Displaying publications 81 - 100 of 367 in total

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  1. Elango S, Arumainayagam GC, Palaniappan SP
    Med Teach, 1991;13(1):63-6.
    PMID: 1865800
    The University Science Malaysia, Penang, the third medical school in Malaysia, is following an integrated curriculum. In this curriculum, the students are taught the subject of otolaryngology from the second year of their course unlike the traditional schools where they are taught in the fourth or fifth year. This paper describes how otolaryngology is introduced in this integrated, problem-based curriculum.
    Matched MeSH terms: Curriculum*
  2. Chen PC
    Br J Med Educ, 1972 Dec;6(4):323-4.
    PMID: 4664477
    Matched MeSH terms: Curriculum*
  3. Isaac M, Ahmed HU, Chaturvedi SK, Hopwood MJ, Javeed A, Kanba S, et al.
    Curr Opin Psychiatry, 2018 09;31(5):396-402.
    PMID: 30015670 DOI: 10.1097/YCO.0000000000000444
    PURPOSE OF REVIEW: To understand the current situation, needs and challenges in the area of postgraduate training in psychiatry in Asia and identify implementable solutions.Leaders in psychiatric education from nine Asia Pacific countries prepared country reports, based on a suggested list of items and met for a day to discuss and identify implementable solutions to improve the current unsatisfactory status of postgraduate training in psychiatry.

    RECENT FINDINGS: Except Japan, all the other countries have a very low number of psychiatrists per 100 000 population - far lower than the global target of 10 psychiatrist per 100 000 population. The undergraduate teaching in psychiatry in majority of the countries is restricted to 20 h of lectures given during the 4-6 semester and 2-3 weeks of clinical ward placements. The duration as well as the overall quality of postgraduate training and methods of assessment and accreditation varies widely across and within countries.

    SUMMARY: Numerous gaps that need to be addressed to enhance the quality of psychiatrists trained in Asia were identified. There is a need to have uniform minimum standards of training and mechanisms of mutual support, for not only training but also academics and research activities in Asia.

    Matched MeSH terms: Curriculum/standards
  4. Smilkstein G
    J Fam Pract, 1977 May;4(5):873-6.
    PMID: 864412
    Several medical schools in Southeast Asia have identified deficiencies in their undergraduate medical education that result in inappropriate training of students for the health-care problems that exist in their respective countries. Curriculum changes have been made that take students out of the laboratory and the subspecialty-oriented university hospital and place them in extramural programs in the community. Both the deficiencies identified and the solutions developed merit study by North American medical educators, especially those teaching primary care in family practice.
    Matched MeSH terms: Curriculum*
  5. Lai NM, Ramesh JC
    Singapore Med J, 2006 Dec;47(12):1053-62.
    PMID: 17139402
    INTRODUCTION: Outcome-based curriculum is adopted at the International Medical University (IMU), Malaysia, where specific learning objectives are laid out progressively under eight major outcomes. We present an outcome-guided, self-reported competency profile of our undergraduate students near the end of their training, focusing on elements that are considered most immediately relevant for their internship.
    METHODS: Anonymous surveys were conducted on two cohorts of medical students in their final semester at IMU. The surveys covered a range of competencies, including practical skills, ward routines, generic attributes and evidence-based medicine, grouped under the exit outcomes as defined by the university.
    RESULTS: A total of 92 students were assessed. In general, the students were confident of their ability on common practical skills and ward routines. They were comfortable with the level of professionalism and personal attributes required for internship, with the prospect of handling unexpected additional tasks and working away from home perceived as the main difficulties. Most students referred to at least three sources of clinical information to answer their clinical queries. However, they referred more to single journals than databases or collections. The majority could critically appraise journal articles to a variable extent, but nearly half took 30 minutes or longer to trace an abstract of interest.
    CONCLUSION: This report demonstrates the strength of outcome-based curriculum in its ability to produce competent students that are well prepared for their internship. Assessing students using this educational approach provides a clear picture of their strengths and weaknesses, and identifies stages in their training where additional inputs are required.
    Matched MeSH terms: Curriculum*
  6. Romli MH, Cheema MS, Mehat MZ, Md Hashim NF, Abdul Hamid H
    BMJ Open, 2020 Nov 23;10(11):e041153.
    PMID: 33234650 DOI: 10.1136/bmjopen-2020-041153
    INTRODUCTION: Rapid technology development due to the introduction of Industrial Revolution 4.0 and Internet of Things has created a demand and gradual transition from traditional teaching and learning to technology-based learning in higher education, including healthcare education. The COVID-19 pandemic has accelerated this process, with educators now required to quickly adapt to and adopt such changes. The abundance of available systematic reviews has made the effectiveness of such approaches ambiguous especially in healthcare education. Therefore, a protocol of the overview of systematic reviews (OoSR) is planned to extrapolate the effectiveness of technology-based learning in undergraduate healthcare education.

