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Influencing factors and processes of interprofessional professional education (IPE) implementation

Wong PS, Chen YS, Saw PS

Med Teach, 2021 Jul;43(sup1):S39-S45.
PMID: 31603016 DOI: 10.1080/0142159X.2019.1672864

BACKGROUND: Interprofessional education (IPE) is an instructional approach for equipping health professions students with essential competencies needed to provide collaborative patient-centred care. The implementation and sustainability of IPE are challenging for many institutions. This qualitative study identified barriers and facilitators in the processes of IPE implementation.
METHODS: We conducted mixed focus groups (FGs) with faculty members from medicine, dentistry, pharmacy, nutrition and dietetics, nursing, chiropractic, Chinese medicine, and other health sciences programmes; who were involved in the planning of IPE at institutional or programme level, or who participated in IPE activity. Transcripts were analysed using grounded theory.
RESULTS: We identified 25 barriers and facilitators, clustered under five major categories of commitment, faculty engagement, IPE design, support, and delivery.
CONCLUSIONS: Successful implementation of IPE may hinge on actions in 5 stages; commitment, faculty engagement, IPE design, support, and delivery. The processes will require consistent leadership to break down professional silos and enhance collaborative effort in IPE implementation.

Matched MeSH terms: Education, Professional*
Fulltext Big Sib Students' Perceptions of the Educational Environment at the School of Medical Sciences, Universiti Sains Malaysia, using Dundee Ready Educational Environment Measure (DREEM) Inventory

Arzuman H, Yusoff MS, Chit SP

Malays J Med Sci, 2010 Jul;17(3):40-7.
PMID: 22135548

A cross-sectional descriptive study was conducted among Big Sib students to explore their perceptions of the educational environment at the School of Medical Sciences, Universiti Sains Malaysia (USM) and its weak areas using the Dundee Ready Educational Environment Measure (DREEM) inventory. The DREEM inventory is a validated global instrument for measuring educational environments in undergraduate medical and health professional education.

Matched MeSH terms: Education, Professional
Genetic counseling services and development of training programs in Malaysia

Lee JM, Thong MK

J Genet Couns, 2013 Dec;22(6):911-6.
PMID: 23615969 DOI: 10.1007/s10897-013-9589-z

Genetic counseling service is urgently required in developing countries. In Malaysia, the first medical genetic service was introduced in 1994 at one of the main teaching hospitals in Kuala Lumpur. Two decades later, the medical genetic services have improved with the availability of genetic counseling, genetic testing and diagnosis, for both paediatric conditions and adult-onset inherited conditions, at four main centers of medical genetic services in Malaysia. Prenatal diagnosis services and assisted reproductive technologies are available at tertiary centres and private medical facilities. Positive developments include governmental recognition of Clinical Genetics as a subspecialty, increased funding for genetics services, development of medical ethics guidelines, and establishment of support groups. However, the country lacked qualified genetic counselors. Proposals were presented to policy-makers to develop genetic counseling courses. Challenges encountered included limited resources and public awareness, ethical dilemmas such as religious and social issues and inadequate genetic health professionals especially genetic counselors.

Matched MeSH terms: Education, Professional/organization & administration*
Fulltext Guidelines on minimum qualification, training and experience of professional personnel working in a pathology laboratory (version 1/2004)

College of Pathologists, Academy of Medicine of Malaysia

Malays J Pathol, 2005 Jun;27(1):57-62.
PMID: 16676695
Matched MeSH terms: Education, Professional/standards*
Fulltext Capturing the wisdom of the crowd: health professions' educators meet at a virtual world café

McKimm J, Ramani S, Kusurkar RA, Fornari A, Nadarajah VD, Thampy H, et al.

Perspect Med Educ, 2020 12;9(6):385-390.
PMID: 33051804 DOI: 10.1007/s40037-020-00623-y

BACKGROUND: Conversations about educational challenges and potential solutions among a globally and culturally diverse group of health professions' educators can facilitate identity formation, mentoring relationships and professional network building. The COVID-19 pandemic has made it even more important to co-create and disseminate knowledge, specifically regarding online and flexible learning formats.
APPROACH: Based on the principles of social learning, we combined speed mentoring and world café formats to offer a virtual Zoom™ workshop, with large and small group discussions, to reach health professions' educators across the globe. The goal was to establish a psychologically safe space for dialogue regarding adaptation to online teaching-learning formats.
EVALUATION: We aimed to establish psychological safety to stimulate thought-provoking discussions within the various small groups and obtain valuable contributions from participants. From these conversations, we were able to formulate 'hot tips' on how to adapt to (sometimes new) online teaching-learning formats while nurturing teacher and student wellbeing.
REFLECTION: Through this virtual workshop we realized that despite contextual differences, many challenges are common worldwide. We experienced technological difficulties during the session, which needed rapid adaptation by the organising team. We encouraged, but did not pressure, participants to use video and audio during breakout discussions as we wanted them to feel safe and comfortable. The large audience size and different time zones were challenging; therefore, leadership had to be resilient and focussed. Although this virtual format was triggered by the pandemic, the format can be continued in the future to discuss other relevant global education topics.

