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Fulltext Who makes a better university adjustment wingman: Parents or friends?

Wider W, Tanucan JCM, Lin J, Jiang L, Udang LN

PLoS One, 2023;18(12):e0294658.
PMID: 38117775 DOI: 10.1371/journal.pone.0294658

The first year of university is one of the most difficult times in a student's life due to numerous changes that occur. This cross-sectional study explores the concept of parental and peer attachment, which has been researched for its ability to predict students' success in higher education. Yet, less research has investigated the mechanisms underpinning the relationship between attachment and university adjustment among first-year students. Hence, the aim of this study was to examine the impact of parent and peer attachment on first-year university students, and understand how these attachments can facilitate university adjustment through identity exploration. This investigation is underpinned by Bowlby and Ainsworth's attachment theory and Arnett's emerging adulthood theory. Data were collected from 568 first-year students at a public university in Sabah, Malaysia, via adapted questionnaires. Structural equation modelling was employed using SmartPLS Software 3.0 to analyse the data. The study found that identity exploration mediates the relationship between parental trust, peer communication, and university adjustment. The findings of this study provide valuable insights for professionals working with emerging adult clients, especially those in higher education institutions, aiming to enhance the adjustment level among first-year students.

Matched MeSH terms: Students*
Fulltext An accelerated dispensing course for grad entry students - Can we teach dispensing skills over a day?

Singh H, Mohammed AH, Stokes E, Malone D, Turner J, Hassan BAR, et al.

Curr Pharm Teach Learn, 2024 Jan;16(1):69-76.
PMID: 38158327 DOI: 10.1016/j.cptl.2023.12.007

BACKGROUND AND PURPOSE: This study aimed to evaluate an accelerated dispensing course for graduate entry (GE) pharmacy students with prior science-related degrees to join undergraduate (UG) students in year three of the Monash Pharmacy degree.
EDUCATIONAL ACTIVITY AND SETTING: A one day accelerated dispensing course using MyDispense software was delivered to 59 GE students. The accelerated dispensing course was identical to the standard three-week dispensing course delivered to UG students. The same assessment of dispensing skills was conducted after course completion for both UG and GE students and included dispensing four prescriptions of varying difficulty. The assessment scores of the UG and GE students were compared. Perception data from the accelerated course were also collected.
FINDINGS: The accelerated dispensing curriculum was well received by students. They found the simulation relevant to practice, easy to navigate, and helpful for preparing them for assessment. Overall, 5.1% of GE students failed the assessment, which was lower than the 32.6% failure rate in the UG cohort. Comparison of assessment grades between UG and GE students showed no notable disadvantage to attainment of learning outcomes with the accelerated curriculum. However, UG students were more likely to provide unsafe instructions compared to GE students in their labeling for three out of four prescriptions.
SUMMARY: An accelerated dispensing curriculum can be effectively delivered to mature learners with a prior science-related degree as no notable deficiencies were identified when comparing the assessment results of GE students against UG students when both student cohorts undertook the same dispensing assessment.

Matched MeSH terms: Students, Medical*
Fulltext Socio-culturally responsive medical professionalism and ethics education: A curriculum co-creation approach

Nasri N, Xu W, Jamaludin KA, Mohamad Nasri N

Med Educ Online, 2024 Dec 31;29(1):2303209.
PMID: 38194435 DOI: 10.1080/10872981.2024.2303209

