MyMedR

Introduction to management: Organization and Management of Health Services (OMHS) in Malaysia

Saimy I, Ghani SN, Teoh ST

Med J Malaysia, 2002 Dec;57 Suppl E:99-101.

PMID: 12733202

Matched MeSH terms: Education, Medical, Undergraduate*

Analysis of examinations in curriculum review

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: Education, Medical, Undergraduate

Palliative medicine as an elective posting for undergraduates

Loh KY, Kwa SK, Nurjahan MI

Med Educ, 2006 Nov;40(11):1131-2.

PMID: 17054631

Matched MeSH terms: Education, Medical, Undergraduate/organization & administration*

Research training as pillars towards undergraduate medical education advancement in Malaysia

Rampal L

Med J Malaysia, 2002 Dec;57 Suppl E:102-4.

PMID: 12733203

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Fulltext Psychological medicine in the under-graduate medical curriculum

Deva MP

Med J Malaysia, 1980 Mar;34(3):285-8.

PMID: 7412669

Matched MeSH terms: Education, Medical, Undergraduate*

A different twist to the 'staff:student ratio': administering medical oral examinations to students in groups

Schwartz PL, Kyaw Tun Sein

Med Educ, 1987 May;21(3):265-8.

PMID: 3600444

Matched MeSH terms: Education, Medical, Undergraduate*

Test-retest reliability of multiple true-false questions in preclinical medical subjects

Schwartz PL, Crooks TJ, Sein KT

Med Educ, 1986 Sep;20(5):399-406.

PMID: 3762442

It has been suggested that the 'ideal' measure of reliability of an examination is obtained by test and retest using the one examination on the same group of students. However, because of practical and theoretical arguments, most reported reliabilities for multiple choice examinations in medicine are actually measures of internal consistency. While attempting to minimize the effects of potential interfering factors, we have undertaken a study of true test-retest reliability of multiple true-false type multiple choice questions in preclinical medical subjects. From three end-of-term examinations, 363 items (106 of 449 from term 1, 150 of 499 from term 2, and 107 of 492 from term 3) were repeated in the final examination (out of 999 total items). Between test and retest, there was little overall decrease in the percentage of items answered correctly and a decrease of only 3.4 in the percentage score after correction for guessing. However, there was an inverse relation between test-retest interval and decrease in performance. Between test and retest, performance decreased significantly on 33 items and increased significantly on 11 items. Test-retest correlation coefficients were 0.70 to 0.78 for items from the separate terms and 0.885 for all items that were retested. Thus, overall, these items had a very high degree of reliability, approximately the 0.9 which has been specified as the requirement for being able to distinguish between individuals.

Matched MeSH terms: Education, Medical, Undergraduate*

Fulltext Review of the phase I and phase II teaching programmes in the School of Medical Sciences, Universiti Sains Malaysia

Roslani AM, Sein KT, Nordin R

Med J Malaysia, 1989 Mar;44(1):75-82.

PMID: 2626116

The Phase I and Phase II undergraduate teaching programmes of the School of Medical Sciences were reviewed at the end of the 1985/86 academic year. It was found that deviations from the School's philosophy had crept into the implementation process. Modifications were therefore made in Phase I and Phase II programmes with a view to:--(i) reducing content, (ii) promoting integration, (iii) improving clinical examination skills of students, and (iv) providing more opportunities to students for self learning, reinforcement and application of knowledge. The number of assessment items in Phase I and the frequency of assessment in Phase II were also found to be inappropriate and so modifications in assessment were made to rectify this situation.

Matched MeSH terms: Education, Medical, Undergraduate*

A synergistic approach to organising educational support services in medical schools--the Malaysian experience

Teoh ST

Med Biol Illus, 1975 Nov;25(4):193-8.

PMID: 1228345

Matched MeSH terms: Education, Medical, Undergraduate*

Development of a list of core clinical topics suitable for a shared primary care curriculum for medical undergraduates in Malaysia: A Delphi study

Prasad H, Foong CC, Hong WH

Educ Prim Care, 2022 09;33(5):258-264.

