Displaying publications 1 - 20 of 330 in total

  1. Khairul Anuar A
    JUMMEC, 2000;5:1-2.
    Matched MeSH terms: Curriculum
  2. Rotem A, Barrand J, Azman A
    Med Educ, 1982 Jan;16(1):3-6.
    PMID: 7057721
    This paper describes the analysis of the written professional examinations administered at the Medical School, Universiti Kebangsaan Malaysia (UKM), during the academic year 1979-80. It is a product of a collaborative activity involving medical teachers and two short-term consultants of the World Health Organization. The examination papers were analysed in order to identify content areas disproportionately emphasized in the examinations; to determine the quality and appropriateness of the examination items used; and to review the extent of continuity and integration across departments and courses. This paper is intended to introduce an approach to curriculum review which is based on analysis of the examination system. The procedures and sample outcomes are described and the implications for curriculum development and evaluation are discussed.
    Matched MeSH terms: Curriculum*
  3. Sithamparam S
    Med J Malaysia, 2002 Dec;57 Suppl E:31-3.
    PMID: 12733190
    Matched MeSH terms: Curriculum/standards*
  4. Al-Naggar RA, Abdulghani M, Osman MT, Al-Kubaisy W, Daher AM, Nor Aripin KN, et al.
    Adv Med Educ Pract, 2014;5:177-84.
    PMID: 24959093 DOI: 10.2147/AMEP.S61805
    Students' perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students' perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex.

    This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences.

    The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students' perceptions were positive. The students' perception toward educational environment was positive for all five DREEM subscales.

    The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement.

    DREEM; Malaysia; learning environment; medical education; students’ perceptions
    Matched MeSH terms: Curriculum
  5. Azer SA
    Kaohsiung J. Med. Sci., 2009 Mar;25(3):109-15.
    PMID: 19419915 DOI: 10.1016/S1607-551X(09)70049-X
    Lectures are of great value to students. However, with the introduction of hybrid problem-based learning (PBL) curricula into most medical schools, the emphasis on lectures has decreased. This paper discusses how lectures can be used in a PBL curriculum, what makes a great lecture, and how to deliver a lecture that fits with these changes.
    Matched MeSH terms: Curriculum
  6. Singh G
    Med J Malaysia, 1978 Mar;32(3):198-200.
    PMID: 683041
    Matched MeSH terms: Curriculum
  7. Chew, Keng-Sheng
    To address the diverse preferred learning styles, one of the oft-cited recommendations for educatorsis to tailor teaching instructions accordingly. This pedagogy however, lacks scientific evidences.Furthermore, in medical curriculum, tailoring instructions according to preferred learning styles isnot pragmatic. This is because different subjects and in different settings matter may be best deliveredin specific delivery mode. Furthermore, patients’ presentations are often multi-sensorial. As such, theonus is on the students themselves to adjust the amount of learning efforts they put in according totheir preferred or not preferred learning styles.
    Matched MeSH terms: Curriculum
  8. Mardiana Mansor, Ayu Sulaini Jusoh, Rosmawati Mansor, Lim, Chin Choon
    Currently, the development of information technology and the increase in the number of nursing students occur drastically. Based on this premise, the purpose of this article is to shed light into the future development of curriculum for the nursing field. Philosophy is considered one of the most important components of both education system and curriculum, because the educational philosophies reflect the social, economic and political aspects of a society, in which they are applied. As an educator, understanding the philosophy to be adapted in the curriculum and learning process is important, to provide a framework for the best performance of both the teacher and the student. In conclusion, it is important to implement the philosophy of curriculum in the education program as each philosophy aids in the principles and guidelines of the learning process. Globally, most programs are usually based on the philosophy related to that program. Therefore, as an educator, we must know the philosophical development of the curriculum of education, so that we are able to analyse and choose which is appropriate.
    Matched MeSH terms: Curriculum
  9. Jamil A, Muthupalaniappen L, Md Nor N, Siraj HH, Salam A
    Malays J Med Sci, 2016 May;23(3):78-85.
    PMID: 27418873 MyJurnal
    Dermatology is a minor module in internal medicine undergraduate curriculum. Limited time is allocated for its teaching. Most graduates are inadequately prepared to diagnose and manage skin diseases. We aimed to identify the core content of a more effective dermatology module.
    Matched MeSH terms: Curriculum
  10. Omar Firdaus Mohd Said, Md Amin Md Taff, Ahmad Hashim, Jaffry Zakaria
    This study is fundamental in looking to validate the agreement of Self-Assesment Instrument of Outdoor Competency (OCL-oMR) among the Co-curriculum Center Coaches in Malaysia. The instrument are newly developed by the researcher . The Inventory Responses –oMR (IR-oMR) are purposely to evaluate and determine the goodness of self-assesement instrument of outdoor competency (OCL-oMR) among co-curriculum center coaches in Malaysia. By using the correlation & percentage, the analysis were used. N=10 of head coaches of co-curriculum Center were selected to be a sampels. These data is a secondary data that researcher used in the main research. But as a secondary data, its really important to researcher to identify and justify the newly instrument of self assesment of outdoor competency (OCL-oMR). Findings shown contents validity r=.82 were recorded and the language validity were shown r=.83. Meanwhile, anothers supporting data were used percentage of agreement of Inventory Responses –Omr (IR-oMR) toward the Self-Assesment Instrument of Outdoor Competency (OCL-oMR) among the Co-curriculum Center Coaches in Malaysia. Overall, from these findings, researcher found that’s the Inventory Responses – oMR (IR-oMR) shown that the Self-Assesment Instrument of Outdoor Competency (OCL-oMR) among the Co-curriculum Center Coaches in Malaysia are valid instrument to measure the competency level of outdoor education coaches in co-curriculum center in Malaysia and the Inventory Responses – oMR (IR-oMR) are significantly toward the outdoor competency (OCL-oMR).
    Matched MeSH terms: Curriculum
  11. Melson E, Davitadze M, Aftab M, Ng CY, Ooi E, Blaggan P, et al.
    BMC Med Educ, 2020 Aug 18;20(1):274.
    PMID: 32811488 DOI: 10.1186/s12909-020-02190-6
    BACKGROUND: Simulation-based learning (SBL) has been increasingly used in both undergraduate and postgraduate medical training curricula. The aim of Simulation via Instant Messaging-Birmingham Advance (SIMBA) is to create a simple virtual learning environment to improve trainees' self-reported confidence in diabetes and Endocrinology.