Medical professionalism and ethics (MPE) are critical components influencing how medical practitioners provide patients with the highest standard of care. As a result, a structured attempt has been undertaken to enhance the content and teaching delivery of the medical professionalism and ethics education (MPEE) in the undergraduate medical curriculum. Guided by Vygotsky's sociocultural learning theory, Harre and Van Langenhove's positioning theory and Taba's principles of curriculum development, a curriculum co-creation project was organized with the aim of developing a socio-culturally responsive MPEE. A total of fifteen medical students agreed to participate in the project where they co-created MPE curriculum with a medical educator over the course of three months. Upon completion of the project, a co-created, socio-culturally responsive MPE curriculum was presented. The thematic analysis revealed positive changes in the participants' attitudes, skills, and behaviors towards co-creating the MPE curriculum. They also reported feeling a sense of fulfilment after having a transformative experience as curriculum co-creators and after receiving positive feedback from the faculty, staff, and other students on the co-created MPE curriculum. The project's success demonstrates the importance of curriculum co-creation as a strategy to promote co-creation efforts among students and educators in developing a socio-culturally responsive curriculum. The project's framework and practical recommendations can be adopted by other medical educators and faculties to encourage students' participation and their role on curriculum development using the co-creation approach.

Matched MeSH terms: Students, Medical*
Fulltext Evaluating teachers' pedagogical content knowledge in implementing classroom-based assessment: A case study among esl secondary school teachers in Selangor, Malaysia

Abdul Razak R, Mat Yusoff S, Hai Leng C, Mohamadd Marzaini AF

PLoS One, 2023;18(12):e0293325.
PMID: 38157377 DOI: 10.1371/journal.pone.0293325

The Malaysian Education Blueprint (PPPM) 2013-2025 has spurred significant reforms in the Primary School Standard Curriculum (KSSR) and Secondary School Standard Curriculum (KSSM), particularly concerning classroom-based assessment (CBA). CBA evaluates students' understanding and progress, informs instruction, and enhances the learning outcomes. Teachers with robust pedagogical content knowledge (PCK) are better equipped to design and implement effective CBA strategies that accurately assess students' comprehension and growth, provide personalised feedback, and guide instruction. This study aims to investigate the relationship between PCK and CBA among English as a Second Language (ESL) secondary school teachers in Selangor, Malaysia. A 5-point Likert-scale questionnaire was administered to 338 teachers across 27 regional secondary schools in Selangor. The Covariance-based structural equation modelling (SEM) was used to analyse the data. The findings revealed that the secondary school teachers demonstrated a high level of PCK, with content knowledge (CK) obtaining the highest mean, followed by pedagogical knowledge (PK) and pedagogical content knowledge (PCK). The CBA practices among these teachers were also found to be high. SEM analysis showed a positive association between PK and CBA practices and between PCK and CBA. However, no positive association was observed between CK and CBA practices. In order to enhance teachers' PCK and ensure the effective implementation of CBA, which is crucial for student learning outcomes in Malaysian ESL secondary schools, it is recommended that continuous professional development opportunities be provided, specifically focusing on PCK and CBA.

Matched MeSH terms: Students*
Fulltext A realist review of programs fostering the resilience of healthcare students: What works, for whom and why?

Halimi SN, Rowett D, Luetsch K

Res Social Adm Pharm, 2025 Jan;21(1):22-31.
PMID: 39406627 DOI: 10.1016/j.sapharm.2024.10.006

BACKGROUND: Various programs aimed at fostering the resilience of students have been implemented into healthcare undergraduate and postgraduate educational courses and degree programs. Which of these increase their participants' resilience under which circumstances, for whom and why remains uncertain.
METHODS: A realist review of articles reporting program outcomes as measures of resilience through the use of via validated psychometric surveys was conducted to investigate which contexts favour the development of resilience of healthcare and health sciences students and which mechanisms have to be activated to achieve this outcome.
RESULTS: Thirteen Context-Mechanism-Outcome Configurations were synthesised from data presented in 43 articles. These were combined with theories explaining the theoretical and psychological frameworks underpinning programs to develop a program theory of how and why resilience fostering programs work. Contexts which favour the development of resilience were the use of validated psychological frameworks as program foundation, e.g. Cognitive Behavioural Therapy, mindfulness-based training. Expert facilitation, longitudinal integration into curricula, flexible and multi-modal design and delivery, and opportunities for students to apply and practice resilience-building strategies also created favourable contexts. Meeting students' or practitioners' needs activated mechanisms of trust, engagement and recognition of a program's value and real-world benefits. An increase in resilience was achieved by students developing reflective skills, metacognitive awareness and positive habits of mind.
CONCLUSION: The program theory established via a realist review provides guidance on how the individual resilience of healthcare students can be fostered throughout their undergraduate, postgraduate degrees and early practice, potentially supporting them to flourish and remain long-term in their chosen professional roles.

