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Attitudes of medical school deans toward interprofessional education in Western Pacific Region countries

Lee B, Celletti F, Makino T, Matsui H, Watanabe H

J Interprof Care, 2012 Nov;26(6):479-83.
PMID: 22830530 DOI: 10.3109/13561820.2012.706336

To examine the attitudes of medical school deans toward interprofessional education (IPE) and collaborative practice (CP), we conducted survey research in the Western Pacific Region. This regional survey was conducted as a collaborative research project with the World Health Organization. A survey was distributed to the medical school deans in Malaysia, the Philippines, Republic of Korea and Japan. Thirty-five surveys were returned from four countries. The survey demonstrated that many medical school deans have positive attitudes toward IPE and CP. However, respondents also reported that it is not easy to introduce interprofessional learning in their academic settings. It is suggested that collaboration between education systems and health systems is needed to introduce IPE in the academic setting. The possible role of international organizations is mentioned. This information helps to identify local efforts on which global health organizations and national governments can build.

Matched MeSH terms: Schools, Medical*
History of neurosciences at the School of Medical Sciences, Universiti Sains Malaysia

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: Schools, Medical/history*
Psychometric properties of the mentor behaviour scale in a sample of Malaysian medical students

Mohammad JAM, Yusoff MSB

J Taibah Univ Med Sci, 2018 Feb;13(1):58-63.
PMID: 31435303 DOI: 10.1016/j.jtumed.2017.04.005

Objectives: To determine the psychometric properties of the Mentor Behaviour Scale (MBS), a 15-item inventory that evaluates four supportive mentor behaviours in terms of construct validity and internal consistency.
Method: A cross-sectional study was carried out on a sample of medical students in their final year at Universiti Sains Malaysia. Confirmatory factor analysis (CFA) was performed using AMOS 22 to assess construct validity. Reliability analysis was performed using SPSS 22 to assess internal consistency.
Results: A total of 159 final year medical students participated. CFA showed that the original four-factor model with 15 items achieved acceptable values for the goodness of fit indices, suggesting a good model fit (X2 = 198.295, ChiSq/df = 2.418, RMSEA = 0.095, GFI = 0.867, CFI = 0.953, NFI = 0.923, TLI = 0.940). The Cronbach's alpha values of the mentoring relationship structure, engagement, and competency support domains were 0.96, 0.90 and 0.88, respectively. For autonomy support, the Cronbach's alpha value was 0.62.
Conclusion: MBS demonstrates a satisfactory level of construct validity and a high level of internal consistency in measuring supportive mentor behaviours in a medical school setting. This result suggests that MBS can be used as a mentorship evaluation tool for feedback in the context of a Malaysian medical school.

Matched MeSH terms: Schools, Medical
Fulltext The outcomes that an interview-based medical school admission process has on academic performance, psychological health, personality traits, and emotional intelligence

Yusoff MSB

J Taibah Univ Med Sci, 2018 Dec;13(6):503-511.
PMID: 31435370 DOI: 10.1016/j.jtumed.2018.09.003

Objectives: This study investigated the outcomes that an interview-based medical school admission process has on academic performance, psychological health, personality traits, and emotional intelligence.
Methods: A comparative cross-sectional study was conducted on the interviewed and non-interviewed cohorts. Their examination marks were obtained from the academic office, psychological health was measured by DASS-21, personality traits were measured by USMaP-15, and emotional intelligence was measured by USMEQ-17.
Results: The interviewed cohort performed significantly better in the clinical examination than the non-interviewed cohort. Conversely, the non-interviewed cohort performed significantly better in the theoretical examination. Depression, anxiety, and stress level between the two cohorts showed no difference. The interviewed cohort demonstrated more desirable personality traits, higher emotional intelligence, and social competence than the non-interviewed cohort.
Discussion: This study provides evidence to support the claim that the interview-based admission process has favourable outcomes on clinical performance, emotional intelligence, and personality traits. Several insights gained as a result of this study are discussed.