    METHODS AND ANALYSIS: Scopus, CINAHL, Academic Search Complete, Cochrane Library, MEDLINE and Psychology and Behavioral Sciences Collection databases were selected. Screening was conducted independently by at least two authors and the decision for inclusion was done through discussion or involvement of an arbiter against a predetermined criteria. Included articles will be evaluated for quality using A MeaSurement Tool to Assess systematic Reviews and Risk of Bias in Systematic Review tools, while primary systematic review articles will be cross-checked and reported for any overlapping using the 'corrected covered area' method. Only narrative synthesis will be employed according to the predefined themes into two major dimensions-theory and knowledge generation (focusing on cognitive taxonomy due to its ability to be generalised across disciplines), and clinical-based competence (focusing on psychomotor and affective taxonomies due to discipline-specific influence). The type of technology used will be identified and extracted.

    ETHICS AND DISSEMINATION: The OoSR involves analysis of secondary data from published literature, thus ethical approval is not required. The findings will provide a valuable insight for policymakers, stakeholders, and researchers in terms of technology-based learning implementation and gaps identification. The findings will be published in several reports due to the extensiveness of the topic and will be disseminated through peer-reviewed publications and conferences.

    PROSPERO REGISTRATION NUMBER: CRD4202017974.

    Matched MeSH terms: Curriculum*
  7. Al-lela OQ, Bahari MB, Elkalmi RM, Jawad Awadh AI
    Am J Pharm Educ, 2012 Dec 12;76(10):206.
    PMID: 23275671 DOI: 10.5688/ajpe7610206
    Matched MeSH terms: Curriculum*
  8. Abraham R, Ramnarayan K, Kamath A
    BMC Med Educ, 2008 Jul 24;8:40.
    PMID: 18652649 DOI: 10.1186/1472-6920-8-40
    BACKGROUND: It has been proved that basic science knowledge learned in the context of a clinical case is actually better comprehended and more easily applied by medical students than basic science knowledge learned in isolation. The present study intended to validate the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate medical curriculum at Melaka Manipal Medical College (Manipal Campus), Manipal, India.

    METHODS: COPT was a teaching strategy wherein, students were taught physiology using cases and critical thinking questions. Three batches of undergraduate medical students (n = 434) served as the experimental groups to whom COPT was incorporated in the third block (teaching unit) of Physiology curriculum and one batch (n = 149) served as the control group to whom COPT was not incorporated. The experimental group of students were trained to answer clinically oriented questions whereas the control group of students were not trained. Both the group of students undertook a block exam which consisted of clinically oriented questions and recall questions, at the end of each block.

    RESULTS: Comparison of pre-COPT and post-COPT essay exam scores of experimental group of students revealed that the post-COPT scores were significantly higher compared to the pre-COPT scores. Comparison of post-COPT essay exam scores of the experimental group and control group of students revealed that the experimental group of students performed better compared to the control group. Feedback from the students indicated that they preferred COPT to didactic lectures.

    CONCLUSION: The study supports the fact that assessment and teaching patterns should fall in line with each other as proved by the better performance of the experimental group of students compared to the control group. COPT was also found to be a useful adjunct to didactic lectures in teaching physiology.

    Matched MeSH terms: Curriculum*
  9. Vanderschmidt L, Massey JA, Arias J, Duong T, Haddad J, Noche LK, et al.
    Am J Public Health, 1979 Jun;69(6):585-90.
    PMID: 443499
    Matched MeSH terms: Curriculum*
  10. Loh LC, Lai NM, Nalliah S, Jutti RC
    Ann Acad Med Singap, 2007 Oct;36(10):867-70.
    PMID: 17987241
    Matched MeSH terms: Curriculum
  11. Yeoh PH
    Med J Malaysia, 2000 Aug;55 Suppl B:1-4.
    PMID: 11125513
    Matched MeSH terms: Curriculum
  12. Ismail R
    Int J Dermatol, 1984 Apr;23(3):212-3.
    PMID: 6724782
    Matched MeSH terms: Curriculum
  13. Roslani AM, Sein KT, Nordin R
    Med J Malaysia, 1989 Mar;44(1):75-82.
    PMID: 2626116
    The Phase I and Phase II undergraduate teaching programmes of the School of Medical Sciences were reviewed at the end of the 1985/86 academic year. It was found that deviations from the School's philosophy had crept into the implementation process. Modifications were therefore made in Phase I and Phase II programmes with a view to:--(i) reducing content, (ii) promoting integration, (iii) improving clinical examination skills of students, and (iv) providing more opportunities to students for self learning, reinforcement and application of knowledge. The number of assessment items in Phase I and the frequency of assessment in Phase II were also found to be inappropriate and so modifications in assessment were made to rectify this situation.
    Matched MeSH terms: Curriculum
  14. 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: Curriculum
  15. Al-Kadhim AHA, Ahmad Bakri NAS, Ameruddin AM, Al-Ani STY, Jaafar A
    MyJurnal
    Introduction: Dental officers could be the first medical personal to diagnose HIV/AIDS and cross-contamination may happen. More efforts should be taken to improve knowledge and the behaviour of dental students towards HIV/AIDS patients. The objective of this study is to assess and compare knowledge and the attitude of USIM dental students towards HIV patients.
    Methods: A total of 136 dental students from Year 2 to Year 5 of academic year 2017/2018 participated in this study. Students were consented and briefed about the purpose of the current project prior to answering self-administered questionnaires that have been previously validated.
    Results: The mean total knowledge and attitude score were 69.65% (good) and 68.54(%) (passive), respectively. Both clinical and pre-clinical students have passive attitude towards HIV patients and showed good level of knowledge with 70.81% and 66.39% respectively. There were significant association between sex and knowledge of HIV/AIDS among USIM dental students (p=0.001). There is also a statistically positive weak correlation between knowledge and attitude towards HIV/AIDS patients.
    Conclusions: USIM dental undergraduates have good knowledge and passive attitude towards HIV/AIDS patients. Improvement of dental curriculum regarding HIV/AIDS knowledge and attitude towards HIV/AIDS patients is recommended through conducting activities such as seminar, workshop and small-group discussion among dental students.
    Study site: Faculty of Dentistry, Universiti Sains Islam Malaysia (USIM), Nilai, Negeri Sembilan, Malaysia
    Matched MeSH terms: Curriculum
  16. 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: Curriculum
  17. Albarrak AI, Zakaria N, Almulhem J, Khan SA, Karim NA
    BMC Med Educ, 2021 Apr 08;21(1):199.
    PMID: 33832479 DOI: 10.1186/s12909-021-02639-2
    BACKGROUND & OBJECTIVE: Medical schools have evolved toward competency-based education and active learner-centered strategies. Medical informatics course was introduced in 2011 in the 3rd year at the College of Medicine (CoM), King Saud University (KSU), to enhance future medical graduates with technological and information competencies. Modified team-based learning and blended learning were emphasized using face-to-face lectures, various e-learning technologies, workshop and seminars. The current study's main objective was to assess students' perceptions towards blended and modified team-based learning at the CoM in KSU.

