Displaying publications 1 - 20 of 367 in total

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  1. Sivakumar I, Arunachalam S, Buzayan MM, Chidambaram R
    J Dent Educ, 2022 Dec;86 Suppl 3:1742-1744.
    PMID: 35412660 DOI: 10.1002/jdd.12945
    Matched MeSH terms: Curriculum*
  2. Khairul Anuar A
    JUMMEC, 2000;5:1-2.
    Matched MeSH terms: Curriculum
  3. Rotem A, Barrand J, Azman A
    Med Educ, 1982 Jan;16(1):3-6.
    PMID: 7057721
    This paper describes the analysis of the written professional examinations administered at the Medical School, Universiti Kebangsaan Malaysia (UKM), during the academic year 1979-80. It is a product of a collaborative activity involving medical teachers and two short-term consultants of the World Health Organization. The examination papers were analysed in order to identify content areas disproportionately emphasized in the examinations; to determine the quality and appropriateness of the examination items used; and to review the extent of continuity and integration across departments and courses. This paper is intended to introduce an approach to curriculum review which is based on analysis of the examination system. The procedures and sample outcomes are described and the implications for curriculum development and evaluation are discussed.
    Matched MeSH terms: Curriculum*
  4. Lin GSS, Foo JY, Foong CC
    BMC Med Educ, 2023 Oct 02;23(1):716.
    PMID: 37784112 DOI: 10.1186/s12909-023-04717-z
    BACKGROUND: Dental materials science is an important subject, but research on curriculum mapping in preclinical dental materials science courses is still scarce. The present study aimed to conduct a curriculum mapping in analysing elements and suggesting recommendations for an institutional dental materials science course.

    METHODS: Curriculum mapping was conducted for the Year 2 undergraduate dental materials science course (Bachelor of Dental Surgery programme) in a Malaysian dental school. Based on Harden's framework, the following steps were used to map the curriculum of the institutional dental materials science course: (1) scoping the task; (2) deciding the mapping format; (3) populating the windows, and (4) establishing the links. Two analysts reviewed the curriculum independently. Their respective analyses were compared, and discrepancies were discussed until reaching a consensus. A SWOT analysis was also conducted to evaluate the strengths, weaknesses, opportunities, and threats associated with the curriculum.

    RESULTS: Course learning outcomes, course contents, levels of cognitive and psychomotor competencies, learning opportunities, learning resources, learning locations, assessments, timetable, staff, curriculum management and students' information were successfully scoped from the institutional dental materials science course. The present curriculum's strengths included comprehensiveness, alignment with standards, adequate learning opportunities, well-defined assessment methods, and sufficient learning resources. However, the identified weaknesses were repetition in curriculum content, limited emphasis on the psychomotor domain, dependency on a single academic staff, and limited integration of technology. The SWOT analysis highlighted the opportunities for curriculum improvement, such as revising repetitive content, emphasising the psychomotor domain, and incorporating advanced teaching strategies and technology.

    CONCLUSIONS: The present dental materials science curriculum demonstrated several strengths with some areas for improvement. The findings suggested the need to revise and optimise the course content to address gaps and enhance student learning outcomes. Ongoing monitoring and evaluation are necessary to ensure the curriculum remains aligned with emerging trends and advancements in dental materials science.

