Displaying publications 1 - 20 of 48 in total

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  1. McKimm J, Ramani S, Forrest K, Bishop J, Findyartini A, Mills C, et al.
    Med Teach, 2023 Feb;45(2):128-138.
    PMID: 35543323 DOI: 10.1080/0142159X.2022.2057288
    Leadership and management are becoming increasingly recognised as vital for high-performing organisations and teams in health professions education. It is often difficult for those embarking on leadership activities (as well as more experienced leaders) to find their way through the volume of literature and generic information on the topic. This guide aims to provide a framework for developing educators' understanding of leadership, management, and followership in the context of health professions education. It explains many relevant approaches to leadership and suggests various strategies through which educators can develop their practice to become more effective.
    Matched MeSH terms: Health Occupations*
  2. Ramani S, McKimm J, Findyartini A, Nadarajah VD, Hays R, Chisolm MS, et al.
    Med Teach, 2021 Aug;43(8):966-971.
    PMID: 33108740 DOI: 10.1080/0142159X.2020.1839034
    Scholarship in Health Professions Education is not just original research, it also includes study of educational processes, and application of new knowledge to practice. The pathways to successful scholarship are not always clear to novice educators. In this article, we describe strategies to establish a Community of Scholars (CoS), where more experienced and senior members guide junior members in scholarship to advance the field. Drawing on Lave and Wenger's concepts of Communities of Practice (CoP), we describe twelve practical tips, which include generation of a shared vision, formation of a global community of scholars, engagement in scholarly initiatives, and development of a professional identity, categorised under three major steps: establish, grow, and sustain the community. The tips embrace inclusivity for diverse cultural contexts which further provide opportunities for Health Professions Educators, interested in forming communities of practice, to work on scholarly outputs and add value to the professional arena.
    Matched MeSH terms: Health Occupations*
  3. Teoh Soon Teong
    Med J Malaysia, 1973 Dec;28(2):65-9.
    PMID: 4135195
    Matched MeSH terms: Health Occupations/education*
  4. Wadi MM, Yusoff MSB, Taha MH, Shorbagi S, Nik Lah NAZ, Abdul Rahim AF
    BMC Med Educ, 2023 Apr 05;23(1):213.
    PMID: 37016407 DOI: 10.1186/s12909-023-04177-5
    BACKGROUND: Burnout and depression among health professions education (HPE) students continue to rise, leading to unwanted effects that ultimately jeopardise optimal medical care and patient health. Promoting the resilience of medical students is one solution to this issue. Several interventions have been implemented to foster resilience, but they focus on aspects other than the primary cause: the assessment system. The purpose of this study is to develop a framework to promote resilience in assessment planning and practice.

    METHODS: We followed the guidelines suggested by Whetten for constructing a theoretical model for framework development. There were four phases in the model development. In the first phase, different literature review methods were used, and additional students' perspectives were collected through focus group discussions. Then, using the data, we constructed the theoretical model in the second phase. In the third phase, we validated the newly developed model and its related guidelines. Finally, we performed response process validation of the model with a group of medical teachers.

    RESULTS: The developed systematic assessment resilience framework (SAR) promotes four constructs: self-control, management, engagement, and growth, through five phases of assessment: assessment experience, assessment direction, assessment preparation, examiner focus, and student reflection. Each phase contains a number of practical guidelines to promote resilience. We rigorously triangulated each approach with its theoretical foundations and evaluated it on the basis of its content and process. The model showed high levels of content and face validity.

    CONCLUSIONS: The SAR model offers a novel guideline for fostering resilience through assessment planning and practice. It includes a number of attainable and practical guidelines for enhancing resilience. In addition, it opens a new horizon for HPE students' future use of this framework in the new normal condition (post COVID 19).

