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The need to identify anatomy-related competencies in medical education

Syed Abd Halim SA, Yusoff MSB, Yaman MN, Roslan NS, Tengku Muda TFM, Ramli RR, et al.

Anat Sci Educ, 2024 Dec;17(9):1659-1667.
PMID: 39294898 DOI: 10.1002/ase.2515

A profound grasp of anatomy is indispensable for shaping competent and safe medical practitioners. This knowledge acquisition is pivotal in the early stages of medical education and remains crucial throughout clinical training. However, the evolving landscape of medical education has ushered in changes to the anatomy curriculum, marked by a reduction in contact hours and a streamlined content structure to accommodate novel subjects and teaching methodologies. This transformation has precipitated a quandary in defining the essential scope and depth of anatomical knowledge to be imparted. Traditionally, surgeons assumed the role of anatomy instructors until Flexner's recommendations catalyzed the integration of trained anatomists. Nevertheless, the varied backgrounds of anatomists and the heterogeneity in anatomy curricula across institutions have introduced potential disparities in the quality of graduates. Addressing these challenges mandates the identification of key anatomy competencies tailored for undergraduate medical students. The imperative lies in ensuring that these competencies span cognitive, psychomotor, and affective domains, offering not only comprehensiveness but also direct applicability to clinical practice. Hence, this viewpoint highlights the necessity of adopting a systematic approach that includes gathering input from various stakeholders in developing and implementing a universal anatomy core competency framework, ensuring graduates are equipped for the multifaceted demands of clinical practice. Overall, the manuscript provides a comprehensive overview of the challenges and opportunities in anatomy education, with a clear call to action for a transformative approach to meet the evolving needs of medical practice.

Matched MeSH terms: Students, Medical/psychology; Students, Medical/statistics & numerical data
Educating medical students in oral health care: current curriculum and future needs of institutions in Malaysia and Australia

Ahmad MS, Abuzar MA, Razak IA, Rahman SA, Borromeo GL

Eur J Dent Educ, 2017 Nov;21(4):e29-e38.
PMID: 27273317 DOI: 10.1111/eje.12211

Poor oral health has been associated with compromised general health and quality of life. To promote comprehensive patient management, the role of medical professionals in oral health maintenance is compelling, thus indicating the need for educational preparation in this area of practice. This study aimed to determine the extent of training in oral health in Malaysian and Australian medical schools. An audio-recorded semi-structured phone interview involving Academic Programme Directors in Malaysian (n = 9, response rate=81.8%) and Australian (n = 7, response rate = 35.0%) medical schools was conducted during the 2014/2015 and 2014 academic years, respectively. Qualitative data was analysed via thematic analysis, involving coding and grouping into emerging themes. Quantitative data were measured for frequencies. It was found that medical schools in Malaysia and Australia offered limited teaching of various oral health-related components that were mostly integrated throughout the curriculum, in the absence of structured learning objectives, teaching methodologies and assessment approaches. Barriers to providing oral health education included having insufficient expertise and overloaded curriculum. As medical educators demonstrated support for oral health education, collaboration amongst various stakeholders is integral to developing a well-structured curriculum and practice guidelines on oral health management involving medical professionals.

Matched MeSH terms: Students, Medical*
Fulltext Comprehensive Healthcare module: medical and pharmacy students' shared learning experiences

Tan CE, Jaffar A, Tong SF, Hamzah MS, Mohamad N

Med Educ Online, 2014 Jan;19(1):25605.
PMID: 28440130 DOI: 10.3402/meo.v19.25605

Introduction The Comprehensive Healthcare (CHC) module was developed to introduce pre-clinical medical and pharmacy students to the concept of comprehensive healthcare. This study aims to explore their shared learning experiences within this module. Methodology During this module, medical and pharmacy students conducted visits to patients' homes and to related community-based organisations in small groups. They were required to write a reflective journal on their experiences regarding working with other professions as part of their module assessment. Highly scored reflective journals written by students from the 2011/2012 academic session were selected for analysis. Their shared learning experiences were identified via thematic analysis. We also analysed students' feedback regarding the module. Results Analysis of 25 selected reflective journals revealed several important themes: 'Understanding of impact of illness and its relation to holistic care', 'Awareness of the role of various healthcare professions' and 'Generic or soft skills for inter-professional collaboration'. Although the primary objective of the module was to expose students to comprehensive healthcare, the students learnt skills required for future collaborative practice from their experiences. Discussion The CHC module provided early clinical exposure to community-based health issues and incorporated some elements of inter-professional education. The students learnt about the roles of other healthcare professions and acquired soft skills required for future collaborative practice during this module.