Matched MeSH terms: Students, Health Occupations/psychology
Benefits of gamification in medical education

Krishnamurthy K, Selvaraj N, Gupta P, Cyriac B, Dhurairaj P, Abdullah A, et al.

Clin Anat, 2022 Sep;35(6):795-807.
PMID: 35637557 DOI: 10.1002/ca.23916

Medical education is changing at a fast pace. Students attend medical school with a high degree of technological literacy and a desire for a diverse educational experience. As a result, a growing number of medical schools are incorporating technology-enhanced active learning and multimedia education tools into their curriculum. Gamified training platforms include educational games, mobile medical apps, and virtual patient scenarios. We provide a systematic review of what is meant by gamification in this era. Specific educational games, mobile apps, and virtual simulations that may be used for preclinical and clinical training have been discovered and classified. The available data were presented in terms of the recognized platforms for medical education's possible benefits. Virtual patient simulations have been shown to enhance learning results in general. Gamification could improve learning, engagement, and cooperation by allowing for real-world application. They may also help with promoting risk-free healthcare decision-making, remote learning, learning analytics, and quick feedback. We account for Preclinical training which included 5 electronic games and 4 mobile apps, while clinical training included 5 electronic games, 10 mobile applications, and 12 virtual patient simulation tools. There were additionally nine more gamified virtual environment training products that were not commercially accessible. Many of these studies have shown that utilizing gamified media in medical education may confer advantages. This collection of hyperlinked resources may be utilized by medical students, practitioners, and instructors at all levels.

Matched MeSH terms: Students, Medical*
Fulltext A scoping review of clinical reasoning research with Asian healthcare professionals

Lee CY, Jenq CC, Chandratilake M, Chen J, Chen MM, Nishigori H, et al.

Adv Health Sci Educ Theory Pract, 2021 Dec;26(5):1555-1579.
PMID: 34254202 DOI: 10.1007/s10459-021-10060-z

Clinical reasoning is the thought process that guides practice. Although a plethora of clinical reasoning studies in healthcare professionals exists, the majority appear to originate from Western cultures. A scoping review was undertaken to examine clinical reasoning related research across Asian cultures. PubMed, SciVerse Scopus, Web of Science and Airiti Library databases were searched. Inclusion criteria included full-text articles published in Asian countries (2007 to 2019). Search terms included clinical reasoning, thinking process, differential diagnosis, decision making, problem-based learning, critical thinking, healthcare profession, institution, medical students and nursing students. After applying exclusion criteria, n = 240 were included in the review. The number of publications increased in 2012 (from 5%, n = 13 in 2011 to 9%, n = 22) with a steady increase onwards to 12% (n = 29) in 2016. South Korea published the most articles (19%, n = 46) followed by Iran (17%, n = 41). Nurse Education Today published 11% of the articles (n = 26), followed by BMC Medical Education (5%, n = 13). Nursing and Medical students account for the largest population groups studied. Analysis of the articles resulted in seven themes: Evaluation of existing courses (30%, n = 73) being the most frequently identified theme. Only seven comparative articles showed cultural implications, but none provided direct evidence of the impact of culture on clinical reasoning. We illuminate the potential necessity of further research in clinical reasoning, specifically with a focus on how clinical reasoning is affected by national culture. A better understanding of current clinical reasoning research in Asian cultures may assist curricula developers in establishing a culturally appropriate learning environment.

