MyMedR

Fulltext The PBL teaching method in neurology education in the traditional Chinese medicine undergraduate students: An observational study

Kim YJ

Medicine (Baltimore), 2023 Sep 29;102(39):e35143.

PMID: 37773837 DOI: 10.1097/MD.0000000000035143

The objective of this study was to investigate the impact of the problem-based learning (PBL) method on Neurology education for Traditional Chinese Medicine (TCM) undergraduate students. This observational study was conducted during the 2020/02 and 2020/04 intakes of the third year TCM undergraduate students at School of Traditional Chinese Medicine, Xiamen University Malaysia. A total of 86 students were enrolled in the study and randomly assigned to either conventional learning groups or PBL groups. Students who missed more than 1 session of the course or did not complete the questionnaires during the evaluation periods were excluded from the study (n = 0). An independent sample t test was used to compare the results between the 2 groups, with a significance level set as P

Matched MeSH terms: Students, Medical*

Fulltext A Systematic Review and Meta-Analysis of Medical Students' Perspectives on the Engagement in Research

Naing C, Wai VN, Durham J, Whittaker MA, Win NN, Aung K, et al.

Medicine (Baltimore), 2015 Jul;94(28):e1089.

PMID: 26181541 DOI: 10.1097/MD.0000000000001089

Engaging students in active learning lies at the center of effective higher education. In medical schools, students' engagement in learning and research has come under increasing attention. The objective of this study was to synthesize evidence on medical students' perspectives on the engagement in research. We performed a systematic review and meta-analysis. Relevant studies were searched in electronic databases. The methodological quality of the included studies was assessed. Overall, 14 observational studies (with 17 data sets) were included. In general, many studies did not use the same questionnaires and the outcome measurements were not consistently reported; these presented some difficulties in pooling the results. Whenever data permitted, we performed pooled analysis for the 4 education outcomes. A Bayesian meta-analytical approach was supplemented as a measure of uncertainty. A pooled analysis showed that 74% (95% confidence interval [CI]: 1.57%-11.07%; I2: 95.2%) of those students who engaged in research (while at the medical school) had positive attitudes toward their research experiences, whereas 49.5% (95% CI: 36.4%-62.7%; I2: 93.4%) had positive attitudes toward the study of medical sciences, 62.3% (95% CI: 46.7%-77.9%; I2: 96.3%) had self-reported changes in their practices, and 64% (95% CI: 30.8%-96.6%; I2: 98.5%) could have published their work. There was substantial heterogeneity among studies. We acknowledged the caveats and the merit of the current review. Findings showed that engagement in research resulted in favorable reactions toward research and academic learning. Future well-designed studies using standardized research tools on how to engage students in research are recommended.

Matched MeSH terms: Students, Medical/psychology*; Students, Medical/statistics & numerical data

Distant peer-tutoring of clinical skills, using tablets with instructional videos and Skype: A pilot study in the UK and Malaysia

O'Donovan J, Maruthappu M

Med Teach, 2015 May;37(5):463-9.

PMID: 25182187 DOI: 10.3109/0142159X.2014.956063

To assess the feasibility and impact of using low-cost Android tablets to deliver video tutorials and remote online peer-tutoring for clinical skills between two countries.

Matched MeSH terms: Students, Medical/psychology*

Fulltext Assessors for communication skills: SPs or healthcare professionals?

Liew SC, Dutta S, Sidhu JK, De-Alwis R, Chen N, Sow CF, et al.

Med Teach, 2014 Jul;36(7):626-31.

PMID: 24787534 DOI: 10.3109/0142159X.2014.899689

The complexity of modern medicine creates more challenges for teaching and assessment of communication skills in undergraduate medical programme. This research was conducted to study the level of communication skills among undergraduate medical students and to determine the difference between simulated patients and clinical instructors' assessment of communication skills.

Matched MeSH terms: Students, Medical/psychology*; Students, Medical/statistics & numerical data

The use of jigsaw learning technique in teaching medical students prescribing skills

Sim SM, Foong CC, Tan CH, Lai PS, Chua SS, Mohazmi M

Med Teach, 2014 Feb;36(2):182.

PMID: 24156275 DOI: 10.3109/0142159X.2013.848977

Matched MeSH terms: Students, Medical*

Twelve tips for effective lecturing in a PBL curriculum

Malik AS, Malik RH

Med Teach, 2012;34(3):198-204.

