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  1. Fulltext “Speedy Biochemistry” as a new teaching method in preclinical curriculum
    Noor Akmal Shareela, I.
    Medicine & Health, 2020;15(2):327-332.
    MyJurnal
    Sesi praktikal konvensional sebelum ini telah dilaporkan kurang berkesan dalam mencapai objektif pembelajaran. Oleh itu “Speedy Biochemistry” diperkenalkan untuk membantu pelajar mengaplikasikan pengetahuan yang telah mereka pelajari di dalam kelas. Teknik ini memupuk semangat kerja berpasukan dan penerapan pengetahuan dalam penyelesaian masalah yang dapat dicapai melalui pembelajaran aktif. Pendekatan pembelajaran aktif telah kian diminati oleh para akademik kerana memberikan lebih banyak faedah kepada pelajar. Sesi “Speedy Biochemistry” telah dijalankan di kalangan pelajar perubatan Tahun 1 di Universiti Kebangsaan Malaysia dan maklum balas mereka telah direkodkan. “Speedy Biochemistry” boleh menjadi contoh sesi pembelajaran aktif yang baik dalam meningkatkan minat pelajar perubatan di dalam mata pelajaran Biokimia.

  2. Fulltext Digital learning in medical education: comparing experiences of Malaysian and Japanese students
    Jun Xin L, Ahmad Hathim AA, Jing Yi N, Reiko A, Noor Akmal Shareela I
    BMC Med Educ, 2021 Aug 04;21(1):418.
    PMID: 34344388 DOI: 10.1186/s12909-021-02855-w
    BACKGROUND: Medical education has undergone a transformation from conventional to digital learning, enabling learning without any time and place restrictions. Nevertheless, the actual trends of usage and its impact on learning motivation among medical students between developed and developing nations are yet to be investigated. Hence, this study compares the effect of digital learning on learning motivation among Malaysian and Japanese medical students in Universiti Kebangsaan Malaysia (UKM) and Shiga University of Medical Science (SUMS) respectively.

    METHODS: A modified Students Motivation towards Science Learning (SMTSL) was used to assess the digital learning usage and learning motivation among 150 UKM and 147 SUMS medical students throughout Year 1 to 5.

    RESULTS: The frequency of digital learning usage and learning motivation among UKM medical students was significantly higher as compared to SUMS (p 

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