Matched MeSH terms: Schools, Medical
Fulltext A comparative study on the psychological health status of pre-clinical medical students enrolled through different admission tests

Yusoff MSB

J Taibah Univ Med Sci, 2020 Dec;15(6):439-446.
PMID: 33318735 DOI: 10.1016/j.jtumed.2020.08.011

Objective: This study was conducted at the end of the second year of the pre-clinical program to assess differences in psychological status of students enrolled by multiple mini interview (MMI) and personal interview (PI).
Methods: We adopted a comparative cross-sectional study on pre-clinical medical students who appeared in two different admission tests. The stress, anxiety, and depression levels of students were measured by the depression, anxiety, stress scale (DASS-21), and their burnout level was measured by the Copenhagen Burnout Inventory.
Results: The stress, anxiety, and depression scores between MMI and PI were not significantly different (p-value > 0.05). The personal, work and client burnout scores between MMI and PI were not significantly different (p-value > 0.05). The prevalence of stress (MMI = 39%, PI = 36.9%), anxiety (MMI = 78%, PI = 67.4%), depression (MMI = 41%, PI = 36.2%) and burnout (MMI = 29%, PI = 31.9%) between MMI and PI cohorts was not significantly different (p-value > 0.05). These results showed similar levels of stress, anxiety, depression, and burnout in students at the end of the pre-clinical phase.
Conclusions: This study showed similar psychological health status of the pre-clinical students who were enrolled by two different admission tests. The prevalence of stress, anxiety, burnout, and depression among the pre-clinical medical students was comparable to the global prevalence. The results indicate that medical schools can consider implementing either MMI or PI to recruit suitable candidates for medical training.

Matched MeSH terms: Schools, Medical
Medical Humanities in the Nepalese context

Shankar PR

J Nepal Health Res Counc, 2021 Sep 06;19(2):439-440.
PMID: 34601549 DOI: 10.33314/jnhrc.v19i2.3339

Medical humanities use the creative and intellectual strengths of the arts for specific purposes in medical education. The author read with great interest the Medical humanities program at the Patan Academy of Health Sciences and has been associated with Medical humanities since 2007. There are several factors favouring the development of Medical humanities in Nepal but the major challenge is there is no specific faculty and/or department involved and the discipline may be relegated to the background in the face of other pressing priorities. In the west humanities faculty had played an important role in popularizing Medical humanities. Clinical teachers can incorporate Medical humanities into their clinical teaching. Large student sizes and lesser number of faculty may be challenges in moving the discipline forward. Keywords: Medical humanities, medical schools, Nepal, undergraduate medical.

Matched MeSH terms: Schools, Medical
Fulltext Review of research in learning environment

Jamaiah, I.

JUMMEC, 2008;11(1):7-11.
MyJurnal

Educational environment of an institution is the environment experienced or perceived by students and teachers. Individual students and teachers will respond differently to these subtle elements in their learning experience. Curriculum's most significant manifestation and conceptualisation is the environment. There is a proven connection between the environment and the valuable outcomes of students' achievement, satisfaction and success. If one wants to describe, assess or get a handle on the curriculum in a medical school, then the educational and organisational environment or total milieu associated with the curriculum and the medical school needs to be studied. Educational environment is one of the most important determinants of an effective curriculum. Educational environment fosters scholarly or intellectual activities; it encourages friendliness, co-operation and supportiveness. It also fosters the learning, growth and development of students. Students' perceptions of their educational environment are a useful basis for modifying and improving the quality of educational environment. Several research groups over the years have attempted to identify and quantify the presence and impact of rather intangible aspects of a learning environment. Each study has used different survey questionnaires to solicit student reactions.

Matched MeSH terms: Schools, Medical
Career choices of today's medical students: where does surgery rank?

Boyle E, Healy D, Hill AD, O'Connell PR, Kerin M, McHugh S, et al.

Ir J Med Sci, 2013 Sep;182(3):337-43.
PMID: 23242574 DOI: 10.1007/s11845-012-0882-x

INTRODUCTION: The national junior doctor recruitment crisis prompts an appraisal of medical student attitudes to different career pathways. The purpose of this study was to perform a national review of surgical career intentions of Irish final year medical students.
METHODS: Ethical and institutional approval was obtained at each study location. A questionnaire was designed and distributed to final year students. Domains assessed included demographics, career plans and reasons associated. Anonymised responses were collated and evaluated. Categorical data were compared with Fisher's exact test.
RESULTS: Responses were obtained from 342 students in four medical schools of whom 78.6% were undergraduates. Over half (53%) were Irish, with Malaysia, Canada and the USA the next most common countries of origin. Only 18% of students intended to pursue surgery, with 60% stating they did not plan to, and 22% undecided. Of those who plan not to pursue surgery, 28% were unsure about a speciality but the most common choices were medicine (39%), general practice (16%) and paediatrics (8%). Reasons for not picking a career in surgery included long hours and the unstructured career path. Suggestions to improve uptake included earlier and more practical exposure to surgery, improved teaching/training and reduction in working hours.
CONCLUSIONS: In this study 18% of final year medical students identified surgery as their chosen career pathway. Although lifestyle factors are significant in many students' decision, perceived quality and duration of surgical training were also relevant and are modifiable factors which, if improved could increase interest in surgery as a career.

