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Improving PBLs in the International Medical University: defining the 'good' PBL facilitator

Yee HY, Radhakrishnan A, Ponnudurai G

Med Teach, 2006 Sep;28(6):558-60.
PMID: 17074705

Students' perception of the role and characteristics of a good problem-based learning (PBL) facilitator were assessed in the same study in which students were exposed to the 'Flying a Kite Approach' to PBL. A pre-tested anonymous questionnaire addressed the good qualities of a facilitator as well as the negative aspects. Although faculty and students' perceptions of 'good 'and 'bad' attributes generally agreed, it is clear that students still prefer facilitators who talk more, i.e. explain unclear facts or correct them when their facts are wrong. Content experts are also preferred over non-content experts.

Matched MeSH terms: Problem-Based Learning*
A simple instrument for the assessment of student performance in problem-based learning tutorials

Sim SM, Azila NM, Lian LH, Tan CP, Tan NH

Ann Acad Med Singap, 2006 Sep;35(9):634-41.
PMID: 17051280

INTRODUCTION: A process-oriented instrument was developed for the summative assessment of student performance during problem-based learning (PBL) tutorials. This study evaluated (1) the acceptability of the instrument by tutors and (2) the consistency of assessment scores by different raters.
MATERIALS AND METHODS: A survey of the tutors who had used the instrument was conducted to determine whether the assessment instrument or form was user-friendly. The 4 competencies assessed, using a 5-point rating scale, were (1) participation and communication skills, (2) cooperation or team-building skills, (3) comprehension or reasoning skills and (4) knowledge or information-gathering skills. Tutors were given a set of criteria guidelines for scoring the students' performance in these 4 competencies. Tutors were not attached to a particular PBL group, but took turns to facilitate different groups on different case or problem discussions. Assessment scores for one cohort of undergraduate medical students in their respective PBL groups in Year I (2003/2004) and Year II (2004/2005) were analysed. The consistency of scores was analysed using intraclass correlation.
RESULTS: The majority of the tutors surveyed expressed no difficulty in using the instrument and agreed that it helped them assess the students fairly. Analysis of the scores obtained for the above cohort indicated that the different raters were relatively consistent in their assessment of student performance, despite a small number consistently showing either "strict" or "indiscriminate" rating practice.
CONCLUSION: The instrument designed for the assessment of student performance in the PBL tutorial classroom setting is user-friendly and is reliable when used judiciously with the criteria guidelines provided.

Matched MeSH terms: Problem-Based Learning/standards*
Fulltext Model building to facilitate understanding of holliday junction and heteroduplex formation, and holliday junction resolution

Selvarajah G, Selvarajah S

Biochem Mol Biol Educ, 2016 07 08;44(4):381-90.
PMID: 26899144 DOI: 10.1002/bmb.20964

Students frequently expressed difficulty in understanding the molecular mechanisms involved in chromosomal recombination. Therefore, we explored alternative methods for presenting the two concepts of the double-strand break model: Holliday junction and heteroduplex formation, and Holliday junction resolution. In addition to a lecture and computer-animated video, we included a model building activity using pipe cleaners. Biotechnology undergraduates (n = 108) used the model to simulate Holliday junction and heteroduplex formation, and Holliday junction resolution. Based on student perception, an average of 12.85 and 78.35% students claimed that they completely and partially understood the two concepts, respectively. A test conducted to ascertain their understanding about the two concepts showed that 66.1% of the students provided the correct response to the three multiple choice questions. A majority of the 108 students attributed the inclusion of model building to their better understanding of Holliday junction and heteroduplex formation, and Holliday junction resolution. This underlines the importance of incorporating model building, particularly in concepts that require spatial visualization. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):381-390, 2016.

