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The undergraduate curriculum of Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak in terms of Harden's 10 questions

Malik AS, Malik RH

Med Teach, 2002 Nov;24(6):616-21.
PMID: 12623455

The curriculum of the Faculty of Medicine and Health Sciences (FMHS) is designed particularly to cater for the health needs of the State of Sarawak, Malaysia. The framework of the curriculum is built on four strands: biological knowledge, clinical skills, behavioural and population aspects. The training is community based and a graduate of FMHS is expected to possess the ability to deal with many ethnic groups with different cultures and beliefs; expertise in tropical infectious diseases; skills to deal with emergencies such as snakebite and near drowning; qualities of an administrator, problem-solver and community leader; and proficiency in information and communication technology. The content of the curriculum strives for commitment to lifelong learning and professional values. The FMHS has adopted a 'mixed economy' of education strategies and a 'mixed menu approach' to test a wide range of curriculum outcomes. The FMHS fosters intellectual and academic pursuits, encourages friendliness and a sense of social responsibility and businesslike efficiency.

Matched MeSH terms: Schools, Medical/organization & administration*
The role of the Malaysian Medical Council in medical education

Mahmud Mohd MN

Med J Malaysia, 2005 Aug;60 Suppl D:28-31.
PMID: 16315620

The Malaysian Medical Council (MMC) operates under the Medical Act of 1971, which defines its core functions related to (a) the registration and practice of medical practitioners (b) the period of compulsory service (c) provisions to be enacted for purposes of (a) and (b). In the early years the MMC used the list of recognised colleges or Universities that appeared in the list of degrees recognised by the General Medical Council of United Kingdom (GMC). Over the years the MMC has undertaken the role of granting recognition to other medical schools in the country and overseas, and added the name of these schools to the existing register of recognised medical degrees in the second schedule of the Act. For the purpose of recognition of medical schools the MMC endorsed a guideline on standards and procedures on accreditation developed in 1996, which was later realigned with international and regional guidelines, in 2000 and 2001. It is recommended that the MMC establishes an active functional 'Education Committee' and that the role of MMC in medical education should be clearly and explicitly stated in the Act. An amendment to the Act would require the MMC to be responsible not only for undergraduate medical education but medical education in its entire phase.

Matched MeSH terms: Schools, Medical/organization & administration; Schools, Medical/standards*
Educational environments in Asian medical schools: A cross-national comparison between Malaysia, Singapore, and China

Arokiamary B, Russell V, Lim HA, Koay JM, Xia J, Zhao XH, et al.

Asia Pac Psychiatry, 2021 Jun;13(2):e12454.
PMID: 33646626 DOI: 10.1111/appy.12454

INTRODUCTION: Perceptions of the educational environment (EE) represent an important source of information on medical students' learning experience. Understanding and addressing these perceptions can help inform initiatives designed to improve the learning experience and educational outcomes, while comparison of student perceptions across medical schools can provide an added perspective. The aim of the study was to compare the EEs of three Asian medical schools: Royal College of Surgeons in Ireland and University College Dublin Malaysia Campus, Yong Loo Lin School of Medicine, Singapore and Xiangya School of Medicine, China.
METHODS: Medical students in the clinical years (N = 1063) participated in a cross-sectional study using the Dundee Ready Educational Environment Measure (DREEM). Data were analyzed using SPSS version 22.
RESULTS: There were significant differences between the three medical schools in the total DREEM scores (F [2, 1059] = 38.29, p

Matched MeSH terms: Schools, Medical
Australia, the Colombo Plan, and the Faculty of Medicine, University of Malaya

Luke HA

Australas Radiol, 1970 Feb;14(1):15-9.
PMID: 5525077
Matched MeSH terms: Schools, Medical*
Fulltext Reducing stigma towards people with mental illness in Malaysia

