Displaying publications 1 - 20 of 756 in total

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  1. Nature, 1949;164:688-689.
    Matched MeSH terms: Universities
  2. Rajakumar MK
    Suara Sosialis, 1971 May.
    Excerpts from the first part of a talk delivered by Dr M K Rajakumar on Dec 4th 1970 at a seminar organised by the Academic Staff Association, University of Malaya.
    Matched MeSH terms: Universities
  3. Mitra, N.K., Nagaraja, H.S., Ponnudurai, G., Judson, J. P.
    MyJurnal
    Item analysis is the process of collecting, summarizing and using information from students’ responses to assess the quality of test items. Difficulty index (P) and Discrimination index (D) are two parameters which help evaluate the standard of MCQ questions used in an examination, with abnormal values indicating poor quality. In this study, 120 test items of 12 Type A MCQ tests of Foundation 1 multi-disciplinary summative assessment from M2 / 2003 to M2 / 2006 cohorts of International Medical University were selected and their P-scores in percent and D-scores were estimated using Microsoft Office Excel. The relationship between the item difficulty index and discrimination index for each test item was determined by Pearson correlation analysis using SPSS 11.5. Mean difficulty index scores of the individual summative tests were in the range of 64% to 89%. One-third of total test items crossed the difficulty index of 80% indicating that those items were easy for the students. Sixty seven percent of the test items showed acceptable (> 0.2) discrimination index. Forty five out of 120 test items showed excellent discrimination index. Discrimination index correlated poorly with difficulty index (r = -0.325). In conclusion, a consistent level of test difficulty and discrimination indices was maintained from 2003 to 2006 in all the twelve summative type A MCQ tests.
    Matched MeSH terms: Universities
  4. Kaggal Lakshmana Rao G, P Iskandar YH, Mokhtar N
    Eur J Dent Educ, 2020 Aug;24(3):590-600.
    PMID: 32374909 DOI: 10.1111/eje.12540
    AIM: The aim of the study was to seek consensus, identify and explore the challenges facing undergraduate orthodontic education and propose equitable solutions for overcoming the challenges amongst Malaysian public university dental schools.

    METHODS: An iterative e-Delphi technique was employed as the method for gathering consensus on a range of topics found pertinent to affect orthodontic teaching and learning established through literature review. A total of ten expert panellists were recruited through a targeted invitation to the orthodontists from Malaysian public universities offering undergraduate dental education. The e-Delphi comprised of three rounds of anonymous e-survey. The consensus was sought for two open-ended and two closed-ended questions.

    RESULTS: The response rates for all the three rounds were 100 per cent. The total number of questions responded by the participants in all the three rounds was forty-four. Round one achieved consensus on two closed-ended questions. Round two achieved a consensus on twenty-eight out of thirty-four (82.35%) questions with round three achieving a consensus on four out of six (66.66%) questions. A 70% consensus was considered as the minimum level of agreement for all the rounds. In total, consensus and agreement were achieved on two closed-ended questions and twenty-nine items from the open-ended questions.

    CONCLUSION: The study was able to identify a range of issues affecting undergraduate orthodontic education with a good level of consensus using the e-Delphi technique highlighting the need for curriculum refinement. The study has, in addition, proposed tangible methods to enable such a change.

