Displaying publications 41 - 60 of 232 in total

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  1. Mat Daud N, Abu Kassim NL
    J Appl Meas, 2011;12(2):135-43.
    PMID: 22089510
    Students' evaluations of teaching staff can be considered high-stakes, as they are often used to determine promotion, reappointment, and merit pay to academics. Using Facets, the reliability and validity of one student rating questionnaire is analyzed. A total of 13,940 respondents of the Human Science Division of International Islamic University Malaysia were involved in the study. The analysis shows that the student rating questionnaire used was valid and reliable, and it allows identification of staff for the institution's prestigious teaching excellence awards, and those needing in-service training. It was found that there was no significant difference in terms of rank, age and gender of the staff. The study also shows that the majority of staff have problems keeping the class interested and getting students to participate in class activities. Faculty also hardly discussed common errors in assignments and tests.
    Matched MeSH terms: Faculty/standards*
  2. Perera J, Lee N, Win K, Perera J, Wijesuriya L
    Med Teach, 2008;30(4):395-9.
    PMID: 18569661 DOI: 10.1080/01421590801949966
    Formative assessments and other learning tools are ineffective in the absence of formative feedback.
    Matched MeSH terms: Faculty, Medical*
  3. Idris B, Sayuti S, Abdullah JM
    J Clin Neurosci, 2007 Feb;14(2):148-52.
    PMID: 17161289
    Universiti Sains Malaysia is the only institution in Malaysia which incorporates all fields of the neurosciences under one roof. The integration of basic and clinical neurosciences has made it possible for this institution to become an excellent academic and research centre. This article describes the history, academic contributions and scientific progress of neurosciences at Universiti Sains Malaysia.
    Matched MeSH terms: Faculty/history*
  4. Dash NR, Guraya SY, Al Bataineh MT, Abdalla ME, Yusoff MSB, Al-Qahtani MF, et al.
    BMC Med Educ, 2020 Nov 30;20(1):480.
    PMID: 33256705 DOI: 10.1186/s12909-020-02358-0
    BACKGROUND: In the current wave of educational reforms, understanding teaching styles of medical faculty can help modify instructional strategies for effective teaching. Few studies have probed distinctive teaching styles of medical faculty. We compared preferred teaching styles of faculty from seven medical schools in United Arab Emirates, the Netherlands, Saudi Arabia, Malaysia, Pakistan, and Sudan.

    METHODS: The validated Grasha-Riechmann teaching style inventory was administered online for data collection and used SPSS version 20.0 for statistical analysis.

    RESULTS: Of the 460 invitees, 248 responded (response rate; 54%). Delegator teaching style was most common with a highest median and mean of 2.38 and 2.45, respectively. There was a significant correlation between expert and authority teaching styles, correlation coefficient 0.62. Similarly, we found a significant correlation between authority teaching style and nature of curriculum, correlation coefficient 0.30. Multiple regression analysis showed that only authority teaching style and male gender had significant correlation. Interestingly, 117 (47%) teachers disagreed with the teaching philosophy of delivering course contents by strictly following learning outcomes. Female teachers (114/248) were more willing to negotiate with their students regarding how and what to teach in their course, while male teachers tended to allow more autonomy by allowing students to set their learning agenda.

    CONCLUSIONS: This study showed that the medical teachers preferred delegator teacher style that promotes students' collaboration and peer-to-peer learning. Most teachers are conscious of their teaching styles to motivate students for scientific curiosity. These findings can help medical educators to modify their teaching styles for effective learning.