Matched MeSH terms: Students, Medical*
Fulltext Evaluation of Community and Family Case Studies (CFCS): A Community based training of medical students

Yadav H

Med J Malaysia, 2013 Apr;68(2):111-4.
PMID: 23629554

The International Medical University has a Community and Family Case Study (CFCS) programme as part of the training for medical students. The aim of the programme is to emphasize the family and community perspective of patient care in the home environment. A cross-sectional descriptive study was done among 66 final year medical students using a questionnaire. The students were in the 10th Semester and had completed their Community and Family Case Studies (CFCS) programme. Majority (54.5%) of the students who were interviewed were Malays, 34.8% Chinese and 9.1% Indians. Majority of the students (87.9%) liked the programme because it was a good opportunity to understand the patient in their home environment; it improved their commination skills and made them understand the patient better in the community setting. The perceived problem in this programme by the students were mainly choosing an index patient initially (32.8%), patient cooperation (19.0%) and transportation to the patients' house (13.8%). They said that this programme was useful because they learnt more about the disease (45%) and understood the patient management better (15%). The programme also provided the students a wider exposure to medicine (37.9%) and the opportunity to practice clinical skills. Overall the CFCS programme in IMU was well liked by the students as it gave them an opportunity to practice some of the clinical skills in the patients' home environment and it provided an opportunity to manage the patient better. The major problem the students faced was in selecting the index patient.

Matched MeSH terms: Students, Medical*
Fulltext Interactions between students and tutor in problem-based learning: the significance of deep learning

Azer SA

Kaohsiung J. Med. Sci., 2009 May;25(5):240-9.
PMID: 19502144 DOI: 10.1016/S1607-551X(09)70068-3

Problem-based learning (PBL) is an excellent opportunity for students to take responsibility for their learning and to develop a number of cognitive skills. These include identifying problems in the trigger, generating hypotheses, constructing mechanisms, developing an enquiry plan, ranking their hypotheses on the basis of available evidence, interpreting clinical and laboratory findings, identifying their learning needs, and dealing with uncertainty. Students also need to work collaboratively in their group, communicate effectively, and take active roles in the tutorials. Therefore, interaction in the group between students and their tutor is vital to ensure deep learning and successful outcomes. The aims of this paper are to discuss the key principles for successful interaction in PBL tutorials and to highlight the major symptoms of superficial learning and poor interactions. This comprises a wide range of symptoms for different group problems, including superficial learning. By early detection of such problems, tutors will be able to explore actions with the group and negotiate changes that can foster group dynamics and enforce deep learning.

Matched MeSH terms: Students, Medical/psychology*
Fulltext Learning resources and activities: students' feedback from two Malaysian medical schools

Leong KC, Teng CL, Ng CJ

Med J Malaysia, 2007 Aug;62(3):265-7.
PMID: 18246926

In a survey of clinical students in two Malaysian medical schools, it was found that students used a wide variety of learning resources, but textbooks were still the primary source of their information. Students had positive views about clinical teaching and lectures but somewhat lower opinions on problem-based learning. They generally did not perceive lecturers as facilitators, role models and counselors. In spite of the stated curricular goals of promoting self-directed learning via problem-based learning, students in these medical schools were driven by the nature of examinations and focused mainly on clinical contents rather than the process of learning.