Matched MeSH terms: Problem-Based Learning/methods*
An approach to enrich online medical Problem-Based Learning with tacit healthcare knowledge

Cheah YN, Rashid FA, Abidi SS

Stud Health Technol Inform, 2003;95:744-9.
PMID: 14664077

Existing Problem-Based Learning (PBL) problems, though suitable in their own right for teaching purposes, are limited in their potential to evolve by themselves and to create new knowledge. Presently, they are based on textbook examples of past cases and/or cases that have been transcribed by a clinician. In this paper, we present (a) a tacit healthcare knowledge representation formalism called Healthcare Scenarios, (b) the relevance of healthcare scenarios in PBL in healthcare and medicine, (c) a novel PBL-Scenario-based tacit knowledge explication strategy and (d) an online PBL Problem Composer and Presenter (PBL-Online) to facilitate the acquisition and utilisation of expert-quality tacit healthcare knowledge to enrich online PBL. We employ a confluence of healthcare knowledge management tools and Internet technologies to bring tacit healthcare knowledge-enriched PBL to a global and yet more accessible level.

Matched MeSH terms: Problem-Based Learning*
Fulltext Attitude towards problem-based learning and its relationship with locus of control and academic self-concept among medical students

Abdalla MMI, Abdelal MS, Soon SC

Korean J Med Educ, 2019 Mar;31(1):11-18.
PMID: 30852857 DOI: 10.3946/kjme.2019.114

PURPOSE: This study aimed to assess the degree of acceptance of problem-based learning (PBL) among phase one medical students and its association with academic self-concept (ASC) and internal locus of control (ILOC).
METHODS: A 5-point Likert scale valid and reliable questionnaire assessing the attitude towards PBL, ASC, and ILOC was given to phase one medical students at MAHSA University. Data were analysed using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA).
RESULTS: Out of 255 participants, there were 84 males and 171 females, 175 Malaysians and 80 non-Malaysians. The results showed an overall acceptance of PBL with a mean of 3.7±0.07, ASC of 3.5±0.05 and ILOC of 2.9±0.05. Females showed a higher significant acceptance of PBL, ASC, and ILOC as compared with males. There was no difference between Malaysians and non-Malaysians in any of the variables measured. Simple regression analysis revealed a significant predictive effect of acceptance of PBL on ASC and ILOC (r=0.44 and r=0.88, respectively).
CONCLUSION: The higher the acceptance of PBL among students, the higher is the ASC and ILOC. This reflects the importance of PBL as a teaching method as well as the importance of increasing the level of appreciation of PBL amongst students.

Matched MeSH terms: Problem-Based Learning*
Implementation of problem-based learning in child and adolescent psychiatry: shared experiences of a special-interest study group

Skokauskas N, Guerrero APS, Hanson MD, Coll X, Paul M, Szatmari P, et al.

Acad Psychiatry, 2011 Jul-Aug;35(4):249-251.
PMID: 21804045 DOI: 10.1176/appi.ap.35.4.249

BACKGROUND/OBJECTIVE: Problem-based learning (PBL) represents a major development and change in educational practice that continues to have a large impact across subjects and disciplines worldwide. It would seem that child and adolescent psychiatry, because of its inherently integrative, bio-psycho-social nature and emphasis on teamwork and collaboration, would be a specialty learned optimally through PBL. Thus, there was a need to establish an international group where experiences in implementing PBL in child and adolescent psychiatry could be shared. This article reports on the first meeting and plans of the Problem-Based Learning in Child and Adolescent Psychiatry (CAP) Special Interest Study Group (SISG), held at the annual meeting of the American Academy of Child and Adolescent Psychiatry.

METHODS: Through international collaboration and information-sharing, the SISG aims to promote knowledge among Child and Adolescent Psychiatrists on PBL, to explore evaluation methods of PBL in CAP, and to discuss development of PBL-based curricula.

RESULTS: Problem-based learning (PBL) represents a major change in education that has had a large impact across disciplines worldwide.