    Matched MeSH terms: Universities*
  5. Sood S
    Med J Malaysia, 2015 Feb;70(1):59-61.
    PMID: 26032536 MyJurnal
    There is little information about the willingness of medical students to participate in Facebook for education. I analyzed my interactions with students for the past 14 months to estimate the quantity of student interaction. A Facebook Group was created. Students friend requests were accepted, but "friending" was never solicited. Questions were created around a clinical situation and posted. Forty questions were posted. 5/40 questions were about physics/chemistry. 24 questions focused on basic medical sciences. 11 questions were primarily about clinical medicine. In fourteen months, 533/810 (66%) college students joined the Group. In all, 163/533 students (30%) responded at least once. Half of all responses were comments; the rest were clicks on the "like" button. The average number of responses was 9.5 unique students/question. If participation is voluntary, and targeted students are large in number, one can expect about 66% of students to become members of a site, and about 30% of these to interact. For any given question posted on the site, about 2% of members will respond, regardless of the nature of question: clinically oriented or basic.
    Matched MeSH terms: Universities
  6. Jin LK
    Med J Malaysia, 1975 Sep;30(1):1-2.
    PMID: 1207527
    Matched MeSH terms: Universities
  7. Nik Ruzyanei Nik Jaafar, Hatta Sidi, Azlin Baharudin
    ASEAN Journal of Psychiatry, 2009;10(1):19-31.
    MyJurnal
    Objective: Critical appraisal is a process of systematically examining research evidence to assess its validity, results and relevance before using it to form a decision. A basic knowledge in statistic and epidemiology is important among postgraduate students in psychiatry to acquire the skills for appraising clinical research evidence. This is a descriptive study that attempts to look into the level of knowledge among the postgraduate psychiatry students in
    terms of statistic and epidemiology. Methods: A total of 31 postgraduate students in their second (N= 26) and third year (N=5) Master of Medicine (Psychiatry) and Master of Psychological Medicine from three different universities, namely: Universiti Kebangsaan Malaysia, Universiti Malaya and Universiti Sains Malaysia participated in this research. The participants were asked to answer 7 questions within 30 minutes. The passing mark for this
    critical review paper is set at 25 out of 50. Results: Overall, only 32.3% passed the mock critical review paper. About 67.7% of the students passed their epidemiology component and only 19.4% passed the statistic component. Conclusion: We found poor performance in basic statistics among psychiatric trainees which highlights the need for further improvement in the subject’s training.
    Matched MeSH terms: Universities
  8. Aslina Baharum, Grace Jelang Anak Thomas, Nurul Hidayah Mat Zain, Nordaliela Mohd. Rusli, Jason Teo
    MyJurnal
    An e-learning website is very useful, especially for students and lecturers, as this platform is very efficient for blended learning. Thus, the main objective of this research was to determine the user expectations of e-learning websites of comprehensive universities through localisation based on user preferences. This research showed how users interact with e-learning websites and indicated the patterns that can be used as standard guidelines to design the best e-learning websites. It was found localisation of e-learning websites was scarce and slow interaction with e-learning websites has inconvenienced users. Additionally, too many web objects on the user interface of e-learning websites have a tendency to confuse users. A mixed method approach was used I this study, namely content analysis (qualitative) and localisation (quantitative). Thus, this research contributes to knowledge by guiding users on localising their web objects according to their preferences and hopefully allow for an easy and quick information search for e-learning websites.
    Matched MeSH terms: Universities
  9. Tamrin, K.F.
    MyJurnal
    Learning is often quoted as a lifelong process. In other words, life is about learning. As prominent institutions, universities are concerned with valued and measurable learning among undergraduate students so that their mastery level of a particular content knowledge can be quantitatively gauged. Of many types of assessments, summative assessment plays a greater role in majority of engineering courses due to nature of the content knowledge. This paper mathematically investigates the fairness issue of equal weightage for all summative assessments i.e., assignments, mid-term test and end-term examination. A multiple objective optimization on the basis of ratio analysis (MOORA) is utilized to assign equal weight for the aforementioned assessments. It was found that the number of students failing the selected engineering course increases by about five times using the MOORA method. The finding clearly reveals the advantages of the former method (unequal weights) as compared to MOORA method in terms of catering students with different learning styles and speed of knowledge acquisition.
    Matched MeSH terms: Universities
  10. Sorooshian S
    Sci Eng Ethics, 2017 06;23(3):941-942.
    PMID: 27357573 DOI: 10.1007/s11948-016-9784-z
    There is growing concern regarding the erosion of industries' trust in the reliability and validity of university graduates. Fake graduates are described in this letter. This article endeavors to warn of a new version of the scholarly black market, in which theses and dissertations are sold to students seeking to graduate under false pretenses.
    Matched MeSH terms: Universities/standards; Universities/statistics & numerical data; Universities/ethics*
  11. Yahaghi H, Sorooshian S, Yahaghi J
    Sci Eng Ethics, 2017 06;23(3):945-946.
    PMID: 27351770 DOI: 10.1007/s11948-016-9795-9
    The time delay between submission of a thesis and Viva Voce is intolerable for students. This letter tries to draw the readers' attention to the effect of choosing the right examiner, in order to reduce the Viva Voce delay.
    Matched MeSH terms: Universities/trends; Universities/statistics & numerical data; Universities/ethics*
  12. Lim BK
    J Trop Med Hyg, 1919;22:77-9.
    On tlie occasion of his being elected an Honorary LL.D. of the University of Hong-Kong in January, 1919, Dr. Lim Boon Keng, of Singapore, addressed the assembly in the University Hall as follows:—
    Matched MeSH terms: Universities
  13. Ansah RH, Aikhuele DO, Yao L
    Sci Eng Ethics, 2017 08;23(4):1237-1239.
    PMID: 27896603 DOI: 10.1007/s11948-016-9815-9
    The increasing unethical practices of graduates' admissions have heightened concerns about the integrity of the academy. This article informs this important subject that affects the students, admission systems, and the entire scientific community, thus, representing an approach against scholarly black market activities including falsified documents and unethical practices by consultants and students' recruitment agencies.
    Matched MeSH terms: Universities/ethics*
  14. 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: Universities*
  15. Mat Yudin Z, Ali K, Wan Ahmad WMA, Ahmad A, Khamis MF, Brian Graville Monteiro N', et al.
    Eur J Dent Educ, 2020 Feb;24(1):163-168.
    PMID: 31698535 DOI: 10.1111/eje.12480
    AIMS: To evaluate the self-perceived preparedness of final-year dental undergraduate students in dental public universities in Malaysia.