Lim, Sheri

ASEAN Journal of Psychiatry, 2015;16(2):261-264.
MyJurnal

Mental illness accounts for 12% of the global burden of disease with a reported 1 in 5 Malaysians suffering from a psychological disorder. Sufferers have been long plagued by stigma, which results in social isolation, low-selfesteem, lower opportunities for employment, housing, and ability to achieve life goals. This essay aims to suggest strategies to overcome such stigma in the local setting. Methods: Literature search was conducted through PubMed (http://www.ncbi.nlm.nih.gov/pubmed) and Google Scholar (http://scholar.google.com.my). Data obtained was compiled as an opinion piece. Results: Thefactors contributing to stigma in Malaysia include a lack of public knowledge, language and cultural influences, inaccurate media portrayal, doctors’ attitudes towards the field of psychiatry, and psychiatrists themselves. Stigma can be tackled in four areas: society, media, medical education, and the field of psychiatry. Firstly, psychiatric terminology can be adapted to local languages and cultural beliefs in order to avoid misconceptions. Secondly, public education is more effective if focused to targeted key groups. The media is crucial in influencing the public mind-set, and needs to be creatively engaged. Thirdly, more positive medical practitioner attitudes to mental illness can be moulded through early psychiatric postings during medical school. Finally, psychiatrists play a role in correcting misconceptions, avoiding misdiagnosis and ineffective treatments. Cultural competency leads to better management of patients by awareness towards socio-cultural and religious influences. Conclusion: A multifaceted, united coalition of effort is needed in order to tackle stigma in different contexts, and will require concerted leadership from different parties.

Matched MeSH terms: Schools, Medical
The educational environment and self-perceived clinical competence of senior medical students in a Malaysian medical school

Lai N, Nalliah S, Jutti RC, Hla Y, Lim VK

Educ Health (Abingdon), 2009 Aug;22(2):148.
PMID: 20029744

The educational environment is widely considered to be a major factor affecting students' motivation and learning outcomes. Although students' perceptions of their educational environment are often reported, we are unaware of any published reports that relate this information to students' clinical competence, either self-perceived or objectively measured.

Matched MeSH terms: Schools, Medical*
Fulltext Perceived skill and utilisation of information technology in medical education among final year medical students, Universiti Putra Malaysia

Lim TA, Wong WH, Lim KY

Med J Malaysia, 2005 Oct;60(4):432-40.
PMID: 16570704

The objective of this survey was to obtain a self-reported assessment of the use of information technology (IT) by final year medical students. Two hundred and sixty five students responded to a questionnaire survey. 81.5% of students considered their computer skills adequate, while 87.9% had access to computers outside the campus. Most students reported adequate skills at word processing, e-mailing and surfing the Internet. Fifty three percent of students spent three hours or more each week on the computer. While students indicated a general willingness to access Internet-based materials, further steps need to be taken to increase the use of this method of instruction.

Matched MeSH terms: Schools, Medical*
The medical students' societies and medical students' publications

Lim KH

Ann Acad Med Singap, 2005 Jul;34(6):155C-158C.
PMID: 16010399

The rich corporate life of the medical student and the medical students' societies at our medical school (at the present National University of Singapore) is generally unappreciated by its graduates and regrettably, even more unknown to the medical student of today. The present generation of medical students of NUS do not know of their rich history. We have published documentation of student activities from the founding of the medical school in 1905 till the establishment of the then University of Malaya in 1950, reviewed herein. Materials presented after 1950 were gathered from personal communications from key players in the students' societies and from editors of the medical students' publications.

Matched MeSH terms: Schools, Medical/history
The medical alumni story

Lim KH

Ann Acad Med Singap, 2005 Jul;34(6):190C-195C.
PMID: 16010406

The Medical Alumni is unique in being the oldest alumni association with medical, dental and pharmacy graduates from our seminal medical school, that has now evolved into the faculties of medicine in 2 countries, namely Malaysia and Singapore. Founded in 1923, the medical alumni association has undergone several name changes with its evolution and activism. After the Japanese Occupation, it was given its present name in 1947, comprising 3 branches working under a common Constitution operating in 2 separate countries. It is also unique in being the only association recognised by the Registrar of Societies with membership in 2 countries. Following the development of medical professional and academic bodies, the medical alumni wound down its medico-political activities to concentrate on providing social and mutual support for its members and its alma mater.

