Displaying publications 261 - 280 of 527 in total

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  1. Fulltext Perception of content and non-content expert facilitators of PBL according to students' performance levels
    Ismail NA, Alias E, Arifin KT, Damanhuri MH, Karim NA, Aan GJ
    Pak J Med Sci, 2015 Nov-Dec;31(6):1537-41.
    PMID: 26870131 DOI: 10.12669/pjms.316.8691
    Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL.
    Matched MeSH terms: Education, Medical
  2. Fulltext A cost-effectiveness analysis of blended versus face-to-face delivery of evidence-based medicine to medical students
    Maloney S, Nicklen P, Rivers G, Foo J, Ooi YY, Reeves S, et al.
    J Med Internet Res, 2015;17(7):e182.
    PMID: 26197801 DOI: 10.2196/jmir.4346
    Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear.
    Matched MeSH terms: Education, Medical/economics*; Education, Medical/methods*; Education, Medical/standards
  3. Fulltext Undergraduate medical education research in Malaysia: time for a change
    Salam A, Hamzah JC, Chin TG, Siraj HH, Idrus R, Mohamad N, et al.
    Pak J Med Sci, 2015;31(3):499-503.
    PMID: 26150832 DOI: 10.12669/pjms.313.7389
    OBJECTIVE: Special Study Module (SSM) is a mandatory research module implemented in Universiti Kebangsaan Malaysia (UKM). The objective of this paper is to provide a brief overview on the student research activities and to find out the outcome measures in terms of publication.
    METHODS: It was a retrospective study done on SSM research projects at UKM. The SSM research is conducted from beginning of year-4 until 1(st) seven weeks of year-5. In year-4, students are assigned to a faculty-supervisor in small groups and spend every Thursday afternoon to plan and carry the research. Whole first seven weeks of year-5, students are placed with their supervisor continuously to collect data, do analysis, write report and present in the scientific conference. Outcomes of 5-years SSM research-projects starting from 2008/2009 to 2012/2013 academic session were analyzed.
    RESULTS: Total 257 projects were completed and presented in annual scientific meetings from which 57 (22.2%) articles were published in peer reviewed journals.
    CONCLUSION: Mandatory undergraduate student research project brings an opportunity to develop students' capacity building from conception to final report writing and thereby narrowing the gap between education and practice. Medical schools should implement research module to bring changes in research and publication culture of undergraduate medical education.
    KEYWORDS: Malaysia; Medical education; Publication; Research; Undergraduate
    Matched MeSH terms: Education, Medical
  4. Fulltext A model for online interactive remote education for medical physics using the Internet
    Woo MK, Ng KH
    J Med Internet Res, 2003 Jan-Mar;5(1):e3.
    PMID: 12746208
    Medical physics is a relatively small community but it spans great geographical distances, usually with a scarcity of experts whose expertise could greatly benefit students entering into the field. In addition there are many software systems for which an interactive education method would be most advantageous.
    Matched MeSH terms: Education, Medical, Graduate/economics; Education, Medical, Graduate/standards; Education, Medical, Graduate/trends
  5. Medicine in Malaysia: anaesthesiology
    Delilkan AE
    Med J Malaysia, 1995 May;50 Suppl A:S86-9.
    PMID: 10968024
    Matched MeSH terms: Education, Medical, Graduate
  6. Pattern of answer changes to multiple choice questions in physiology
    Shahabudin SH
    Med Educ, 1983 Sep;17(5):316-8.
    PMID: 6621433
    The belief that it is unwise to alter the initial response to a multiple choice question is questioned. Among 39 380 MCQ responses, there were 1818 changes (4.62%) of which 21.9% were correct to incorrect responses, 46.3% incorrect to correct responses and 31.8% incorrect to incorrect. This effect was very much more marked among the better students, incorrect to correct changes accounting for 61% of the responses in the upper group, 42% in the middle group and 34% in the lower group.
    Matched MeSH terms: Education, Medical, Undergraduate
  7. [Medical care system in Asian countries. 4]
    Nanzaki Y
    Nihon Ishikai Zasshi, 1970 Jan 15;63(2):417-25.
    PMID: 5462757
    Matched MeSH terms: Education, Medical
  8. Fulltext Determining the impact of pre-lecture educational video on comprehension of a difficult gross anatomy lecture
    Hadie SNH, Simok AA, Shamsuddin SA, Mohammad JA
    J Taibah Univ Med Sci, 2019 Aug;14(4):395-401.
    PMID: 31488974 DOI: 10.1016/j.jtumed.2019.06.008
    Objective: Students commonly perceive gross anatomy lectures as difficult because they contain complex information that requires three-dimensional visualisation in order to be understood. Without prior preparation, a gross anatomy topic expounded via lecture can be cognitively challenging. Hence, this study aimed to investigate the impact of a pre-lecture activity in the form of viewing a video on students' lecture comprehension.