    Matched MeSH terms: Students, Health Occupations*
  5. Syed Aznal SS, Nadarajah VDV, Kwa SK, Seow LL, Chong DW, Molugulu N, et al.
    Med Teach, 2021 Jul;43(sup1):S33-S38.
    PMID: 31854254 DOI: 10.1080/0142159X.2019.1697434
    BACKGROUND: There is a continuing concern about how graduate work readiness (WR) reflects on the success of universities meeting the requirements of employment. This study is to establish a valid and reliable instrument measuring WR in health professions (HP) graduates of medicine, pharmacy and dentistry.

    METHODS: The study from March 2016 to April 2017 was conducted to validate the 'Work Readiness Scale' (WRS; Deakin University) using Principal Component Analysis and Cronbach - α for internal consistency. It was modified to a four-item even-point scale and distributed as an online survey to 335 final year students of the three programs.

    RESULTS: A reduction from 64 to 53 items provided good internal consistency in all factors: WC 0.85, OA 0.88, SI 0.88 and PC 0.71. The PC domain had the greatest item reduction from 22 to 6, whilst the SI domain increased in items from 8 to 19. These changes may be associated with difference in understanding or interpretation of the items in the SI domain.

    CONCLUSION: The modified WRS can be used to evaluate job readiness in HP graduates. However, it needs further refinement and validation in specific educational and employment contexts.

    Matched MeSH terms: Health Occupations*
  6. 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: Students, Health Occupations*
  7. Er HM, Nadarajah VD, Chen YS, Misra S, Perera J, Ravindranath S, et al.
    Med Teach, 2021 Jul;43(sup1):S12-S17.
    PMID: 31522577 DOI: 10.1080/0142159X.2019.1659942
    Outcome-based education (OBE) has brought along a significant development in health professions education in the past decade. The shift from a process-driven to product-driven model of education is valuable for ensuring graduate quality and facilitating global movement of healthcare workers. Such a model can align the expectations of key stakeholders in an era of rapid knowledge expansion and technological advancement. Nevertheless, the experienced benefits of OBE depend on the effectiveness of its implementation. This article therefore provides practical tips and strategies for implementing OBE in order to maximize its potential.
    Matched MeSH terms: Health Occupations*
  8. Lapchmanan LM, Hussin DA, Mahat NA, Ng AH, Bani NH, Hisham S, et al.
    BMC Health Serv Res, 2024 Feb 02;24(1):165.
    PMID: 38308291 DOI: 10.1186/s12913-024-10569-0
    BACKGROUND: The Malaysian Allied Health Profession Act (Act 774) regulates the practice of allied health practitioners in Malaysia, with two described professions viz. allied health profession (AHP) and profession of allied health (PAH). While AHPs have been clearly identified by the law, comprehensive implementation of the act requires development of specific criteria in defining any profession as PAH in the Malaysian context. Hence, the research aims to explore and identify the criteria for defining such professions for healthcare policy direction in Malaysia.

    METHODS: This research utilised two methods of qualitative research (document review and focus group discussions (FGDs) involving 25 participants from four stakeholders (higher education providers, employers, associations and regulatory bodies). Both deductive and inductive thematic content analysis were used to explore, develop and define emergent codes, examined along with existing knowledge on the subject matter.

    RESULTS: Sixteen codes emerged from the FGDs, with risk of harm, set of competency and skills, formal qualification, defined scope of practice, relevant training and professional working within the healthcare team being the six most frequent codes. The frequencies for these six codes were 62, 46, 40, 37, 36 and 18, correspondingly. The risk of harm towards patients was directly or indirectly involved with patient handling and also relates to the potential harms that may implicate the practitioners themselves in performing their responsibilities as the important criterion highlighted in the present research, followed by set of competency and skills.

    CONCLUSIONS: For defining the PAH in Malaysia, the emerged criteria appear interrelated and co-exist in milieu, especially for the risk of harm and set of competency and skills, with no single criterion that can define PAH fully. Hence, the integration of all the empirically identified criteria must be considered to adequately define the PAH. As such, the findings must be duly considered by policymakers in performing suitable consolidation of healthcare governance to formulate the appropriate regulations and policies for promoting the enhanced framework of allied health practitioners in Malaysia.