    METHODS: A survey was distributed to medical students in three consecutive years: 2017-2019. The survey contains items regarding student perception of various types of blended learning techniques applied in the course. The survey was administered using i-Clicker; an interactive device that enables students to answer survey questions. Descriptive statistics were used to examine the perception of students on these blended learning dimensions investigated.

    RESULTS: Seven-hundred and one student responded to the questionnaire (male; 69.5%, female 30.5%). Out of which, 59.1% of students found team interactions positively supported discussions and asked questions freely, and 48.1% expressed that working in groups facilitated their learning process. However, 56.0% of students chose face-to-face lectures as the most preferred class activities followed by discussion 23.8%. More than 78% of participants agree that online quizzes are good experience and enjoyable. Grade center where students can check for marks and attendance also received high perception (66.3%).

    CONCLUSION: Introducing modified team-based and blended-learning are considered challenging, and therefore, investigating their perceptions can provide useful insights into how these methods could be used more effectively. The blended-learning technique is highly essential in teaching medical informatics to overcome challenges faced due to a large number of students and the need for various exposures to reach the course's learning goals. Moreover, it is noticed that students were engaged in face-to-face and online activities, furthermore, modified team-based learning reported facilitating learning and asking questions without embarrassment.

    Matched MeSH terms: Curriculum
  18. Nalliah S
    MyJurnal
    Mentoring in academic medicine requires the trained mentor to commit time, purpose and dedication for the personal and professional development of three categories of protégés or mentees i.e. medical students, the clinician-trainee and the clinical-educator. Conventionally, assigned mentors monitor the progress of the first two categories of personnel as their career pathway is clearly defined. On the other hand the clinician–educator in academic medicine could be a scientist or a career clinician expected to contribute to medical education activities and research. The clinician educator has grown in complexity as he multitasks in providing clinical care, assists in delivering the medical curriculum and is expected to do research and publish. Although there is dearth of research in mentoring the clinician-educator, it is clear that mentored clinicaleducators are more productive by way of scientific publications. Trained mentors are expected to identify the needs of the mentee with regards to the level of his career development and his aptitude to move up the academic ladder, successfully nurturing the maturation process. Processes of mentoring in the clinical setting, attributes of the successful mentor and facilitating the mentee in overcoming challenges in academic medicine are discussed.
    Matched MeSH terms: Curriculum
  19. Sivalingam Nalliah, Nazimah Idris
    MyJurnal
    Medical education of today continues to evolve to meet the challenges of the stakeholders. Medical professionals today are expected to
    play multiple roles besides being experts. Thus, the curriculum has to be developed in a manner that facilitates learners to achieve the intended goal of becoming a medical professional with multiple competencies. The understanding of learning theories will be helpful in designing and delivering the curriculum to meet the demands of producing a medical professional who would meet the CanMEDS model.
    This commentary explores and reflects on the learning theories of behaviorism, cognitivism and constructivism as they have evolved over time and the application of these learning theories in medical education, particularly in the context of medical education in Malaysia. The authors are convinced that these three theories are not mutually exclusive but should be operationalized contextually and throughout the
    different stages of learning in the MBBS curriculum. Understanding these theories and their application will enhance the learning experience of students.
    Matched MeSH terms: Curriculum
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