MyMedR

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*

Community Residency Programme (CRP)--a tool for research and rural health training for medical students

Yadav H

Med J Malaysia, 2002 Dec;57 Suppl E:94-8.

PMID: 12733201

Rural health training is an important element in the training of medical students in the University of Malaya. There is a need for the undergraduates to be familiar with the rural health infrastructure and to understand the social and economic aspects of the rural poor. The objective of the training is to make the students understand the problems faced by the poor in the rural areas so that when they practice in rural health areas, after graduation, they will understand the problems of the rural poor. They will have the knowledge of the diseases in the rural areas and also understand the community and the environmental factors that contribute to the disease. The training lasts' for 4 weeks, one week for lectures on health survey, two weeks for the field trip and one week of data analysis and presentation of their findings to an expert panel. During the field trip the students are divided into groups and they go to different parts of the country. Each group will do a field survey to find out the socio-demography, environmental, economic, nutritional and health problems in the village. In addition to the survey they also do a research project on any topic. The students also do social work, visit places of public health interest like the water treatment plant, sewage disposal, factory visits and others. Apart from technical skills in statistics and epidemiology, various other managerial skills like leadership, teamwork, communications and public relations are also learnt during the training. In conclusion this rural health training is an important aspect of the medical students training as it imparts several skills to them that are needed as a doctor.

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

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*

Fulltext Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum

Mala-Maung, Abdullah A, Abas ZW

Med J Malaysia, 2011 Dec;66(5):435-9.

PMID: 22390096 MyJurnal

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.

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

Training students to learn in a problem-based learning programme

Azer SA

Med Educ, 2011 May;45(5):510.

PMID: 21486331 DOI: 10.1111/j.1365-2923.2011.03952.x

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

Developing a facilitation skills training programme for problem-based learning tutors

Kukkamalla A, Lakshminarayana SK

Med Educ, 2011 Nov;45(11):1152-3.

PMID: 21936865 DOI: 10.1111/j.1365-2923.2011.04107.x

Matched MeSH terms: Education, Medical, Undergraduate/methods

Fulltext Explicit constructivism: a missing link in ineffective lectures?

Prakash ES

Adv Physiol Educ, 2010 Jun;34(2):93-6.

PMID: 20522904 DOI: 10.1152/advan.00025.2010

This study tested the possibility that interactive lectures explicitly based on activating learners' prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my university was randomized to two groups to receive one of two types of lectures, "typical" lectures (n = 28, 18 women and 10 men) or "constructivist" lectures (n = 26, 19 women and 7 men), on the same topic: the regulation of respiration. Student pretest scores in the two groups were comparable (P > 0.1). Students that received the constructivist lectures did much better in the posttest conducted immediately after the lectures (6.8 +/- 3.4 for constructivist lectures vs. 4.2 +/- 2.3 for typical lectures, means +/- SD, P = 0.004). Although both types of lectures were well received, students that received the constructivist lectures appeared to have been more satisfied with their learning experience. However, on a posttest conducted 4 mo later, scores obtained by students in the two groups were not any different (6.9 +/- 3 for constructivist lectures vs. 6.9 +/- 3.7 for typical lectures, P = 0.94). This study adds to the increasing body of evidence that there is a case for the use of interactive lectures that make the construction of knowledge and understanding explicit, easy, and enjoyable to learners.

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

Training surgeons to teach anatomy: an innovative approach

Azer SA

Med Educ, 2010 Nov;44(11):1128-9.

PMID: 20946493 DOI: 10.1111/j.1365-2923.2010.03836.x

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

Fulltext A simple model to demonstrate the movements and the axes of the eyeball

Nayak S, Soumya KV

Adv Physiol Educ, 2009 Dec;33(4):356-7.

PMID: 19948688 DOI: 10.1152/advan.00047.2009

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

Dissecting students' bedside clinical questions using the 'PICO' framework

Lai NM

Med Educ, 2009 May;43(5):479-80.

PMID: 19344346 DOI: 10.1111/j.1365-2923.2009.03320.x

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

Evaluation of basic science knowledge retention in clinical teaching

Vadivelu J

Med Educ, 2008 May;42(5):520-1.