    METHODS: This study was done as part of the continuous professional development for Health Education England West Midlands speciality trainees in diabetes and Endocrinology. Standardized transcripts of anonymized real-life endocrinology (endocrine session) and diabetes cases (diabetes session) were used in the simulation model. Trainees interacted with moderators through WhatsApp® in this model. All cases were then discussed in detail by a consultant endocrinologist with reference to local, national and international guidelines. Trainee acceptance rate and improvement in their self-reported confidence levels post-simulation were assessed.

    RESULTS: 70.8% (n = 17/24) and 75% (n = 18/24) strongly agreed the simulation session accommodated their personal learning style and the session was engaging. 66.7% (n = 16/24) strongly felt that the simulation was worth their time. In the endocrine session, there was a significant improvement in trainees' confidence in the management of craniopharyngioma (p = 0.0179) and acromegaly (p = 0.0025). There was a trend towards improved confidence levels to manage Cushing's disease and macroprolactinoma. In diabetes session, there was a significant improvement in trainees' confidence to interpret continuous glucose monitor readings (p = 0.01). There was a trend towards improvement for managing monogenic diabetes, hypoglycaemic unawareness and interpreting Libre readings. Overall, there was a significant improvement in trainees' confidence in managing cases that were discussed post-simulation.

    CONCLUSION: SIMBA is an effective learning model to improve trainees' confidence to manage various diabetes and endocrine case scenarios. More sessions with a variety of other speciality case scenarios are needed to further assess SIMBA's effectiveness and application in other areas of medical training.

    Matched MeSH terms: Curriculum
  12. Ang CY, Dhaliwal JS, Muharram SH, Akkawi ME, Hussain Z, Rahman H, et al.
    BMJ Open, 2021 07 07;11(7):e048609.
    PMID: 34233993 DOI: 10.1136/bmjopen-2021-048609
    INTRODUCTION: Antimicrobial resistance (AMR) is a global public and patient safety issue. With the high AMR risk, ensuring that the next generation of dentists that have optimal knowledge and confidence in the area of AMR is crucial. A systematic approach is vital to design an AMR content that is comprehensive and clinically relevant. The primary objective of this research study will be to implement a consensus-based approach to elucidate AMR content and curriculum priorities for professional dentistry programmes. This research aims to establish consensus along with eliciting opinion on appropriate AMR topics to be covered in the Bachelor of Dental Surgery syllabus.