    Matched MeSH terms: Curriculum*
  5. Smalley S, Bruza-Augatis M, Colletti T, Heistermann P, Mahmud A, Song D, et al.
    J Physician Assist Educ, 2024 Mar 01;35(1):108-115.
    PMID: 38251929 DOI: 10.1097/JPA.0000000000000571
    Given the international growth of physician associate/physician assistant (PA) and PA-comparable professions, it is crucial to understand the educational curricula of PA/PA-comparable professions worldwide. This article provides an overview of the process and development of the PA/PA-comparable curricula mapping design applying an international framework. It uses an innovative web-based tool, the Learning Opportunities, Objectives, and Outcomes Platform (LOOOP), to map and evaluate course content, teaching strategies, assessment formats, and learning outcomes. It highlights the project's rationale, challenges, and future implications.
    Matched MeSH terms: Curriculum
  6. Sithamparam S
    Med J Malaysia, 2002 Dec;57 Suppl E:31-3.
    PMID: 12733190
    Matched MeSH terms: Curriculum/standards*
  7. Gopinathan S, Kaur AH, Ramasamy K, Raman M
    F1000Res, 2021;10:927.
    PMID: 35035891 DOI: 10.12688/f1000research.72860.3
    The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. It shows that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers' ability to innovatively deliver content to students.
    Matched MeSH terms: Curriculum*
  8. Muthaiyah S, Phang K, Sembakutti S
    F1000Res, 2021;10:892.
    PMID: 35035890 DOI: 10.12688/f1000research.72880.1
    Background: Changing trends in the use of technology have become an impelling force to be reckoned with for the accounting and finance profession. The curriculum offered in higher learning institutions must be quickly revamped so that students who complete a bachelor's degree are digitally competent upon graduation. With US$55.3 billion invested in FinTech in 2019 alone and more than 72% of accounting jobs being automated, graduates must be trained on digital skills to be future proof. Accounting and finance graduates must be made competent in skills that are related to digital content such as blockchain technology, information assets and autonomous peer to peer systems, to name a few. Methods: We used a three-phase approach: 1) careful mapping of digital topics taught within the course structure offered at these institutions; 2) review of current best practices and digital learning tools for digital inclusion which was ascertained from literature; and 3) 80 experts in a think tank group were interviewed on antecedents, awareness and problems in relation to digital inclusion within the curriculum to validate our research objective. Results: Eleven key tools for inclusion in the curriculum were discussed with experts and then mapped to current curriculum offered at institutions. We discovered that less than 5% of these were being taught. In total, 78% of experts agreed that digital content is inevitable, 90% agreed that digital inclusion based on tools that were discussed will yield great benefits for students, and lastly 75% agreed that giving digital exposure to students must be standard practice. Conclusions: The response from experts confirms that digital inclusion is imperative, but instructors themselves lacked the know-how of emerging technologies. Only the curriculum of institutions with approved bachelor's programs were included in this research. In our future work we hope to include all institutions and professional bodies as well.
    Matched MeSH terms: Curriculum*
  9. Tackett S, Sugarman J, Ng CJ, Kamarulzaman A, Ali J
    J Med Ethics, 2022 Jun;48(6):391-396.
    PMID: 33811112 DOI: 10.1136/medethics-2021-107237
    Health research ethics (HRE) training programmes are being developed and implemented globally, often with a goal of increasing local capacity to assure ethical conduct in health-related research. Yet what it means for there to be sufficient HRE capacity is not well-defined, and there is currently no consensus on outcomes that HRE training programmes should collectively intend to achieve. Without defining the expected outcomes, meaningful evaluation of individual participants and programmes is challenging. In this article, we briefly describe the evolution of formal education in HRE, articulate the need for a framework to define outcomes for HRE training programmes, and provide guidance for developing HRE competency frameworks that define outcomes suited to their contexts. We detail critical questions for developing HRE competency frameworks using a six-step process: (1) define the purposes, intended uses and scope of the framework; (2) describe the context in which practice occurs; (3) gather data using a variety of methods to inform the competency framework; (4) translate the data into competencies that can be used in educational programmes; (5) report on the competency development process and results and (6) evaluate and update the competency framework. We suggest that competency frameworks should be feasible to develop using this process, and such efforts promise to contribute to programmatic advancement.
    Matched MeSH terms: Curriculum*
  10. Al-Naggar RA, Abdulghani M, Osman MT, Al-Kubaisy W, Daher AM, Nor Aripin KN, et al.
    Adv Med Educ Pract, 2014;5:177-84.
    PMID: 24959093 DOI: 10.2147/AMEP.S61805
    BACKGROUND:
    Students' perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students' perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex.

    METHODS:
    This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences.

    RESULTS:
    The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students' perceptions were positive. The students' perception toward educational environment was positive for all five DREEM subscales.