    Matched MeSH terms: Health Occupations*
  9. Chia CF, Nadarajah VD, Lim V, Kutzsche S
    Med Teach, 2021 Jul;43(sup1):S46-S52.
    PMID: 32552199 DOI: 10.1080/0142159X.2020.1776239
    BACKGROUND: Faculty development programmes should incorporate the transfer of knowledge, skills, and confidence from the training to educational practice. However, there is a risk that transfer may fail due to inadequate integration of knowledge, skills, and confidence. The study evaluated transfer levels, guided by learned principles from a faculty development programme.

    METHOD: The submitted self-reports on a pedagogical intervention of 92 out of 190 health professions educators who participated in a mandatory teaching and learning training programme, were analysed by a mixed-method approach guided by a structured conceptual framework.

    RESULTS: Overall 93.4% reported the successful transfer of learning. Participants incorporated sustainable changed practice (level A, 57.6%), showed reflection on the impact of changed practice (level B, 21.7%), and performed effect analysis (level C, 14.1%). The rest planned application of learning (level D, 4.4%) and identified gaps in current practice or developed an idea for educational intervention but did not implement (level E, 2.2%).

    CONCLUSION: The majority of participants transferred their learning. Faculty development programmes must ensure successful transfer of knowledge, skills, and confidence from the training to educational practice to ensure sustainable development of teaching and learning practices.

    Matched MeSH terms: Health Occupations
  10. Er HM, Wong PS, Nadarajah VD
    BMC Med Educ, 2023 Jun 02;23(1):397.
    PMID: 37268906 DOI: 10.1186/s12909-023-04368-0
    BACKGROUND: Open book examinations have been used to assess students' higher order cognitive skills. These examinations can be conducted online remotely with the advancement of technology. However, there are concerns regarding its validity and reliability particularly if the examinations are not proctored. The objective of this study was to explore the perceptions of faculty and students in health professions programmes about remote online open book examinations (ROOBE).

    METHODS: Semi-structured interviews were conducted among 22 faculty staff who were involved in ROOBE in health professions programmes. All interviews were audio recorded, transcribed verbatim and analysed using a thematic analysis approach. The perceptions of 249 medical students were obtained using an online questionnaire after they completed ROOBE.

    RESULTS: The faculty agreed that open book examinations could promote students' higher order cognitive skills and reduce students' stress. However, they were concerned about students' academic integrity during non-invigilated ROOBE which could affect recognition by accreditation and professional bodies. The shift from traditional practice of closed-book examinations to ROOBE required change management with the support of guidelines and faculty training.  Majority of the students claimed that the examinations were challenging as they assessed their ability to apply knowledge in real world problems. Nevertheless, they preferred ROOBE due to less anxiety and memorisation, and more emphasis on problem solving skills. The shortcomings were insufficient time for information searching during examinations and uncertainty in preparedness for future practice as they focused less on memorisation of factual knowledge during examination preparation. Cheating among peers and internet instability during non-invigilated ROOBE were the concerns highlighted by some students.

    CONCLUSIONS: Faculty and students expressed favourable views about ROOBE in promoting higher order cognitive skills. Adequate technological support was essential during ROOBE. While there was a need to address issues related to academic integrity, ROOBE could be included as an authentic assessment within the systems of assessment.