Matched MeSH terms: Schools, Medical
Changing attitudes to psychiatry and interest in the specialty as a career choice during clinical undergraduate years at a medical school in Penang, Malaysia

Hor ESL, Russell V, Vasudevan U, O' Brien F

Ir J Med Sci, 2020 Feb;189(1):253-259.
PMID: 31338691 DOI: 10.1007/s11845-019-02064-x

BACKGROUND: Studies have suggested that the undergraduate clinical clerkship improves medical students' attitudes to psychiatry and career interest in the specialty, but few studies have explored the sustainability of these changes.
AIMS: To explore changes in students' attitudes to psychiatry and career preference for psychiatry during the course of their senior clinical years at RCSI & UCD Malaysia Campus (RUMC).
METHODS: All year 3 students (n = 111) at RUMC were invited to complete the Attitudes towards Psychiatry questionnaire (ATP-30) and a separate questionnaire seeking opinions on career preferences. The questionnaires were administered at 3 points in time: in year 3 before the 8-week psychiatry posting, following completion of the posting in year 4, and at the end of year 5. Quantitative data analysis was performed using SPSS version 18, and free-text responses were thematically analysed.
RESULTS: One hundred completed questionnaires (90.1%) were returned. There was a significant improvement in students' ATP scores after their psychiatry rotation and this was sustained into year 5. Psychiatry as a career choice had highest preference levels following completion of the clerkship but declined in year 5 to below pre-clerkship preference levels. Qualitative analysis of factors influencing a career in psychiatry revealed themes of job satisfaction, lifestyle factors, perceived image of psychiatry, and self-appraisal.
CONCLUSIONS: Our findings suggest that an enriched undergraduate clinical clerkship experience can help to sustain improved attitudes to psychiatry into the final medical year. However, declining interest in the specialty a career choice prior to graduation presents an enduring challenge.

Matched MeSH terms: Schools, Medical/standards*
Fulltext The influence of admission qualifications on the performance of first and second year medical students at the International Medical University

Radhakrishnan, Ammu Kutty, Lee, Nagarajah, Young, Mei-Ling

International e-Journal of Science, Medicine & Education, 2012;6(2):10-17.
MyJurnal

Background: Medical schools have long been concerned with establishing a suitable process of
admission. The criteria used to select students have traditionally focussed on high academic achievement. Method: The International Medical University (IMU) accepts students from a wide range of pre-university entry qualifications for admission into the medical programme. The criteria for the various pre-university entry qualifications used by the IMU were agreed and accepted by the IMU Academic Council (AC), which consist of deans of the IMU’s partner medical schools (PMS). In this study, the various entry qualifications were first grouped into five categories based on the educational pedagogy. Then, this was aligned with the entry qualification data of all students who had been admitted into the IMU medical programme for the period of December 1993 to March 2000. During this period 1,281 students were enrolled into the IMU medical programme. The relationship between the five groups of pre-university entry qualifications and the students’ academic achievement in three end-ofsemester (EOS) examinations namely EOS 1, EOS 3, and EOS 5 were analysed. Results: Students with better grades in their preuniversity examinations showed better performance in their EOS examinations, regardless of the subjects that they took at the pre-university level. Cluster analysis revealed that students who came in with certain preuniversity qualifications generally performed poorly than the more conventional qualifications. However,
after their first year in medical school, there were no significant differences in the clustering of the students. Conclusion: Students with better grades in their preuniversity examinations showed better performance in their EOS examinations, regardless of the science subjects that they took at the pre-university level.