Matched MeSH terms: Education, Professional/methods*
Health labour market requirements of health professional education in Yemen

Almahbashi T, Aljunid SM, Ismail A

East Mediterr Health J, 2017 Aug 20;23(6):415-421.
PMID: 28836654

It is important to link health professional education to the health service needs of the private and public labour market so as to meet the plans of the health sector. Thus, the main focus of this study was to identify the present labour market requirements for the outcomes of health training institutes. A qualitative study was carried out among mixed healthcare professionals and various stakeholders in Sana'a City, Yemen. Six focus group discussions were formed for 42 graduates and 20 in-depth interviews were undertaken with health development partners and public and private employers. Outcomes of the health training institutes were still below the expectations of the health labour market, and did not fill the existing gaps in English-language proficiency and clinical skills. The survival of health professional education depends on future development to meet labour market demands through collaboration between key stakeholders, regular updating of the curriculum, and constant professional development of the teaching staff.

Matched MeSH terms: Education, Professional/organization & administration*
Fulltext Comprehensive Healthcare module: medical and pharmacy students' shared learning experiences

Tan CE, Jaffar A, Tong SF, Hamzah MS, Mohamad N

Med Educ Online, 2014 Jan;19(1):25605.
PMID: 28440130 DOI: 10.3402/meo.v19.25605

Introduction The Comprehensive Healthcare (CHC) module was developed to introduce pre-clinical medical and pharmacy students to the concept of comprehensive healthcare. This study aims to explore their shared learning experiences within this module. Methodology During this module, medical and pharmacy students conducted visits to patients' homes and to related community-based organisations in small groups. They were required to write a reflective journal on their experiences regarding working with other professions as part of their module assessment. Highly scored reflective journals written by students from the 2011/2012 academic session were selected for analysis. Their shared learning experiences were identified via thematic analysis. We also analysed students' feedback regarding the module. Results Analysis of 25 selected reflective journals revealed several important themes: 'Understanding of impact of illness and its relation to holistic care', 'Awareness of the role of various healthcare professions' and 'Generic or soft skills for inter-professional collaboration'. Although the primary objective of the module was to expose students to comprehensive healthcare, the students learnt skills required for future collaborative practice from their experiences. Discussion The CHC module provided early clinical exposure to community-based health issues and incorporated some elements of inter-professional education. The students learnt about the roles of other healthcare professions and acquired soft skills required for future collaborative practice during this module.

Matched MeSH terms: Education, Professional
Fulltext Pharmacogenomics based practice in Malaysia: The attitude, knowledge and adoption by the healthcare professionals

Bannur Z., Bahaman S., Salleh M.Z., Teh L.K.

International Medical Journal Malaysia, 2014;13(1):41-50.
MyJurnal

Introduction: Knowledge, attitude as well as adoption of pharmacogenomics in clinical practice among the pharmacists and physicians in Malaysia have not been reported. This cross-sectional study explores various facets of the two professions as related to pharmacogenomics to determine the need and preferred method to improve education among them. This study also aims to identify the current state of pharmacogenomics practice in Malaysia to help identify barrier and solution to reap advantages from pharmacogenomics practices. Methods: A questionnaire consisting of 38 questions in five parts was adopted and validated. It explores the respondents’ characteristics, attitude, knowledge, adoption and education. It was distributed online to 1500 pharmacists and physicians over five months. Results: Pharmacists differed from the physicians in terms of attitude, knowledge, adoption and education. Overall, adoption rate of pharmacogenomics was found to be low but its anticipation for future adoption is high, and benefits were reported by healthcare professionals who have used the test in a clinical setting. Majority of respondents had poor to fair knowledge and nearly half have had no prior formal teaching on pharmacogenomics. Interest in the education is very high, and most of them preferred to learn pharmacogenomics via continuous professional education programs. Conclusion: Pharmacogenomics is a field that promises many benefits, but to reap these benefits require its implementation in clinical setting. Pharmacists and physicians need to be equipped with adequate knowledge and positive attitude towards pharmacogenomics.