    Matched MeSH terms: Health Occupations
  11. Pau A, Jeevaratnam K, Chen YS, Fall AA, Khoo C, Nadarajah VD
    Med Teach, 2013 Dec;35(12):1027-41.
    PMID: 24050709 DOI: 10.3109/0142159X.2013.829912
    The Multiple Mini-Interview (MMI) has been used increasingly for selection of students to health professions programmes.
    Matched MeSH terms: Health Occupations*
  12. 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: Health Occupations/education*
  13. Astuti EW, Suryani E, Rosalinna, Abdullah SKBF
    Enferm Clin, 2020 06;30 Suppl 5:28-33.
    PMID: 32713579 DOI: 10.1016/j.enfcli.2019.11.018
    OBJECTIVE: Health professionals are unable to solve the family problems. Practically, health professionals are encouraged to make collaboration. One effort to improve health professional readiness is by joining the interprofessional education (IPE). Poltekkes Kemenkes Surakarta is implementing one Team One Family-Community Internship Program Interprofessional Education and Collaboration (OTOF-CIPIPEC). This research aims to examine the effect of OTOF-CIPIPEC Implementation within the health students on readiness, teamwork, perception to the other professions and participants' satisfaction.

    METHOD: This research is a quasi-experimental design with a pre-post without control research approach. The research population covers all students registered joining OTOF CIPIPEC at Poltekkes Kemenkes Surakarta with a total number of 1061 of students. The samples are collected using a total sampling technique. The samples for this research are those registered joining the OTOF CIPIPEC at Poltekkes Kemenkes Surakarta meeting the inclusion and exclusion criteria with a total number of 1031 of students. This research utilizes the Readiness for Interprofessional Learning Scale (RIPLS) questionnaires as its measuring instruments. This study was conducted in Mojosongo sub-district, Jebres district, Surakarta. This research involves 38 Community Units (In Indonesia known as Rukun Warga/RW) with a total number of 1066 of family heads and the Sibela Community Health Center. The data are analyzed using the Wilcoxon test and multiple linear regression test.

    RESULT OF THE STUDY: The research results showed that there is a significant difference of readiness improvement, teamwork, and perception on other professions and satisfaction of the research subjects before and after joining OTOF-CIPIPEC (ρ<0.001). The average improvement scores of students' readiness, teamwork, perception, and satisfaction are 63.2%, 62.5%, 62.57%, and 113.04% respectively. The results of the multivariate analysis show that teamwork and perception significantly influence the students' readiness in their collaboration with the other professions (ρ<0.001) with the influence value of 0.93%.

    CONCLUSION: This research concludes that OTOF-CIPIPEC implementation may improve readiness, teamwork, and perception of other professions and students' satisfaction in interprofessional education (IPE).