    METHODS AND ANALYSIS: A three-phase approach to validate content for curriculum guidelines on AMR will be adopted. First, literature review and content analysis were conducted to find out the available pertinent literature in dentistry programmes. A total of 23 potential literature have been chosen for inclusion within this study following literature review and analysis in phase 1. The materials found will be used to draft curriculum on antimicrobials for dentistry programmes. The next phase involves the validation of the drafted curriculum content by recruiting local and foreign experts via a survey questionnaire. Finally, Delphi technique will be conducted to obtain consensus on the important or controversial modifications to the revised curriculum.

    ETHICS AND DISSEMINATION: An ethics application is currently under review with the Institute of Health Science Research Ethics Committee, Universiti Brunei Darussalam. All participants are required to provide a written consent form. Findings will be used to identify significant knowledge gaps on AMR aspect in a way that results in lasting change in clinical practice. Moreover, AMR content priorities related to dentistry clinical practice will be determined in order to develop need-based educational resource on microbes, hygiene and prudent antimicrobial use for dentistry programmes.

    Matched MeSH terms: Curriculum
  13. Achike FI, Ogle CW
    J Clin Pharmacol, 2000 Feb;40(2):177-83.
    PMID: 10664924
    Medical students are usually drawn from the best of students, but it is not unusual to see these brilliant students fail their exams or even dismissed from medical school because of poor academic performance. Information overload has been recognized as one of the major contributing factors to this problem. The situation is expected to get worse, with the ever-present technology-induced exponential growth in information. In discussing this issue, the authors echo the concerns of several experts regarding the content overload of medical school curricula, particularly in pharmacology. It is the increasing awareness of this problem that led the Association of American Medical Colleges and the General Medical Council of Britain to promote the concept of a core curriculum for each of the principal disciplines in medicine. Several medical schools have adopted the concept and also the problem-based learning approach, which focuses on ameliorating the complex problems associated with information growth in medical education. Based on the authors' experience as medical students, medical practitioners, and pharmacology teachers, they discuss the factors that contribute to information overload, from psychological and nonpsychological perspectives. Issues such as the design and structure of the curriculum, the quality of training and effectiveness of the teachers (clinically qualified vs. nonclinically qualified teachers), and the psychological preparedness of the students are discussed. The authors make suggestions for improvement.
    Matched MeSH terms: Curriculum*
  14. Brouwer E, Frambach J, Somodi K, Nadarajah VD, Driessen E
    Med Educ, 2020 05;54(5):427-435.
    PMID: 31912525 DOI: 10.1111/medu.14054
    CONTEXT: Internationalisation in medical education raises ethical concerns over, for instance, its for-profit orientation, the potential erosion of cultural diversity and the possibility that standardised education may not meet the needs of patients everywhere. These concerns fit into a broader debate on social responsibility in higher education. This study aims to explore how academic staff in international medical education experience and act upon the ethical concerns that pertain to their programmes. By adding their perspectives to the debate, this study helps us understand how theory-based ethical concerns are reflected in practice.

    METHODS: We conducted a multicentre instrumental case study across three international medical programmes, all of which were characterised by an international student intake, an internationalised curriculum and international partnerships, and all of which used English as the medium of instruction. We conducted 24 semi-structured interviews with purposively sampled curriculum directors and teaching staff. Participants shared their personal experiences and responded to ethical concerns expressed in the literature. Our multidisciplinary team performed a template analysis of the data based on theoretical frameworks of ethics and social responsibility.

    RESULTS: Participants primarily experienced the internationalisation of their institutions and programmes as having a positive impact on students, the university and the future global society. However, they did face several ethical dilemmas. The first of these involved the possibility that marketisation through international recruitment and the application of substantial tuition fees might widen access to medical education, but might allow weaker students to enter medical schools. The second concern referred to the homogenisation of education methods and content, which offers opportunities to expose students to best practices, but may also pose a risk to education quality. The third issue referred to the experience that although student diversity helped to promote intercultural learning, it also jeopardised student well-being.

    CONCLUSIONS: In the eyes of teaching staff in international medical education, internationalisation can benefit education quality and society, but poses ethical dilemmas through the forces of marketisation, homogenisation and diversification. The findings reflect a tension between the views of scholars and those of practitioners. The critical perspective found in academic debates is largely missing in practice, and theoretical frameworks on ethics possibly overlook the benefits of international education. To facilitate ethical decision making, we propose that scholars and practitioners globally try to learn from each other.

    Matched MeSH terms: Curriculum*
  15. Azila NM, Rogayah J, Zabidi-Hussin ZA
    Ann Acad Med Singap, 2006 Sep;35(9):647-54.
    PMID: 17051282
    INTRODUCTION: Various curricular innovations were adopted by medical schools worldwide in an attempt to produce medical graduates that could meet future healthcare needs of society locally and globally. This paper presents findings on curricular approaches implemented in Malaysian medical schools, in trying to meet those needs.