CONCLUSION: The core steps in PBL are the following: presentation of the initial problem; discussion of the problem, and development of learning objectives; independent learning focused on the objectives; and discussion, exploration of new ideas, and discovery of solutions in the reconvened group. Different from the traditional teacher's role, the PBL tutor is an active facilitator who guides learners to identify issues and ways to learn, rather than a "content expert" who provides facts.

Matched MeSH terms: Problem-Based Learning*
Academic Staff Perspectives Towards Adoption of E-learning at Melaka Manipal Medical College: Has E-learning Redefined our Teaching Model?

Bhardwaj A, Nagandla K, Swe KM, Abas AB

Kathmandu Univ Med J (KUMJ), 2015 12 2;13(49):12-8.
PMID: 26620743

BACKGROUND: E-learning is the use of Information and Communication Technology (ICT) to provide online education and learning. E- Learning has now been integrated into the traditional teaching as the concept of 'blended learning' that combines digital learning with the existing traditional teaching methods to address the various challenges in the field of medical education. Structured e-learning activities were started in Melaka Manipal Medical College in 2009 via e-learning platform (MOODLE-Modular Object-Oriented Dynamic Learning Environment).
OBJECTIVES: The objective of the present study is to investigate the faculty opinions toward the existing e-learning activities, and to analyse the extent of adopting and integration of e-learning into their traditional teaching methods.
METHODS: A cross sectional study was conducted among faculties of Medicine and Dentistry using pre-tested questionnaires. The data was analyzed by using the statistical package for social science, SPSS, version 16.0.
RESULTS: The result of our survey indicates that majority of our faculty (65.4%) held positive opinion towards e-learning. Among the few, who demonstrated reservations, it is attributed to their average level of skills and aptitude in the use of computers that was statistically significant (p<0.05).
CONCLUSION: Our study brings to light the need for formal training as perquisite to support e-learning that enables smooth transition of the faculty from their traditional teaching methods into blended approach. Our results are anticipated to strengthen the existing e-learning activities of our college and other universities and convincingly adopt e-learning as a viable teaching and learning strategy.

Matched MeSH terms: Problem-Based Learning/methods*; Problem-Based Learning/statistics & numerical data
Core curriculum and special study modules at the Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak

Malik AS, Malik RH

Educ Health (Abingdon), 2004 Nov;17(3):292-302.
PMID: 15848816

The Faculty of Medicine and Health Sciences (FMHS), follows a problem-based learning, integrated and community-based curriculum which reflects the specific needs of doctors working in Sarawak. Using paediatrics as an example, this paper describes the process of development of core content (knowledge, procedural and communication skills, attitudes), additional knowledge and special study modules at the FMHS.

Matched MeSH terms: Problem-Based Learning
Fulltext An evaluation study on gamified online learning experiences and its acceptance among medical students

Ohn MH, Ohn KM

Ci Ji Yi Xue Za Zhi, 2019 06 06;32(2):211-215.
PMID: 32269957 DOI: 10.4103/tcmj.tcmj_5_19

Objective: The successful application of gamification in different educational settings shows that the use of gamification in medical education may be an effective solution. Even though many studies have been conducted to investigate the efficacy of the integration of gamification to different education curriculums, few studies have examined the reactions, behaviors, and attitudes of learners toward the use of gamification in medical education. Hence, this study aimed to evaluate the medical students' learning experience and acceptance of the use of gamification for the delivery of electrocardiogram lessons.
Materials and Methods: A qualitative research method was used to generate findings in this study. The data collection methods included focus group discussions and interviews. Triangulation methods were used to ensure the validity and reliability of the qualitative data analyzed in this study. The thematic analysis of the data collected in this study helped to garner insights into the perception of participants and experts about the use of GaMed@™ for the delivery of ECG lessons.
Results: A total number of 32 medical students and four experts in the fields of user experience, communication, social psychology, and game design participated in this study. The findings showed that in spite of the negative reports about the user experience and application of GaMed@™, the participants and experts affirmed its positive impact on the increased motivation and engagement of users.
Conclusions: The impact of this concept can be maximized by tailoring the game design to foster-positive learning attributes, behaviors, and outcomes in students. However, further research studies must be conducted to investigate the impact of gamification designs on specific learning outcomes in students.

