Displaying publications 1 - 20 of 32 in total

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  1. Shahabudin SH
    Med J Malaysia, 2002 Dec;57 Suppl E:15-22.
    PMID: 12733187
    Matched MeSH terms: Education, Medical/standards*
  2. Zabidi H, Fuad AR
    Med J Malaysia, 2002 Dec;57 Suppl E:8-12.
    PMID: 12733185
    Universiti Sains Malaysia established it's medical school in 1979, the third medical school in Malaysia after Universiti Malaya and Universiti Kebangsaan Malaysia. During the time of its establishment, the university was fortunate to witness a revolution in the world of medical education. PBL-based education was one of the most talked about approach in medical education. The University was fortunate to have experienced medical educators with sufficient foresight to start a medical school that has in its philosophy a community-based integrated curriculum utilizing problem-based learning, one of it's main modes of curricular implementation. Over the last 20 years, the medical curriculum has been revised and fine-tuned twice. The first major curriculum review was undertaken in 1995. One major outcome of this review was a firm commitment to continue with it's original philosophy in medical education at the same time introducing several key strategies to enhance the teaching of medical ethics, attitude formation and reaffirming the need for a lean, integrated curriculum which addresses core knowledge, attitude and skills. A more recent review in 2001 took several approaches including getting the input of students to enhance the original philosophy.
    Matched MeSH terms: Education, Medical/standards*
  3. Jalaludin MA
    Med J Malaysia, 2002 Dec;57 Suppl E:13-4.
    PMID: 12733186
    Matched MeSH terms: Education, Medical/standards*
  4. Thuraisingham V
    Med J Malaysia, 1985 Sep;40(3):150-2.
    PMID: 3842712
    Matched MeSH terms: Education, Medical/standards*
  5. Loh LC, Lai NM, Nalliah S, Jutti RC
    Ann Acad Med Singap, 2007 Oct;36(10):867-70.
    PMID: 17987241
    Matched MeSH terms: Education, Medical/standards
  6. Barman A
    Ann Acad Med Singap, 2008 Nov;37(11):957-63.
    PMID: 19082204
    INTRODUCTION: Setting, maintaining and re-evaluation of assessment standard periodically are important issues in medical education. The cut-off scores are often "pulled from the air" or set to an arbitrary percentage. A large number of methods/procedures used to set standard or cut score are described in literature. There is a high degree of uncertainty in performance standard set by using these methods. Standards set using the existing methods reflect the subjective judgment of the standard setters. This review is not to describe the existing standard setting methods/procedures but to narrate the validity, reliability, feasibility and legal issues relating to standard setting.

    MATERIALS AND METHODS: This review is on some of the issues in standard setting based on the published articles of educational assessment researchers.

    RESULTS: Standard or cut-off score should be to determine whether the examinee attained the requirement to be certified competent. There is no perfect method to determine cut score on a test and none is agreed upon as the best method. Setting standard is not an exact science. Legitimacy of the standard is supported when performance standard is linked to the requirement of practice. Test-curriculum alignment and content validity are important for most educational test validity arguments.

    CONCLUSION: Representative percentage of must-know learning objectives in the curriculum may be the basis of test items and pass/fail marks. Practice analysis may help in identifying the must-know areas of curriculum. Cut score set by this procedure may give the credibility, validity, defensibility and comparability of the standard. Constructing the test items by subject experts and vetted by multi-disciplinary faculty members may ensure the reliability of the test as well as the standard.