PMID: 35769041 DOI: 10.1080/14739879.2022.2077144

In the last few decades, primary care medicine (PCM) is increasingly recognised as a cornerstone of an efficient and effective healthcare system. However, the PCM discipline is now facing challenges such as a shortage of doctors. One of the possible reasons could be the lack of comprehensive PCM curricular components in the undergraduate medical programmes. This study aimed to develop a list of core clinical topics suitable to be used as a shared PCM curriculum for undergraduate education in Malaysia. A Delphi survey that consisted of three iterative rounds with feedback was used in this research. The participants included PCM experts involved in the undergraduate level of PCM teaching. These experts were selected based on the criteria developed by two senior academicians in PCM medical education. The final developed list contained 34 core clinical topics that should be incorporated into the undergraduate PCM curriculum. The findings will be useful in establishing the policies and guidelines of PCM education for undergraduates in various medical schools. This study may also promote the field of PCM and encourage more doctors to take up the speciality. Lastly, it provides essential information to address the knowledge gap in PCM education among undergraduate medical students in Malaysia.

Matched MeSH terms: Education, Medical, Undergraduate*

Fulltext Evaluation of a mentored student project programme using reflective summaries

Devi V, Abraham RR

Natl Med J India, 2021 3 24;33(2):102-106.

PMID: 33753639 DOI: 10.4103/0970-258X.310920

Background: . Undergraduate research experience has become increasingly relevant for today's medical students, considering the professional requirements of their challenging future.

Methods: . In the mentored student project (MSP) programme at Melaka Manipal Medical College, students undertake a short-term group research project under the guidance of their mentor. After data collection and analysis, students are required to write an abstract, present a poster and also write individual reflective summaries of their research experience. We evaluated the MSP programme using reflective summaries of a batch of undergraduate medical students. Data from 41 reflective summaries were analysed using the thematic analysis approach. The learning outcomes at the third and fourth levels of the Kirkpatrick evaluation model were determined from the summaries.

Results: . Students' reflective summaries indicated that they were satisfied with the MSP experience. In all the summaries, there was a mention of an improvement in teamwork skills through MSP. Improved relations with mentors were another relevant outcome. Improvement in communication skills and a positive change related to research attitude were also reported by students.

Conclusions: . Reflective summaries as a means to evaluate the MSP programme was found to be an easy, feasible and cost-effective method. The qualitative approach adopted for data analysis enabled the programme coordinators to assess the strengths and barriers of the programme.

Matched MeSH terms: Education, Medical, Undergraduate*

Transforming healthcare with integrated inter-professional education in a research-driven medical school

Samarasekera DD, Chong YS, Ban K, Lau LST, Gallagher PJ, Zhi Xiong C, et al.

Med Teach, 2024 Dec;46(12):1553-1560.

PMID: 39480997 DOI: 10.1080/0142159X.2024.2409293

Singapore, located strategically at the meeting point of the Malacca Strait and the South China Sea, has established itself as a global financial and economic hub. Despite its small geographical size, Singapore is home to over 5 million people from diverse cultural backgrounds. The city-state's medical education landscape has evolved significantly over the past century. Originally, Singapore had only one undergraduate medical school, the NUS Yong Loo Lin School of Medicine, established in 1905. Over time, this institution has grown into Singapore's largest and oldest medical school. NUS Medicine's vision centres on developing highly competent, values-driven, and inspired healthcare professionals to transform the practice of medicine and improve health worldwide. A curriculum overhaul in 2020 introduced new educational components to prepare future healthcare professionals for the challenges of Singapore's resilient healthcare system. This includes proficiency in integrated care, collaboration across disciplines, and leveraging AI and data science in clinical decision-making. The introduction of a common curriculum in August 2023 for Medicine, Nursing, Dentistry, and Pharmacy undergraduates further aligns with Singapore's 'Healthier SG' vision, ensuring that graduates are well-equipped to meet the evolving needs of the healthcare landscape. The common curriculum aims to address professional hierarchies and foster interprofessional collaboration among students from diverse academic backgrounds. By promoting frequent interaction and a team-oriented mindset, the curriculum seeks to instil a collective approach to healthcare, emphasising the importance of interprofessional practice in achieving the broader goals of healthcare delivery. This paper describes the reforms that took place and how the challenges were mitigated in a research-intensive top-ranked academic medical institution. This strategic alignment of medical education with national healthcare priorities underscores NUS Medicine's commitment to transforming medical practice and improving health outcomes in Singapore and beyond.