Matched MeSH terms: Problem-Based Learning
Fulltext Perceptions of students on learning Arabic language vocabulary through a card game

Norshida Hashim, Tuan Sarifah Aini Syed Ahmad, Siti Nur Dina Mohd Ali, Norfazlika Abd Karim

Journal of Academia Universiti Teknologi MARA Negeri Sembilan, 2019;7(101):33-40.
MyJurnal

Vocabulary is essential in mastering any languages. However, learning vocabulary is tedious as it requires students to memorize numerous words and perform a lot of exercises. Thus, it is essential to provide fun learning activities for learning vocabulary in order to promote students’ engagement in the learning process. Since the Arabic language is learnt in various levels of learning institutions such as schools and universities, a card game has a great potential to be utilized as a learning tool to enhance the learning of Arabic language vocabulary. This paper investigated perceptions of students on using a card game named as Ahsulu! in learning the Arabic language vocabulary at the intermediate level of Arabic language proficiency. This study involved students of Degree in Biology and Degree in Chemistry at Universiti Teknologi MARA Negeri Sembilan, Kuala Pilah Campus, Malaysia, who were selected based on purposive sampling. The data gathered by using an online survey and were analyzed descriptively by using Social Science Statistical Package (SPSS) Version 23. The findings suggest that using Ahsulu! as a learning tool could promote fun learning, ensure learning to take place and increase communication.

Matched MeSH terms: Problem-Based Learning
Fulltext International Chinese student’s satisfaction towards university Malaysia Sabah’s nursing mobility program

Segaran Ramodran, Soong Shui Fun, Cynthia Francis, Dayang Natasha, Myra Yusrrie

Malaysian Journal of Medicine and Health Sciences, 2020;16(105):34-0.
MyJurnal

Introduction: Promotion of internationalization of higher education is a strategic marketing in public and private Ma- laysia universities.University Malaysia Sabah (UMS) hosted the international nursing mobility programme involving 15 nursing students from Hunan and Yangtze University of China. Students from China obtained hands-on learn- ing experience and exposed to indigenous health practices in Sabah. After 12 weeks of the programme, although casual face-value audit of the mobility program was deemed adequate, there was a need to objectively gauge the Chinese student’s satisfaction and identify issue of contention that can be remedied. This study is to evaluate Chi- nese international nursing students’ satisfaction during their mobility posting tenure in UMS and identify issues of discontentment for improvement. Methods: the study entailed a cross sectional survey involving a convenient sam- ple of all 15 nursing students from China who had completed the 12-week UMS-nursing mobility programme. The study tool consisted of a 25-item questionnaire which used Likert-like statements to anchor level of satisfaction on 5 sub-domains itemsnamely; arrival orientation; logistic arrangements; learning opportunities; cultural experience and perceived worth-for-money. Results: Cumulative ratings counts from 15 Chinese international students who had participated in the UMS-nursing mobility program in this study rated the following sub-domains as satisfactory and highly satisfactory: (i) learning experience (88%), (ii) Sabah’s cultural experience (90%), (iii) worth for money (88
%). Sub-domains rated as dissatisfactory or strongly dissatisfactory by the China students were: (i) adequacy of 1st - day arrival orientation (72%), (ii) quality of logistic arrangement (72%). Conclusion: Findings imply that the China students were satisfied with the overall learning experience during the UMS-nursing mobility programme. However, areas of grievances such as the conduct of the 1st - day arrival orientation and logistics management of the UMS-mo- bility program needs to be addressed.

