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Fulltext The Association Between Preclinical Medical Students' Perceptions of the Anatomy Education Environment and Their Learning Approaches

Norman HH, Hadie SNH, Yaacob NM, Kasim F

Med Sci Educ, 2022 Apr;32(2):399-409.
PMID: 35528310 DOI: 10.1007/s40670-022-01517-w

This study aimed to measure medical students' perceptions of the anatomy education environment and determine its association with their learning approaches. First- and second-year undergraduate medical students (N = 234) completed the Anatomy Education Environment Measurement Inventory and the Approaches and Study Skills Inventory for Students. Results revealed that the students' perceptions of all the factors in the anatomy education environment were positive except for two areas-the anatomy learning resources and quality of histology learning facilities. The majority of students in the first year (62.3%) and second year (43.7%) adopted a deep learning approach. There was no significant association between most of the factors in the anatomy education environment and the students' learning approaches, except for the students' intrinsic interest in learning anatomy factor (p = 0.032). The anatomy education environment was positive for the medical students, and there was a prevalence of a deep learning approach among them. However, most of the factors in the anatomy education environment did not influence the students' learning approach. Given that the students' learning approach is a multifactorial construct, investigating the relationship between these two variables in longitudinal time points would provide better insight into the association between the anatomy educational climate and students' learning approaches.
Fulltext Stability Ball Training on Lower Back Strength has Greater Effect in Untrained Female Compared to Male

Sukalinggam CL, Sukalinggam GL, Kasim F, Yusof A

J Hum Kinet, 2012 Jun;33:133-41.
PMID: 23487252 DOI: 10.2478/v10078-012-0052-2

The purpose of this study was to evaluate the effectiveness of short-term stability ball (SB) training on males and females by comparing the strength changes produced in the core muscles. Forty-two previously untrained subjects, mean age = 23.62 ± 2.89 years were matched by their maximum strength (back strength: male = 190-200 kg, female = 45-50 kg and abdominal strength: male = 110-120 kg, female = 35-40 kg 1RM) and randomly placed in either one of these 3 groups; unstable SB group (n = 14), stable floor group (n = 14) and control group (n = 14) who did no exercise. SB training showed greatest improvement (p < 0.001) in back and abdominal strength (25.79 % and 29.51 % respectively), compared with the gain in floor training (FT) back and abdominal strength (10.28 % and 8.47 % respectively). Untrained female subjects achieved a higher percentage of improvement in strength compared to males in both back and abdominal muscles, and this is most evident in the SB training group. It is apparent that performing core training exercises on unstable surfaces stressed the musculature, possibly activating the neuro-adaptive mechanisms that led to the early phase gains in strength.
Fulltext From crisis to opportunity: enhancing anatomy education in a post-COVID world: the Universiti Sains Malaysia experience

Hisham SHA, Hadie SNH, Kasim F, Shamsuddin SA

Korean J Med Educ, 2024 Dec;36(4):435-443.
PMID: 39639637 DOI: 10.3946/kjme.2024.315

The coronavirus disease 2019 pandemic has fundamentally reshaped anatomy education, offering invaluable insights to guide the future of anatomy pedagogy. As we transition into a post-pandemic era, it is crucial to integrate the lessons learned to create a more resilient, flexible, and effective educational environment. This paper examines the transformative strategies implemented at Universiti Sains Malaysia during the pandemic, focusing on the empowerment of blended learning, technology-enhanced tools, student-centered learning practical sessions, and enhancement of formative assessment. These strategies include integrating digital learning resources, such as the Virtual Anatomy Museum and online histology quizzes, with in-person instruction, fostering a supportive and interactive learning environment. Additionally, practical sessions were redesigned to emphasize collaborative learning, peer teaching, and developing critical thinking and communication skills. Formative assessments were integrated to provide continuous feedback and support ongoing learning. This comprehensive approach not only enhanced students' understanding of anatomical concepts but also improved their emotional well-being and overall learning experience. The lessons learned from the pandemic have paved the way for a more innovative and adaptive anatomy education that is well-prepared for future challenges.
A Scoping Review of Effective Teaching Strategies in Surface Anatomy