Matched MeSH terms: Schools, Medical/history*
Fulltext Prevalence of burnout among Universiti Sains Malaysia medical students

Chin ARW, Chua YY, Chu MN, Mahadi NF, Yusof MSB, Wong MS, et al.

Education in Medicine Journal, 2016;8(3):61-74.
MyJurnal

Introduction: The academic life of medical students can be considered as psychological toxic. About half of United States medical students experience burnout and more than 25% experience depression. This study aimed to determine the prevalence of burnout among medical students in a Malaysian medical school and its associated factors.
Methods: This is a cross sectional study of 452 medical students from Universiti Sains Malaysia (USM). Copenhagen Burnout Inventory was distributed via Google Forms through Facebook Messenger. Ethical approval was obtained from the Human Research Ethics Committee USM. Data were collected via Google Sheets. Each respondent only submitted one Google Form as no resubmission link was provided once completed Google Form was submitted.
Result: The prevalence of burnout among USM medical students was 67.9%. Personal burnout was the highest (81.6%), followed by work-related burnout (73.7%) and client-related burnout (68.6%). The analysis showed that regardless of year of study, gender and ethnicity (all P > 0.05), USM medical students were vulnerable to burnout.
Conclusion: The prevalence of burnout among USM medical students was high and the most prevalent type of burnout was personal burnout. Therefore, burnout among medical students should be a concern and must be addressed to prevent subsequent unwanted consequences.

Matched MeSH terms: Schools, Medical
The founding of the medical school in Singapore in 1905

Lee YK

Ann Acad Med Singap, 2005 Jul;34(6):4C-13C.
PMID: 16010374

This article traces briefly the origins of medical education in the early years of the Straits Settlements (Singapore, Penang and Malacca), which culminated in the founding of Medical School in Singapore in 1905. The first attempt was made in the early 19th century, when boys were recruited from local schools as Medical Apprentices to be trained as "assistant doctors". They were to assist the British doctors and doctors from India in running the medical services. This scheme was not successful. There are 3 landmark years in the evolution of medical education in the Straits Settlements, namely 1852, 1867 and 1904. In 1852, the Governor, to relieve the shortage of staff in the Medical Department, instructed the Principal Civil Medical Officer to organise a proper course of training for Medical Apprentices and to establish a local Medical Service. This scheme was also unsuccessful and the Straits Settlements continued to rely on doctors recruited from India. In 1867, the Straits Settlements were transferred from the India Office to the Colonial Office and became a Crown Colony. The Indian Government requested that all its doctors be sent back. This would have led to the collapse of the Straits Settlements Medical Service. As a stop-gap measure, the Governor offered the Indian doctors appointment in the new Straits Settlements Medical Service, and at the same time arranged with the Madras Government for boys from the Straits Settlements to be trained in its Medical Colleges. The first 2 boys were sent in 1869. In 1889, the Principal Civil Medical Officer proposed to the Governor that a Medical School should be founded in Singapore, but not enough candidates passed the preliminary entrance examination. The plan was shelved and boys continued to be sent to Madras for training. In 1902, the Committee on English Education proposed that a Medical School should be started in Singapore, but senior British doctors opposed this. On 8 September 1904, Mr Tan Jiak Kim and other local community leaders petitioned the Governor to start a Medical School, raised enough funds to establish the School and the Straits and Federated Malay States Government Medical School (predecessor of the King Edward VII College of Medicine, and the Faculties of Medicine, University of Singapore and University of Malaya) was founded on 3 July 1905.