Matched MeSH terms: Education, Medical, Undergraduate/organization & administration

Dance, drama and laughter: the best medicine

Foong CC, Tong WT, Daniel EG, Vadivelu J

Med Educ, 2013 May;47(5):516-7.

PMID: 23574067 DOI: 10.1111/medu.12155

Study site: Universiti Malaya, Phase 2 clinical students.

Matched MeSH terms: Education, Medical, Undergraduate/methods*; Education, Medical, Undergraduate/organization & administration

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: Education, Medical, Undergraduate/methods*; Education, Medical, Undergraduate/standards

Fulltext Ten maxims of formative assessment

Prashanti E, Ramnarayan K

Adv Physiol Educ, 2019 Jun 01;43(2):99-102.

PMID: 30835147 DOI: 10.1152/advan.00173.2018

In an era that is seemingly saturated with standardized tests of all hues and stripes, it is easy to forget that assessments not only measure the performance of students, but also consolidate and enhance their learning. Assessment for learning is best elucidated as a process by which the assessment information can be used by teachers to modify their teaching strategies while students adjust and alter their learning approaches. Effectively implemented, formative assessments can convert classroom culture to one that resonates with the triumph of learning. In this paper, we present 10 maxims that show ways that formative assessments can be better understood, appreciated, and implemented.

Matched MeSH terms: Education, Medical, Undergraduate/methods*; Education, Medical, Undergraduate/trends

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: Education, Medical, Undergraduate*

Improving OSCE examiner skills in a Malaysian setting

Tan CP, Azila NM

Med Educ, 2007 May;41(5):517.

PMID: 17470099

Matched MeSH terms: Education, Medical, Undergraduate/standards*

Rapid change in Japanese medical education

Onishi H, Yoshida I

Med Teach, 2004 Aug;26(5):403-8.

PMID: 15369878

Change in Japanese medical education has been accelerating over the last 10 years. Historically, clinical departments in each medical school played a crucial role, but reports in the mass media tried to refute the feudal 'ikyoku-koza' system with a number of malpractice cases, inappropriate patient-doctor communication, etc. At that time policies by the Ministries of Education and Health (rationalized in 2001) independently became more influential in medical education. In particular the network of governmental medical schools has been restructured, merged and privatized since 2001. In the 1990s several private medical schools developed distinctive curricula including problem-based learning (PBL), the objective structured clinical examination (OSCE) and introduction to clinical medicine (ICM). The curriculum for clinical medicine is still a critical issue and will be a major challenge for the management of each medical school. The effectiveness of the National Model Curriculum consisting of more than 1200 objectives might be questionable but the National Common Achievement Test (CAT) will make a strong impact on the preclinical curriculum. In the future each medical school should adopt an outcome-based education system to close the loop of curriculum development. An evaluation system based on the entire medical school or curriculum will be the key to successful education.

Matched MeSH terms: Education, Medical, Undergraduate/organization & administration*

Self-directed learning

Abraham RR, Upadhya S, Ramnarayan K

Adv Physiol Educ, 2005 Jun;29(2):135-6.

PMID: 15905163

Matched MeSH terms: Education, Medical, Undergraduate/methods*

Teaching of evidence-based medicine to medical undergraduates

Atiya AS

Med J Malaysia, 2002 Dec;57 Suppl E:105-8.

PMID: 12733204

Medical practice is changing, and the foundations of the paradigm shift lie in the development in research over the last four decades. Today, it is no longer adequate to treat a patient purely on clinical experience alone without a clear demonstration of evidence based on research, particularly the use of randomised controlled clinical trials. What is thought to be an effective mode of treatment currently may not necessarily hold true by the time medical students begin his/her medical practice. As a consequence, many medical schools worldwide are increasingly promoting evidence-based medicine (EBM) teaching in their medical curriculum along with problem-based learning (PBL). Teaching of EBM requires a paradigm shift in itself, as students must possess additional skills that are not traditionally part of medical training. These include the ability to acquire the skills in 'means of answering questions' than just 'knowing the answer to questions'. This paper aims to describe what EBM is and to highlight the formative experience of the teaching of EBM at the medical undergraduate level in the University of Malaya. Challenges and opportunities towards successful adoption of evidence-based practice are discussed.

Matched MeSH terms: Education, Medical, Undergraduate/standards*

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