Journal of Sports Science and Physical Education 5(2): 15-23, 2016 - This study was
conducted to determine the relationship between lower body muscle architectures and lunges
performance. Thirty recreationally active, untrained men (mean age = 22.21 ± 1.59 yrs old)
were recruited and involved in two testing sessions; i) anthropometrics and muscle
architecture, and ii) multiple-repetition maximum (RM) lunge test. Muscle thickness,
pennation angle and fascicle length of vastus lateralis (VL), vastus medialis (VM), rectus
femoris (RF) and biceps femoris (BF) were analysed using ultrasonography. Multiple-RM
lunge testing was used as an estimation of 1RM lunges performance. Correlation analysis was
used to determine the relationship between lower body muscle architectures and lunges
performance calculated absolutely and relatively (1RM/body mass). The overall results
showed that muscle thickness and pennation angle of all muscles were significantly positive
correlated with lunges performance. However, fascicle length was shown to be negatively
correlated with lunges performance. Findings of this study suggested the important for having
thicker, more pennated and shorter fascicle of lower body muscle in enhancing lunges
performances that is one of the most specific movements in sport.
Matched MeSH terms: Physical Education and Training
Journal of Sports Science and Physical Education 5(2): 44-52, 2016 - The aim of this study is
to identify the differences in academic achievement between athletes involved in Karnival
Kokurikulum Sukan antara Kolej Matrikulasi (KAKOM) and non-athletes in Labuan
Matriculation College. Overall 200 respondents selected athletes are students from KAKOM
athletes (n=100) and non-athlete students (n=100) in Semester 1, 2015/2016. The survey
design and purposely sampling technique was used for data collection. The respondents are
comprised of students majoring in Accounting, One Year Program (PST) Module 1, PST
Module 2 and PST Module 3. Descriptive statistic was used to obtain frequency and
percentage for each of the variables and to determine the level of academic achievement
(CGPA) of athletes and non-athletes. Inferential statistic was used to compare the mean
scores achieved by cumulative grade point average (CGPA) between KAKOM athletes and
non-athletes based on t-test. T test was also used to identify the differences in academic
performance of athletes and non-athletes based on gender. The findings of this study showed
no significant differences in terms of academic achievement among student who are athletes
and non-athletes. Similarly, the findings of the performance of athletes and non-athletes
based on gender showed no significant differences. From the results of this study, it shows
that there are no differences in academic achievement between students who involved in
KAKOM sports and those who dont involved. The researcher suggests that students should
be active in sports and recreational activities during college because it will be beneficial for
health and indirectly develop their soft skills. The study found that sports factor is not the
cause for deterioration in academic achievement but there are other factors that affect
academic performance which needs further study focusing more on students who are failing
academically.
Matched MeSH terms: Physical Education and Training
Background: Problem based learning (PBL) is a student-centered curriculum delivery tool believed to promote active student participation. Though the PBL is student-centered, the facilitator plays an important role in maintaining the integrity of this system by providing balance in group interaction and discussion of learning issues. In International Medical University (IMU) one of the strategies to ensure the quality of the facilitators was the pre and post PBL meetings. This study aimed to gauge its usefulness in ensuring the quality of PBL facilitation.
Method: The questionnaire to study the perceptions of PBL facilitators on the pre and post PBL meetings included close ended questions on pre and post PBL meeting’s attendance and their scored opinion in improving PBL facilitation skills, open ended questions inviting suggestions to improve these meetings and PBL facilitation in IMU as a whole and self-evaluation as an effective PBL facilitator using a six point Likert scale to a list of statements.
Results: 84.2% of facilitators agreed the meetings were beneficial. Self-evaluation of their facilitator effectiveness showed on average ratings of seven out of ten indicating strong confidence in facilitating skills. Suggestions ensuring facilitator quality included content expert briefing in pre PBL meetings and student appraisals of facilitators given weightage in staff appraisal.
Conclusion: Pre and post PBL meetings enhanced facilitator comfort with the triggers, adding to their confidence and provided a venue to obtain feedback on the triggers.
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.