Matched MeSH terms: Schools, Medical/history*
Fulltext Training simulated patients: evaluation of a training approach using self-assessment and peer/tutor feedback to improve performance

Perera J, Perera J, Abdullah J, Lee N

BMC Med Educ, 2009;9:37.
PMID: 19563621 DOI: 10.1186/1472-6920-9-37

BACKGROUND: Most medical schools use simulated patients (SPs) for teaching. In this context the authenticity of role play and quality of feedback provided by SPs is of paramount importance. The available literature on SP training mostly addresses instructor led training where the SPs are given direction on their roles. This study focuses on the use of peer and self evaluation as a tool to train SPs.
METHODS: SPs at the medical school participated in a staff development and training programme which included a) self-assessment of their performance while observing video-tapes of their role play using a structured guide and b) peer group assessment of their performance under tutor guidance. The pre and post training performance in relation to authenticity of role play and quality of feedback was blindly assessed by students and tutors using a validated instrument and the scores were compared. A focus group discussion and a questionnaire assessed acceptability of the training programme by the SPs.
RESULTS: The post-training performance assessment scores were significantly higher (p < 0.05) than the pre-training scores. The degree of improvement in the quality of feedback provided to students was more when compared to the improvement of role play. The acceptability of the training by the SPs was very satisfactory scoring an average of 7.6 out of 10. The majority of the SPs requested the new method of training to be included in their current training programme as a regular feature.
CONCLUSION: Use of structured self-reflective and peer-interactive, practice based methods of SP training is recommended to improve SP performance. More studies on these methods of training may further refine SP training and lead to improvement of SP performance which in turn may positively impact medical education.

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
King Edward VII Hall of Residence--a link with the medical school since 1916

Lee HP

Ann Acad Med Singap, 2005 Jul;34(6):159C-162C.
PMID: 16010400

King Edward VII ("KE") had been synonymous with the medical school and its associated hall of residence at Sepoy Lines since the 1910s. After the school became the Medical Faculty, the illustrious name remained with the Hall, which was rebuilt in 1957. For almost 90 years, KE has kept alive the rich history and traditions of a bygone era that embodied the passion and pride of both Singapore and Malaysia. The heroism of some Keviians during the Second World War and other exploits have led to many legends of the Hall. In 1987, it moved to its present location at Kent Ridge, and opened its doors to students from all other faculties. We count many personalities among our alumni, including some of the most prominent physicians in our country. The exuberant hall life, cultural pursuits and achievements of the residents contribute to the strong spirit of endeavour. Keviians over the decades have lived, worked, played and served to uphold the motto that means so much to all of us: TO STRIVE, TO SEEK, TO SERVE.

Matched MeSH terms: Schools, Medical/history*
Recognition of higher medical institutions in Russia

Severyanova L, Lazarev A

Med J Malaysia, 2005 Aug;60 Suppl D:71-4.
PMID: 16315629

The Russian Federation of higher medical institutions get State accreditation, if their activity conforms to criteria determined by the Ministry of Public Health and the Ministry of Education of the Russian Federation. Kursk State Medical University (KSMU) has a confirmed to requirement of accreditation by the Russian Federation, to conduct annually training of about 5000 students at 12 faculties. KSMU carries out pre-medical undergraduate and postgraduate training in the specialty "Doctor of medicine". For the first time in Russia KSMU was allowed to conduct a 6-year medical training with the use of English as an intermediary language by the Ministry of Public Health and the Ministry of Education. In this relation programmes of training teachers for conducting instruction with the use of an intermediary language (English) and training students Russian with the level necessary for free communication with Russian patients and staff of the clinics have been developed and realized.

Matched MeSH terms: Schools, Medical/standards*
Fulltext Teaching evidence-based medicine: a clinician’s perspective

Lai NM

Malays Fam Physician, 2013;8(2):7-12.
PMID: 25606275 MyJurnal

Evidence-based medicine (EBM) was introduced to provide an organised approach to clinicians and other health care providers in using research to care for their patients[1]. By highlighting the importance of research in patient care, EBM has also provided many researchers a strong sense of purpose, with increased awareness that their everyday activities are being recognised as relevant to patient care. Most medical schools have some form of the EBM training programme at undergraduate and postgraduate levels, and many researchers, clinical epidemiologists, and biostatisticians together with clinicians are actively engaged in teaching EBM to students of medicine and other health sciences. However, the flourishing activities of EBM education bring along
challenges.