Matched MeSH terms: Schools, Medical
Fulltext End-of-life attitudes in the Intensive Care Unit (ICU) amongst final year medical students at International Medical University, Malaysia

Sangeetha Poovaneswaran, Anuradha Poovaneswaran, Thiruselvi Subramaniam

International e-Journal of Science, Medicine & Education, 2014;8(1):32-33.
MyJurnal

With recent medical advances and the availability of newer sophisticated technologies, critically ill patients tend to survive longer. Thus, decisions to forgo life-sustaining medical treatment generate challenging issues that all doctors must face. The aim of this pilot study was to assess attitudes towards end-of-life care in ICU which included futile therapy (withholding and withdrawing therapy) among final year medical students who had received the same degree of clinical exposure and training in medical school. The results revealed varying attitudes and views towards end-of-life care in ICU suggesting other factors such as religion, ethnicity and culture may influence decision making.

Matched MeSH terms: Schools, Medical
Fulltext Medical informatics for medical students and medical practitioners

Mohan, Jai

International e-Journal of Science, Medicine & Education, 2010;4(1):-.
MyJurnal

The importance of incorporating medical (or health) informatics into the education of medical students and medical practitioners is being increasingly recognised. The advances in information and communication technology and the pervasion of the Internet into everyday life have important implications for healthcare services and medical education. Students and practitioners should learn to utilise biomedical information for problem solving and decision making based on evidence. The extensive introduction of electronic health information systems into hospitals and clinics and at the enterprise level in Malaysia and elsewhere is driving a demand for health professionals who have at least basic skills in and appreciation of the use of these technologies. The essential clinical informatics skills have been identified and should be incorporated into the undergraduate medical curriculum. It is recommended that these be introduced in stages and integrated into existing programmes rather than taught as a separate module. At the same time, medical schools should support the integration of e-learning in the educational process in view of the numerous potential benefits.

Matched MeSH terms: Schools, Medical
Fulltext Task-based learning: student’s perception of their skill in participating in small group discussions

Syed Aznal SA, Nurjahan MI, Lee N

International e-Journal of Science, Medicine & Education, 2009;3(1):-.
MyJurnal

Introduction: Task-based learning (TBL) has been accepted as an effective tool in teaching and learning activities in most medical schools. Many studies have looked at competencies and learning outcomes essential for undergraduates. Among the essential competencies are interpersonal skills and the ability to engage in a group discussion which this study has focused on. The evidence supporting higher interpersonal skills is however limited because many relevant competencies are hard to measure and require long observational periods.
Objective: To determine students’ self-perceived value of TBL in enhancing their interpersonal skills during the clinical phase.
Material and Methods: All students’ (semesters 6-10) in the clinical school of International Medical University (IMU) were invited to participate in this cross-sectional study done in December 2007 utilising a self-administered questionnaire with a 5-point Likert scale. It assessed the students’ perception on TBL sessions conducted during their clinical attachments in the various disciplines. Mean-scores, standard deviations, and confidence interval were used.
Results: Response rate was 62%. The results indicated that students were favorable in their opinion on TBL as a suitable forum for active communication and participation in group discussion. The results also show that both male and female students’ have similar perception. As for the comparison according to semesters, this showed that students’ maturity does not influence their perception as well.
Conclusion: In conclusion, the study has shown positive students’ perception on the effect of TBL on acquired skills such as interpersonal communication. Our findings are consistent with many earlier studies which show students’ perception of the method of learning as important factor in the enhancement of their interpersonal skills which is fundamental to clinical practice. Further research is necessary; long-term and larger scale observational studies would undoubtedly be optimal to minimise response bias.

Matched MeSH terms: Schools, Medical
Fulltext Importance of a standardized oncology curriculum in Malaysia

Poovaneswaran, Sangeetha, Khajotia, Rumi, Subramaniam, Thiruselvi

International e-Journal of Science, Medicine & Education, 2012;6(2):39-42.
MyJurnal

The incidence of cancer in Malaysia is rising alarmingly and newly qualified doctors will be expected
to be competent in the basic management of cancer patients. However, the opportunity to gain experience in oncology management will remain limited unless these students are stationed in an oncology unit which is solely dedicated to the treatment of such patients. Therefore, it is essential that undergraduate medical school training equips students with a sound knowledgebase, so that they can confidently manage basic oncological conditions appropriately. With the many private and local medical universities across the country, it is important that oncology training be standardized
and reflective of the local resources available, and government health policies. As a result, having a
standardized curriculum would help create a framework whereby competencies in cancer management would be accurately assessed.