PMID: 22364451 DOI: 10.3109/0142159X.2011.588741

Retaining lectures in problem-based learning (PBL) curriculum places new demands on lecturers. In addition to subject knowledge, the lecturers must know the overall aims of the lectures, their context in the course, their relation to the subsequent examinations and the underlying educational philosophy.

Matched MeSH terms: Students, Medical/psychology*

Psychometric properties of DREEM in a sample of Malaysian medical students

Yusoff MS

Med Teach, 2012;34(7):595-6.

PMID: 22489970 DOI: 10.3109/0142159X.2012.675104

Matched MeSH terms: Students, Medical/psychology; Students, Medical/statistics & numerical data*

Formative feedback to students: the mismatch between faculty perceptions and student expectations

Perera J, Lee N, Win K, Perera J, Wijesuriya L

Med Teach, 2008;30(4):395-9.

PMID: 18569661 DOI: 10.1080/01421590801949966

Formative assessments and other learning tools are ineffective in the absence of formative feedback.

Matched MeSH terms: Students, Medical*

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: Students, Medical/psychology*

Managing the initial period of implementation of educational change

Shahabudin SH, Safiah N

Med Teach, 1991;13(3):205-11.

PMID: 1745110

Three years ago the Universiti Kebangsaan Malaysia medical school changed its curriculum from the traditional discipline based curriculum to the integrated organ-system approach. Once change was effected a process of 'refreezing' had to be initiated whereby new responses had to be reintegrated into the ongoing personality or emotional relationships of important people so that the change process will endure and become stable. During this refreezing process the faculty encountered several problems which could thwart further development of the new curricula if left unresolved. The nature of the problems seemed to indicate that curricular change involves more than just efforts at bettering the what and ways of student learning and assessment. A lot of energy was also spent on keeping things going, keeping people motivated, making sure the work was done (at least as well as it has in the past), looking for better ways to do things, weighing new solutions and to be alert to new problems. In ensuring the continuance of change it was important to ensure, from the outset the institutionalization of policies, programmes, procedures and practices for continuing reward, routinization, structural integration into the system, continuing evaluation and providing for continuing maintenance.

Matched MeSH terms: Students, Medical

Problem-based learning: an educational strategy for interactive learning: experience from Universiti Sains Malaysia

Salam A

Med Teach, 2004 May;26(3):279.

PMID: 15203509

Matched MeSH terms: Students, Medical/psychology*

Academic staff perspectives on delivering a shared undergraduate medical module on three transnational campuses: Practical considerations and lessons learned

Morgan MP, Thomas W, Rashid-Doubell F

Med Teach, 2020 01;42(1):36-38.

PMID: 31411913 DOI: 10.1080/0142159X.2019.1649380

The Royal College of Surgeons in Ireland (RCSI) was among the first medical institutions to establish a global education community which now provides high-quality transnational health professions education aligned across three locations: Europe, the Middle East and South-East Asia. The successful implementation of a shared modularized curriculum in this context can be complex and challenging. Here we describe our insights, gained from a decade of working together as shared module Academic Leads to deliver a system-based medical module to an international student cohort. The themes covered are some of the areas where we consider our joint deliberations have led to improved outcomes for the delivery and assessment of the module, which may be helpful to academic staff embarking on similar module sharing experiences.

Matched MeSH terms: Students, Medical

Medical students' orientation toward lifelong learning in an outcome-based curriculum and the lessons learnt

Ramamurthy S, Er HM, Devi Nadarajah V, Radhakrishnan AK

Med Teach, 2021 Jul;43(sup1):S6-S11.

PMID: 31408404 DOI: 10.1080/0142159X.2019.1646894

BACKGROUND: Lifelong learning (LL) is an important outcome of medical training. The objective of this study is to measure the orientation of medical students toward LL and to determine the types of self-directed learning (SDL) activities that contribute toward LL skills.

METHODS: The Jefferson Scale of Physician Lifelong Learning for medical student (JeffSPLL-MS) questionnaire was used. Factor analysis was performed, Cronbach's alpha and effect size were calculated. The types of learning activities that contribute to LL skills were identified.

RESULTS: Three-factor structure emerged from the factor analysis and were identified as learning beliefs and motivation, skills in seeking information and attention to learning opportunities. A significant increase (p

Matched MeSH terms: Students, Medical*

IMoCC - Measure of cultural competence among medical students in the Malaysian context

Chandratilake M, Nadarajah VD, Mohd Sani RMB

Med Teach, 2021 Jul;43(sup1):S53-S58.