Matched MeSH terms: Problem-Based Learning
Fulltext Beginner crisis communication for nurses: an introductory module of Hospital Universiti Malaysia Sabah

Megawanah Mohd Razalee, Prisia Jibin, Sabrina Paul, Muhammad Syafiq Abdullah, Helen Benedict Lasimbang, Wendy Diana Shoesmith, et al.

Malaysian Journal of Medicine and Health Sciences, 2020;16(105):65-0.
MyJurnal

Introduction: Crisis communication is an important skill for healthcare professionals, especially during disaster peri- od including the current 2019-nCoV pandemic. Nevertheless, the skill of crisis communication is not commonly an integral part of Malaysian nursing diploma and degree course. Methods: A half days session on how to communicate in the context of crisis was incorporated into an experiential learning workshop to 25 existing and newly recruited nurses together with 7 other healthcare professionals. The topics of nature of disaster, disease outbreak, preparation for disaster, principles and responsibility of crisis communication, preparing statement for press conference, and corporate communication were covered through brief lecture, round table discussion and tabletop simulations. Real time example of 2019-nCoV crisis communication was used to illustrate the skills required in the situation. Results: All participants confirmed that this was the first exposure to hands-on training on crisis communication and enlightening although majority of them were uncertain that they are capable to perform it during the crisis despite the ongoing 2019-nCoV issue in view of their the position that they are holding. Most nursing curriculums focus on clinical theory and clinical skill competency acquisition without addressing the need of learning how to commu- nicate beyond clinical setting in the situation of disaster and panic, which is mostly learned at job. The limitation included the practice in tabletop simulations might not be immediately translatable into real life practice. Conclu- sion: Regular reinforcement through more workshops and incorporation into disaster may potentially be a solution to improve the competency of healthcare professionals in crisis communication. Further assessment on the practice of the participants in performing crisis communication is needed to ensure the competency level has been achieved and to evaluate the efficiency of the workshop delivery method.

Matched MeSH terms: Problem-Based Learning
Fulltext Screening of medical students’ intention to practice mobile – learning in Malaysia

Sohayla M. Attalla, Nihal A. Hanafy, Mahfuza Akter, Sakinah Ruhi

Malaysian Journal of Medicine and Health Sciences, 2020;16(107):40-45.
MyJurnal

Introduction: The twenty-first-century learning is adopting the student-centered learning techniques and the teach- ers are mainly facilitators to direct the process of learning and so social media and mobile applications became an important learning platform. Mobile learning (M-learning) is the practice of learning activities through a portable device such as cellular phone or a personal digital assistant. The aim of this research is to screen the medical stu- dents’ intention toward the adoption of M-learning and to determine factors affecting the intentions of the medical students to practice M-learning. Methods: A cross-sectional study among medical students was performed through a questionnaire based on the Theory of Reasoned Action and the Technology Acceptance Model. The study included 129 students in different stages of the medical study. Results: Results showed that the factors affecting the students’ inten¬tion to practice M-learning include the students’ attitude, perceived usefulness, perceived ease of use, and availability of resources. In the current sample 82.7% of students are already using M-Learning; 41.7% are using it for assessment, 22.8% are using it for learning and 35.5% are using it for both. Conclusion: It was concluded that most medical students have higher intention to adopt M-learning and they are mostly using it for assessment purposes rather than in learning.

Matched MeSH terms: Problem-Based Learning
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: Problem-Based Learning
Fulltext The stress inducing factors among preclinical students in a public university in Selangor

Adlina, S., Narimah, A.H.H., Hakimi, Z.A., Suthahar, A., M Nor Hisyam, R., Ruhaida, M.K., et al.

