METHODS: This was a primary school-based cross-sectional study using multistage cluster sampling, conducted at Bau district in Sarawak, Malaysia in 40 primary schools. A questionnaire was used to collect information of usage pattern in insufficient lighting, timing and position. The physical and behavioural complaints were traced. Data analysis was performed using SPSS version 22. A p-value < 0.05 with 95% CI was considered as statistically significant.
RESULTS: About 52.8% of the 569 students used digital devices in a bright room, 69.8% in the day time and 54.4% in sitting position. The physical complaints were headache (32.9%), neck, shoulder and back pain (32.9%) followed by by eye strain (31.8%). Regarding behavioural problems, 25.7% of the students had loss of interest in study and outdoor activities (20.7%), skipped meals (19.0%) and arguments/disagreements with parents (17.9%). After logistic regression analysis, the lying position (OR=1.71, 95% CI: 1.096, 2.688) and darkroom lighting (OR=2.323 95% CI: 1.138, 4.744) appeared to be potential predictors of the complaint.
CONCLUSION: One-quarter of the students studied experienced physical complaints, and one-fifth had behavioural problems associated with the use of electronic devices. Lying position and darkroom lighting are the potential predictors of complaints. Therefore, we suggest that the children should use electronic devices in the sitting position with adequate room lighting.
SUBJECTS AND METHODS: This cross-sectional study was conducted among all (n = 361) consented dental undergraduate students of our dental school. A twenty-item Lay's Procrastination Scale for student population and a ten-item General Self-Efficacy Scale were used for the study after getting institutional ethical approval. The quantitative data were explained using descriptive statistics. Independent sample t-test and ANOVA were used to determine the association between self-efficacy, academic procrastination, and genders and academic years. Pearson correlation coefficient was used to determine the association between self-efficacy and procrastination. Multiple linear regression analysis was performed to determine the related factors to academic procrastination.
RESULTS: High procrastination (score ≥62) was seen among 28.5% of students. The mean self-efficacy score was 29.5. There was no significant difference between genders for procrastination scores (P = 0.835) and between academic years (P = 0.226). Males showed significantly more self-efficacy (P < 0.001), and self-efficacy did not show any significant difference (P = 0.204) between academic years though a tendency for year 5 students to have lower self-efficacy scores was observed. Academic procrastination was negatively correlated with self-efficacy (r = -0.238 and P < 0.001).
CONCLUSIONS: For dental undergraduates who have cognitive load as well as work associated with patients, procrastination and self-efficacy are negatively correlated.
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.
METHODS: This study employed a phenomenological design. Five focus groups were conducted with medical students who had participated in several Kahoot! sessions.
RESULTS: Thirty-six categories and nine sub-themes emerged from the focus group discussions. They were grouped into three themes: attractive learning tool, learning guidance and source of motivation.
CONCLUSIONS: The results suggest that Kahoot! sessions motivate students to study, to determine the subject matter that needs to be studied and to be aware of what they have learned. Thus, the platform is a promising tool for formative assessment in medical education.
METHODS: A systematic literature search was conducted using CINAHL, EMBASE, Ovid MEDLINE, PsycINFO and SPORTDiscus databases to retrieve articles published from 1st January 2000 to 31st December 2017. Randomised controlled trials (RCTs) and quasi-experimental studies comparing different strategies in managing overweight and obesity among schoolchildren (6 to 12 years of age) were included. The main outcomes of interest were reductions in weight related variables included anthropometry and body composition measurements. All variables were analysed using random effects meta-analyses.
RESULTS: Fourteen studies were reviewed, 13 were RCTs and one was a quasi-experimental study. The risk of bias for randomisation was low risk for all of RCTs except for one, which was unclear. The risk of bias for randomisation was high for the quasi-experimental study. Most interventions incorporated lifestyle changes and behavioural strategies such as coping and problem solving skills with family involvement. The meta-analyses did not show significant effects of the intervention in reducing weight related outcomes when compared with controls.
CONCLUSION: Meta-analyses of the selected studies did not show significant effects of the interventions on weight related outcomes among overweight and obese schoolchildren when compared with controls. The role of interdisciplinary team approaches with family involvement using behaviour and lifestyle strategies to curb obesity among schoolchildren is important.
Methods: A qualitative phenomenological study was conducted on a group of Universiti Sains Malaysia medical students who had finished the Community and Family Case Study (CFCS) program. Data were gathered through focused group discussions and student reflective journals. Participants were sampled using the maximal variation technique of purposive sampling. Three steps of thematic analysis using the Atlasti software were employed to identify categories, subthemes, and themes.
Results: Personal, role, social, and research identities were generated that contribute to the PID of medical students through the CFCS program. The results indicate that the CFCS program nurtured personal identity through the development of professional skills, soft skills, and personal values. Pertaining to role identity, this is related to patient care in terms of primary care and interprofessional awareness. Pertaining to social identity, the obvious feature was community awareness related to culture, society, and politics. A positive outcome of the CFCS program was found to be its fostering of research skills, which is related to the use of epidemiology and research methods.
Conclusion: The findings indicate that the CFCS program promotes PID among medical students. The current data highlight and provide insights into the importance of integrating CBE into medical curricula to prepare future doctors for their entry into the profession.
Method: A cross-sectional study was carried out on a sample of medical students in their final year at Universiti Sains Malaysia. Confirmatory factor analysis (CFA) was performed using AMOS 22 to assess construct validity. Reliability analysis was performed using SPSS 22 to assess internal consistency.
Results: A total of 159 final year medical students participated. CFA showed that the original four-factor model with 15 items achieved acceptable values for the goodness of fit indices, suggesting a good model fit (X2 = 198.295, ChiSq/df = 2.418, RMSEA = 0.095, GFI = 0.867, CFI = 0.953, NFI = 0.923, TLI = 0.940). The Cronbach's alpha values of the mentoring relationship structure, engagement, and competency support domains were 0.96, 0.90 and 0.88, respectively. For autonomy support, the Cronbach's alpha value was 0.62.
Conclusion: MBS demonstrates a satisfactory level of construct validity and a high level of internal consistency in measuring supportive mentor behaviours in a medical school setting. This result suggests that MBS can be used as a mentorship evaluation tool for feedback in the context of a Malaysian medical school.
Methods: A total of 101 currently enrolled pre-university students were recruited for this cross-sectional study. They answered a questionnaire about their demographic details and their frequency of backpack usage. Their backpacks were weighed for four consecutive school days. The Roland-Morris Disability Questionnaire and Body Discomfort Chart were used to rate discomfort levels.
Results: The use and weight of a backpack were not significantly associated with low back pain, as indicated by the Roland-Morris Disability Questionnaire and Body Discomfort Chart (p > 0.05).
Conclusion: This study did not find an association between the use of a backpack and low back pain in Malaysian pre-university students.