The study aims to evaluate students’ perceptions towards e-Learning Management System (e-LMS) in pharmacy education. A cross-sectional survey was conducted among all undergraduates enrolled at School of Pharmaceutical Sciences, Universiti Sains Malaysia. A pre-validated questionnaire consisting of two domains (demographic characteristics and students’ perception regarding the use of e-LMS) was used for data collection. Descriptive statistics were used to describe the demographic characteristics of the study respondents. Chi Square test was used to measure association between the study variables. All analysis was performed by using Predictive Analytical Software (PASW) v. 18. A total of 315 students completed the survey questionnaire with a response rate of 57.6%. Majority of the students (61.0%) accessed e-LMS to acquire lecture notes for their studies, followed by 53.3% have used e-LMS for the preparation of the assignments. Seventy eight percent of the respondents agreed that e-LMS is very useful and felt that e-LMS is making their studies easier. However, 50% of students claimed that poor network connection at the campus is a major barrier in accessing e-LMS. Moreover, 48% of the respondents disagreed that e-LMS should be taken into account as an assessment criterion for students’ grading. Students are found to be frequently engaged in using e-LMS and believed that online based learning is
enhancing their academic performances. Nevertheless, students still prefer hybrid teaching methodologies than choosing traditional system or e-learning as an alone entity.
It has been decided that IeJSME should be a general rather than specialty medical journal in that it would cover work ranging from bench science to clinical and medical education research. While this is to ensure the ease of soliciting sufficient manuscripts for sustainability of the journal, the other important reason is to provide learning opportunities for novice researchers, including undergraduate medical students, to improve their work in such a way that are publishable at a certain research quality. This intention is being birthed primarily with our 16-year old medical university and Malaysia in mind, although, as the journal title suggests, we aim that the work published in IeJSME will have international relevance and importance. (Copied from article).
Objective: To determine the construct validity and the internal consistency of the Postgraduate Stressor Questionnaire (PSQ) among postgraduate medical trainees hence it could be used as a valid and reliable instrument to identify stressors among them.
Methods: Items of the PSQ were derived from a review of literature on the subject and a discussion with experts in the field. It comprised of 28 items with seven hypothetical groups. The content and face validity was established through discussion with experts from field of Medical Education and Psychiatry. It was administered to all participants (N = 34) of postgraduate personal and professional development programme in a Malaysian university. Data was analysed using Statistical Package Social Sciences (SPSS) version 18. Factor analysis was applied to test construct validity whereas reliability analysis was applied to test internal consistency of the PSQ.
Results: Thirty three postgraduate medical trainees participated in this study. Factor analysis found that the 28 items of the PSQ were loaded nicely into the seven pre-determined groups as their factor loading values were more than 0.3. The reliability analysis showed that the Cronbach's alpha value for The PSQ was 0.95. Whereas, The Cronbach's alpha values for academic, poor relationship with superior, bureaucratic constraints, work-family conflicts, poor relationship with colleagues, performance pressure, and poor job prospect domains were 0.63, 0.84, 0.81, 0.65, 0.73, 0.78, and 0.70 respectively.
Conclusion: This study showed that the PSQ is a reliable and valid instrument to identify stressors of postgraduate medical trainees. It is a promising instrument that can be used in future to explore further on this area.
Background: Faculty’s role as educators is over looked in clinical education, even though the teaching has a direct reflection of performance of clinical competence and professional development of graduating doctors. Two major problems of clinical education are the lack of uniform teaching and learning strategies in postgraduate as well as later years of undergraduate clinical teaching and the professional development of faculty in teaching in medical institutions. Objective: The survey has two major objectives. First objective was to know about the faculty response to a survey on teaching while trying to create awareness for teaching and research in teaching. The second objective was to know the faculty members’ understanding with principles of learning and teaching with strengths and weaknesses of respondents’ performance in clinical teaching on completing The Educator’s Self-Reflective Inventory (ESRI). Method: The ESRI was administered to approach 214 faculty members in SMS at USM. Appraisal of self-reflection inventory as medical teacher and personal development with respect to challenges, opportunities, innovations and need assessment of teaching were explored in response to 35 items grouped in 5 clusters through a questionnaire-based survey utilizing ESRI. Result: Statistical analysis of respondent’s data indicates a mixed response with lab-based disciplines 54.54% followed by surgical-based disciplines 50% and medical-based disciplines 30%. Individual discipline best response is received from Plastic Surgery and ORL-HNS (100%) and Hematology (77.77%). A result of individual item response in each cluster WAS also analyzed. Conclusion: The survey evaluated the faculty’s response to ESRI and concern shown to develop their abilities as teachers and researchers in clinical teaching. However, the initial response suggested the need for more survey to continue creating the awareness for faculty development and research in teaching. Conclusion drawn from analysis of each items in inventory is encouraging for teaching in medical education.