    Matched MeSH terms: Education, Medical/standards*
  7. Lukman H, Beevi Z, Mohamadou G, Yeap R
    Med J Malaysia, 2006 Jun;61(2):214-6.
    PMID: 16898314
    This article describes the communication skills programme of the International Medical University, which adopts an integrated medical curriculum. The programme, implemented in February 2005, is based on a systematic framework aimed at teaching students basic interpersonal communication skills progressively and continuously throughout the pre-clinical phase.
    Matched MeSH terms: Education, Medical/standards*
  8. Sivalingam N
    Ann Acad Med Singap, 2004 Nov;33(6):706-10.
    PMID: 15608822
    Concerns about professionalism in medicine have made necessary the explicit teaching and learning of ethics, professionalism and personal development. The noble profession of medicine, taken up as a "calling" by those who are expected to put the needs of the patient above their own, appears to have become a fees-for-service business model and trade. Parental expectations, the diminishing sense of responsibility in teachers, lack of role models, technological advancements, sub-specialisation and third-party involvement in the healthcare delivery system have been identified as reasons for these concerns. The General Medical Council in the United Kingdom, and other professional bodies in both Europe and the Americas, have emphasised the need to enhance the teaching and learning of professionalism in medical schools, particularly the development of good attitudes, appropriate and competent skills, and the inculcation of a value system that reflects the tenets of professionalism in medicine. The medical curriculum will need to be scrutinised so as to introduce the subject of professionalism at all levels of training and education. Barriers to learning professionalism have been identified and students need to be equipped to resolve conflicts and to put the needs of others above their own.
    Matched MeSH terms: Education, Medical/standards*
  9. Yusoff MS
    Med Educ, 2012 Nov;46(11):1122.
    PMID: 23078712 DOI: 10.1111/medu.12057
    Matched MeSH terms: Education, Medical/standards*
  10. Jalaludin MA, Yadav H
    Med J Malaysia, 2005 Aug;60 Suppl D:2-3.
    PMID: 16315615
    Matched MeSH terms: Education, Medical/standards
  11. Deva MP
    Med J Malaysia, 2006 Mar;61(1):4-6.
    PMID: 16708727
    Depression as a symptom and a disease has been recognized from antiquity. While numerous references to melancholia, illnesses of the heart broken, and delusions of guilt are found in Shakespearean literature, world literature, stories, and dramas the world over, yet the development of modern western medicine has by and large tended to ignore all things psychological in the process of disease recognition and understanding. Even the face of a depressed patient, so obvious to the initiated, is a rarely taught and recognized sign of ill health by non- psychiatrists. The long association of psychiatry with severe psychoses in the minds of medical teachers has dulled the sense of astuteness in the picking up of anxiety and depression. It has also dulled the medical profession into the delusion that mental illnesses do not occur in general hospitals. Thus the fairly large number of mental problems in every day clinical practice remains an area of darkness. In practice, the pick up rate of all mental illnesses in primary care remains very low at less than 5% of all mental illnesses while studies show that about 25% of all primary care patients have significant mental problems that necessitate their attendance in the primary care clinics.
    Matched MeSH terms: Education, Medical/standards
  12. Babanin AA, Kubyshkin AV
    Med J Malaysia, 2005 Aug;60 Suppl D:79-83.
    PMID: 16315631
    The paper presents a general characteristic of the organization of teaching of medicine to foreign students at the Crimean State Medical University. The Crimea State Medical University is a state higher educational establishment having the 4th highest level of state accreditation. The University prepares junior specialists and bachelors in specialties such as nursing, orthopedic dentistry, pharmacy and doctors in general medicine, dentistry and clinical pharmacy. At present there are 1,500 foreign students from 34 countries studying at the university, with more than half are students from Malaysia. The quality of education at CSMU is evaluated by the State accreditation commission an authorized central executive power in the field of education and science. Textbooks and manuals written in English, which have passed expert evaluation at a state level and approved by the Ministry of Public Health of Ukraine, was given permission to be used by all medical schools of the country.