Malaysian Journal of Public Health Medicine, 2007;7(1):56-59.
MyJurnal

Stress has been recognized one of the factors causing disease. About 70-80% of all diseases may be stress related. Thus, stress management can be a part of an early measure of disease prevention. A descriptive cross sectional, randomized study was conducted to determine the stress inducing factors among preclinical students (universal sampling) in a public university in Selangor, Malaysia from 24th April to May 2005. A total of 163 students (52.8% year 1, 36.8% year 2 and 10.4% year 3) were interviewed in the data collection process. The main reasons students entered - medical school was because of their own interest or ambition (65%) and family influence (20.9%). Majority (76.4%) suffered moderate to great stress over hot conditions in lecture hall, tutoriaV small group session rooms and laboratories while 53.4% suffered when using the other facilities like cafeteria, toilet and transportation:. Almost all (95.1%) felt that examination was the most stressful, followed by early clinical exposure sessions (68.1%), problem·based learning sessions (62.5%), hospital visitations (59.7%), tutoriay small group sessions (49.3%), practical class (44.5%) and attending lectures (3 8.5%). Musculoskeletal System was the most stressful module among the first year students, followed by Nervous System and Gastrointestinal System with the percentage of 94.2%, 90.7% and 88.4% respectively while, 95% of the second year students felt that General, Hemopoietic ci? Lymphoid and Nervous System are the most stressful modules. This study revealed that academic sessions and lack of conducive teaching and learning environment as the main stress inducing contributors to preclinical medical students.

Matched MeSH terms: Problem-Based Learning
Fulltext Acceptability of Just-in-Time Teaching amongst medical students: a pilot study

De S, Nagandla K, Kanagasabai S

Education in Medicine Journal, 2014;6(1):11-19.
MyJurnal

Introduction: Just-in-Time Teaching (JiTT) is a novel method of teaching-learning used in various disciplines of science and humanities. It is a technique that scaffolds the students learning process by reducing the cognitive load which is the load related to the executive control of working memory. Just in time teaching underpins the concept that expertise in learning originates from the knowledge already stored in long term memory and with subsequent interaction between the learner and teacher motivates enhanced active learning and optimizes the intellectual performance.
Objective: The objective of the study is to assess the acceptability of JiTT over traditional lecture teaching among the medical students.
Method: In a cross sectional pilot study, three hundred thirty five students participated in a questionnaire based study that grades the various aspects of the traditional lecture series. After the implementation of JiTT method for a period of four months, three hundred two students completed the questionnaire, grading the same variables for JiTT. The analysis was done by using SPSS version 11 applying Paired t test and McNemar's Test.
Result: The results of our study highlighted that JiTT technique was perceived superior to traditional teaching with statistically significant outcomes in the clarity of the topic (p=0.003,) duration of the session (p=0.002), knowledge gained and orientation for exams (p=0.044). The students perceived JiTT method as less monotonous (p=0.005) increasing their alertness during these sessions (p=0.002).
Conclusion: We therefore propose that Just-in-Time Teaching method is a more interactive and acceptable teaching-learning tool shifting the nature of teaching to a more student-centric approach as perceived by the medical students. This is the first pioneer study on JiTT to be performed on undergraduate medical students so far.

Matched MeSH terms: Problem-Based Learning
Fulltext Physiotherapy students’ perception of their educational environment: a study to identify the areas of concern for remedial measures at two schools of physiotherapy in Malaysia