Matched MeSH terms: Education, Professional
Fulltext Research at IMU: achievements, thrust areas and future challenges

Wan-Loy Chu

International e-Journal of Science, Medicine & Education, 2013;7(11):7-18.
MyJurnal

There have been significant achievements in research at IMU as indicated by the increasing amount of external funds obtained, and number of publications and postgraduate students produced since it started its research activities in the year 2000. However, it is a great challenge indeed to ensure sustainability of our research, which is currently heavily dependent on internal funding. There is a need to realign our strategies to further enhance our competitiveness in securing external funding for research. In line with this, the Institute for Research, Development and Innovation (IRDI) was officially established on 18 September 2012. The Institute will serve as a platform to support all research activities at IMU. There are four Centres of Excellence based on the identified thrust areas under
IRDI, namely 1) Centre for Bioactive Molecules and Drug Discovery; 2) Centre for Environmental and
Population Health; 3) Centre for Cancer and Stem Cell Research, and 4) Centre for Health Professional Education Research. Major findings based on research in these four thrust areas are reviewed in this paper. With the strategic planning and establishment of IRDI, it is our aspiration to bring research at IMU to a higher level.

Matched MeSH terms: Education, Professional
Fulltext Identifying physiotherapy stakeholders for program evaluation

Bhavani, Veasuvalingam

Education in Medicine Journal, 2012;4(2):85-88.
MyJurnal

Identifying physiotherapy stakeholders for program evaluation. The Health Professional Education plays a pivotal role in providing quality health work force thus improved care in health service to the public in our country. As such all Allied Health Programs conducted by Higher Education Providers (HEP) should keep close surveillance of the quality of Allied Health Programs to mould health professional graduates to deliver quality healthcare service through proper competency measures. Stakeholders have been defined as on-campus and off campus group for the sake of identifying respective views in institutional effectiveness. Allied health programs are emerging enormously in our country and this revolution is creating major crustal deformation, forming folds and faults towards its profession as many educational institutions in the country is with the enterprising objectives of running such programs and not for the benefits of the society.

Matched MeSH terms: Education, Professional
Fulltext Effect of Internet-Based Cognitive Apprenticeship Model (i-CAM) on Statistics Learning among Postgraduate Students

Saadati F, Ahmad Tarmizi R, Mohd Ayub AF, Abu Bakar K

PLoS One, 2015;10(7):e0129938.
PMID: 26132553 DOI: 10.1371/journal.pone.0129938

Because students' ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is 'value added' because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students' problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students.

Matched MeSH terms: Education, Professional/methods*
Fulltext Towards developing and validating Quality Physical Education in schools-The Asian physical education professionals' voice

Ho WKY, Ahmed MD, Khoo S, Tan CH, Dehkordi MR, Gallardo M, et al.

PLoS One, 2019;14(8):e0218158.
PMID: 31369586 DOI: 10.1371/journal.pone.0218158

Physical education professionals aim to develop quality programmes for physical education. This study aimed to develop and validate a scale using professionals' perceptions of Quality Physical Education QPE in Asia using twenty-four items regarding QPE quality issues. The items covered status and roles, development of educational elements and supportive features in physical education. A sample of N = 799 sport and physical education professionals from eleven Asian cities participated in this questionnaire survey. Twenty-four items relating to QPE were examined via exploratory factor analysis (EFA) using maximum likelihood extraction and direct oblimin rotation methods. Nevertheless, only 20 items were extracted following the EFA examination. Items 1, 9, 14 and 18 were excluded because of low factor loadings. The remaining items were clustered into four subscales: Development and Supportive Elements for Quality Physical Education in Schools (DSFQPE; α = .918), Core Values of Quality Physical Education (CVPE; α = .908), Curriculum Arrangement of Physical Activities (CAPA; α = .884) and Provision and Norms in Physical Education (PNPE; α = .865). The Cronbach's alpha coefficient (α = .875) indicated excellent internal consistency for the overall measure. Furthermore, the 4 retained factors from the EFA were assessed via robust confirmatory factor analysis (CFA). The 4-factor model demonstrated a good fit with the data (CMIN/DF = 3.450, CFI = .928, TLI = .916, PCFI = .801, RMSEA = .078). The study identified a 4-factor structure with internal consistency and acceptable interfactor correlations. The structure seemed to be applicable, including the twenty items identified as useful and necessary tools for the framework of analysis in the investigation of diverse settings for the study of quality physical education.

