Displaying publications 1 - 20 of 145 in total

  1. Br Med J, 1969 Aug 9;3(5666):315.
    PMID: 5800338
    Matched MeSH terms: Schools, Medical*
  2. Jalaludin MA, Arokiasamy JT
    Med J Malaysia, 2002 Dec;57 Suppl E:3-4.
    PMID: 12733183
    Matched MeSH terms: Schools, Medical/standards*; Schools, Medical/trends
  3. Ismail S, Salam A, Alattraqchi AG, Annamalai L, Chockalingam A, Elena WP, et al.
    Adv Med Educ Pract, 2015;6:231-7.
    PMID: 25878516 DOI: 10.2147/AMEP.S78441
    Didactic lecture is the oldest and most commonly used method of teaching. In addition, it is considered one of the most efficient ways to disseminate theories, ideas, and facts. Many critics feel that lectures are an obsolete method to use when students need to perform hands-on activities, which is an everyday need in the study of medicine. This study evaluates students' perceptions regarding lecture quality in a new medical school.
    Matched MeSH terms: Schools, Medical
  4. Servant, Virginie
    This paper presents observation made during a brief observation of the PBL programme at School of Medical Sciences (SMS), Universiti Sains Malaysia (USM). It provides a classification for the type of PBL offered at USM highlights the main aspects of the tutorial process there and reviews the experience of students and tutors engaged in PBL at this SMS. The paper proposes a series of recommendations with regards to the planned 2014 curricular reform.
    Matched MeSH terms: Schools, Medical
  5. Olupeliyawa AM, Venkateswaran S, Wai N, Mendis K, Flynn E, Hu W
    Clin Teach, 2020 02;17(1):86-91.
    PMID: 31099178 DOI: 10.1111/tct.13024
    BACKGROUND: Adapting existing training resources for clinical teachers is more efficient than creating resources de novo. There is limited evidence on how to effectively use and ensure the relevance of training materials originally developed for different contexts and audiences. We tested in Sri Lanka and Malaysia the transferability of scenario-based training videos and session plans developed for Australian medical schools, to identify those aspects which need adaptation, and make recommendations to enhance transferability.

    METHODS: Staff involved in student support from three medical schools were invited to participate in five workshops facilitated by an Australian educator. Video discussion triggers of students presenting with concerns were used in workshop activities, including written exercises, group discussions and reflection. The quantitative and qualitative data collected included categorical and free-text participant responses to questionnaires and structured field notes from local faculty developers using peer observation.

    FINDINGS: Academic and clinician-teacher participants predominated in the workshops. Of 66 participant questionnaires (92% response rate), over 90% agreed that the workshop was relevant, and over 95% agreed that the videos facilitated discussion and the sharing of experiences. Field notes confirmed that participants were engaged by the videos, but identified that one student scenario and the approaches for seeking support in others were not immediately transferable to local contexts. The adaptation of facilitation techniques used in Australian workshops was needed to address audience responses.

    DISCUSSION: Our findings confirm faculty development principles of content relevancy and incorporation of reflection. To enhance transferability, we recommend co-facilitation with local faculty members, the explicit signposting of topics and re-contextualising key concepts through reflective discussion.