Matched MeSH terms: Students, Nursing*
Fulltext Nursing lecturers' perception toward E-learning approaches used in nursing colleges: Scoping review

Al-Teete R, Hassan II, Abdul Kadir A, AbuAlRub R

J Prof Nurs, 2023;46:102-110.
PMID: 37188398 DOI: 10.1016/j.profnurs.2023.03.001

BACKGROUND: Nursing colleges have traditionally taught students in hospitals and laboratories. COVID-19 compelled most nursing colleges to embrace e-learning without prior experience or preparation after 2020, which may influence nursing educators' views and attitudes toward its use.
OBJECTIVE: This scoping review explores the nursing educators' perception of the e-learning approaches used in nursing colleges.
DESIGN: A comprehensive review of five databases, Cochrane, Ebsco (Medline), PubMed, Science Direct, and Scopus, was conducted, adhering to the Joanna Brings Institute (JBI) standards full theme, utilizing preset eligibility criteria and adhering to the PRISMA Extension for Scoping review (PRISMA-ScR) recommendations.
METHODS: This scoping review examined studies published in English from January 1st, 2017-2022. Three reviewers evaluated the eligibility of the literature and retrieved data to address the research question from prior literature. A content analysis was done.
RESULTS: Thirteen articles with various hypotheses and models were reviewed. The review reveals that nursing educators are novices at using e-learning approaches in their classes due to their novelty in most nursing colleges. Nursing educators have a modest positive perception, with an optimistic perspective on e-learning effectiveness in theoretical course teaching, emphasizing that it is inappropriate in teaching clinical courses. The review demonstrates that e-learning faces numerous challenges that negatively impact educators' perceptions.
CONCLUSION: Institutional preparedness in terms of personnel through educator training, provision of necessary infrastructure, administrative support, and incentives are critical to improving the perception of the e-learning method and increasing its adoption in nursing colleges.

Matched MeSH terms: Students, Nursing*
Mental Health, Loneliness, and Social Support Among Undergraduate Students: A Multinational Study in Asia

Backhaus I, Fitri M, Esfahani M, Ngo HT, Lin LJ, Yamanaka A, et al.

Asia Pac J Public Health, 2023 May;35(4):244-250.
PMID: 37226778 DOI: 10.1177/10105395231172311

In this study, we aimed to investigate the prevalence of poor mental health and its association with loneliness and social support among 3531 undergraduate students in nine Asian countries. Mental health was assessed using the Self-Reporting Questionnaire, which was developed by the World Health Organization. Across the entire sample, we detected that nearly half of the students reported poor mental health according to the Self-Reporting Questionnaire and nearly one out of seven students felt lonely. While feeling lonely increased the odds of experiencing poor mental health (odds ratio [OR]), moderate (OR: 0.35) and strong social support (OR: 0.18) decreases the odds of experiencing poor mental health. The high prevalence of poor mental health calls for further in-depth investigations and implementation of mental health support interventions.

Matched MeSH terms: Students/psychology
Fulltext Quality assurance in education: perception of undergraduate health professions students in a Malaysian university

Er HM, Nadarajah VD, Ng SH, Wong AN

Korean J Med Educ, 2020 Sep;32(3):185-195.
PMID: 32723985 DOI: 10.3946/kjme.2020.166

PURPOSE: Direct student involvement in quality processes in education has been suggested to encourage shared responsibilities among faculty and students. The objectives of this study were to explore undergraduate health professions students' understanding of quality assurance (QA) in education, and identify the challenges and enablers for student involvement in an Asian context.
METHODS: Twenty semi-structured interviews were conducted among medical, dentistry, and pharmacy students in a Malaysian University. The interviews were audio-recorded, transcribed verbatim, and thematically analyzed to understand the students' perspectives of QA in education.
RESULTS: The participants recognized the importance of QA towards ensuring the quality of their training, which will consequently impact their work readiness, employability, and quality of healthcare services. Academic governance, curriculum structure, content and delivery, faculty and student quality, teaching facilities, and learning resources were indicated as the QA areas. The challenges for students' involvement included students' attitude, maturity, and cultural barrier. To enhance their buy-in, clear objectives and impact, efficient QA mechanism, and recognition of students' contribution had been suggested.
CONCLUSION: The findings of this study support student-faculty partnership in QA processes and decision making.