    Matched MeSH terms: Students, Health Occupations*
  14. Reerink E, Nafisah bte Alihussein
    Med Educ, 1990 Jul;24(4):359-65.
    PMID: 2395428 DOI: 10.1111/j.1365-2923.1990.tb02452.x
    In the government hospitals of Malaysia quality assurance activities have been introduced since 1985. Local clinicians and other health care workers had been stimulated by the Ministry of Health to pursue these activities, but they found themselves untrained and ill-prepared for the job. With the help of the World Health Organization a programme of training courses has been set up and conducted, most recently, in February 1989. A model for teaching quality assurance was developed, geared towards the needs of the Malaysian clinicians and taking into account the recent progress made in the development of quality assurance approaches worldwide. Moreover, quality assurance results from one Malaysian hospital were used, thus increasing the relevance of the teaching. Results show that Malaysian clinicians have appreciated the training and have relaxed in their attitude towards quality assurance and the government's involvement in it. During the various courses pitfalls have been identified in the teaching of modern quality assurance in health care for audiences from developing and newly industrialized countries.
    Matched MeSH terms: Health Occupations/education*
  15. Taha Almahbashi, Syed Aljunid, Aniza Ismail
    MyJurnal
    Student's feedback is one of the most important considerations in health profession quality management. One of the most popular approaches for receiving feedback from students within individual institutions is the Student Satisfaction Approach. The aim of this study was to measure the satisfaction with educational services among health profession students and the determinants of satisfaction. Cross-sectional study was conducted in the main campus of the High Institute of Health Sciences in Yemen, including its eight branches. A self-directed questionnaire was distributed to 327 students who were randomly selected. The participation rate was very high: 94% (309/327); 57.9% were male and 42.1% were female. Overall, 59% of students were totally satisfied, 35% were partially satisfied; however only 6% of them were not satisfied. Results showed that personal development was the highest component of satisfaction among students, while the research subjects showed less–satisfaction with the learning resources. The findings provide valuable insights and offer recommendations for improvement in terms of quality management in health profession education.
    Matched MeSH terms: Health Occupations; Students, Health Occupations
  16. Vanderschmidt L, Massey JA, Arias J, Duong T, Haddad J, Noche LK, et al.
    Am J Public Health, 1979 Jun;69(6):585-90.
    PMID: 443499
    Matched MeSH terms: Health Occupations/education*
  17. Win NN, Nadarajah VD, Win DK
    PMID: 25961676 DOI: 10.3352/jeehp.2015.12.17
    PURPOSE: Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness.
    METHODS: This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students' perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work.
    RESULTS: Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students' motivation, cognitive skills, and perceived pressure to work (P<0.05). The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001).
    CONCLUSION: The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.
    KEYWORDS: Chiropractic; Learning; Motivation; Perception; Problem-based learning
    Matched MeSH terms: Students, Health Occupations
  18. Zainul Ibrahim Bin Zainuddin
    MyJurnal
    The effects of radiation on man and his health had been noticed since the early years after the discovery of X-rays. These biological concerns were more commonly known as “radio-sensitiveness” in the early publications. Later, the term radiation protection was introduced to express the need for protective measures to be promoted, formulated, implemented, evaluated and sustained to reduce the biological effects associated with radiation exposure. The principles of radiation protection were then supported with the concepts of justification, ALARA and “Benefits against the risks”. But these could not ensure that the application of radiation protection has been optimized. Amidst the technological advancements associated with radiation based imaging modalities in healthcare for more than 120 years, those advancements have yet to be able reduce the impact of these modalities being a source of risks upon the more beneficial role as a
    diagnostic tool. This paper reports a review on radiation protection from articles indexed in an online database. Considering that the titles of the articles contain the core subject matter that a publication carries, data were retrieved on those titles with the term “radiation protection”. Publications from 2008 to middle of November 2017 and aligned to Medicine and Health professions were included for further elaborations. The data were classified into four subject areas; education and training, administration and organization, practice and research. Discussions within each classification and their individual sub-classifications, supported by selected publications to the classification, highlight the importance of the particular subject area to the overall concept of radiation protection. Lessons learnt from the classifications could provide the necessary guidance on how one should adopt and adapt the concept of radiation protection holistically. The discussions that are presented are seen within the professional obligation in adhering to the principles of
    radiation protection.
    Matched MeSH terms: Health Occupations
  19. TAN, S. G., Adibah, A.B., LIEW, P. L.
    MyJurnal
    Known as ‘belangkas’ in Malaysia, horseshoe crabs have been used by locals for food, bait and as fertilizer. Currently, these ancient mariners are gaining a lot of attention as the amoebocyte from their blood are harvested by the biomedical industry for use to detect human pathogens in patients, injectable drugs and intravenous devices.
    Matched MeSH terms: Health Occupations
  20. Nadarajah VD, Ramani S, Findyartini A, Sathivelu S, Nadkar AA
    Med Teach, 2023 Aug;45(8):799-801.
    PMID: 36943436 DOI: 10.1080/0142159X.2023.2186206
    In this paper, we reflect on what inclusion can mean to the global Health Professions Education (HPE) community, the impact of lack of inclusion, and offer suggestions on how to be inclusive. To illustrate the impact of inclusion, we offer perspectives from the lens of a medical student, junior doctor, educators, and educational leaders. The viewpoints offered in this communication can be useful to broaden and nurture inclusive pedagogy and scholarship. Furthermore, since the aim of HPE is high quality patient care and social advocacy, emphasising inclusion in HPE could enhance inclusion in patient care.
    Matched MeSH terms: Health Occupations
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