    Matched MeSH terms: Schools, Medical*
  6. Cheah JS, Tay G
    Singapore Med J, 1998 Jan;39(1):42-4.
    PMID: 9557106
    During the Japanese Occupation of Singapore and Malaya (1941-1945), Singapore was renamed Syonan (or Syonanto) and Malaya was called Malai (or Marai; Marei). On 27 April 2603 (1943) the Japanese Military Administration established. The Marai Ika Daigaku (Syonan Medical College) at the Tan Tock Seng Hospital (Hakuai Byoin), Syonan. The Medical College shifted to the General Hospital, Malacca in February 2604 (1944) where it functioned till the end of the Japanese Occupation in September 2605 (1945).
    Matched MeSH terms: Schools, Medical*
  7. Jalaludin MA, Yadav H
    Med J Malaysia, 2005 Aug;60 Suppl D:2-3.
    PMID: 16315615
    Matched MeSH terms: Schools, Medical/standards; Schools, Medical/supply & distribution*
  8. Leong KC, Teng CL, Ng CJ
    Med J Malaysia, 2007 Aug;62(3):265-7.
    PMID: 18246926
    In a survey of clinical students in two Malaysian medical schools, it was found that students used a wide variety of learning resources, but textbooks were still the primary source of their information. Students had positive views about clinical teaching and lectures but somewhat lower opinions on problem-based learning. They generally did not perceive lecturers as facilitators, role models and counselors. In spite of the stated curricular goals of promoting self-directed learning via problem-based learning, students in these medical schools were driven by the nature of examinations and focused mainly on clinical contents rather than the process of learning.
    Matched MeSH terms: Schools, Medical*
  9. 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: Schools, Medical*
  10. Azila NM, Tan NH, Tan CP
    Med Educ, 2006 Nov;40(11):1125.
    PMID: 17054624
    Matched MeSH terms: Schools, Medical/organization & administration*
  11. Lee YK
    Ann Acad Med Singap, 2005 Jul;34(6):4C-13C.
    PMID: 16010374
    This article traces briefly the origins of medical education in the early years of the Straits Settlements (Singapore, Penang and Malacca), which culminated in the founding of Medical School in Singapore in 1905. The first attempt was made in the early 19th century, when boys were recruited from local schools as Medical Apprentices to be trained as "assistant doctors". They were to assist the British doctors and doctors from India in running the medical services. This scheme was not successful. There are 3 landmark years in the evolution of medical education in the Straits Settlements, namely 1852, 1867 and 1904. In 1852, the Governor, to relieve the shortage of staff in the Medical Department, instructed the Principal Civil Medical Officer to organise a proper course of training for Medical Apprentices and to establish a local Medical Service. This scheme was also unsuccessful and the Straits Settlements continued to rely on doctors recruited from India. In 1867, the Straits Settlements were transferred from the India Office to the Colonial Office and became a Crown Colony. The Indian Government requested that all its doctors be sent back. This would have led to the collapse of the Straits Settlements Medical Service. As a stop-gap measure, the Governor offered the Indian doctors appointment in the new Straits Settlements Medical Service, and at the same time arranged with the Madras Government for boys from the Straits Settlements to be trained in its Medical Colleges. The first 2 boys were sent in 1869. In 1889, the Principal Civil Medical Officer proposed to the Governor that a Medical School should be founded in Singapore, but not enough candidates passed the preliminary entrance examination. The plan was shelved and boys continued to be sent to Madras for training. In 1902, the Committee on English Education proposed that a Medical School should be started in Singapore, but senior British doctors opposed this. On 8 September 1904, Mr Tan Jiak Kim and other local community leaders petitioned the Governor to start a Medical School, raised enough funds to establish the School and the Straits and Federated Malay States Government Medical School (predecessor of the King Edward VII College of Medicine, and the Faculties of Medicine, University of Singapore and University of Malaya) was founded on 3 July 1905.
    Matched MeSH terms: Schools, Medical/history*
  12. Lim KH
    Ann Acad Med Singap, 2005 Jul;34(6):190C-195C.
    PMID: 16010406
    The Medical Alumni is unique in being the oldest alumni association with medical, dental and pharmacy graduates from our seminal medical school, that has now evolved into the faculties of medicine in 2 countries, namely Malaysia and Singapore. Founded in 1923, the medical alumni association has undergone several name changes with its evolution and activism. After the Japanese Occupation, it was given its present name in 1947, comprising 3 branches working under a common Constitution operating in 2 separate countries. It is also unique in being the only association recognised by the Registrar of Societies with membership in 2 countries. Following the development of medical professional and academic bodies, the medical alumni wound down its medico-political activities to concentrate on providing social and mutual support for its members and its alma mater.
    Matched MeSH terms: Schools, Medical/history*
  13. Hadie SNH, Yusoff MSB, Arifin WN, Kasim F, Ismail ZIM, Asari MA, et al.
    BMC Med Educ, 2021 Jan 14;21(1):50.
    PMID: 33446203 DOI: 10.1186/s12909-020-02467-w
    BACKGROUND: The Anatomy Education Environment Measurement Inventory (AEEMI) evaluates the perception of medical students of educational climates with regard to teaching and learning anatomy. The study aimed to cross-validate the AEEMI, which was previously studied in a public medical school, and proposed a valid universal model of AEEMI across public and private medical schools in Malaysia.

    METHODS: The initial 11-factor and 132-item AEEMI was distributed to 1930 pre-clinical and clinical year medical students from 11 medical schools in Malaysia. The study examined the construct validity of the AEEMI using exploratory and confirmatory factor analyses.