Matched MeSH terms: Students, Dental*; Students, Health Occupations; Students, Medical*; Students, Pharmacy*
Fulltext Knowledge, awareness and attitude of first aid among health sciences university students

Jamaludin TSS, Zakaria MA, Saidi S, Chong MC

International Journal of Care Scholars, 2018;1(1):29-33.
MyJurnal

Objective: As the incidence of emergencies has steadily increased in recent years, it is important to en-sure that individuals, including university students, are adequately trained to deal with such events. This study aimed to assess the level of knowledge and awareness of, and attitudes towards, first aid among IIUM Kuantan campus students.

Method: A quantitative cross-sectional survey with stratified random sam-pling study was conducted among 348 students at the International Islamic University Malaysia (IIUM) Kuantan. Data were collected using a self-administered questionnaire which was adapted from Hong Kong Red Cross. The questionnaire was available in both English and the Malay language.

Results: A total of 42.8% participants had a moderate level of first aid knowledge. However, 90.8% participants had aware-ness of and a positive attitude towards first aid knowledge. On the other hand, 55.4% of study participants had not experienced taking first aid courses and they had little knowledge of this. There were significant associations between gender, Kulliyyah or faculty, year of study, and first aid training experience, and the level of first aid knowledge based on a one-way ANOVA test with p-values of < 0.05 representing statistical significance.

Conclusion: The findings indicate that most health sciences university students have good awareness and attitudes towards first aid. Nevertheless, implementation of regular educational programs with structured modules may be able to improve their knowledge of first aid practices and skills.

Matched MeSH terms: Students, Dental; Students, Health Occupations; Students, Medical; Students, Nursing; Students, Pharmacy
Fulltext Stress, Anxiety and Depression among a Cohort of Health Sciences Undergraduate Students: The Prevalence and Risk Factors

Fauzi MF, Anuar TS, Teh LK, Lim WF, James RJ, Ahmad R, et al.

Int J Environ Res Public Health, 2021 03 22;18(6).
PMID: 33809939 DOI: 10.3390/ijerph18063269

Stress, anxiety, and depression (SAD) have a negative impact on the learning and academic performance of university students. Hence, this study aimed to determine the prevalence, as well as the risk factors associated with SAD among a cohort of students pursuing undergraduate degree courses in health sciences. This is part of the strategy in building a healthy nation. A questionnaire containing socio-demographic factors and the short version of Depression, Anxiety, and Stress Scale-21 (DASS-21) was used to assess the likelihood of psychological distress. Logistic regression analysis was conducted to determine the risk factors of SAD. In total, 449 students completed the questionnaire (93.9% response rate). Of these, 65% had stress, 85.1% had anxiety and 51.4% had depression. Most cases of stress (74.6%) and depression (66.2%) were of normal-to-mild level, while 74.6% of them showed moderate-to-extremely severe anxiety. There was a statistically significant association between stress score and the year of study. In the regression analysis, poor sleep quality and fatigue were risk factors of anxiety and depression, whereas low-grade fever and frequent headaches were risk factors for stress and anxiety. Stress, anxiety, and depression scores were significantly higher among students studying medical imaging. A substantial proportion of health science students are suffering from SAD. This study recommends screening and close monitoring of the above-mentioned predictors and the formulation of comprehensive intervention strategies for students with SAD.