Matched MeSH terms: Students, Medical*
Fulltext Role-playing lecturing: a method for teaching neuroscience to medical students

Kumar RS, Narayanan SN

Adv Physiol Educ, 2008 Dec;32(4):329-31.
PMID: 19047513 DOI: 10.1152/advan.90105.2008
Matched MeSH terms: Students, Medical*
Computer-assisted objective-structured practical examination: an innovative method of evaluation

Torke S, Upadhya S, Abraham RR, Ramnarayan K

Adv Physiol Educ, 2006 Mar;30(1):48-9.
PMID: 16481610
Matched MeSH terms: Students, Medical*
[Demodex among medical students]

Bourée P

Med Sante Trop, 2012 Jul-Sep;22(3):263.
PMID: 23387009
Matched MeSH terms: Students, Medical*
Fulltext Thinking about thinking: changes in first-year medical students' metacognition and its relation to performance

Hong WH, Vadivelu J, Daniel EG, Sim JH

Med Educ Online, 2015;20:27561.
PMID: 26314338 DOI: 10.3402/meo.v20.27561

Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition.

Matched MeSH terms: Students, Medical/psychology*
Fulltext Prevalence and predictors of suicidality among medical students in a public university

Tan ST, Sherina MS, Rampal L, Normala I

Med J Malaysia, 2015 Feb;70(1):1-5.
PMID: 26032521 MyJurnal

BACKGROUND: Undergraduate medical students have been the most distressed group among the student population. Depression and anxiety have been found to be more prevalent in this group of students compared to others.

OBJECTIVE: This study was conducted to determine the prevalence and predictors of suicidality among undergraduate medical students in a public university.

METHODS: This was an analytical cross-sectional study, conducted in a public university in Selangor, Malaysia. Data were collected using self-administered questionnaires from January to February 2013, and analysed using the Statistical Package for Social Sciences Software (version 21).

RESULTS: Out of 625 undergraduate medical students, 537 (85.9%) participated in the study. The prevalence of the suicidality among undergraduate medical students was 7.0%. The significant predictors of suicidality based on multiple logistic regression were the respondent's lifetime suicide attempts (Adjusted Odds Ratio, AOR 10.4, 95% CI 2.7 to 40.9); depression (AOR 5.9, 95% CI 1.5 to 23.0); breaking off a steady love relationship (AOR 5.4, 95% CI 1.3 to 22.4); hopelessness (AOR 4.9, 95% CI 1.1 to 21.6); and something valued being lost or stolen (AOR 4.4, 95% CI 1.2 to 15.9).

CONCLUSION: These findings indicate that mental health care services should be strengthened at university level. The results show a need for an intervention programme to reduce suicidality among the undergraduate medical students.

Matched MeSH terms: Students, Medical*
Fulltext Stress among first and third year medical students at University Kebangsaan Malaysia

Salam A, Mahadevan R, Abdul Rahman A, Abdullah N, Abd Harith AA, Shan CP

Pak J Med Sci, 2015 Jan-Feb;31(1):169-73.
PMID: 25878637 DOI: 10.12669/pjms.311.6473

OBJECTIVE: To identify the stress-prevalence and coping-strategies among University Kebangsaan Malaysia (UKM) medical students.
METHODS: This was an observational study conducted among 234 UKM first and third year medical students. Standardized questionnaire on stress and coping strategies was used. Stress data was related to subjective experiences on some positive and negative adjectives such as tense, relaxed etc. Positive adjectives were measured by sign "++" and "+" scoring "1" while stress-negative adjectives were measured by sign "?" and "-" scoring "0". Forty-eight coping items under task, emotion and avoidance strategies were measured using 5-point Likert-scale.
RESULTS: Overall stress-prevalence was 49%. Female and Malay respondents were more stressed. Significant differences of stress-level was observed between Malays and non Malays in first year (p=0.04) and in third year (p=0.01). Most common strategies used to cope stress was task-oriented while emotion oriented was least.
CONCLUSION: Stress-prevalence and stress-level in UKM medical students was high. Most of the respondents coped stress using task-oriented strategies. Stressor and its effective management must be ensured. Educational institutions should act as a creative designer of learning environment to get relieve from educational stressor.
KEYWORDS: Coping strategies; Medical students; Stress prevalence

Matched MeSH terms: Students, Medical*
Fulltext Career preferences of male and female medical students in Malaysia