Veasuvalingam, Bhavani, Hafiza Arzuman

Education in Medicine Journal, 2014;6(3):30-39.
MyJurnal

Introduction: In order to produce competent physiotherapy graduates with the generic attributes much sought after by the health care providers in the country, the higher education institution needs to ensure the educational environment of the school is positive. Students' positive perception of their educational environment would facilitate their learning experience to be more meaningful and relevant. Objective: The aim of this study was to measure physiotherapy students' perception of their educational environment at the School of Physiotherapy AIMST University and Kolej Sains Kesihatan Bersekutu Sungai Buloh and to identify the areas of concern for remedial measures. Method: This research was a cross sectional study consisting of two phases using both quantitative followed by qualitative methods. The DREEM inventory consisting of 50 items under 5 domains was circulated to all the students (N=158) from both schools (AIMST and KSKB). The item mean scored below 2.00 were considered as problem areas and it was explored further through focus group discussion (N=12) as a qualitative study. Result: The overall mean score on the 50 items was 132.84 (SD 19.22) out of 200. Students' Perception of Learning (SPOL) scored the highest 32.34 (SD 4.17) followed by students' perception of Atmosphere (SPOA) 30.63 (SD 4.84), Students Perception of Teachers (SPOT) scored 30.52 (SD 3.98),Students Academic Self Perception (SASP) scored 22.03 (SD 3.20) and the last domain Students' Social Self Perception (SSSP) scored the least 17.32 (SD 19.22).All the domains scored toward more positive side of the educational environment. Four items scored less than 2.00 and these items were explored further with focus group discussion. Students from both schools had similarities as well as differences in their views over the concerned areas. Conclusion: This study revealed important information regarding the low scored items. Overall the students from both schools perceived their schools positively. Implementing the remedial measures for the problem areas would further enhance the respective educational environment and thus provide a conducive place for physiotherapy students to excel in their academic endeavour.

Matched MeSH terms: Problem-Based Learning
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: Problem-Based Learning
Fulltext A comparative analysis of reflection in a primary care outpatient setting in two learning environments

Abdul Rahman NF, Albualy R

Education in Medicine Journal, 2018;10(2):41-47.
MyJurnal

Situated learning characterises the learning that takes place in the clinical environment. Learning in the workplace is characterised by transferring classroom knowledge into performing tasks and this may take various forms. In the medical education field, the cognitive apprenticeship instructional model developed by Collins (2016) supported this learning in the workplace setting due to its common characteristics of apprenticeship. This paper analysed two concrete learning situations in a Malaysian undergraduate and an Omani postgraduate learning environment. Both learning situations occurred in the primary healthcare outpatient setting. The cognitive apprenticeship model was used to identify characteristics of the individual learning environments and discusses factors that stimulate learning. Attention was paid to the role of reflection in stimulating learning in the described settings. The paper provided the context in both institutes, described the learning situation and provided an analysis based on the theoretical framework. Based on the analysis of the situations, solutions to problems in the two settings were suggested.

Matched MeSH terms: Problem-Based Learning
Fulltext Medical students' reflection on the family planning services at primary health clinics in Malaysia

Htay MNN, Than NN, Abas AL, Lwin H, Moe S

J Educ Health Promot, 2018;7:87.
PMID: 30079358 DOI: 10.4103/jehp.jehp_144_17

CONTEXT: Family planning is crucial for everyone within the reproductive age to promote the health and welfare of every member of the family. For the medical students, it is essential to have core knowledge, understanding of family planning concept, and competency in communication skills with the patients. The final-year medical students are posted in Maternal and Child Health Clinics for 3 weeks to gain the knowledge and practical experiences on the primary healthcare in the community.

AIMS: The aim of this study was to explore the experiences of final-year medical students on family planning services offered at community clinics in Malaysia.

SETTINGS AND DESIGN: This was qualitative study.

SUBJECTS AND METHODS: This qualitative study used the data of the students' reflection written in the case reports on family planning. Coding, identification of subthemes, and themes were done by two researchers independently using RQDA software.

STATISTICAL ANALYSIS USED: Thematic analysis.

RESULTS: Final-year medical students who had exposure to the clinical services at primary care clinic, regarding Malay word (Klinik Kesihatan) gained the learning opportunities during family planning session such as learning by observation, clerking, and counseling the patients, understanding the barriers to utilizing services and learning for their self-improvement. These learning opportunities lead to developing the positive attitudes on their learning experiences and the positive attitudes toward the concept and services of family planning.

CONCLUSIONS: To have the better understanding of family planning services and provide the better care to the community in the future, the clinical exposure at the primary care clinics should be promoted for medical students in Malaysia.

Matched MeSH terms: Problem-Based Learning

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