Matched MeSH terms: Students; Students, Medical*
Attitudes of dental and chiropractic students towards a shared learning programme-An interprofessional learning model

Omar H, Khan S, Haneline M, Toh CG

Eur J Dent Educ, 2021 Aug;25(3):592-599.
PMID: 33222374 DOI: 10.1111/eje.12636

INTRODUCTION: Interprofessional learning (IPL) is the first stage towards the goal of interprofessional collaborative care. To enhance IPL experience, the School of Dentistry, International Medical University developed an IPL model based on the core competencies and the learning outcomes for dental and chiropractic students in their second and fourth year, respectively. The model was based on experiential learning and adult learning theories in addition to Miller's framework for clinical competencies.
METHODS: The programme was developed as a student-centred, collaborative approach to achieve the learning outcomes for dental and chiropractic students. Second-year dental students (n = 46) and chiropractic students (n = 23) in their fourth year participated in the programme. The focus of the programme was to address the prevention of work-related musculoskeletal disorders (WMSDs) amongst dental students and to provide the chiropractic students with the opportunity to assess and identify risk factors for WMSDs in the dental setting. The readiness for interprofessional learning scale (RIPLS) questionnaire was completed prior to the interprofessional education programme and once again afterwards to determine dental and chiropractic students' awareness of roles and responsibilities of the other profession, and their attitudes to interprofessional education and teamwork.
RESULTS: Dental and chiropractic students showed similar levels of readiness for shared learning. The results of this study suggest that the IPL programme contributed to the development of the students' positive perceptions towards the positive professional identity and the roles of other healthcare professionals.
CONCLUSION: This study provides initial support for the integrated interprofessional learning experiences within the school. The results of the study will shape future curricula changes to further strengthen interprofessional education and subsequent interprofessional collaborative care.

Matched MeSH terms: Students; Students, Medical*
Fulltext Is knowledge and awareness of needle stick injury among future healthcare providers sufficient?

Hamzah FH, Zarith NZ, Nawal Syakirah AW, Najwa Khairiah S, Kylie AE, Ida, Z.Z. ZZ, et al.

Malaysian Journal of Emergency Medicine, 2018;3(1):0-0.
MyJurnal

Future healthcare providers are facing the threat of needle stick injuries (NSIs) with the consequent risk of acquiring blood borne diseases. A cross sectional study was conducted from May 2017 to September 2017 among 327 students including medical, nursing and paramedic students from Faculty of Medicine UKM. This study aimed to determine the level of knowledge and awareness among students during their clinical years. A validated questionnaire was delivered via convenience sampling. Data was analyzed using SPSS 23 software and one sample t-test was used to compare with the standard setting value. The mean age of respondents was 23.32±2.37. The knowledge and awareness were significantly higher in both paramedic (knowledge (10.71 ± 1.64, p<0.001), awareness (5.50 ± 0.86, p<0.001), and nursing (knowledge (9.94 ± 1.38, p<0.001), awareness (5.35 ± 1.07, p<0.001) students as compared to standard setting, respectively. Meanwhile for medical students there was no significant difference in knowledge (9.95 ± 1.39, p=0.589) but significant difference in awareness (5.87 ± 1.03, p<0.001) compared to standard setting. The prevalence of NSIs was 8.3% with majority having at least one incident (85.2%) and main exposure is during medical posting (77.8%) during procedure needle recapping (70.4%) using hollow needle (63%). Incident of NSIs were mostly not reported (74.1%). Despite a significant good result on knowledge and awareness, the incidence of NSIs is alarming. Therefore, preventive steps need to be taken by the university to avoid the occurrence.
Keyword: Knowledge, Awareness, Students, Needle Stick Injury (NSI), Cross-sectional study
Study site: Universiti Kebangsaan Malaysia (UKM)

Matched MeSH terms: Students, Health Occupations; Students, Medical; Students, Nursing
Fulltext Relationship of screen time with anxiety, depression, and sleep quality among adolescents: a cross-sectional study

Mohd Saat NZ, Hanawi SA, Hanafiah H, Ahmad M, Farah NMF, Abdul Rahman NAA

Front Public Health, 2024;12:1459952.
PMID: 39678241 DOI: 10.3389/fpubh.2024.1459952