    Matched MeSH terms: Faculty, Medical*
  5. Sukhlecha A
    Indian J Med Ethics, 2016 Oct-Dec;1(4):264.
    PMID: 27731301
    Incentives, pay hikes and timely promotions enhance the job performance of an employee. In medical institutes, too, satisfied teachers would train students in a better way leading to better equipped doctors and ultimately, greater patient satisfaction. A study in Malaysia links high levels of satisfaction of employees with good salary, promotions, and incentives.
    Matched MeSH terms: Faculty, Medical*
  6. Huda BZ, Rusli BN, Naing L, Winn T, Tengku MA, Rampal KG
    Asia Pac J Public Health, 2004;16(1):32-40.
    PMID: 18839865
    A cross-sectional study to assess job strain and its associated factors among lecturers of the School of Medical Sciences, Universiti Sains Malaysia (USM) and Faculty of Medicine, Universiti Kebangsaan Malaysia (UKM) was undertaken between August 2001 and May 2002. The original English version of the Job Content Questionnaire (JCQ) version 1.7 (revised 1997) by Robert Karasek based on the Job Strain Model was self-administered to 73 (response rate 58.4%) and 80 (response rate 41.7%) lecturers in the medical faculties of USM and UKM respectively. The prevalence of job strain (defined by low decision latitude and high psychological demand) in USM and UKM was 23.3% and 17.5%, respectively; the difference was not significant (p 2 0.05). Analysis showed that the associated factors of job strain in USM lecturers were psychological stressors (adjusted OR 1.2, 95% CI: 1.0, 1.4), created skill (adjusted OR 0.4, 95% CI: 0.2, 0.8), working in clinical-based departments (adjusted OR 18.9, 95% CI: 1.6, 22.7). The risk factors of job strain in UKM lecturers were created skill (adjusted OR 0.3, 95% CI: 0.1, 0.9), psychological stressors (adjusted OR 1.2, 95% CI: 1.0, 1.5) and co-worker support (adjusted OR 0.3, 95% CI: 0.1, 0.9). We conclude psychological stressors and created skill were nonprotective and protective, respectively, against job strain in both USM and UKM lecturers.
    Matched MeSH terms: Faculty, Medical*
  7. Al-Jaf, Nagham Mohammed Abdullah, Budi Aslinie Md Sabri, Muhamad Faizran Looszen Bin Fadly Loo, Ahmad Aizat Bin Ahmad Shaifuddin
    Compendium of Oral Science, 2017;4(1):28-39.
    MyJurnal
    Objectives: To evaluate the impact of the clinical instructor communication on dental students’ clinical training in Faculty of Dentistry, Universiti Teknologi Mara (UiTM). Materials and Methods: A sample of 174 undergraduate clinical dental students were recruited to complete the Clinical Education Instructional Quality Questionnaire (ClinEd IQ) which consists of forty-five questions, forty-three multiple choice questions and two open-ended. The multiple-choice questions consist of 3 subscales which were measured on a six-point Likert Scale from “strongly disagree” to “strongly agree”. The open-ended responses were analysed using thematic analysis. This paper discusses the Subscale of interaction with clinical instructors and the open-ended responses. Results: The responses of 150 students were evaluated. The students rated their interaction with instructors with a mean score of 4.64 on a six -point scale. There was a significant difference between mean scores for each academic level with year five students’ score being highest. There were four areas of concern identified through the open-ended responses. Conclusion: While the quality of supervision in terms of interaction with clinical instructors is considered satisfactory and the students generally reported positive experiences, there is room for improvements especially regarding areas of concern.
    Matched MeSH terms: Faculty
  8. Rusnani Ab Latif, Akehsan Dahlan, Zamzaliza Ab Mulud, Mohd Zarawi Mat Nor
    MyJurnal
    The major component in nursing education is attachmnet at clinical practices to give the students experience,