    METHODS: Information was obtained from published records, responses from various questionnaires, personal communication and involvement with curricular development.

    RESULTS: Curricular innovations tended to be implemented in new medical schools upon their establishment. Established medical schools seemed to implement these innovations much later. Curricular trends appear to move towards integration, student-centred and problem-based learning as well as community-oriented medical education, with the Student-centred learning, Problem-based learning, Integrated teaching, Community-based education, Electives and Systematic programme (SPICES) model used as a reference. The focus is based on the premise that although the short-term aim of undergraduate medical education in Malaysia is to prepare graduates for the pre-registration house officer year, they must be able to practise and make decisions independently and be sensitive to the needs of the country's multiracial, multi-religious, and often remote communities.

    CONCLUSION: In most cases, curricular planning starts with a prescriptive model where planners focus on several intended outcomes. However, as the plan is implemented and evaluated it becomes descriptive as the planners reassess the internal and external factors that affect outcomes. A common trend in community-oriented educational activities is evident, with the introduction of interesting variations, to ensure that the curriculum can be implemented, sustained and the intended outcomes achieved.

    Matched MeSH terms: Curriculum/trends*
  16. Azila NM, Tan NH, Tan CP
    Med Educ, 2006 Nov;40(11):1125.
    PMID: 17054624
    Matched MeSH terms: Curriculum*
  17. Osman A, Norsidah AM
    Med J Malaysia, 1997 Dec;52(4):399-401.
    PMID: 10968117
    There is now increased public awareness of the value and role of cardiopulmonary resuscitation (CPR). It is therefore not surprising that the public expects a reasonable level of expertise of medical doctors in the application of the CPR techniques during emergency situations. Newly qualified doctors often lack confidence and are usually at a loss when faced with such situations as they have never had practical training before graduation. Most doctors are gradually introduced to CPR as part and parcel of their clinical experience. Many begin to attend formal CPR workshops later in their careers. Medical schools are expected to produce well trained doctors who are competent in clinical practice which include the techniques of basic resuscitation. By virtue of their expertise in airway management and clinical resuscitation, anaesthesiologists can significantly contribute to the teaching of CPR in the undergraduate medical curriculum. This is a retrospective review of Basic Life Support programmes conducted at the Department of Anaesthesiology, Faculty of Medicine, Universiti Kebangsaan Malaysia.
    Matched MeSH terms: Curriculum*
  18. Chia YC
    Med J Malaysia, 2002 Dec;57 Suppl E:83-5.
    PMID: 12733199
    Matched MeSH terms: Curriculum/trends*
  19. Nabilla AS, Safura J, Karina R, Noran H, Norizan M, Sabariah M, et al.
    Med J Malaysia, 2002 Dec;57 Suppl E:37-43.
    PMID: 12733192
    A cross-sectional study was carried out through a postal survey of a random sample of registered medical practitioners in Malaysia to explore the pursuit and practice of CAM among them. A response rate of 42% was acquired. 27.1% of the medical practitioners are currently using CAM on themselves or their own families and 22.2% actually have referred patients to CAM practitioners. Analysis showed that only 14.9% of the medical practitioners who responded were exposed to CAM during their undergraduate days. Out of 28 respondents graduated from USM, 15 (53.6%) were exposed while out of the 80 graduates of UM, only 6 (7.5%) were exposed and out of 58 respondents graduates of UKM, only 5 (8.6%) were exposed to CAM during their undergraduate teaching. These differences are statistically different (p < 0.001). Analysis also showed that more (72.6%) medical practitioners are for having training in CAM during the medical undergraduate studies. Only 9.1% of the respondents have attended any training in CAM post graduation and 36.8% would like further training on CAM postgraduate and would pay for it. The findings illustrate the need for training in CAM in medical undergraduate education especially in this new age where alternative therapy is in demand by the consumers.
    Matched MeSH terms: Curriculum/standards*
  20. Azhar MZ
    Med J Malaysia, 2002 Dec;57 Suppl E:34-6.
    PMID: 12733191
    Mental health is becoming an important issue. Several local and international studies have proven that the incidence of mental illness is on the rise. Doctors have also been able to make more accurate diagnoses and treat mental disorders more reliably with the aid of recent research and newer drugs. As such it is necessary for the medical curricula to respond to this shift. Medical students must now be exposed to new psychiatric disorders and ways of managing them. The time spent in psychiatry and the mode of teaching must also be revised and modified to the current needs of patients.
    Matched MeSH terms: Curriculum/standards*
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