Matched MeSH terms: Schools, Medical
Attitude, knowledge and ethical perception toward precision medicine among junior and senior medical students: Findings from one Malaysian medical school

Koh, Kwee Choy, Shanmugan Goonasakaren, Ng, Lam Kean, Chua, Yi Lin, Lee, Jia Ying, Alaric Ding Tian Ang

International e-Journal of Science, Medicine & Education, 2017;11(3):10-19.
MyJurnal

Background: Medical schools are escalating changes
to meet the need for doctors competent to work in the
era of precision medicine. Information on the current
level of awareness of precision medicine among medical
students can help effect the necessary changes in the
medical curriculum. A cross-sectional comparative
study was done to assess the knowledge, attitude and
perception toward the practice of precision medicine
among junior and senior medical students in a medical
school in Malaysia.

Materials and Method: A survey instrument measuring
attitude toward precision medicine, perceived
knowledge of genomic testing concepts, and perception
toward ethical consideration related to precision
medicine, was distributed to junior and senior medical
students. Comparisons were made between senior and
junior medical students.

Results: Only about one-third of the 356 respondents
had heard of precision medicine although 92.7%
expressed interest to learn more about precision
medicine. Overall, junior and senior medical students
had positive attitude toward the adoption of genomeguided
prescribing and precision medicine but were
uncomfortable with their knowledge of genomic testing
concepts. Both junior and senior students were largely
well grounded in their understanding of ethical issues
related to precision medicine.

Conclusions: Knowledge of precision medicine was low
among junior and senior medical students. Although
the students supported the use of precision medicine,
they did not feel adequately prepared to apply genomics
to clinical practice. Their perceptions on ethical issues
related to precision medicine were sound. Seniority did
not appear to influence the perceptions of the students.

Matched MeSH terms: Schools, Medical
Fulltext Stress and Its association with the academic performance of undergraduate fourth year medical students at Universiti Kebangsaan Malaysia

Harlina H Siraj, Salam A, Roslan R, Hasan NA, Jin TH, Othman MN

International Medical Journal Malaysia, 2014;13(1):19-24.
MyJurnal

Introduction: Student can be stressed due to different stressors such as academic, financial, health related or loss of close family member or friend, etc. Stress is the bodies’ reaction both neurologically and physiologically to adapt to the new condition. Stress has a negative effect on the academic performance of the students. This study was aimed to explore the stress and stressors and also to determine the association between stress levels and the academic performances in terms of cumulative grade point average (CGPA) of undergraduate medical students. Methods: It was a cross-sectional study conducted among all 234 year-4 medical students of Universiti Kebangsaan Malaysia (UKM), session 2011-2012. Sample size comprised of 179 students after fulfilling all inclusion and exclusion criteria. A validated Medical Students’ Stressor Questionnaire (MSSQ) was used to collect the data. Stress level and its association with CGPA of semester-1 examination were analysed. Results: Response rate was 76.49%, where 72% were female and 69% resided in the hostel. Academic Related and Social-related Stressors caused for severe and high stress in 84% and 49% respondents respectively, with insignificant differences between gender and residency. Respondents with a high and severe stress level were observed to have higher CGPA. Conclusion: UKM medical students are highly resourceful to manage their stress well and thus denying the negative effect of stress towards their academic performance. Medical schools should train students exposing various personal and professional developmental activities that able to face the everyday challenges and manage stress well and thereby achieve better academic performance.

Matched MeSH terms: Schools, Medical
Fulltext Problem Based Learning As Perceived By Medical Students in a Non-Problem Based Medical Curriculum

Naznin, M., Pakeer-Oothuman, Nasuruddin, B.A., Abdul-Wahab, J.