    responsibility and understanding in care of the patient. Nurse educators and the clinical nurse instructors are
    responsible for coordinating the education of nursing students in clinical area. Currently practice using nursing
    processes is more familiar to compare than concept mapping care plan among the nurses and nursing students.
    Nursing care plan or nursing process has been utilized at the clinical setting to assess the actual and potential
    health problems of the patients. However, the format of nursing care plans makes challenging to the students,
    especially for new students in semester one to gather the information based on patients problems. In addition,
    this nursing process evaluation is one of examination tools for them in running assessments. Therefore, the
    development of concept mapping care plan at clinical practices was used to evalaute the students academic
    achievement in clinical pratices. Concept mapping care plan was found to enhance the knowledge and
    understanding of the nursing students and also improving the quality of clinical education. Nursing students
    who have good skills will perform certain procedures better than students having fewer skills. This affects the
    quality of work in the future as either a higher quality or of poor quality.
    Matched MeSH terms: Faculty, Nursing
  9. Mohd Samsudin Abdul Hamid, Md Rasul Mohamad Nor, Nor Hafizah Hanis Abdullah, Siti Hafizan Hassan, Mohd Azuan Tukiar, Nurulzatushima Abd Karim,, et al.
    Jurnal Inovasi Malaysia, 2020;3(2):42-63.
    MyJurnal
    Effectiveness of a programme is measured through the achievement of Course Outcomes and Programme Outcomes (COPO). However, problems occur when number of courses and lecturers increased and yet the process of collecting and analysing all the data were done manually. Therefore, systematic and effective toolsare required to tackle these problems. Furthermore, all engineering programme offered under the faculty must implement the Outcome Based Education (OBE) system as a curriculum approach for the purpose of accreditation from Boards of Engineers Malaysia (BEM) through Engineering Accreditation Council (EAC) for bachelor degree and Engineering Technician Accreditation Council (ETAC)for diploma. Therefore, an effective system called i-RAS (Revolution on Assessment for Student Monitoring System) has been developed to overcome the improper analysis of COPO. This system has been implemented for bachelor degree at Faculty of Civil Engineering UiTM Penang Branch. The advantages of this system are (i) paperless because all the data were uploaded in the faculty website, (ii) automatic data analysis and (iii) the storage system is safer than before. As a result, the Bachelor Degree of Civil Engineering (Infrastructure) has succesfully attained 5 (FIVE) years accreditation. Seeing this successful story, the Dean of Civil Engineering Faculty has standardized the implementation of this system throughout all campuses offering Diploma of Civil Engineering such as in Pasir Gudang Campus (Johor), Jengka Campus (Pahang), Permatang Pauh Campus (Penang) and Samarahan Campus (Sarawak).This system also has boost satisfaction among the lecturers up to 97%, time saving up to 78% and development system cost saving up to RM29,700 (100%). This system also helped the faculty to attain full accreditation for all the programs offered by this faculty.
    Matched MeSH terms: Faculty
  10. Ramachandra SS, Gupta VV, Muttalib KA
    J Oral Biol Craniofac Res, 2020 11 10;11(1):1-4.
    PMID: 33344152 DOI: 10.1016/j.jobcr.2020.11.001
    Introduction/Problem: Clinical experience in cases of advanced complexity/rare cases is limited among undergraduate dental students. This commentary narrates a module termed "case sharing", wherein a small group of undergraduate dental students treat/assist, document and present advanced or rare cases to their entire cohort in eight weeks.