    Matched MeSH terms: Education, Medical/standards*
  13. Tan CP, Rokiah P
    Med J Malaysia, 2005 Aug;60 Suppl D:48-53.
    PMID: 16315624
    Formative and summative student assessment has always been of concern to medical teachers, and this is especially important at the level of graduating doctors. The effectiveness and comprehensiveness of the clinical training provided is tested with the use of clinical cases, either with real patients who have genuine medical conditions, or with the use of standardised patients who are trained to simulate accurately actual patients. The Objective Structured Clinical Examination (OSCE) is one method of assessing the adequacy of clinical skills of medical students, and their level of competence. It can be used to test a variety of skills such as history taking (communication and interpersonal skills) and performing aspects of physical examination, undertaking emergency procedures, and interpreting investigational data. It can also be used to ensure an adequate depth and breadth of coverage of clinical skills expected of a graduating doctor.
    Matched MeSH terms: Education, Medical/standards*
  14. Arzuman H, Ja'afar R, Fakri NM
    Educ Health (Abingdon), 2012 Nov;25(2):124-7.
    PMID: 23823596 DOI: 10.4103/1357-6283.103460
    An aim of medical schools is to select the most suitable candidates who are more likely to become good doctors, fulfilling societal expectations. It is imperative to better understand the influence of 'selection' variables on students' academic performance. We conducted a retrospective record review (3R) to examine the predictive power of pre-admission tracks on academic performance in the medical programme at the Universiti Sains Malaysia.
    Matched MeSH terms: Education, Medical/standards
  15. Chew BH, Zain AM, Hassan F
    BMC Med Educ, 2013;13:44.
    PMID: 23537129 DOI: 10.1186/1472-6920-13-44
    BACKGROUND: Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia.
    METHODS: This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses.
    RESULTS: A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R(2) = 0.43).
    CONCLUSIONS: Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students' academic performance.
    Matched MeSH terms: Education, Medical/standards
  16. Solarsh G, Lindley J, Whyte G, Fahey M, Walker A
    Acad Med, 2012 Jun;87(6):807-14.
    PMID: 22643380 DOI: 10.1097/ACM.0b013e318253226a
    The learning objectives, curriculum content, and assessment standards for distributed medical education programs must be aligned across the health care systems and community contexts in which their students train. In this article, the authors describe their experiences at Monash University implementing a distributed medical education program at metropolitan, regional, and rural Australian sites and an offshore Malaysian site, using four different implementation models. Standardizing learning objectives, curriculum content, and assessment standards across all sites while allowing for site-specific implementation models created challenges for educational alignment. At the same time, this diversity created opportunities to customize the curriculum to fit a variety of settings and for innovations that have enriched the educational system as a whole.Developing these distributed medical education programs required a detailed review of Monash's learning objectives and curriculum content and their relevance to the four different sites. It also required a review of assessment methods to ensure an identical and equitable system of assessment for students at all sites. It additionally demanded changes to the systems of governance and the management of the educational program away from a centrally constructed and mandated curriculum to more collaborative approaches to curriculum design and implementation involving discipline leaders at multiple sites.Distributed medical education programs, like that at Monash, in which cohorts of students undertake the same curriculum in different contexts, provide potentially powerful research platforms to compare different pedagogical approaches to medical education and the impact of context on learning outcomes.
    Matched MeSH terms: Education, Medical/standards
  17. Sim SM, Azila NM, Lian LH, Tan CP, Tan NH
    Ann Acad Med Singap, 2006 Sep;35(9):634-41.
    PMID: 17051280
    INTRODUCTION: A process-oriented instrument was developed for the summative assessment of student performance during problem-based learning (PBL) tutorials. This study evaluated (1) the acceptability of the instrument by tutors and (2) the consistency of assessment scores by different raters.