International Medical Journal Malaysia, 2008;7(1):0-0.
MyJurnal

Background: The Medical Faculty of the International Islamic University Malaysia (IIUM) runs an undergraduate medical programme which is a combination of the traditional and the newer trends of medical curriculum. The IIUM curriculum in Phase I (Years 1, 2: preclinical) is integrated organ system based, with lectures being the main method of curriculum delivery and also incorporating problem-based learning (PBL) as one of the teaching-learning approaches. Methods: The aim of this study is to examine the effectiveness of PBL teaching-learning method in IIUM in achieving the aims of the medical school as viewed by the students. A total of 287 students from Phase I and Phase II (Year 3: clinical) participated in this study at the end of academic session 2006/2007. The questionnaires distributed consisted of 33 items with four different aspects of PBL being evaluated namely; i) PBL objectives, ii) assessment of performance of the facilitators, iii) assessment of the PBL packages and iv) preferred teaching-learning approach. Results: An average of 86.4 % of students agreed that PBL sessions achieved its aims of preparing students for professional training in the clinical years. Also approximately 80% of students felt that the facilitators fulfilled their roles as PBL tutors. Students were generally satisfied with the PBL packages prepared. However about 50% of Year 2 students did not look forward to PBL sessions and only about 20% of preclinical students wanted more PBL sessions to be scheduled. This latter finding differed as 60% of the clinical (Year 3) students wanted more PBL sessions to be implemented. A significant proportion of the students also believed that they needed some prior information about the PBL case in question in order to generate lively exchange of ideas in the first sessions. Preclinical students preferred lectured-based approach as compared to PBL in contrast to the clinical (Year 3) students of whom 57% (62) preferred the PBL teaching-learning approach. Nearly 80% of the Year 3 students found the exposure to PBL sessions during their preclinical years beneficial during the clinical year. Discussion: Although our findings supported the effectiveness of PBL as one of the teaching-learning approaches (as perceived by our students) there are a few areas of concern. These include believing that a prior knowledge of the topic in question is needed to generate a lively discussion; the group not being motivated; the group members confining themselves to individual assignments only; PBL not being supportive of on-going self- assessment; the consequence of a facilitator being too dominant; and cases constructed do not reflect real clinical scenarios. Despite agreeing to its effectiveness preclinical students still preferred lecture-based approach to the PBL as they are more confident with the knowledge as obtained through the former learning modality. Conclusion: PBL is an effective learning strategy and it contributes to the teaching-learning process of IIUM undergraduate preclinical medical programme which implements a non-Problem Based Curriculum. We are of the opinion that a combination of lecture sessions and PBL best suit the IIUM medical students.

Matched MeSH terms: Schools, Medical
Fulltext Gender Ratio In Undergraduate Medical Program, Medical Faculty, IIUM

Myint, Y.Y., Tun, Y.

International Medical Journal Malaysia, 2008;7(1):0-0.
MyJurnal

Background: Historically, more men enrolled in medical schools than women. However, during the last few decades, there has been an increase in the number of women attending medical schools worldwide. Although a similar trend is seen, there is no documentation found in Malaysia. In this present study, we investigated if such gender enrolment differences occurred at our medical school. Methods: Information was obtained from Kulliyyah of Medicine student statistic for 2006/2007 section and graduates from 2001/2002 (1st batch) to 2006/2007. Results: Our study showed that more than half (60%)of our students are female and all students who received distinction in final year exam from 2002 till now are females although the number of males who needed to sit for the supplementary examination outnumbered the females during that period. Discussion: The feminization of medicine in International Islamic University Malaysia (IIUM) was similar to other studies worldwide. Further research should be aimed on comparison of the academic performance of male and female medical students and also choice of specialty chosen by men and women in our university.

Matched MeSH terms: Schools, Medical
Fulltext Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school

Ciraj AM, Vinod P, Ramnarayan K

Indian J Pathol Microbiol, 2010 Oct-Dec;53(4):729-33.
PMID: 21045402 DOI: 10.4103/0377-4929.72058

Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology.

Matched MeSH terms: Schools, Medical*
Trends in medical education: challenges and directions for need-based reforms of medical training in South-East Asia

Majumder AA, D'Souza U, Rahman S

Indian J Med Sci, 2004 Sep;58(9):369-80.
PMID: 15470278

Most medical schools, especially in South-East Asia, currently are experiencing difficulties in providing the right quality and quantity of educational experiences as the curricula have failed to respond to the needs of the community and country. The pedagogic shift from traditional approach to a need-based approach requires a fundamental change of the roles and commitments of educators, planners and policymakers. Teachers of health professional education in the region are to be well-informed of the trends and innovations and utilize these to increase relevance and quality of education to produce competent human resources for the region. The purpose of this paper is twofold: (i) to discuss innovative strategies and emerging trends, which have been successfully adopted by educators around the world for the reorientation of medical education to overcome existing traditions of educational planning, review and development and (ii) to highlight their implications and importance to initiate need-based reforms of medical training in South-East Asia.

Matched MeSH terms: Schools, Medical/trends*

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