    Approach: Undergraduate students perform procedures of straightforward and moderate complexity, and later assisted the clinical specialists during procedures of advanced complexity. students document these cases with clinical photographs and case notes to make presentations that were uploaded in the faculty's online management system to be reviewed by the entire cohort. student groups presented their cases with their entire cohort. an independent assessor assessed the groups for their organization of the case, information collected on the topic, critical analysis of the case, defending the diagnosis and treatment plan, teamwork and presentation skills.

    Evaluation: Students reported improvement in the depth of knowledge on particular diseases/procedures, a better understanding of holistic management of advanced cases, improved rapport, team spirit and communication among group members. they also reported difficulties in recruiting and completing the procedures within eight weeks.

    Discussion: Apart from improving the clinical experience of undergraduate students, the module provides an opportunity for the development of teamwork, communication skills, and ethical presentations among students, which are invaluable to the faculty to meet its programme learning outcomes. case sharing provides a platform for holistic learning and serves as an alternative learning method aside from didactic lectures and routine clinical supervision.

    Matched MeSH terms: Faculty
  11. 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: Faculty
  12. Alam Sher Malik, Rukhsana Hussain Malik
    MyJurnal
    Although the transformation towards adopting an Outcome-based Education (OBE) is gathering momentum globally, several medical schools are finding it hard to implement the change. Based and built on authors’ experience and cues from the literature, the tips – relating to the process of identification, description and dissemination of learning outcomes (LOs); usage of LOs to ascertain the curricular contents, the teaching/learning and assessment methods; implementing, monitoring and reviewing the curriculum – are the actions that the institutions of higher learning need to perform to transform the existing curriculum or to develop an altogether a new curriculum according to OBE approach. The development of the faculty through dialogues, discussions and training sessions should be an initial and essential step in this process. It is hoped that these tips will alley some of the fears and facilitate the adoption of OBE curriculum in new as well as in existing established institutions.
    Matched MeSH terms: Faculty
  13. Marlynda, A., Natasya, A.T., Salleh M.A.M.
    Malaysian Dental Journal, 2010;31(1):20-24.
    MyJurnal
    Introduction: Nowadays, there is a worldwide trend for universities to utilize the benefits of e-learning as a mechanism to facilitate improvements in teaching and learning. Purpose: The aim of this study is to evaluate the effectiveness of using e-learning in the teaching of fixed prosthodontic course i.e. FPeL.

    Materials and Methods: This was a retrospective analysis of questionnaire data, collected from fourth and fifth year dental undergraduates at the Faculty of Dentistry, National University of Malaysia (Universiti Kebangsaan Malaysia, UKM). For fixed prosthodontics (FP), all students had received a series of traditional classroom lectures, seminars, video demonstration, preclinical and Fixed Prosthodontics e-Learning or FPeL in semester 1 and 2 during their 4th year. The questionnaire of 4 sections was administered after the students completed fixed prosthodontics course.

    Results: Questionnaires were returned by 136 students (80.9% response rate). Unfortunately, the response rate dropped 12.4% when only 115 students accessed and used the FPeL (68.5%). Majority of FPeL users felt PFeL was beneficial to their learning in the fixed prosthodontic course. PFeL users recommended printable version with detailed explanations, illustrated with more photos and with addition of references.

    Conclusions: PFeL assisted users in the learning process of fixed prosthodontics.
    Matched MeSH terms: Faculty
  14. Asma, A.A.A.
    MyJurnal
    Discrepancies between tooth sizes can cause orthodontic problems such as crowding and improper occlusion. By identifying these problems, better orthodontic treatment outcome can be achieved. The aim of this study is to identify anterior tooth size discrepancies among 4 different types of malocclusion i.e. Class I; Class II division 1 (II/1); Class II division 2 (II/2); and Class III. Methods: A retrospective study was carried out using 200 orthodontic study models where 50 study models were taken for each of the 4 malocclusion groups. The samples were selected using random sampling technique based on the orthodontic waiting list in the Orthodontic Department, Dental Faculty, UKM. All anterior teeth were measured by the same examiner at the largest mesio-distal dimension, using a digital caliper recorded up to 0.01 mm. Comparison between the 4 groups of malocclusion were made intra-arch using individual tooth size measurement and inter-arch using Anterior Bolton Index (ABI). Results: For the intra-arch assessment, Class II/1 had significantly the largest upper and lower anterior tooth size except for its upper canine and lower central incisor. Class III group had insignificantly the smallest mandibular anterior teeth compared to other malocclusion groups. For inter-arch assessment, Anterior Bolton Index (ABI) of all samples was 79.2 ± 3.94%. The highest ABI was noted in Class II / 2 of 80.3 ± 4.71%. However, no significant differences were found among the 4 malocclusion groups (p>0.05). Conclusion: Most of the anterior teeth in Class II division 1 were the largest of all. No significant difference in the inter-arch tooth size discrepancies were detected among all malocclusion
    groups.
    Matched MeSH terms: Faculty, Dental
  15. Soo, W.K.M., Thong, Y.L.
    Ann Dent, 2002;9(1):-.
    MyJurnal
    Simulated canals in clear resin blocks have been widely used in pre-clinical endodontic teaching. The artificial canal provides direct visualisation of procedures in root canal treatment. Stanuardised simulated root canals have been produced in the Faculty of Dentistry, University of Malaya for dental education and research. The canals are easy and inexpensive to construct. An outline of the method of construction of resin simulated canals is presented in this paper.
    Matched MeSH terms: Faculty
  16. Hatta, S.
    MyJurnal
    Summary of Paper: This study aimed to assess the knowledge on basic sciences and clinical psychiatry (psychopathology and clinical syndromes) of the part I candidates on the mock MCQ paper. Methodology and results: The study is a descriptive and cross-sectional study and was carried out in a group of postgraduate students in psychiatry from Faculty of Medicine, Universiti Kebangsaan Malaysia (UKM) and Faculty of Medicine, Universiti Malaya (UM) attending a series of revision course organized by the Department of Psychiatry, UKM. Revision course in psychiatry is an annual intensive course organized by the Department of Psychiatry, UKM to help young candidates preparing postgraduate psychiatry examination to refresh and consolidate their knowledge on basic sciences and clinical psychiatry. Candidates from various universities sitting for part 1 exam and completed their lectures and training in area of basic sciences are invited to attend this course which is held in The Department of Psychiatry, Hospital UKM.
    Matched MeSH terms: Faculty
  17. Wellington JS
    J Med Educ, 1969 Oct;44(10):919-24.
    PMID: 5349433
    Matched MeSH terms: Faculty, Medical
  18. Majed Mohammed Wadi, Ahmad Fuad Abdul Rahim, Muhamad Saiful Bahri Yusoff, Kamarul Aryffin Baharuddin
    MyJurnal
    Context: Question vetting is important to ensure validity, reliability, and other quality indicators of assessment tools, including the MCQ. Faculty members invest a substantial amount of time and effort into the MCQ vetting process. However, there is shortage of scientific evidence showing its effectiveness and at which level it needs to be focused on. This study aimed to provide scientific evidence regarding the effects of question vetting process on students’ examination performance by looking at their scores and pass-fail outcomes.