Zulkifli A, Rogayah J

Med J Malaysia, 1997 Mar;52(1):76-81.
PMID: 10968057

A survey of career choices were conducted for three batches of final year medical students at Universiti Sains Malaysia. A total of 241 students responded, giving a response rate of 76%, with 107 males (44.4%) and 134 females (55.6%). Surgery ranked highest among the male students while obstetrics and gynaecology ranked highest among female students. Internal medicine was the second choice for both males and females. Among the other specialties, the male students shows preferred Hospital Administration and Radiology while female students preferred Community Medicine, Psychiatry and Pathology. Both male and female students chose to be a clinical consultant in a general hospital as the first choice. They prefer to work in or near their hometowns.

Matched MeSH terms: Students, Medical*
Fulltext Career choices of Malaysian medical students

Deva MP

Med J Malaysia, 1981 Sep;36(3):188-92.
PMID: 7329378
Matched MeSH terms: Students, Medical*
Malaysian medical students: intellectual performance and ethnic background

Wagner NN

Br J Med Educ, 1970 Jun;4(2):109-13.
PMID: 5485765
Matched MeSH terms: Students, Medical*
Fulltext Reasons for choosing medicine and career suitability among medical students

Khairani O, Mohamed NA, Ismail Z, Shalinawati R, Chamhuri NH, Rahim NS

Medicine & Health, 2018;13(1):97-105.
MyJurnal

Choosing a course to pursue is an important decision for students to make. A suitable career should correspond to the students’ personalitiy for future work satisfaction and success. The objectives of this study were to determine the students’ reasons for choosing medicine, their personality traits and aptitude (suitability). This was a cross-sectional study involving all third-year medical students at Universiti Sains Islam Malaysia. A self-administered questionnaire was used, which included questions on demographic data, Sidek Career Interest Inventory and reasons for choosing medicine. The inventory was used to measure the students’ personality traits and career suitability. A total of 80 students participated in the study. Majority of them were females (n=56, 70.0%). The findings showed that 45.7% (n=44) of the repondents chose medicine because of ‘passion and interest’, while 24.7% (n=20) and 19.8% (n=16) because of ‘parental influence’ and ‘to help the society’, respectively. For medicine, two personality traits are essential which are investigative and social personality traits. Approximately, 47.5% (n=38) of the respondents had high scores in investigative personality trait. However, only 13.8% (n=11) of them had high scores in social personality trait. Only 12.5% (n=10) of the students had high scores when combining both of the traits. Majority of the students chose medicine for altruistic reasons. However, only a few of them had suitable aptitude for this course namely investigative and social skill. Therefore, the students and the teachers need to be aware of these issues and cultivate the required skills in the students for better career outcome.

Matched MeSH terms: Students, Medical*
Fulltext Very short answer questions: a viable alternative to multiple choice questions

Puthiaparampil T, Rahman MM

BMC Med Educ, 2020 May 06;20(1):141.
PMID: 32375739 DOI: 10.1186/s12909-020-02057-w

BACKGROUND: Multiple choice questions, used in medical school assessments for decades, have many drawbacks such as hard to construct, allow guessing, encourage test-wiseness, promote rote learning, provide no opportunity for examinees to express ideas, and do not provide information about strengths and weakness of candidates. Directly asked, directly answered questions like Very Short Answer Questions (VSAQ) are considered a better alternative with several advantages.
OBJECTIVES: This study aims to compare student performance in MCQ and VSAQ and obtain feedback. from the stakeholders.
METHODS: Conduct multiple true-false, one best answer, and VSAQ tests in two batches of medical students, compare their scores and psychometric indices of the tests and seek opinion from students and academics regarding these assessment methods.
RESULTS: Multiple true-false and best answer test scores showed skewed results and low psychometric performance compared to better psychometrics and more balanced student performance in VSAQ tests. The stakeholders' opinions were significantly in favour of VSAQ.
CONCLUSION AND RECOMMENDATION: This study concludes that VSAQ is a viable alternative to multiple-choice question tests, and it is widely accepted by medical students and academics in the medical faculty.