INTRODUCTION: In the current digital age, people's use of electronic devices has significantly increased screen time, which may have an impact on different aspects of their lives. Adolescents today are exposed to excessive screen time, which may affect their sleep and contribute to anxiety and depression. The purpose of this study is to examine the relationship between screen time with sleep quality, anxiety and depression, among adolescents in Klang Valley, Malaysia.
METHODS: This study is a cross-sectional study information was gathered from among 353 secondary school students in the Klang Valley using a questionnaire. The instrument that was used in this study was Pittsburgh Sleep Quality Index (PSQI) Malay version, screen-based media usage (SCREENS-Q) and Hopkins Symptom Check List-25 (HSCL-25) Malay version. The sampling method was stratified and convenience sampling method. The analysis study used the Smart Partial least squares (PLS) method to analyze the data.
RESULTS: Using the Smart PLS technique, we examined the relationship between these variables and identified revealed that screen time has a direct, positive, and significant impact on anxiety level (Mean = 0.134, β = 0.123, p 0.05) and depression (Mean = 0.044, β = 0.043, p

Matched MeSH terms: Students/psychology; Students/statistics & numerical data
The need to identify anatomy-related competencies in medical education

Syed Abd Halim SA, Yusoff MSB, Yaman MN, Roslan NS, Tengku Muda TFM, Ramli RR, et al.

Anat Sci Educ, 2024 Dec;17(9):1659-1667.
PMID: 39294898 DOI: 10.1002/ase.2515

A profound grasp of anatomy is indispensable for shaping competent and safe medical practitioners. This knowledge acquisition is pivotal in the early stages of medical education and remains crucial throughout clinical training. However, the evolving landscape of medical education has ushered in changes to the anatomy curriculum, marked by a reduction in contact hours and a streamlined content structure to accommodate novel subjects and teaching methodologies. This transformation has precipitated a quandary in defining the essential scope and depth of anatomical knowledge to be imparted. Traditionally, surgeons assumed the role of anatomy instructors until Flexner's recommendations catalyzed the integration of trained anatomists. Nevertheless, the varied backgrounds of anatomists and the heterogeneity in anatomy curricula across institutions have introduced potential disparities in the quality of graduates. Addressing these challenges mandates the identification of key anatomy competencies tailored for undergraduate medical students. The imperative lies in ensuring that these competencies span cognitive, psychomotor, and affective domains, offering not only comprehensiveness but also direct applicability to clinical practice. Hence, this viewpoint highlights the necessity of adopting a systematic approach that includes gathering input from various stakeholders in developing and implementing a universal anatomy core competency framework, ensuring graduates are equipped for the multifaceted demands of clinical practice. Overall, the manuscript provides a comprehensive overview of the challenges and opportunities in anatomy education, with a clear call to action for a transformative approach to meet the evolving needs of medical practice.

Matched MeSH terms: Students, Medical/psychology; Students, Medical/statistics & numerical data
Sexual health education for youths--a Malaysian experience

Zulkifli SN, Low WY

Asia Pac J Public Health, 2000;12 Suppl:S58-66.
PMID: 11338741

A survey was conducted to assess student's sexual knowledge and attitudes using a questionnaire based on the Sex Knowledge and Attitude Test (SKAT-II) to compare medical and nursing students with students (non-medical/nursing) who registered for a sexual health course. 85 Sexual Health, 115 medical and 81 nursing students voluntarily participated in the survey. This study showed that all the student groups showed relatively low scores in knowledge. Furthermore, average knowledge scores differed significantly between the three student groups with medical students scoring highest and nursing students lowest. Besides student groups, several other factors were found to be significantly associated with Knowledge score namely, race, religion, age, perception of the importance of religion and the extent to which religious beliefs influence sexual attitudes. Furthermore, multivariate statistical analyses showed that among these factors, student group, race/religion and religious importance were significant predictors of sexual knowledge. Specifically, being a medical student was associated with higher scores relative to a non-medical student, being a Malay student was independently associated with a lower average score compared to other races, and perceiving religion as extremely important was associated with a lower score.