    CONCLUSION:
    The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement.

    KEYWORDS:
    DREEM; Malaysia; learning environment; medical education; students’ perceptions
    Matched MeSH terms: Curriculum
  11. Azer SA
    Kaohsiung J. Med. Sci., 2009 Mar;25(3):109-15.
    PMID: 19419915 DOI: 10.1016/S1607-551X(09)70049-X
    Lectures are of great value to students. However, with the introduction of hybrid problem-based learning (PBL) curricula into most medical schools, the emphasis on lectures has decreased. This paper discusses how lectures can be used in a PBL curriculum, what makes a great lecture, and how to deliver a lecture that fits with these changes.
    Matched MeSH terms: Curriculum
  12. Singh G
    Med J Malaysia, 1978 Mar;32(3):198-200.
    PMID: 683041
    Matched MeSH terms: Curriculum
  13. Omar Firdaus Mohd Said, Md Amin Md Taff, Ahmad Hashim, Jaffry Zakaria
    MyJurnal
    This study is fundamental in looking to validate the agreement of Self-Assesment Instrument of Outdoor Competency (OCL-oMR) among the Co-curriculum Center Coaches in Malaysia. The instrument are newly developed by the researcher . The Inventory Responses –oMR (IR-oMR) are purposely to evaluate and determine the goodness of self-assesement instrument of outdoor competency (OCL-oMR) among co-curriculum center coaches in Malaysia. By using the correlation & percentage, the analysis were used. N=10 of head coaches of co-curriculum Center were selected to be a sampels. These data is a secondary data that researcher used in the main research. But as a secondary data, its really important to researcher to identify and justify the newly instrument of self assesment of outdoor competency (OCL-oMR). Findings shown contents validity r=.82 were recorded and the language validity were shown r=.83. Meanwhile, anothers supporting data were used percentage of agreement of Inventory Responses –Omr (IR-oMR) toward the Self-Assesment Instrument of Outdoor Competency (OCL-oMR) among the Co-curriculum Center Coaches in Malaysia. Overall, from these findings, researcher found that’s the Inventory Responses – oMR (IR-oMR) shown that the Self-Assesment Instrument of Outdoor Competency (OCL-oMR) among the Co-curriculum Center Coaches in Malaysia are valid instrument to measure the competency level of outdoor education coaches in co-curriculum center in Malaysia and the Inventory Responses – oMR (IR-oMR) are significantly toward the outdoor competency (OCL-oMR).
    Matched MeSH terms: Curriculum
  14. Melson E, Davitadze M, Aftab M, Ng CY, Ooi E, Blaggan P, et al.
    BMC Med Educ, 2020 Aug 18;20(1):274.
    PMID: 32811488 DOI: 10.1186/s12909-020-02190-6
    BACKGROUND: Simulation-based learning (SBL) has been increasingly used in both undergraduate and postgraduate medical training curricula. The aim of Simulation via Instant Messaging-Birmingham Advance (SIMBA) is to create a simple virtual learning environment to improve trainees' self-reported confidence in diabetes and Endocrinology.

    METHODS: This study was done as part of the continuous professional development for Health Education England West Midlands speciality trainees in diabetes and Endocrinology. Standardized transcripts of anonymized real-life endocrinology (endocrine session) and diabetes cases (diabetes session) were used in the simulation model. Trainees interacted with moderators through WhatsApp® in this model. All cases were then discussed in detail by a consultant endocrinologist with reference to local, national and international guidelines. Trainee acceptance rate and improvement in their self-reported confidence levels post-simulation were assessed.

    RESULTS: 70.8% (n = 17/24) and 75% (n = 18/24) strongly agreed the simulation session accommodated their personal learning style and the session was engaging. 66.7% (n = 16/24) strongly felt that the simulation was worth their time. In the endocrine session, there was a significant improvement in trainees' confidence in the management of craniopharyngioma (p = 0.0179) and acromegaly (p = 0.0025). There was a trend towards improved confidence levels to manage Cushing's disease and macroprolactinoma. In diabetes session, there was a significant improvement in trainees' confidence to interpret continuous glucose monitor readings (p = 0.01). There was a trend towards improvement for managing monogenic diabetes, hypoglycaemic unawareness and interpreting Libre readings. Overall, there was a significant improvement in trainees' confidence in managing cases that were discussed post-simulation.