Matched MeSH terms: Schools, Medical
Recognition of medical universities in Ukraine

Babanin AA, Kubyshkin AV

Med J Malaysia, 2005 Aug;60 Suppl D:79-83.
PMID: 16315631

The paper presents a general characteristic of the organization of teaching of medicine to foreign students at the Crimean State Medical University. The Crimea State Medical University is a state higher educational establishment having the 4th highest level of state accreditation. The University prepares junior specialists and bachelors in specialties such as nursing, orthopedic dentistry, pharmacy and doctors in general medicine, dentistry and clinical pharmacy. At present there are 1,500 foreign students from 34 countries studying at the university, with more than half are students from Malaysia. The quality of education at CSMU is evaluated by the State accreditation commission an authorized central executive power in the field of education and science. Textbooks and manuals written in English, which have passed expert evaluation at a state level and approved by the Ministry of Public Health of Ukraine, was given permission to be used by all medical schools of the country.

Matched MeSH terms: Schools, Medical/standards*
Why research productivity of medical faculty declines after attaining professor rank? A multi-center study from Saudi Arabia, Malaysia and Pakistan

Guraya SY, Khoshhal KI, Yusoff MSB, Khan MA

Med Teach, 2018 09;40(sup1):S83-S89.
PMID: 29730951 DOI: 10.1080/0142159X.2018.1465532

OBJECTIVES: Research has shown a fall of research productivity of faculty after their promotion to professor rank. This study explores the factors that lead to this decline in research productivity of professors in medical discipline.
METHODS: A 20-item questionnaire was distributed online to medical professors of a Saudi, Malaysian and a Pakistani medical school. The participants were instructed to select their responses on a 5-point Likert's scale and the collected data was analyzed for quantitative and qualitative results.
RESULTS: Of 161, 110 responded; response rate of 68.3%. About 35% professors spent 1-4 hours and 2% spent 19-25 hours per week for research. As many as 7% did not publish a single article and 29% had published 10 or more articles after attaining professor rank. During the last two years, 44% professors had published 5 or more research articles. Majority pointed out a lack of research support and funds, administrative burden and difficulty in data collection as the main obstacles to their research.
CONCLUSIONS: This research has identified time constraints and insufficient support for research as key barriers to medical professors' research productivity. Financial and technical support and lesser administrative work load are some suggested remedies to foster the professors' research output.

Matched MeSH terms: Schools, Medical
Fulltext The effect of MCQ vetting on students' examination performance

Majed Mohammed Wadi, Ahmad Fuad Abdul Rahim, Muhamad Saiful Bahri Yusoff, Kamarul Aryffin Baharuddin

Education in Medicine Journal, 2014;6(2):16-26.
MyJurnal

Context: Question vetting is important to ensure validity, reliability, and other quality indicators of assessment tools, including the MCQ. Faculty members invest a substantial amount of time and effort into the MCQ vetting process. However, there is shortage of scientific evidence showing its effectiveness and at which level it needs to be focused on. This study aimed to provide scientific evidence regarding the effects of question vetting process on students’ examination performance by looking at their scores and pass-fail outcomes.

Method: A parallel randomized control trial was conducted on third year medical students in a medical school. They were randomly assigned into two equal groups (i.e. control and experimental). Two mock examinations were conducted (i.e. time I and time II). At time I, non-vetted MCQs were administered to both groups as a baseline measurement. At time II, vetted MCQs were administered to the experimental group, while the same non-vetted MCQs were administered to the control group.

Results: Out of 203 students, 129 (63.5%) participated in both mock examinations. 65 students were in the control group and 64 students were in the experimental group. Statistical analysis showed no significant differences (p > 0.05) in mean examination scores and pass-fail outcomes between or within the control and experimental groups.

Conclusion: This study indicated that the MCQ vetting process did not influence examination performance. Despite these findings, the MCQ vetting process should still be considered an important activity to ensure that test items are developed at the highest quality and standards. However, it can be suggested that such activity can be done at the departmental level rather than at the central level.

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

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