    MATERIALS AND METHODS: A survey of the tutors who had used the instrument was conducted to determine whether the assessment instrument or form was user-friendly. The 4 competencies assessed, using a 5-point rating scale, were (1) participation and communication skills, (2) cooperation or team-building skills, (3) comprehension or reasoning skills and (4) knowledge or information-gathering skills. Tutors were given a set of criteria guidelines for scoring the students' performance in these 4 competencies. Tutors were not attached to a particular PBL group, but took turns to facilitate different groups on different case or problem discussions. Assessment scores for one cohort of undergraduate medical students in their respective PBL groups in Year I (2003/2004) and Year II (2004/2005) were analysed. The consistency of scores was analysed using intraclass correlation.

    RESULTS: The majority of the tutors surveyed expressed no difficulty in using the instrument and agreed that it helped them assess the students fairly. Analysis of the scores obtained for the above cohort indicated that the different raters were relatively consistent in their assessment of student performance, despite a small number consistently showing either "strict" or "indiscriminate" rating practice.

    CONCLUSION: The instrument designed for the assessment of student performance in the PBL tutorial classroom setting is user-friendly and is reliable when used judiciously with the criteria guidelines provided.

    Matched MeSH terms: Education, Medical/standards
  18. Tey NP, Yew SY, Low WY, Su'ut L, Renjhen P, Huang MS, et al.
    PLoS One, 2012;7(12):e52116.
    PMID: 23300600 DOI: 10.1371/journal.pone.0052116
    Abortion is a serious public health issue, and it poses high risks to the health and life of women. Yet safe abortion services are not readily available because few doctors are trained to provide such services. Many doctors are unaware of laws pertaining to abortion. This article reports survey findings on Malaysian medical students' attitudes toward abortion education and presents a case for including abortion education in medical schools.
    Matched MeSH terms: Education, Medical/standards*
  19. Ramasamy P, Osman A
    Med J Malaysia, 2005 Aug;60 Suppl D:58-65.
    PMID: 16315626
    The integrated curriculum at the newly established medical school at University Malaysia Sabah is examined from aspects of the objectives of the medical training in achieving development of the required skills and knowledge as well as personal and professional development. The teaching is spread over five years with an emphasis on basic medical sciences in the first two years although the students are exposed to clinical skills right from the onset. A gradual transition to emphasis on the acquisition of clinical skills occurs from the third year onwards. However, community medicine and professional development are incorporated into the programme from the first year and are carried over to the final year. Although there are examinations to be passed in all the courses taught every semester, with a Cumulative Grade Point Average (CGPA) of 3.0 (65 percentile score) and the candidate has to pass all the examinations in that year to clear a particular year, two professional examinations are administered, one at the end of the Third Year (end of the Phase I of the Medical Programme) and another at the end of the Fifth or Final year (end of the Phase II of the Medical Programme). Programmes for Postings, Shadow House Officers (SHOP) and Population Health are also incorporated into the curriculum. Delivery of the courses involve Lectures, Self-Learning Packages (SLP), Small Group Discussions (SGD), Seminars, Debates, Dramas, Video clips, Special Study Modules (SSM), Computer-Aided Instruction (CAI), Problem-based Learning (PBL), Problem-solving Sessions (PSS) and Clinical Skills Learning (CSL). The examination involves elements of continuous assessment and final end of semester or end of phases I and II Professional Examinations. Practical may involve Objective Structured Practical Examinations (OSPE) and/or Objective Structured Clinical Examinations (OSCE). They may also involve viva voce and/or short and long case presentations and assessment of log book entries.
    Matched MeSH terms: Education, Medical/standards
  20. Noor Ghani S, Saimy I
    Med J Malaysia, 2005 Aug;60 Suppl D:66-8.
    PMID: 16315627
    In 1977, the World Health Assembly (WHA) set the social target--the "Health For All" goal and in 1995, urged member states to "re-orientate medical education and medical practice for "Health For All" (resolution WHA 48.8). This led to World Health Organisation to enunciate the "5-star doctor" needing skills in healthcare management, quality assurance and health economics. The Faculty of Medicine, University of Malaya introduced the New Integrated Curriculum (NIC) in 1995. The objective was aimed at producing a competent doctor with a holistic approach to the practice of medicine. This was to be achieved by having 3 strands of studies i.e. The Scientific Basis of Medicine (SBM), the Doctor, Patient, Health and Society (DPHS), and Personal and Professional Development (PPD) over the 5-year programme, split into 3 phases. Elements of the "5-star doctor" were introduced in strand 2--DPHS and strand 3--PPD. Management studies were introduced in the Personal and Professional Development (PPD) strand. This led to an instructional module--"Principles of Management in Health Care Services (PMGT)" comprising of the Management of Self, Resources and People and incorporating a three week field programme. Evaluation is undertaken at the end of the phase IIIA of the studies. This NIC approach will be able to produce a "5-star doctor", a team player, leader, communicator and an effective manager.
    Matched MeSH terms: Education, Medical/standards*
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