    Method: A quasi-experimental study was conducted using 254 first-year medical students with no prior exposure to the lecture topic during the 2016/17 and 2017/18 academic sessions. The students from each batch were divided into two groups and exposed to different video material. Group A watched an action movie, while Group B watched an educational video related to the lecture topic. After 15 min, both groups attended a lecture on the gross anatomy of the heart, which was delivered by a qualified anatomist. At the end of the lecture, their understanding of the material was measured through a post-lecture test using ten vetted multiple choice true/false questions.

    Results: Group B's test scores were found to be significantly higher than Group A's (p > 0.001, t-stats [df] = -4.21 [252]).

    Conclusion: This study concluded that the pre-lecture activity had successfully provided the students with some prior knowledge of the subject before they attended the lecture sessions. This finding was aligned with cognitive load theory, which describes a reduction in learners' cognitive load when prior knowledge is stimulated.

    Matched MeSH terms: Education, Medical, Undergraduate
  9. Fulltext Massive open online courses (MOOCs) for continuing medical education - why and how?
    Setia S, Tay JC, Chia YC, Subramaniam K
    Adv Med Educ Pract, 2019;10:805-812.
    PMID: 31572042 DOI: 10.2147/AMEP.S219104
    Continuing medical education (CME) is meant to not only improve clinicians' knowledge and skills but also lead to better patient care processes and outcomes. The delivery of CME should be able to encourage the health providers to accept new evidence-based practices, and discard or discontinue less effective care. However, continuing use of expensive yet least effective and inappropriate tools and techniques predominates for CME delivery. Hence, the evidence shows a disconnect between evidence-based recommendations and real-world practice - borne out by less than optimal patient outcomes or treatment targets not being met especially in low- to middle-income countries. There is an ethical and professional obligation on CME-providers and decision-makers to safeguard that CME interventions are appraised not only for their quality and effectiveness but also for cost-effectiveness. The process of learning needs to be engaging, convenient, user-friendly and of minimal cost, especially where it is most needed. Today's technology permits these characteristics to be integrated, along with further enhancement of the engagement process. We review the literature on the mechanics of CME learning that utilizes today's technology tools and propose a framework for more engaging, efficient and cost-effective approach that implements massive open online courses for CME, adapted for the twenty-first century.
    Matched MeSH terms: Education, Medical, Continuing
  10. Making collapsing pulse user-friendly
    Puthiaparampil T
    Med J Malaysia, 2020 07;75(4):406-408.
    PMID: 32724004
    Collapsing pulse is generally elicited by elevating the patient's arm. However, the pulse becoming stronger on arm elevation is a physiological phenomenon, which is bound to create confusion, if routine lifting of the arm in search of collapsing pulse is practiced. The name 'collapsing pulse' represents only the second component of this sign. It masks the more important first component - the slapping, bounding upstroke, characterised by its other name 'water-hammer pulse'. It is possible to elicit this sign by appreciating the slapping character on routine pulse examination. The insistence on arm lifting in medical school teaching is better avoided.
    Matched MeSH terms: Education, Medical
  11. Fulltext Mentoring in the clinical setting: process, issues and challenges
    Nalliah S
    International e-Journal of Science, Medicine & Education, 2012;6(1):4-10.
    MyJurnal
    Mentoring in academic medicine requires the trained mentor to commit time, purpose and dedication for the personal and professional development of three categories of protégés or mentees i.e. medical students, the clinician-trainee and the clinical-educator. Conventionally, assigned mentors monitor the progress of the first two categories of personnel as their career pathway is clearly defined. On the other hand the clinician–educator in academic medicine could be a scientist or a career clinician expected to contribute to medical education activities and research. The clinician educator has grown in complexity as he multitasks in providing clinical care, assists in delivering the medical curriculum and is expected to do research and publish. Although there is dearth of research in mentoring the clinician-educator, it is clear that mentored clinicaleducators are more productive by way of scientific publications. Trained mentors are expected to identify the needs of the mentee with regards to the level of his career development and his aptitude to move up the academic ladder, successfully nurturing the maturation process. Processes of mentoring in the clinical setting, attributes of the successful mentor and facilitating the mentee in overcoming challenges in academic medicine are discussed.
    Matched MeSH terms: Education, Medical
  12. Fulltext Applying the learning theories to medical education: A commentary
    Sivalingam Nalliah, Nazimah Idris
    International e-Journal of Science, Medicine & Education, 2014;8(1):50-57.
    MyJurnal
    Medical education of today continues to evolve to meet the challenges of the stakeholders. Medical professionals today are expected to