Abu Bakar YI, Hassan A, Yusoff MSB, Kasim F, Abdul Manan Sulong H, Hadie SNH

Anat Sci Educ, 2021 Mar 01.
PMID: 33650315 DOI: 10.1002/ase.2067

To become skilled physicians, medical students must master surface anatomy. However, the study of surface anatomy is less emphasized in medical and allied health science curricula, and the time devoted to direct engagement with the human body is limited. This scoping review was designed to answer one research question: "What are the elements and strategies that are effective in teaching surface anatomy?" The review was performed using a five-stage scoping review framework, including research question identification, relevant study identification, study selection, data charting, and result collating and reporting. Three databases were searched using two search terms combined with a Boolean operator: "teaching" and "surface anatomy." The initial pool of 3,294 sources was assessed for duplication, and study eligibility was evaluated using inclusion and exclusion criteria. Data were abstracted from 26 original articles by one researcher and verified by two other researchers. A thematic analysis was performed, and several elements of effective teaching strategies for surface anatomy were identified, namely contextualized teaching, embracing experiential learning, and learning facilitation. This review revealed that a multimodal approach was most commonly used in surface anatomy instruction. Hence, future research should explore the effectiveness of multimodal teaching strategies that adopt the three aforementioned primary elements of effective teaching in an authentic learning environment. It is pertinent to clarify the effectiveness of these teaching strategies by evaluating their impact on student learning, organizational changes, and benefits to other stakeholders.
Enhanced halophilic lipase secretion by Marinobacter litoralis SW-45 and its potential fatty acid esters release

Musa H, Hafiz Kasim F, Nagoor Gunny AA, Gopinath SCB, Azmier Ahmad M

J Basic Microbiol, 2019 Jan;59(1):87-100.
PMID: 30270443 DOI: 10.1002/jobm.201800382

An approach was made to enhance the halophilic lipase secretion by a newly isolated moderate halophilic Marinobacter litoralis SW-45, through the statistical optimization of Plackett-Burman (PB) experimental design and the Face Centered Central Composite Design (FCCCD). Initially, PB statistical design was used to screen the medium components and process parameters, while the One-factor-at-a-time technique was availed to find the optimum level of significant parameters. It was found that MgSO4 · 7H2 O, NaCl, agitation speed, FeSO4 · 7H2 O, yeast extract and KCl positively influence the halophilic lipase production, whereas temperature, carbon source (maltose), inducer (olive oil), inoculum size, and casein-peptone had a negative effect on enzyme production. The optimum level of halophilic lipase production was obtained at 3.0 g L-1 maltose, 1% (v/v) olive oil, 30 °C growth temperature and 4% inoculum volume (v/v). Further optimization by FCCCD was revealed 1.7 folds improvement in the halophilic lipase production from 0.603 U ml-1 to 1.0307 U ml-1 . Functional and biochemical characterizations displayed that the lipase was significantly active and stable in the pH ranges of 7.0-9.5, temperature (30-50 °C), and NaCl concentration (0-21%). The lipase was maximally active at pH 8.0, 12% (w/v) NaCl, and 50 °C temperature. Besides, M. litoralis SW-45 lipase was found to possess the promising industrial potential to be utilized as a biocatalyst for the esterification.
Anatomy education environment measurement inventory: A valid tool to measure the anatomy learning environment

Hadie SNH, Hassan A, Ismail ZIM, Asari MA, Khan AA, Kasim F, et al.

Anat Sci Educ, 2017 Sep;10(5):423-432.
PMID: 28135037 DOI: 10.1002/ase.1683

Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment, valuable information can be obtained to facilitate improvements in teaching and learning. Hence, it is important to use a valid inventory that specifically measures attributes of the anatomy education environment. In this study, a new 11-factor, 132-items Anatomy Education Environment Measurement Inventory (AEEMI) was developed using Delphi technique and was validated in a Malaysian public medical school. The inventory was found to have satisfactory content evidence (scale-level content validity index [total] = 0.646); good response process evidence (scale-level face validity index [total] = 0.867); and acceptable to high internal consistency, with the Raykov composite reliability estimates of the six factors are in the range of 0.604-0.876. The best fit model of the AEEMI is achieved with six domains and 25 items (X2 = 415.67, P
Fulltext Anatomy Education Environment Measurement Inventory (AEEMI): a cross-validation study in Malaysian medical schools

Hadie SNH, Yusoff MSB, Arifin WN, Kasim F, Ismail ZIM, Asari MA, et al.

BMC Med Educ, 2021 Jan 14;21(1):50.
PMID: 33446203 DOI: 10.1186/s12909-020-02467-w

BACKGROUND: The Anatomy Education Environment Measurement Inventory (AEEMI) evaluates the perception of medical students of educational climates with regard to teaching and learning anatomy. The study aimed to cross-validate the AEEMI, which was previously studied in a public medical school, and proposed a valid universal model of AEEMI across public and private medical schools in Malaysia.
METHODS: The initial 11-factor and 132-item AEEMI was distributed to 1930 pre-clinical and clinical year medical students from 11 medical schools in Malaysia. The study examined the construct validity of the AEEMI using exploratory and confirmatory factor analyses.
RESULTS: The best-fit model of AEEMI was achieved using 5 factors and 26 items (χ 2 = 3300.71 (df = 1680), P