Matched MeSH terms: Education, Professional/standards*
Photographing human subjects in biomedical disciplines: an Islamic perspective

Saidun S

J Med Ethics, 2013 Feb;39(2):84-8.
PMID: 23038799 DOI: 10.1136/medethics-2012-100794

Visual recording of human subjects is commonly used in biomedical disciplines for clinical, research, legal, academic and even personal purposes. Guidelines on practice standards of biomedical recording have been issued by certain health authorities, associations and journals, but none of the literature discusses this from an Islamic perspective. This article begins with a discussion on the general rules associated with visual recording in Islam, followed by modesty issues in biomedical recording and issues of informed consent and confidentiality. In order to be deemed ethical from the Islamic perspective, all the aforementioned criteria must conform to, or not contradict, Islamic teaching.

Matched MeSH terms: Education, Professional/standards
A Report on Ten Asia Pacific Countries on Current Status and Future Directions of the Genetic Counseling Profession: The Establishment of the Professional Society of Genetic Counselors in Asia

Laurino MY, Leppig KA, Abad PJ, Cham B, Chu YWY, Kejriwal S, et al.

J Genet Couns, 2018 02;27(1):21-32.
PMID: 28699126 DOI: 10.1007/s10897-017-0115-6

The Professional Society of Genetic Counselors in Asia (PSGCA) was recently established as a special interest group of the Asia Pacific Society of Human Genetics. Fostering partnerships across the globe, the PSGCA's vision is to be the lead organization that advances and mainstreams the genetic counseling profession in Asia and ensures individuals have access to genetic counseling services. Its mission is to promote quality genetic counseling services in the region by enhancing practice and curricular standards, research and continuing education. The PSGCA was formally launched during the Genetic Counseling Pre-Conference Workshop held at the 11th Asia-Pacific Conference on Human Genetics in Hanoi, Viet Nam, September 16, 2015. The pre-conference workshop provided an opportunity for medical geneticists and genetic counselors from across 10 Asia Pacific countries to learn about the varied genetic counseling practices and strategies for genetic counseling training. This paper provides an overview of the current status and challenges in these countries, and proposed course of unified actions for the future of the genetic counseling profession.

Matched MeSH terms: Education, Professional/trends
Dysphagia training for speech-language pathologists: implications for clinical practice

Kamal RM, Ward E, Cornwell P

Int J Speech Lang Pathol, 2012 Dec;14(6):569-76.
PMID: 22974073 DOI: 10.3109/17549507.2012.713394

There are competency standards available in countries with established speech-language pathology services to guide basic dysphagia training with ongoing workplace mentoring for advanced skills development. Such training processes, however, are not as well established in countries where speech-language pathology training and practice is relatively new, such as Malaysia. The current study examines the extent of dysphagia training and workplace support available to speech-language pathologists (SLPs) in Malaysia and Queensland, Australia, and explores clinicians' perceptions of the training and support provided, and of their knowledge, skills, and confidence. Using a matched cohort cross-sectional design, a purpose-built survey was administered to 30 SLPs working in Malaysian government hospitals and 30 SLPs working in Queensland Health settings in Australia. Malaysian clinicians were found to have received significantly less university training, less mentoring in the workplace, and were lacking key infrastructure needed to support professional development in dysphagia management. Over 90% of Queensland clinicians were confident and felt they had adequate skills in dysphagia management; in contrast, significantly lower levels of knowledge, skills, and confidence were observed in the Malaysian cohort. The findings identify a need for improved university training and increased opportunities for workplace mentoring, training, and support for Malaysian SLPs.

Matched MeSH terms: Education, Professional/economics; Education, Professional/methods*
Fulltext Do medical lecturers need to be specially trained in teaching?

Loh, S.Y.

JUMMEC, 2008;11(1):12-17.
MyJurnal

Over the years, the emphasis on research practices in healthcare has received more recognition than the emphasis on teaching practices. Also, in contrast to the strong focus on aligning care-giving practices with evidence of effectiveness; aligning educational practices with evidences of effectiveness has continued to be neglected. This creates a chasm that hinders the delivery of effective health practices. Many challenges in the current healthcare delivery system warrant a call for a revamp of health professionals' education, and for a greater focus in effective teaching, assessment and supervision. This paper highlights the current challenges in health professional education (as revealed by the Institute of Medicine, IOM, 2003). It focusses on five key issues for promoting teaching excellence, and supports the move for new lecturers to be educationally trained so that 'teaching for learning' becomes current, effective and enjoyable. More importantly, the vision for health professional education that "all health professionals are educated to deliver patient-centred-care as members of an interdisciplinary team, emphasising evidence-based practice, quality improvement approaches, and informatics" can be attained. This vision has important implication for medical lecturers as it means they have to be better educated to teach in order to be prepared to meet the demands of a reformed healthcare system.