    play multiple roles besides being experts. Thus, the curriculum has to be developed in a manner that facilitates learners to achieve the intended goal of becoming a medical professional with multiple competencies. The understanding of learning theories will be helpful in designing and delivering the curriculum to meet the demands of producing a medical professional who would meet the CanMEDS model.
    This commentary explores and reflects on the learning theories of behaviorism, cognitivism and constructivism as they have evolved over time and the application of these learning theories in medical education, particularly in the context of medical education in Malaysia. The authors are convinced that these three theories are not mutually exclusive but should be operationalized contextually and throughout the
    different stages of learning in the MBBS curriculum. Understanding these theories and their application will enhance the learning experience of students.
    Matched MeSH terms: Education, Medical
  13. Fulltext Structuring quality education by proposing physical infrastructure of a medical school
    Ashfaq Akram, Muhammad Zahedi Daud, Md Gapar Md Joha, Rizwan Farzana, Rahmatullah Khan
    Education in Medicine Journal, 2016;8(3):75-87.
    MyJurnal
    Due to cost containment considerations, it is common to have medical schools being
    located in buildings or campuses built for some other purposes. These buildings are converted into
    medical schools which often compromising the functional architectural aspects. Objectives: The
    paper examines, explores and proposes an architectural concept of a purpose-built medical school. The
    architectural design proposed is sensitive to the values and norms of many schools around the globe.
    Methods: An Internet search and personal communication were conducted, focusing on the concepts
    of the functionality of medical school. It emphasises on general design of the main building, keeping
    in mind the various kinds of teaching, learning and assessment activities. We examined lecture hall,
    pre-clinical laboratory, skill laboratory, general facilities of Objective Structured Practical Examination
    (OSPE) and Objective Structured Clinical Examination (OSCE). Results: We present hypothetical
    structural designs based on built-functions concepts. For example, for the better vision of students
    around a demonstration table, an inclined floor surface is proposed. The concept is as illustrated by
    anatomy dissection area built inclined upward from the cadaver table. It inevitably provides a better
    visual access to the students around the table. Other teaching and learning areas are also illustrated
    wherever appropriate in the text. Conclusion: The paper is hypothetical and explores innovative
    structural designs of modern medical schools. While most are built to meet the demands of current
    technology, it cannot however completely replace face-to-face teaching and learning processes.
    Research in architectural designs of education buildings and facilities may be further developed into a
    new research niche of medical education.
    Matched MeSH terms: Education, Medical
  14. Fulltext Conflicts of interest in orthopaedic surgery: The intertwining of orthopaedic surgery, peer review publications and corporate sponsorship
    Dhillon KS
    Malays Orthop J, 2015;9(1):47-59.
    MyJurnal
    Conflicts of interest in medicine has created deep concerns about the integrity of medicine and raised doubts about the trustworthiness of the medical professional. New stories of conflict of interest in medicine have become a commonplace. The interactions between the medical professional and the biomedical device as well as the pharmaceutical industry has become so pervasive that the primary interest of the medical professional in protecting and promoting the welfare of the patient has been compromised. The professional judgement and actions have been influenced by secondary interests, the major fungible and quantifiable being financial interest. The industry influence not only affects the way we practice orthopaedics but also affects medical education and peer review publications. Peer review publications have been shown to exaggerate benefits of the industry products while at the same time downplaying the risks. These conflicts of interest in orthopaedic surgery are particularly common in spinal and joint replacement surgery where joint replacement has been described as a ‘fashion trade’. The introduction of new products appears to be an uncontrolled experiment which has been hijacked by large corporations. This article explores the unhealthy pervasive interaction between the orthopaedic surgeon and the medical devices as well as the pharmaceutical industry. It highlights how the biomedical and the pharmaceutical industry dominate all aspects of the healthcare system. With its wealth and political clout, its influence is present everywhere, from the use of devices and drugs, research, publications, trials, education and even formulation of CGPs.
    Matched MeSH terms: Education, Medical
  15. Fulltext Descriptive study on the medical students well-being workshop
    Yusoff MSB, Abdul Rahim AF
    Education in Medicine Journal, 2009;1(1):1-6.
    MyJurnal
    Background: Tertiary education environment has always been regarded as highly stressful to students. Medical training further adds to the already stressful environment. The stress of medical training was associated with negative consequences to the mental and physical health of medical students. We describe in this article a stress-management program known as the 'Medical Student Well-Being Workshop' in our medical school.