Matched MeSH terms: Students, Medical*
Fulltext Students’ perception of teaching methods in pharmacology in a Malaysian medical school

Agarwal R, Mohd Ismail N

Journal of Clinical and Health Sciences, 2016;1:16-21.

Introduction: The study attempts to evaluate the students’ perception of pharmacology as a
subject, its usefulness in future practice, teaching methods currently used, and their patterns of
learning and preparing for exams. Methods: A structured, self-administered questionnaire was
distributed to second year medical students. Results: Of the 125 students who participated,
22.73 % considered pharmacology more important than any other subject. The students found
small group sessions most interesting followed by directed self-learning, computer aided
learning and lectures. Of those who responded, 79 and 66 % suggested to increase the small
group and directed-self-learning sessions respectively. Up to 40 % of the students felt that
pharmacology teaching must be through case-based discussions and 20 % requested for more
practical sessions. Conclusions: It appears that majority of students entering the medical
schools has little prior knowledge of pharmacology. While going through the preclinical years
they understood the importance of pharmacology and its application in future practice,
however, they tend to develop interest in one or other topics. Students prefer to have a greater
number of small group sessions as they feel that these sessions are most useful for learning.
Majority of the students tend to use both the textbooks and lecture notes and study regularly
for better performance in examinations. The students also preferred to have more case-based
learning sessions incorporated into the small group sessions.
KEYWORDS: Pharmacology teaching, student perception, teaching methodologies

Matched MeSH terms: Students, Medical*
Fulltext Effect of the COVID-19 Pandemic on Medical Student Career Perceptions: Perspectives from Medical Students in China

Cai CZ, Lin Y, Alias H, Hu Z, Wong LP

Int J Environ Res Public Health, 2021 05 11;18(10).
PMID: 34064814 DOI: 10.3390/ijerph18105071

Our aim was to examine perceived occupational turnover intentions among medical students and the associated factors. A cross-sectional study using a Web-based survey was conducted. A total of 2922 completed responses were received (response rate 55.7%). A total of 58.4% (95% CI 56.6-60.2) reported high turnover intention (score of 7-15). The odds of higher total turnover score among the fifth-year students was nearly four times that of first-year students (OR = 3.88, 95% CI 2.62-5.73). Perception of the medical profession as not being of high social status and reputation significantly influenced high turnover intention scores (OR = 2.26, 95% CI 1.90-2.68). All three dimensions of the multidimensional scale of perceived social support (MSPSS) significantly predict turnover intention. Lower scores in the support from Significant Other (OR = 1.47, 95% CI 1.17-1.84), Family (OR = 1.47, 95% CI 1.18-1.83) and Friend (OR = 1.42, 95% CI 1.14-1.77) subscales were associated with higher turnover intention. Low score in the Brief Resilience Scale (BRS) was also associated with higher turnover intention (OR = 1.44, 95% CI 1.17-1.77). The findings shed light on the importance of changing public attitudes towards respecting the medical profession and improving the implementation of policies to protect the well-being of people in the medical profession.

Matched MeSH terms: Students, Medical*
Medical students' orientation toward lifelong learning in an outcome-based curriculum and the lessons learnt

Ramamurthy S, Er HM, Devi Nadarajah V, Radhakrishnan AK

Med Teach, 2021 Jul;43(sup1):S6-S11.
PMID: 31408404 DOI: 10.1080/0142159X.2019.1646894

BACKGROUND: Lifelong learning (LL) is an important outcome of medical training. The objective of this study is to measure the orientation of medical students toward LL and to determine the types of self-directed learning (SDL) activities that contribute toward LL skills.
METHODS: The Jefferson Scale of Physician Lifelong Learning for medical student (JeffSPLL-MS) questionnaire was used. Factor analysis was performed, Cronbach's alpha and effect size were calculated. The types of learning activities that contribute to LL skills were identified.
RESULTS: Three-factor structure emerged from the factor analysis and were identified as learning beliefs and motivation, skills in seeking information and attention to learning opportunities. A significant increase (p

Matched MeSH terms: Students, Medical*

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