Needle Stick Injury is injuries caused by suture needle and hollow bore needle and does not include injuries via scalpel blades, lancet and glass pieces or by other means for the purpose of this training program. This problem needs to be prevented or minimized by embarking on an effective training program. The applicability of this program will be determined by the response of the participants to the contents and teaching methods which will in future effect the long term out come and the success of the Needle Stick Injury prevention and Universal Precautions training program. This Health Education program was designed to be used for the induction training of new workers as well as those already in service and is applicable to all levels of Health Care Workers especially those directly dealing with or handling syringes and needles. This Needle Stick Injury and Universal Precautions Training Program was carried out in one of the health facility under the Ministry of Health in Sabah and the outcome evaluation and analysis using paired t-test has shown a significant difference in their effectiveness in increasing the knowledge of the Health Care Workers after being exposed to the program (p < 0.01). The process evaluation was able to show that this approach was instrumental in creating awareness among the Health Care Workers who had attended this program. From the study, 98% (49) had not attended any formal training since joining the service, followed by 90% who had given a good overall rating for the program. For the lecture and its relevance, 90% and 74% for the hands–on training. About 77% of the participant was satisfied with the discussion. The program can be developed further and with it a comprehensive training module can be produced. The long-term benefits of such a training program will need to be evaluated in a future study.
There have been significant achievements in research at IMU as indicated by the increasing amount of external funds obtained, and number of publications and postgraduate students produced since it started its research activities in the year 2000. However, it is a great challenge indeed to ensure sustainability of our research, which is currently heavily dependent on internal funding. There is a need to realign our strategies to further enhance our competitiveness in securing external funding for research. In line with this, the Institute for Research, Development and Innovation (IRDI) was officially established on 18 September 2012. The Institute will serve as a platform to support all research activities at IMU. There are four Centres of Excellence based on the identified thrust areas under
IRDI, namely 1) Centre for Bioactive Molecules and Drug Discovery; 2) Centre for Environmental and
Population Health; 3) Centre for Cancer and Stem Cell Research, and 4) Centre for Health Professional Education Research. Major findings based on research in these four thrust areas are reviewed in this paper. With the strategic planning and establishment of IRDI, it is our aspiration to bring research at IMU to a higher level.
Introduction: A clear concept and understanding about the measure and the measuring tools is essential for good practice of assessment. Assessors need to have information about the full range of assessment tools inclusive of psychometric validity and purpose of its use. Subjective inferences drawn from the readily available data as numbers of summative scores over the years and statistical evidences of reliability and validity of assessment tools used to measure student’s performance are good sources of feedback for competent assessment program. It also provides meaningful evaluation of learning and teaching in medical education. Method: A retrospective study of 119 candidates was carried out to analyze the summative assessment scores of their certifying examination of Masters of Surgery in School of Medical Sciences (SMS) at Universiti Sains Malaysia. Subjective judgment of raw data followed by internal consistency as reliability, convergent validity and discriminant validity as constructs of individual assessment tool was analyzed. Finally each assessment tool as a measure of written or clinical construct was evaluated against six aspects of Messick’s criteria for quality control. Result: The correlation coefficient for validity and Cronbach’s alpha for reliability was evaluated for clinical measures. However, the test of internal reliability was not possible for essay being the only measure in written construct of summative assessment in surgery. All measures of clinical construct were found highly reliable with Cronbach’s alpha between 0.962-0.979. Long case and the short cases have shown excellent correlations (r=0.959 at p
Identifying physiotherapy stakeholders for program evaluation. The Health Professional Education plays a pivotal role in providing quality health work force thus improved care in health service to the public in our country. As such all Allied Health Programs conducted by Higher Education Providers (HEP) should keep close surveillance of the quality of Allied Health Programs to mould health professional graduates to deliver quality healthcare service through proper competency measures. Stakeholders have been defined as on-campus and off campus group for the sake of identifying respective views in institutional effectiveness. Allied health programs are emerging enormously in our country and this revolution is creating major crustal deformation, forming folds and faults towards its profession as many educational institutions in the country is with the enterprising objectives of running such programs and not for the benefits of the society.
Collaborative learning: a peer group teaching in oral hygiene instructions activity
Introduction: The objectives of this survey were to investigate whether an oral health education activity through collaborative learning and peer group teaching by students would give a positive impact and to evaluate its effectiveness, sufficiency and relevancy of the activity content.
Methods: Three third year dental students in each group were assigned to demonstrate to their group mates the myriad of oral hygiene device for plaque removal and how they are used. Fifteen students were appointed each as a ‘toothbrushing specialist’, ‘flossing specialist’ and interdental toothbrush specialist’ respectively. The others acted as participants in the group. The students then teach each other in the group on how to use these oral hygiene measures. A self-administered questionnaire assessing the activity outcome was given to fifty-two third year dental students who attended the demonstration. The data were entered in the computer using the SPSS version 12.0 for analysis.