    Methodology: The workshop was run over two half-days over a weekend. Prior to the workshop the society announced the workshop to the students and participation was voluntary. It was open to students from all years of the medical course except for first year students. A separate stress management workshop is planned for them.

    Results: A total of 55 students participated in the workshop, out of which 55 (82%) were female students. The years of study were almost equally represented; 14 students (26%) from years two and three, 20 (37%) from year four and 6 (11%) from year five. All sessions were rated as highly useful; the lowest rated, the introduction session, obtained an overall usefulness rating of 3.73 out of the possible 5 (74.6%).

    Conclusion: Medical Students Well-being Workshop is a promising intervention program in improving medical students' ability in managing stress. Perhaps similar approach can be considered relevant to be incorporated in other medical schools.
    Matched MeSH terms: Education, Medical, Undergraduate
  16. Fulltext Reflections on IMU’s success in the last two decades and the way forward into the third decade
    Suleiman AB
    International e-Journal of Science, Medicine & Education, 2013;7(1):21-23.
    MyJurnal
    The International Medical University, Kuala Lumpur (IMU) has just completed 20 years of success and had a series of events to celebrate its 20th anniversary as well as its achievements in 2012. As part of the 20th anniversary celebrations, IMU successfully co-hosted the Ottawa conference with the European Medical Education Association in Kuala Lumpur. This was the first time this conference was hosted in Asia and it was one of the biggest and most successful of the Ottawa Conference series ever held. This conference focuses on medical education with the major emphasis on assessment.
    Matched MeSH terms: Education, Medical
  17. National paediatric core curriculum to national undergraduate medical curriculum
    Alam Sher Malik, Rukhsana Hussain Malik
    Malaysian Journal of Paediatrics and Child Health, 2005;14(1):5-13.
    MyJurnal
    The medical education should be tailored to deal with the diseases the physician is most likely to see.' With expectations that all the graduates from Malaysian Medical Schools should be able to serve anywhere in the country, the need for a national curriculum is self-evident. It may be argued that the public must have confidence in the competence of the practitioners they depend upon irrespective of the school from which they had graduated. In smaller countries in which health needs are uniform the graduates of any school should have been trained to meet those needs. In larger countries and those with geographic diversities and distances (e.g. Malaysia), the curriculum should cover the commonly encountered diverse ailments. If not dealt with care, we may end up with huge load of ever expanding, unmanageable curriculum.
    Matched MeSH terms: Education, Medical
  18. Fulltext Association of academic performance and absenteeism among medical students
    Muhamad Saiful Bahri Yusoff
    Education in Medicine Journal, 2014;6(1):40-44.
    MyJurnal
    Objective: To determine association between academic performance and absenteeism in classroom among first year medical students.

