on the students' knowledge, skills and attitudes pertaining to socio ethical issues related to nanotechnology.

Matched MeSH terms: Curriculum*
Engineering Ethics Education: A Comparative Study of Japan and Malaysia

Balakrishnan B, Tochinai F, Kanemitsu H

Sci Eng Ethics, 2019 08;25(4):1069-1083.
PMID: 29569171 DOI: 10.1007/s11948-018-0051-3

This paper reports the findings of a comparative study in which students' perceived attainment of the objectives of an engineering ethics education and their attitude towards engineering ethics were investigated and compared. The investigation was carried out in Japan and Malaysia, involving 163 and 108 engineering undergraduates respectively. The research method used was based on a survey in which respondents were sent a questionnaire to elicit relevant data. Both descriptive and inferential statistical analyses were performed on the data. The results of the analyses showed that the attainment of the objectives of engineering ethics education and students' attitude towards socio-ethical issues in engineering were significantly higher and positive among Japanese engineering students compared to Malaysian engineering students. Such findings suggest that a well-structured, integrated, and innovative pedagogy for teaching ethics will have an impact on the students' attainment of ethics education objectives and their attitude towards engineering ethics. As such, the research findings serve as a cornerstone to which the current practice of teaching and learning of engineering ethics education can be examined more critically, such that further improvements can be made to the existing curriculum that can help produce engineers that have strong moral and ethical characters.

Matched MeSH terms: Curriculum/standards
Model construction by students within an integrated medical curriculum

Barling PM, Ramasamy P

Clin Teach, 2011 Mar;8(1):37-42.
PMID: 21324071 DOI: 10.1111/j.1743-498X.2010.00419.x

This paper presents our experience of running a special study module (SSM) in the second semester of the first year of our 5-year medical programme, worth 10 per cent of that semester's assessment, in which each student constructs an individually selected model illustrating a specific aspect of the teaching course.

Matched MeSH terms: Curriculum*
Fulltext Problem-based learning as perceived by dental students in universiti sains malaysia

Barman A, Jaafar R, Ismail NM

Malays J Med Sci, 2006 Jan;13(1):63-7.
PMID: 22589593

The implementation of problem-based learning started in 1969 and has spread since then throughout different parts of the world with variations in its implementation. In spite of its growth and advantages, there is continuing debate about its effectiveness over the conventional teaching learning methods. In the School of Dental Sciences (SDS), Universiti Sains Malaysia (USM), the Doctor of Dental Sciences (DDS) program follows a 5-year integrated curriculum. Basically the curriculum is problem-based and community oriented. This study was to explore the perception of DDS students about PBL sessions. This questionnaires-based cross sectional descriptive study were carried out on all the 110 students of the SDS who completed their second year of the course and participated in PBL sessions. Ninety five (86%) students responded to the questionnaires. Dental students found PBL session interesting and wanted to maintain PBL from the beginning of year 2 up to the end of year 3. Most students reported their participation in discussion during PBL sessions but the level of participation varied. Some of them worked hard to prepare themselves for discussion while others were relatively passive. PBL helped them with in-depth understanding of certain topics and link their basic science knowledge to clinical classes. They felt that guidance from subject specialists and well-prepared facilitators of the sessions were beneficial. The students believed that repetition of triggers from year to year discouraged their active search for learning issues. Majority of the students were undecided or disagreed about the availability of adequate learning resources Most of the students were undecided or disagreed about the availability of adequate learning resources for their self-study. Reviewing and renewing the PBL triggers, providing guidelines for searching for resource materials and briefing the students and facilitators about the philosophy and principles of PBL may make the PBL sessions more beneficial.

Matched MeSH terms: Curriculum
Fulltext What Does It Mean for a Case to be 'Local'?: the Importance of Local Relevance and Resonance for Bioethics Education in the Asia-Pacific Region

Bergstresser SM, Ghias K, Lane S, Lau WM, Hwang ISS, Ngan OMY, et al.

Asian Bioeth Rev, 2020 Jun;12(2):173-194.
PMID: 33717336 DOI: 10.1007/s41649-020-00120-8

Contemporary bioethics education has been developed predominately within Euro-American contexts, and now, other global regions are increasingly joining the field, leading to a richer global understanding. Nevertheless, many standard bioethics curriculum materials retain a narrow geographic focus. The purpose of this article is to use local cases from the Asia-Pacific region as examples for exploring questions such as 'what makes a case or example truly local, and why?', 'what topics have we found to be best explained through local cases or examples?', and 'how does one identify a relevant local case?' Furthermore, we consider the global application of local cases to help extend the possible scope of the discussion, opening new avenues for the development of practical bioethics educational materials. We begin with a background description and discussion of why local cases enhance bioethics education, move to an overview of what is currently available and what is not for the region, and then outline a discussion of what it means to be local using example cases drawn from Hong Kong, Australia, Pakistan, and Malaysia. We are not creating a casebook but rather constructing by example a toolbox for designing active and dynamic learning cases using regional diversity as contextualised cases with generalised principles.

Matched MeSH terms: Curriculum
Fulltext Pharmacy students' perception and inclination toward scholarly research publications: A multinational study

Bhagavathula AS, Bandari DK, Jamshed SQ, Chattu VK

J Educ Health Promot, 2018;7:131.
PMID: 30505859 DOI: 10.4103/jehp.jehp_77_18

BACKGROUND: Scholarly research experiences during student life can make pharmacy students capable of reaching the pinnacle of triumph with scientific skills.

AIM: The aim of this study is to assess the perception of pharmacy students and their inclination toward scholarly research publications.

MATERIALS AND METHODS: A cross-sectional web-based survey was conducted among pharmacy students across India, Malaysia, and Pakistan. A 21-item questionnaire was distributed through different social networking sites between July and September 2016. Descriptive and Chi-square tests were used to analyze the findings. A value of P < 0.05 was considered as statistically significant.

RESULTS: Of 543 pharmacy students approached, 348 participants from India, Pakistan, and Malaysia were included giving a response rate of 64%. The study comprises 48.5% of males and 51.4% of females, studying a bachelor of pharmacy (44.5%), and from private institutions (94%). Nearly, three-fourths (76.4%) of the students had no publications but showed high interest toward original research (87.4%). Most of the participants cited the reasons to engage in the scholarly publication is too advanced research/share findings (74.1%), and to improve writing and research skills (73.6%). Further, a significant percentage of students agreed that contributing to the literature during student life as a valuable experience and publishing will provide them with personal fulfilment.

CONCLUSIONS: This study showed that most of the pharmacy students had positive perceptions toward scholarly research activities to advance research and improve their writing research skills. We recommend the pharmacy schools to incorporate scholarly activities in the curriculum to embark research-inclusive career.

Matched MeSH terms: Curriculum

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