    CONCLUSION: SIMBA is an effective learning model to improve trainees' confidence to manage various diabetes and endocrine case scenarios. More sessions with a variety of other speciality case scenarios are needed to further assess SIMBA's effectiveness and application in other areas of medical training.

    Matched MeSH terms: Curriculum
  15. Ang CY, Dhaliwal JS, Muharram SH, Akkawi ME, Hussain Z, Rahman H, et al.
    BMJ Open, 2021 07 07;11(7):e048609.
    PMID: 34233993 DOI: 10.1136/bmjopen-2021-048609
    INTRODUCTION: Antimicrobial resistance (AMR) is a global public and patient safety issue. With the high AMR risk, ensuring that the next generation of dentists that have optimal knowledge and confidence in the area of AMR is crucial. A systematic approach is vital to design an AMR content that is comprehensive and clinically relevant. The primary objective of this research study will be to implement a consensus-based approach to elucidate AMR content and curriculum priorities for professional dentistry programmes. This research aims to establish consensus along with eliciting opinion on appropriate AMR topics to be covered in the Bachelor of Dental Surgery syllabus.

    METHODS AND ANALYSIS: A three-phase approach to validate content for curriculum guidelines on AMR will be adopted. First, literature review and content analysis were conducted to find out the available pertinent literature in dentistry programmes. A total of 23 potential literature have been chosen for inclusion within this study following literature review and analysis in phase 1. The materials found will be used to draft curriculum on antimicrobials for dentistry programmes. The next phase involves the validation of the drafted curriculum content by recruiting local and foreign experts via a survey questionnaire. Finally, Delphi technique will be conducted to obtain consensus on the important or controversial modifications to the revised curriculum.

    ETHICS AND DISSEMINATION: An ethics application is currently under review with the Institute of Health Science Research Ethics Committee, Universiti Brunei Darussalam. All participants are required to provide a written consent form. Findings will be used to identify significant knowledge gaps on AMR aspect in a way that results in lasting change in clinical practice. Moreover, AMR content priorities related to dentistry clinical practice will be determined in order to develop need-based educational resource on microbes, hygiene and prudent antimicrobial use for dentistry programmes.