PMID: 32248710 DOI: 10.1080/0142159X.2020.1741530

Cultural beliefs and practices impact heavily on health outcomes of patients. Doctors' ability to deal with such issues in clinical practice, i.e. cultural competence, is widely studied in the west. It has yet to be given due importance in non-western contexts. This study aimed to develop a valid and reliable measure of cultural competence in the Malaysian cultural context and to assess cultural competence among Malaysian medical students. Thirty-five cultural issues faced by Malaysian doctors were identified with a series of interviews to develop a preliminary tool. The responses of students to these cultural issues were evaluated against the extent of inquiry and advocacy based on a theoretical framework of cultural competence. The responses were subjected to statistical analysis to determine the internal structure of the tool and to reduce the number of items in the tool. The final tool (IMU Measure of Cultural Competence - IMoCC) comprised of 22 issues, which deemed to be reliable in the second round of testing. In both tools, student cohorts demonstrated an acceptable level of cultural competence with room for improvement. However, they appeared to learn how to deal with cultural issues primarily through informal means and not in the formal curriculum.

Matched MeSH terms: Students, Medical*

Educating universal professionals or global physicians? A multi-centre study of international medical programmes design

Brouwer E, Driessen E, Mamat NH, Nadarajah VD, Somodi K, Frambach J

Med Teach, 2020 02;42(2):221-227.

PMID: 31630598 DOI: 10.1080/0142159X.2019.1676885

Introduction: Medical schools increasingly offer curricula that specifically aim to prepare students for an international medical career. This is challenging as well as controversial: curriculum designers must balance specific local healthcare requirements with global health competencies doctors need in our globalised world. By investigating how international medical programme designers experience this balancing act, this study aims to contribute insights to the debate on local versus global medical education.Methods: We conducted a multi-centre instrumental case study across three universities with international medical programmes in three countries. The study involved 26 semi-structured interviews with key curriculum designers recruited through purposive sampling. Additionally, we performed a curriculum document analysis. Data were thematically analysed within a multidisciplinary team.Results: Participants described two profiles of international medical programme graduates: 'a global physician', equipped with specific competencies for international practice, and 'a universal professional', an overall high-level graduate fit for future practice anywhere. These perspectives presented different curriculum design challenges.Conclusions: International medical programmes teach us how we can rethink graduate profiles in a globalising world. Yet, educational standardisation poses risks and securing equity in global health education is challenging, as is preparing students to be adaptable to the requirements of a rapidly changing future local healthcare context.

Matched MeSH terms: Students, Medical

Medical student perceptions of research and research-orientated careers: An international questionnaire study

Funston G, Piper RJ, Connell C, Foden P, Young AM, O'Neill P

Med Teach, 2016 Oct;38(10):1041-1048.

PMID: 27008336 DOI: 10.3109/0142159X.2016.1150981

BACKGROUND: Engaging and inspiring the next generation of physician-scientists at an early stage is recognised as key to ensure the future of medical research. However, little is known about medical student perceptions of research.
OBJECTIVES: We attempted to ascertain perceptions of research and research-orientated careers from medical students studying in different countries.
METHODS: An online questionnaire was developed, piloted, and promoted to medical students in various countries.
RESULTS: 1625 responses were collected from 38 countries. Analysis was restricted to data collected from countries with >100 responses (n = 890). Less than half the respondents felt their medical school provided adequate research training. Key perceived barriers to research participation as a student included lack of time and difficulty finding mentors or projects. A significant gender disparity existed in research ambitions of students with females desiring less research involvement. The importance of barriers and satisfaction with research training differed significantly between countries.
CONCLUSIONS: Students perceive a number of key barriers to research involvement and pursuit of research-orientated careers. Programmes designed to engage students with research should focus on overcoming identified barriers. Greater effort is needed to engage female students who report more significant barriers and less desire to follow research-orientated careers.

Matched MeSH terms: Students, Medical/psychology*

Inclusion in global health professions education communities through many lenses

Nadarajah VD, Ramani S, Findyartini A, Sathivelu S, Nadkar AA

Med Teach, 2023 Aug;45(8):799-801.