    Method: A parallel randomized control trial was conducted on third year medical students in a medical school. They were randomly assigned into two equal groups (i.e. control and experimental). Two mock examinations were conducted (i.e. time I and time II). At time I, non-vetted MCQs were administered to both groups as a baseline measurement. At time II, vetted MCQs were administered to the experimental group, while the same non-vetted MCQs were administered to the control group.

    Results: Out of 203 students, 129 (63.5%) participated in both mock examinations. 65 students were in the control group and 64 students were in the experimental group. Statistical analysis showed no significant differences (p > 0.05) in mean examination scores and pass-fail outcomes between or within the control and experimental groups.

    Conclusion: This study indicated that the MCQ vetting process did not influence examination performance. Despite these findings, the MCQ vetting process should still be considered an important activity to ensure that test items are developed at the highest quality and standards. However, it can be suggested that such activity can be done at the departmental level rather than at the central level.
    Matched MeSH terms: Faculty
  19. Khan, A., Mohd Noor, N.S., Sukumaran, P., Sheikh Aladin, S.H.A., Wai Ying, Y.
    Ann Dent, 2016;22(2):1-8.
    MyJurnal
    This clinical audit is aimed to provide an insight into the performance of dental technicians in rendering
    fixed prosthodontics services at Faculty of Dentistry, University of Malaya. A retrospective audit was
    carried out between 1st of November 2014 and 31st January 2015 using data derived from records and
    monthly returns of the technicians, which are kept at the ceramic laboratory. Retrospective data on
    cases of diagnostic wax-ups, full metal crowns, metal ceramic crowns, all ceramic crowns and bridges
    that were sent to ceramic laboratory for fabrication from 1st of September 2013 to 31st of August 2014
    was systematically extracted from the record and tabulated categorically in SPSS version 22.0. The
    turnaround time in workings day for diagnostic wax-ups and the prostheses was calculated by deducting
    exit date from entry date. Subsequently, the turnaround time and the complexity of cases were categorized
    accordingly. The association of turnaround time and the complexity of the cases was analysed using
    Fisher Exact test with p value < 0.05. Within this time frame, a total of 102 cases of diagnostic waxups,
    36 cases of crown and 18 cases of bridges were fabricated. 57.8% of diagnostic wax-ups were
    completed within 3 days. 100% of 1 unit crown were completed within 7 days and 94.4% of bridges were
    completed within 14 days. There was a significant association of turnaround time and the complexity of
    the cases for diagnostic wax-ups and crowns with p value
    Matched MeSH terms: Faculty
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