Interprofesion learning (IPL) occurs when students from two or more different professionals study with and learn about different professions. IPL is believed to enhance the collaboration level within the different profession after graduated. The objective of this research is to compare perception levels among the respondents coming from eleven different professions including Medical, Nursing, Dentistry, Pharmacy, Occupational Therapy, Dietetics, Audiology, Speech Science, Physiotherapy, Optometry and Diagnostic Imaging & Radiotherapy. Each respondent were selected randomly representing each year of study for each profession. They were required to fill up the survey form provided. 330 survey forms were returned instead of 367 distributed copies or 90% from overall surveys. Using one-way ANOVA analysis, all professions indicate same level of perception in knowledge subscale (p = 0.11), the practice of teamwork and cooperation (p = 0.23) and various methods to start the IPL (p = 0.61). However, for professional identity scales and interprofession educational preparation the value was (p < 0.05). Post-hoc Turkey test, indicated Physiotherapy students had a higher average score (M = 4.35 ± 0.54) compared to Speech Science (M = 3.75 ± 0.59) in professional identity subscale whereas in students preparation subscale for interprofession education, only Physiotherapy students had higher score (M = 4.15 ± 0.82) in comparison to Diagnostic Imaging & Radiotherapy (M = 3.25 ± 0.83). Besides, independent T test showed the students were in favour of having IPL in early year of education with the average score (M = 3.53 ± 1.029) for year one and year two compared to year three to five (M = 3.34 ± 1.089). The result form this research shows that the students have a positive perception towards IPL based on the average values not more than 3.0.
Keywords: Interprofesional learning; Student’s perception; Profession; Collaboration
Introduction: Recently mobile communication technology had tremendous advances and became the priority for most of the users with some opponent opinions that highlight the accountability and the privacy issues in using these messaging applications. WhatsApp is scored to be the first top used messaging application worldwide that is used in 180 countries by about 1.5 billion population. This research aims to determine the staff reflections regarding the WhatsApp usage for organizational communication. Methods: This study is implied among the staff at the medical and health life science cluster, Management and Science University (MSU), Malaysia. A questionnaire was distributed to all the staff through an online google form. Responses were analysed by the ‘Statistical Package for Social Sciences’ (SPSS) Version 24.0. Results: Results showed that all the staff responded (100%) are using WhatsApp for organizational communication with variable degrees of satisfaction; 8.1% are extremely satisfied, 61.3 % are satisfied, 12.9% are not satisfied and 16.1 % are extremely not satisfied. Their level of satisfaction is significantly affected by the respondent’s age, benefit of usage, and the time of messaging. Conclusion: To ensure effectiveness of communication through WhatsApp, it should be through official groups and the organization should put specific announced rules for the time of usage and the content of messages to be posted to all members.
Introduction: In Malaysia, the concept of Interprofessional Learning is not yet established, however it has begun to develop over the past few years.
Methods: Three scenarios were developed for undergraduate students from medicine, nursing and emergency medicine; Acute Myocardial Infarction (AMI), Chronic Obstructive Pulmonary Disease (COPD) and trauma. The Interprofessional Learning Package (IPLP) adopted scenario - based learning and hybrid simulation; mannequin and simulated patient which focused on patient management. Each session employed experiential, interactive and contextualised sessions. The created learning sessions required the students to work in a small interprofessional team. The IPLP was validated by a panel of experts.
Results: Content analyses were carried out for analysing the strategies that were performed during the development process. Focused group discussion showed that nursing students had positive views towards interprofessional learning. Document analysis on the curriculum showed that there were loopholes where the programmes needed to improve and expose students to interprofessional learning in order to achieve the faculty learning outcomes. Literature review gave an idea on the creating of the scenario and panel experts’ input was also important as it reflected the created scenarios which were common sense and logically designed.
Conclusion: This study managed to developed the Interprofessional Learning (IPL) package with simulation and scenario approached which can encourage students to learn with, from and about other programmes as well as managing a patient as a team.
Introduction: Entrepreneurship CMIE 1022 module was introduced in February 2012 and was made compulsory to all first year undergraduate students in all faculties of Universiti Kebangsaan Malaysia (UKM). The main objective of CMIE 1022 is to expose the students to entrepreneurship with implementation of online teaching and business game simulation.
Method: Module evaluation form was distributed among medical and nursing students at the end of the module.
Result: One hundred seventy-seven students responded to the survey with 50.3% of the respondents agreed that their soft skill have improved, 37.8% for increased awareness of entrepreneurship, 25.6% has increased their interest in entrepreneurship and 22.22% agreed to apply in their own courses. More than three quarter of the students agreed that the lecturers and teaching assistants teaching methodology were acceptable. However, only 18.4% agreed that this course should be taken by all students of UKM.
Conclusion: This study showed despite increase in soft skills and interests including high performance of the academics, most students disagreed on the introduction of CMIE 1022 course to all UKM students. It is suggested that the course curriculum to be reviewed in order to achieve the objectives.
Introduction: Teaching strategy for nursing students need to be varied for the future preparation and to increase confident level in delivering quality care to patients. Interprofessional learning (IPL) is a way to encourage collaboration among health professional teams that will drive them to collaborate with, from and about other profession and thus, it allow students to have greater knowledge. Currently, they are unable to learn together during the clinical posting due to professional boundaries. Objective: To explore nursing student knowledge and perception on interprofessional learning. Method: This paper presents a focus group discussion with a group of nursing students (n= 8). A semi structured guide was used and focused on knowledge, experiences and benefit related to IPL. Result: Data was analysed and four major themes emerged; 1. learning with, from and about other health professionals, 2. communication skills, 3. teamwork and 4. future preparation. Conclusion: This study suggested that the interprofessional learning in the teaching and learning strategy should be introduced to the nursing students as to involve them with interprofessional learning and extend their understanding on other health professionals roles. In addition, it is an opportunity for them to work collaboratively with other health professionals.
Simulated/ standardized patients (SPs) have become one of the significant components in today’s medical education and students’ assessment. Some differences exist in the training method of SPs for psychiatry examinations compared to other medical disciplines. This brief report highlights the challenges encountered in the training process and methods to overcome those challenges. A wellstructured, intensive training remains as one of the most important factors in ensuring standardization of SPs for psychiatric examinations.
The art of talking to patients and their relatives does not come naturally to most of us and the ability to put oneself in the patients’ predicament is difficult particularly for the young doctors. To identify the communication abilities of the young doctors, a cross sectional study was carried out on 32 house officers who graduated from UKM in 2004 during their house jobs at different hospitals in Malaysia. A standardized questionnaire was used to collect the data. Fifty nine percent respondents claimed that they had communicated very well with patients while 69% with support staff and 88% with peers. On the other hand 38% and 41% of the respondents claimed they communicated very well with their superiors and families of patients. Only 22% of the graduates’ skills of communication in breaking bad news were very well, while 50% and 81% were very well in counselling patients and taking consent for procedures. Curriculum planners need to emphasize the importance ofdeveloping good communication skills in all aspects for the future doctors.