PMID: 36943436 DOI: 10.1080/0142159X.2023.2186206

In this paper, we reflect on what inclusion can mean to the global Health Professions Education (HPE) community, the impact of lack of inclusion, and offer suggestions on how to be inclusive. To illustrate the impact of inclusion, we offer perspectives from the lens of a medical student, junior doctor, educators, and educational leaders. The viewpoints offered in this communication can be useful to broaden and nurture inclusive pedagogy and scholarship. Furthermore, since the aim of HPE is high quality patient care and social advocacy, emphasising inclusion in HPE could enhance inclusion in patient care.

Matched MeSH terms: Students, Medical*

Fulltext Comprehensive Healthcare module: medical and pharmacy students' shared learning experiences

Tan CE, Jaffar A, Tong SF, Hamzah MS, Mohamad N

Med Educ Online, 2014 Jan;19(1):25605.

PMID: 28440130 DOI: 10.3402/meo.v19.25605

Introduction The Comprehensive Healthcare (CHC) module was developed to introduce pre-clinical medical and pharmacy students to the concept of comprehensive healthcare. This study aims to explore their shared learning experiences within this module. Methodology During this module, medical and pharmacy students conducted visits to patients' homes and to related community-based organisations in small groups. They were required to write a reflective journal on their experiences regarding working with other professions as part of their module assessment. Highly scored reflective journals written by students from the 2011/2012 academic session were selected for analysis. Their shared learning experiences were identified via thematic analysis. We also analysed students' feedback regarding the module. Results Analysis of 25 selected reflective journals revealed several important themes: 'Understanding of impact of illness and its relation to holistic care', 'Awareness of the role of various healthcare professions' and 'Generic or soft skills for inter-professional collaboration'. Although the primary objective of the module was to expose students to comprehensive healthcare, the students learnt skills required for future collaborative practice from their experiences. Discussion The CHC module provided early clinical exposure to community-based health issues and incorporated some elements of inter-professional education. The students learnt about the roles of other healthcare professions and acquired soft skills required for future collaborative practice during this module.

Matched MeSH terms: Students, Medical*

Fulltext Development of an instrument to measure medical students' perceptions of the assessment environment: initial validation

Sim JH, Tong WT, Hong WH, Vadivelu J, Hassan H

Med Educ Online, 2015;20:28612.

PMID: 26511792 DOI: 10.3402/meo.v20.28612

INTRODUCTION: Assessment environment, synonymous with climate or atmosphere, is multifaceted. Although there are valid and reliable instruments for measuring the educational environment, there is no validated instrument for measuring the assessment environment in medical programs. This study aimed to develop an instrument for measuring students' perceptions of the assessment environment in an undergraduate medical program and to examine the psychometric properties of the new instrument.
METHOD: The Assessment Environment Questionnaire (AEQ), a 40-item, four-point (1=Strongly Disagree to 4=Strongly Agree) Likert scale instrument designed by the authors, was administered to medical undergraduates from the authors' institution. The response rate was 626/794 (78.84%). To establish construct validity, exploratory factor analysis (EFA) with principal component analysis and varimax rotation was conducted. To examine the internal consistency reliability of the instrument, Cronbach's α was computed. Mean scores for the entire AEQ and for each factor/subscale were calculated. Mean AEQ scores of students from different academic years and sex were examined.
RESULTS: Six hundred and eleven completed questionnaires were analysed. EFA extracted four factors: feedback mechanism (seven items), learning and performance (five items), information on assessment (five items), and assessment system/procedure (three items), which together explained 56.72% of the variance. Based on the four extracted factors/subscales, the AEQ was reduced to 20 items. Cronbach's α for the 20-item AEQ was 0.89, whereas Cronbach's α for the four factors/subscales ranged from 0.71 to 0.87. Mean score for the AEQ was 2.68/4.00. The factor/subscale of 'feedback mechanism' recorded the lowest mean (2.39/4.00), whereas the factor/subscale of 'assessment system/procedure' scored the highest mean (2.92/4.00). Significant differences were found among the AEQ scores of students from different academic years.
CONCLUSIONS: The AEQ is a valid and reliable instrument. Initial validation supports its use to measure students' perceptions of the assessment environment in an undergraduate medical program.
KEYWORDS: assessment environment; development; instrument; psychometric properties; validation

Matched MeSH terms: Students, Medical/psychology*

Fulltext Thinking about thinking: changes in first-year medical students' metacognition and its relation to performance

Hong WH, Vadivelu J, Daniel EG, Sim JH

Med Educ Online, 2015;20:27561.

PMID: 26314338 DOI: 10.3402/meo.v20.27561

Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition.

Matched MeSH terms: Students, Medical/psychology*

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