    Matched MeSH terms: Curriculum
  16. Chew, Keng-Sheng
    MyJurnal
    To address the diverse preferred learning styles, one of the oft-cited recommendations for educatorsis to tailor teaching instructions accordingly. This pedagogy however, lacks scientific evidences.Furthermore, in medical curriculum, tailoring instructions according to preferred learning styles isnot pragmatic. This is because different subjects and in different settings matter may be best deliveredin specific delivery mode. Furthermore, patients’ presentations are often multi-sensorial. As such, theonus is on the students themselves to adjust the amount of learning efforts they put in according totheir preferred or not preferred learning styles.
    Matched MeSH terms: Curriculum
  17. Mardiana Mansor, Ayu Sulaini Jusoh, Rosmawati Mansor, Lim, Chin Choon
    MyJurnal
    Currently, the development of information technology and the increase in the number of nursing students occur drastically. Based on this premise, the purpose of this article is to shed light into the future development of curriculum for the nursing field. Philosophy is considered one of the most important components of both education system and curriculum, because the educational philosophies reflect the social, economic and political aspects of a society, in which they are applied. As an educator, understanding the philosophy to be adapted in the curriculum and learning process is important, to provide a framework for the best performance of both the teacher and the student. In conclusion, it is important to implement the philosophy of curriculum in the education program as each philosophy aids in the principles and guidelines of the learning process. Globally, most programs are usually based on the philosophy related to that program. Therefore, as an educator, we must know the philosophical development of the curriculum of education, so that we are able to analyse and choose which is appropriate.
    Matched MeSH terms: Curriculum
  18. Shigli K, Nayak SS, Lagali-Jirge V, Kusurkar RA, Nerali JT, Oginni FO
    Gerontol Geriatr Educ, 2022 04 15;43(4):468-481.
    PMID: 35422199 DOI: 10.1080/02701960.2022.2058936
    The proportion of older adults is on the rise. Management of dental problems in this group is different from the general population, and hence requires special training. Gerodontology is yet to find its place in the Indian dental curriculum. A lack of training would result in inadequate care delivery. In this article, we share our views on the need for inclusion of the subject, potential challenges, and a guide for incorporation of gerodontology in undergraduate and postgraduate curriculum in the Indian dental institutes. We propose a framework based on the salient features of Kern's 6-step approach for curriculum development and Kotter's 8-step change management model. Some features are common to both the models. A combination of these models includes the following salient features: Problem identification and general needs assessment, beginning with a sense of urgency and targeted needs assessment, communication of the vision for change, working in guided coalitions and defining clear goals and objectives, adopting the relevant educational strategies, implementation strategies to enable change and generating short-term wins, evaluating the effectiveness of the curricular reform and sustaining and anchoring the change. The proposed framework may also be useful for countries where gerodontology is yet to be implemented.
    Matched MeSH terms: Curriculum
  19. Lin GSS, Lee YQ, Ng YM, Cheah YY
    Eur J Dent Educ, 2023 Aug;27(3):614-621.
    PMID: 35997544 DOI: 10.1111/eje.12848
    INTRODUCTION: A dental technologist is one of the most essential allied dental health professionals and the dental technology curriculum should be comprehensively reviewed on a regular basis. This study aims to compare the only existing Bachelor of Dental Technology (BDT) curriculum in Malaysia with BDT programmes offered by other well-established universities, and map out the similarities and differences, as well as to explore future recommendations and propose a new curriculum framework.

    MATERIALS AND METHODS: A descriptive analysis was carried out using Laurie Brady's four-stage strategy. First, available curriculum materials were collected from four different institutions' electronic webpage: AIMST (Malaysia), GU (Australia), UO (New Zealand) and CMU (United Kingdom), and then compared based on three key domains: curriculum contents, teaching and learning strategies and assessments. Following that, the similarities and differences between various curricula were identified. Future recommendations and a curriculum framework were then proposed.

    RESULTS: The core BDT curriculum content is concurred upon by all four universities, with an emphasis on basic sciences, laboratory materials, practical sessions and research projects. However, the credit weightage for each course or module varied across the four institutions, with some offering unique subjects and implementing different teaching methods and assessments. A simple BDT curriculum framework with a proposed syllabus was designed based on the three key domains and future recommendations for curriculum improvement were explored.

    CONCLUSION: The present study identified several areas for Malaysian BDT curriculum development and improvement. The proposed framework can be a guide for Malaysian dental schools in designing a comprehensive dental technology programme.

    Matched MeSH terms: Curriculum
  20. Chen YY, Ting CH
    J Postgrad Med, 2023;69(4):221-223.
    PMID: 37602634 DOI: 10.4103/jpgm.jpgm_341_23
    Depression and anxiety are common psychological issues among university students, yet many of them hesitate to seek professional help due to stigma. Unfortunately, university curricula often lack self-help strategies to manage these challenges and provide timely support to those in need. To address this gap, we introduced the Psychological Skills Lab (PSL) component in the undergraduate medical curriculum, which emphasizes experiential learning to promote self-determination and autonomy in health promotion. The lab allows active interaction among students, lecturers, and peers through activities like presentations, peer reviews, in session practice, gratitude journals, group discussions, and role plays. PSL helps students develop skills, empathy, mindfulness, and self compassion through regular interactions. This innovative teaching approach raises mental health awareness and empowers students to assist others when required. Thus, by incorporating self-help measures into the curriculum, students are better equipped to manage their emotional well-being while supporting those around them.
    Matched MeSH terms: Curriculum
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