    RESULTS: The best-fit model of AEEMI was achieved using 5 factors and 26 items (χ 2 = 3300.71 (df = 1680), P

    Matched MeSH terms: Schools, Medical*
  14. Ismail AM
    J R Coll Surg Edinb, 1972 Mar;17(2):71-8.
    PMID: 4553780
    Matched MeSH terms: Schools, Medical/history
  15. Jalaludin MA
    Med J Malaysia, 2002 Dec;57 Suppl E:13-4.
    PMID: 12733186
    Matched MeSH terms: Schools, Medical
  16. Todd D
    Ann Acad Med Singap, 1987 Apr;16(2):366-9.
    PMID: 3688816
    With the rapid advances in medical science and increasing complexities of patient care, the need for continuing medical education (CME) is widely accepted by the profession. CME follows general and higher professional training, and should be a life long process. Teaching hospitals and postgraduate professional institutions play vital roles in organising, promoting, and monitoring this activity. CME directorates should be established. University authorities must recognise the important role of medical teachers in postgraduate and continuing medical education, and the staff establishment and terms of service should be held regularly. Medical libraries should have easy borrowing facilities. Self-assessment and audio-visual material are particularly helpful to the busy practitioner and inexpensive local or regional journals of quality can provide pertinent and up-to-date information. All charges for attending scientific meetings and educational material should be tax deductible or subsidized. The effectiveness of CME is difficult to assess and participation is almost impossible to enforce. Much depends on the standard of medical practice wanted by society. Recertification of general practitioners or specialists poses many problems. On the other hand, completion of self-assessment programmes, active participation at medical meetings, contributions to scientific literature, and membership of medical societies with built-in peer review could be monitored and regularly used to evaluate professional status.
    Matched MeSH terms: Schools, Medical
  17. Dash S
    Biochem Mol Biol Educ, 2019 07;47(4):404-407.
    PMID: 30994974 DOI: 10.1002/bmb.21246
    Medical education has adopted various e-learning technologies to its aid. Addition of Google Classroom, introduced in 2014, as a Learning Management System (LMS) has provided a basic, easy to use platform. This study tested its efficacy in teaching a biochemistry module to first year MBBS students in an Indian medical school. Better access to learning material and supplementary teaching resources, helpfulness of immediate feedback, and learning outside of class environment were reported by students. Preference of mobile phone over laptop to access this LMS was reported. Use of this free to use LMS can be made, and especially in resource limited low and middle income countries, to encourage greater access to e-learning. © 2019 International Union of Biochemistry and Molecular Biology, 47(4):404-407, 2019.
    Matched MeSH terms: Schools, Medical
  18. Radhakrishnan, Ammu Kutty, Lee, Nagarajah, Young, Mei-Ling
    Background: Medical schools have long been concerned with establishing a suitable process of
    admission. The criteria used to select students have traditionally focussed on high academic achievement. Method: The International Medical University (IMU) accepts students from a wide range of pre-university entry qualifications for admission into the medical programme. The criteria for the various pre-university entry qualifications used by the IMU were agreed and accepted by the IMU Academic Council (AC), which consist of deans of the IMU’s partner medical schools (PMS). In this study, the various entry qualifications were first grouped into five categories based on the educational pedagogy. Then, this was aligned with the entry qualification data of all students who had been admitted into the IMU medical programme for the period of December 1993 to March 2000. During this period 1,281 students were enrolled into the IMU medical programme. The relationship between the five groups of pre-university entry qualifications and the students’ academic achievement in three end-ofsemester (EOS) examinations namely EOS 1, EOS 3, and EOS 5 were analysed. Results: Students with better grades in their preuniversity examinations showed better performance in their EOS examinations, regardless of the subjects that they took at the pre-university level. Cluster analysis revealed that students who came in with certain preuniversity qualifications generally performed poorly than the more conventional qualifications. However,
    after their first year in medical school, there were no significant differences in the clustering of the students. Conclusion: Students with better grades in their preuniversity examinations showed better performance in their EOS examinations, regardless of the science subjects that they took at the pre-university level.
    Matched MeSH terms: Schools, Medical
  19. Muhamad Saiful Bahri Yusoff, Mohd Jamil Yaacob, Naing, Nyi Nyi, Ab Rahman Esa
    Teaching stress management skills for medical students has been echoed as an important educational component in medical education. Discussions about approaches to teaching stress management in medical education context are largely unexplored despite of a large number of articles have emphasized on its importance. This paper describes four elements in a framework as an approach to teaching stress management skills in medical education. As one moves through the framework, it provides a greater degree of insight on stress management ability as is acquired through one's awareness, experience and conscious effort that allow stressful situations to be handled effectively and efficiently. It may provide a useful educational framework for medical teachers to teach and assess stress management skills of medical students. It also may be used as an aid in planning, implementing and evaluating stress management programs in medical schools. The authors discuss about the implications of this framework for future research in medical education.
    Matched MeSH terms: Schools, Medical
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