    METHODS: Final-year dental undergraduate students from six dental public universities in Malaysia were invited to participate in an online study using a validated Dental Undergraduates Preparedness Assessment Scale DU-PAS.

    RESULTS: In total, about 245 students responded to the online questionnaire yielding a response rate of 83.05%. The age range of the respondents was 23-29 years with a mean age of 24.36 (SD 0.797). The total score obtained by the respondents was ranged from 48 to 100 with a mean score of 79.56 (SD 13.495). Weaknesses were reported in several clinical skills, cognitive and behavioural attributes.

    CONCLUSIONS: The preparedness of undergraduate students at six dental institutions in Malaysia was comparable to students from developed countries. The dental undergraduate preparedness assessment scale is a useful tool, and dental institutions may be used for self-assessment as well as to obtain feedback from the supervisors.

    Matched MeSH terms: Universities*
  16. Zakaria N, Jamal A, Bisht S, Koppel C
    Med 2 0, 2013 Nov 27;2(2):e13.
    PMID: 25075236 DOI: 10.2196/med20.2735
    Public universities in Saudi Arabia today are making substantial investments in e-learning as part of their educational system, especially in the implementation of learning management systems (LMS). To our knowledge, this is the first study conducted in Saudi Arabia exploring medical students' experience with an LMS, particularly as part of a medical informatics course.
    Matched MeSH terms: Universities
  17. Saravanan C, Kingston R
    J Res Med Sci, 2014 May;19(5):391-7.
    PMID: 25097619
    BACKGROUND: Test anxiety aggravates psychological distress and reduces the motivation among graduate students. This study aimed to identify psychological intervention for test anxiety, which reduces the level of psychological distress, amotivation and increases the intrinsic and extrinsic motivation among medical students.
    MATERIALS AND METHODS: Westside test anxiety scale, Kessler Perceived Stress Scale and Academic Motivation Scale were used to measure test anxiety, psychological distress and motivation on 436 1(st) year medical students. Out of 436 students, 74 students who exhibited moderate to high test anxiety were randomly divided into either experimental or waiting list group. In this true randomized experimental study, 32 participants from the intervention group received five sessions of psychological intervention consist of psychoeducation, relaxation therapy and systematic desensitization. Thirty-three students from waiting list received one session of advice and suggestions.
    RESULTS: After received psychological intervention participants from the intervention group experienced less anxiety, psychological distress, and amotivation (P < 0.01) and high intrinsic and extrinsic motivation (P < 0.01) in the postassessment compared with their preassessment scores.
    CONCLUSION: Overall psychological intervention is effective to reduce anxiety scores and its related variables.
    KEYWORDS: Anxiety; motivation; psychological distress
    Matched MeSH terms: Universities
  18. Williams B, Sadasivan S, Kadirvelu A, Olaussen A
    Adv Med Educ Pract, 2014;5:149-56.
    PMID: 24876799 DOI: 10.2147/AMEP.S58094
    BACKGROUND: The literature indicates that medical practitioners experience declining empathy levels in clinical practice. This highlights the need to educate medical students about empathy as an attribute early in the academic curriculum. The objective of this study was to evaluate year one students' self-reported empathy levels following a 2-hour empathy workshop at a large medical school in Malaysia.
    METHODS: Changes in empathy scores were examined using a paired repeated-measures t-test in this prospective before and after study.
    RESULTS: Analyzing the matched data, there was a statistically significant difference and moderate effect size between mean empathy scores before and 5 weeks after the workshop (112.08±10.67 versus 117.93±13.13, P<0.0001, d=0.48) using the Jefferson Scale Physician Empathy (Student Version).
    CONCLUSION: The results of this observational study indicate improved mean self-reported empathy scores following an empathy workshop.
    KEYWORDS: Malaysia; empathy; medical students
    Matched MeSH terms: Universities
  19. Lai PS, Sim SM, Chua SS, Tan CH, Ng CJ, Achike FI, et al.
    BMC Med Educ, 2015;15:153.