Matched MeSH terms: Education, Professional
Fulltext Third Decade of Health professional education at the International Medical University: driven by the 3 I’s of IMU

Siang Tong Kew

International e-Journal of Science, Medicine & Education, 2013;7(1):24-28.
MyJurnal

Building on two decades as a private health professional university, the International Medical University prepares for the third decade, taking stock of the challenges in changing epidemiology and pattern of disease, changing demography and healthcare, as well as explosion in knowledge and information technology. The Global Independent Commission1 provided a framework for instructional and institutional reforms, and the IMU will use its 3 I’s (insight, imagination & innovation) in adopting these measures. Some of the instructional reforms are already in place, others need to be further nurtured and promoted. In its third decade, competency based curriculum, inter-professional learning, IT, global collaboration, educational resources, new professionalism and emphasis on quality improvement will help ensure IMU train and produce competent, caring and ethical health professionals fit to tackle 21st century challenges.

Matched MeSH terms: Education, Professional
Fulltext Quality assurance in education: perception of undergraduate health professions students in a Malaysian university

Er HM, Nadarajah VD, Ng SH, Wong AN

Korean J Med Educ, 2020 Sep;32(3):185-195.
PMID: 32723985 DOI: 10.3946/kjme.2020.166

PURPOSE: Direct student involvement in quality processes in education has been suggested to encourage shared responsibilities among faculty and students. The objectives of this study were to explore undergraduate health professions students' understanding of quality assurance (QA) in education, and identify the challenges and enablers for student involvement in an Asian context.
METHODS: Twenty semi-structured interviews were conducted among medical, dentistry, and pharmacy students in a Malaysian University. The interviews were audio-recorded, transcribed verbatim, and thematically analyzed to understand the students' perspectives of QA in education.
RESULTS: The participants recognized the importance of QA towards ensuring the quality of their training, which will consequently impact their work readiness, employability, and quality of healthcare services. Academic governance, curriculum structure, content and delivery, faculty and student quality, teaching facilities, and learning resources were indicated as the QA areas. The challenges for students' involvement included students' attitude, maturity, and cultural barrier. To enhance their buy-in, clear objectives and impact, efficient QA mechanism, and recognition of students' contribution had been suggested.
CONCLUSION: The findings of this study support student-faculty partnership in QA processes and decision making.

Matched MeSH terms: Education, Professional/standards*
From the ideal to the real world: a phenomenological inquiry into student sojourners' reentry adaptation

Hsiao F

J Music Ther, 2011;48(4):420-39.
PMID: 22506298

This phenomenological study examines the thematic structure of reentry transition for international music therapy graduates who have returned home after studying in the United States. Emphasis is placed upon career development. Standardized open-ended interviews were used to obtain rich and in-depth descriptions of the participants' experiences. Ten music therapists from six countries participated in the study. The themes that emerged from the data include moving from the ideal to the real world, shifting from the role of student to professional, confronting reality and working through challenges, and achieving personal growth and self-transformation. The dynamics of cross-cultural comparison, confronting the home culture, and redefining music therapy and professional identities within the local cultural context are illustrated via quotations from the participants. Implications and recommendations for music therapy education and career preparation for international graduates are discussed.

Matched MeSH terms: Education, Professional/methods*
Environmental engineering education for developing countries: framework for the future

Ujang Z, Henze M, Curtis T, Schertenleib R, Beal LL

Water Sci Technol, 2004;49(8):1-10.
PMID: 15193088

This paper presents the existing philosophy, approach, criteria and delivery of environmental engineering education (E3) for developing countries. In general, environmental engineering is being taught in almost all major universities in developing countries, mostly under civil engineering degree programmes. There is an urgent need to address specific inputs that are particularly important for developing countries with respect to the reality of urbanisation and industrialisation. The main component of E3 in the near future will remain on basic sanitation in most developing countries, with special emphasis on the consumer-demand approach. In order to substantially overcome environmental problems in developing countries, E3 should include integrated urban water management, sustainable sanitation, appropriate technology, cleaner production, wastewater minimisation and financial framework.

Matched MeSH terms: Education, Professional

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