PMID: 18412895 DOI: 10.1111/j.1365-2923.2008.03047.x

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

Peer-guided cooperative learning enhances the performance of refresher students

Torke S, Abraham RR, Ramnarayan K, Upadhya S

Adv Physiol Educ, 2007 Mar;31(1):118.

PMID: 17327594

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

Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

Abraham RR, Upadhya S, Torke S, Ramnarayan K

Adv Physiol Educ, 2004 Dec;28(1-4):102-4.

PMID: 15319191

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before (exam 1) and one after (exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 (P < 0.0001). Feedback from students indicated that this method was useful and challenging.

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

Core curriculum and special study modules at the Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak

Malik AS, Malik RH

Educ Health (Abingdon), 2004 Nov;17(3):292-302.

PMID: 15848816

The Faculty of Medicine and Health Sciences (FMHS), follows a problem-based learning, integrated and community-based curriculum which reflects the specific needs of doctors working in Sarawak. Using paediatrics as an example, this paper describes the process of development of core content (knowledge, procedural and communication skills, attitudes), additional knowledge and special study modules at the FMHS.

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

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: Education, Medical, Undergraduate/methods*

Fulltext Using Kahoot! as a formative assessment tool in medical education: a phenomenological study

Ismail MA, Ahmad A, Mohammad JA, Fakri NMRM, Nor MZM, Pa MNM

BMC Med Educ, 2019 Jun 25;19(1):230.

PMID: 31238926 DOI: 10.1186/s12909-019-1658-z

BACKGROUND: Gamification is an increasingly common phenomenon in education. It is a technique to facilitate formative assessment and to promote student learning. It has been shown to be more effective than traditional methods. This phenomenological study was conducted to explore the advantages of gamification through the use of the Kahoot! platform for formative assessment in medical education.

METHODS: This study employed a phenomenological design. Five focus groups were conducted with medical students who had participated in several Kahoot! sessions.

RESULTS: Thirty-six categories and nine sub-themes emerged from the focus group discussions. They were grouped into three themes: attractive learning tool, learning guidance and source of motivation.

CONCLUSIONS: The results suggest that Kahoot! sessions motivate students to study, to determine the subject matter that needs to be studied and to be aware of what they have learned. Thus, the platform is a promising tool for formative assessment in medical education.

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

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*

Teaching of pharmacology in Universiti Malaya and the other medical schools in Malaysia -- a historical perspective

Sim SM

Acta Pharmacol Sin, 2004 Sep;25(9):1209-19.

PMID: 15339399

Traditional pharmacology teaching has focused more on drug instead of therapeutics, such that although pharmacological knowledge is acquired, practical skills in prescribing remain weak. In Malaysia many new medical schools (both public and private) have been set up in the last 12 years due to a change in government policy, resulting in a wide spectrum of medical curricula. Universiti Malaya (UM) being the oldest medical school in Malaysia was deep set in its traditional way of teaching-learning, since its inception in 1962, until a visit from the General Medical Council of the United Kingdom in 1984 triggered off a change of tide. Since then the medical curriculum in UM has undergone two major revisions. The first revised curriculum (1988) aimed to inject more clinical relevance into basic science teaching, through introducing clinical lectures and skills in the paraclinical year. Professional behaviour was also addressed. The second revised curriculum (1998) sought to improve further the integration of knowledge as well as to produce a holistic doctor, viewing the patient as a person instead of a clinical entity. The teaching-learning of pharmacology has gradually moved from factual regurgitation to more clinical reasoning, from lab-based to more patient-oriented approach. As more new medical schools are being set up in Malaysia, exchange of experience in this area of learning will hopefully help us find a happy medium between "the old is best" and "the new is better" type approach so that a pedagogically sound and yet logistically practical curriculum can be found in our local setting, to help produce doctors with good prescribing practice.

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

The missing link: introducing travel medicine into the undergraduate medical curriculum

Flaherty G, Thong Zi Yi C, Browne R

J Travel Med, 2016 May;23(5).

PMID: 27378364 DOI: 10.1093/jtm/taw038

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

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*

Displaying publications 1 - 20 of 55 in total