Results: Overall response rate was 100%. Slightly more than half of the students felt confident to teach their patients effective toothbrushing and flossing and able to indicate the usage of interdental toothbrush. Most of the students preferred a small group teaching rather than a larger one. The result shows that student’s knowledge, attitudes and practices on effective oral hygiene has gained.
Conclusion: Collaborative learning in the clinical environment appears to give positive impact on the dental student’s ability to impart oral health education to their patients.
This study was conducted to determine types of educational needs among stroke patients admitted to Hospital Universiti Sains Malaysia. Stroke patients (n = 41) were conveniently recruited from Medical and Surgical Ward between September to December 2012. Data were obtained using semi-guided administered questionnaires and from the medical reports. Patients were given adequate time to complete the lifestyle history and educational needs on stroke with researcher’s assistance. Instrument on the educational needs consisted of five themes including general information on stroke, management of risk factors, treatments of stroke, rehabilitation and post-stroke problems and post-stroke diet management. Findings indicated majority of the stroke patients were female (58.5%), between 56 to 65 years old (39.0%) and diagnosed with ischemic stroke (68.3%). Patients had history of hypertension (85.4%), diabetes (46.3%), hyperlipidemia (29.3%), ischemic heart disease (22.0%) and atrial fibrillation (2.4%). Eleven of them (26.9%) were ex-smokers and many practice unhealthy lifestyle such as lack of exercise (80.5%) and prefer fried foods (68.3%). Most patients were on multiple pharmacotherapies (92.7%) to treat their medical conditions. Educational needs rated highest need to know among stroke patients were on prevention (92.7%), fi rst aid management (85.4%), complications (85.4%) and recurrence (85.4%) of stroke in general. Other concerned were about possibility of cure with drug (92.7%), range of motion exercise (82.9%), fi sh intake (78.0%), fruit and vegetable consumption (78.0%) after stroke. Findings from this study provide a baseline information on types of educational needs among stroke patients. More patient educational intervention on primary and secondary stroke prevention should be structured in hospital and community settings in the future.
Keywords: Types of educational needs; stroke; patient education; Hospital USM (HUSM)
The problem-based learning (PBL) curriculum, which originated primarily from the Faculty of Health Sciences at McMaster University in 1969, has had a major impact on the thinking and practice in medical education. It is one of the most important developments in the health profession's education in the latter part of the twentieth century) The PBL process incorpo-rates fundamental educational principles such as those derived from adult learning theory' and this gives the PBL approach a greater effective-ness for the acquisition of basic knowledge and clinical skills.
This case series reports four patients who used religion and spirituality to relieve symptoms of post traumatic stress disorder (PTSD) following motor vehicle accidents. Their symptoms subsided after a few weeks and the recovery is sustained after one month. This demonstrates that in a country where psychological help is still scarce and religion is central to its culture, intervention based on spirituality and religion can be used as an alternative early intervention to relieve symptoms of PTSD and hence protects them from developing the condition.
The ability to produce performances at highest level under physically and emotionally demanding conditions underline the worth of a sportsperson. These stressful conditions places demands on the cognitive resources of the sportsperson; especially in anticipatory actions that require the allocation of cognitive resources. This study investigated the effects of cognitive stress on the temporal anticipation of a timing motor task. A repeated measures design was applied with two independent variables; cognitive stress and levels of difficulty, which included easy, intermediate and difficult. Study participants were 18 male and 18 female undergraduates of the Physical Education programme of Universiti Putra Malaysia. The experimental task involved performing a timing motor task across the three levels of difficulty, under two conditions as follows: (i) without cognitive stress, and (ii) under cognitive stress. Cognitive stress was induced via the continuous subtraction of two from a two-digit number. Participants performed the task individually and the sequence of the experimental task was counter-balanced. A two-way within subject ANOVA was
performed to ascertain the effects of cognitive stress on the temporal anticipation of the timing motor task. Data yielded significant difference in means for the stress main effect [Λ = .64, F (1.35) = 19.89, p < 0.05]; and the task main effect [Λ = .84, F (2, 34) = 3.35, p < 0.05]. Post hoc comparisons produced a significant difference in the means of the performance of the timing motor task at all three levels of difficulty. Data showed that cognitive stress had an effect on the temporal anticipation of the timing motor task. These results are explained from attentional and the neuromotor noise perspectives. It was concluded that the significant difference in the performance of the experimental task was due to the competition for intentional resources and the decrease of the signal to noise ratio due to cognitive stress.
Matched MeSH terms: Physical Education and Training