Matched MeSH terms: Students/statistics & numerical data*; Students, Medical/statistics & numerical data; Students, Nursing/statistics & numerical data
Educating medical students in oral health care: current curriculum and future needs of institutions in Malaysia and Australia

Ahmad MS, Abuzar MA, Razak IA, Rahman SA, Borromeo GL

Eur J Dent Educ, 2017 Nov;21(4):e29-e38.
PMID: 27273317 DOI: 10.1111/eje.12211

Poor oral health has been associated with compromised general health and quality of life. To promote comprehensive patient management, the role of medical professionals in oral health maintenance is compelling, thus indicating the need for educational preparation in this area of practice. This study aimed to determine the extent of training in oral health in Malaysian and Australian medical schools. An audio-recorded semi-structured phone interview involving Academic Programme Directors in Malaysian (n = 9, response rate=81.8%) and Australian (n = 7, response rate = 35.0%) medical schools was conducted during the 2014/2015 and 2014 academic years, respectively. Qualitative data was analysed via thematic analysis, involving coding and grouping into emerging themes. Quantitative data were measured for frequencies. It was found that medical schools in Malaysia and Australia offered limited teaching of various oral health-related components that were mostly integrated throughout the curriculum, in the absence of structured learning objectives, teaching methodologies and assessment approaches. Barriers to providing oral health education included having insufficient expertise and overloaded curriculum. As medical educators demonstrated support for oral health education, collaboration amongst various stakeholders is integral to developing a well-structured curriculum and practice guidelines on oral health management involving medical professionals.

Matched MeSH terms: Students, Medical*
Fulltext Evaluation of Community and Family Case Studies (CFCS): A Community based training of medical students

Yadav H

Med J Malaysia, 2013 Apr;68(2):111-4.
PMID: 23629554

The International Medical University has a Community and Family Case Study (CFCS) programme as part of the training for medical students. The aim of the programme is to emphasize the family and community perspective of patient care in the home environment. A cross-sectional descriptive study was done among 66 final year medical students using a questionnaire. The students were in the 10th Semester and had completed their Community and Family Case Studies (CFCS) programme. Majority (54.5%) of the students who were interviewed were Malays, 34.8% Chinese and 9.1% Indians. Majority of the students (87.9%) liked the programme because it was a good opportunity to understand the patient in their home environment; it improved their commination skills and made them understand the patient better in the community setting. The perceived problem in this programme by the students were mainly choosing an index patient initially (32.8%), patient cooperation (19.0%) and transportation to the patients' house (13.8%). They said that this programme was useful because they learnt more about the disease (45%) and understood the patient management better (15%). The programme also provided the students a wider exposure to medicine (37.9%) and the opportunity to practice clinical skills. Overall the CFCS programme in IMU was well liked by the students as it gave them an opportunity to practice some of the clinical skills in the patients' home environment and it provided an opportunity to manage the patient better. The major problem the students faced was in selecting the index patient.

Matched MeSH terms: Students, Medical*
Fulltext Interactions between students and tutor in problem-based learning: the significance of deep learning

Azer SA

Kaohsiung J. Med. Sci., 2009 May;25(5):240-9.
PMID: 19502144 DOI: 10.1016/S1607-551X(09)70068-3

Problem-based learning (PBL) is an excellent opportunity for students to take responsibility for their learning and to develop a number of cognitive skills. These include identifying problems in the trigger, generating hypotheses, constructing mechanisms, developing an enquiry plan, ranking their hypotheses on the basis of available evidence, interpreting clinical and laboratory findings, identifying their learning needs, and dealing with uncertainty. Students also need to work collaboratively in their group, communicate effectively, and take active roles in the tutorials. Therefore, interaction in the group between students and their tutor is vital to ensure deep learning and successful outcomes. The aims of this paper are to discuss the key principles for successful interaction in PBL tutorials and to highlight the major symptoms of superficial learning and poor interactions. This comprises a wide range of symptoms for different group problems, including superficial learning. By early detection of such problems, tutors will be able to explore actions with the group and negotiate changes that can foster group dynamics and enforce deep learning.

Matched MeSH terms: Students, Medical/psychology*

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