    PMID: 26391883 DOI: 10.1186/s12909-015-0433-z
    BACKGROUND: Prescribing incompetence is an important factor that contributes to prescribing error, and this is often due to inadequate training during medical schools. We therefore aimed to develop and validate an instrument to assess the prescribing readiness of medical students (PROMS) in Malaysia.
    METHODS: The PROMS comprised of 26 items with four domains: undergraduate learning opportunities; hands-on clinical skills practice; information gathering behaviour; and factors affecting the learning of prescribing skills. The first three domains were adapted from an existing questionnaire, while items from the last domain were formulated based on findings from a nominal group discussion. Face and content validity was determined by an expert panel, pilot tested in a class of final year (Year 5) medical students, and assessed using the Flesch reading ease. To assess the reliability of the PROMS, the internal consistency and test-retest (at baseline and 2 weeks later) were assessed using the Wilcoxon Signed Ranks test and Spearman's rho. The discriminative validity of the PROMS was assessed using the Mann-Whitney U-test (to assess if the PROMS could discriminate between final year medical students from a public and a private university).
    RESULTS: A total of 119 medical students were recruited. Flesch reading ease was 46.9, indicating that the instrument was suitable for use in participants undergoing tertiary education. The overall Cronbach alpha value of the PROMS was 0.695, which was satisfactory. Test-retest showed no difference for 25/26 items, indicating that our instrument was reliable. Responses from the public and private university final year medical students were significantly different in 10/26 items, indicating that the PROMS was able to discriminate between these two groups. Medical students from the private university reported fewer learning opportunities and hands-on practice compared to those from the public university. On the other hand, medical students from the private university reported more frequent use of both web based and non-web-based resources compared to their public university counterparts.
    CONCLUSIONS: The PROMS instrument was found to be a reliable and valid tool for assessing medical students' readiness to prescribe in Malaysia. It may also inform on the adequacy of medical programmes in training prescribing skills.
    Matched MeSH terms: Universities
  20. Ng CJ, Teng CL, Abdullah A, Wong CH, Hanafi NS, Phoa SSY, et al.
    Fam Med, 2016 Mar;48(3):194-202.
    PMID: 26950908
    BACKGROUND AND OBJECTIVES: The family medicine training programs in the Asia Pacific (AP) are evolving. To date, there is a lack of comprehensive and systematic documentation on the status of family medicine training in the AP. This study aims to determine the status of family medicine training at both the undergraduate and postgraduate levels in medical schools (universities or colleges) in the AP.
    METHODS: In 2014, the authors conducted a cross-sectional online survey to assess the undergraduate and postgraduate family medicine programs in academic family medicine departments from AP countries. A 37-item online survey questionnaire was sent to key informants from academic institutions with established family medicine departments/units. Only one response from each family medicine department/unit was included in the analysis.
    RESULTS: The medical school and country response rates were 31.31% and 64.1%, respectively. The majority of the medical schools (94.7%, n=71/75) reported having a department/unit for family medicine. Family medicine is recognized as a specialist degree by the governments of 20/25 countries studied. Family medicine is included in the undergraduate program of 92% (n=69/75) of all the participating medical schools. Only slightly more than half (53.3%) (n=40/75) reported conducting a postgraduate clinical program. Less than one third (26.7%) (n=20/75) of the medical schools conducted postgraduate research programs.
    CONCLUSIONS: Undergraduate training remains the focus of most family medicine departments/units in the AP. Nevertheless, the number of postgraduate programs is increasing. A more rigorous and long-term documentation of family medicine training in the AP is warranted.
    Matched MeSH terms: Universities
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