    Methods: A one-year prospective study was conducted on 196 first year medical students. Academic performance was measured by examination scores at four examinations. Absenteeism score was measured by the cumulative number of absence in an academic session of each student recorded by academic office at the end of the first year of medical training. The academic performance was categorized into pass and fail for analysis purpose. Data was analyzed by SPSS version 20.

    Results: The independent-t analysis showed that, in all examinations, students who passed the examinations had significantly lower absenteeism scores than those who failed (p < 0.001).

    Conclusion: This study found significant associations between academic performances and absenteeism scores among first year medical students. Medical schools should pay more attention on this matter since it may result in poor academic performances.
    Matched MeSH terms: Education, Medical, Undergraduate
  19. Fulltext Performance of the final year medical students in Universiti Malaysia Sabah in the end surgical senior posting (SSP) examination
    Almothafar, B., Chee, F.T.
    JUMMEC, 2011;14(2):1-6.
    MyJurnal
    The present study reports the performance of final year medical students from the Universiti Malaysia Sabah (UMS) in the end of the senior surgical posting examination (SSP) with the aim to demonstrate the medical students graduating from this newly established university are of good standing and of improving quality. A study on the outcome of the method of teaching conducted on this study was performed by measuring the students’ performance continuously and at the end of their posting. The present data analyses demonstrate that there have been improvements in the medical students’ performance between the last two batches of students graduating from UMS. However, the students appear to be weaker in their MCQs, demonstrating a decline in theoretical knowledge. The analyses also demonstrate that there is a poor positive correlation between theoretical knowledge, clinical skills and/or continuous assessments, demonstrating the importance of emphasis in these 3 areas amongst medical students. Further studies may be required to determine the reason for this poor correlation since these may lead to better understanding on how to improve the overall performance of future medical student. CONCLUSION: The present study demonstrates that UMS medical student appears to continue to improve in their SSP performance although there are concerns about the decline in theoretical knowledge.
    Matched MeSH terms: Education, Medical, Undergraduate
  20. Fulltext Students’ feedback on effectiveness of combined flipped classroom and high fidelity simulated teaching on airway and ventilation during accident and emergency posting
    Subramaniam T, Valuyeetham PS, Tay JS
    Education in Medicine Journal, 2018;10(2):5-13.
    MyJurnal DOI: 10.21315/eimj2018.10.2.2
    Simulation-based medical education enables knowledge, skills and attitudes to be taught in a safe,
    realistic manner. Flipped classroom teaching encourages self-learning. Emergency medicine exposes
    students to diverse group of patients and physicians’ decision making. This study aims to determine
    students’ perception on knowledge, skills and confidence after combined flipped classroom and
    simulated teaching. Two cohorts of Semester 7 students Group 1 (n = 120) and Group 2 (n = 78)
    completed a 5-point Likert scale questionnaire. Group 1 completed the questionnaire after a lapse
    of six months while Group 2 at the end the posting. Responses from both cohorts were compared
    using the Mann-Whitney U test. Of 198 (Groups 1 and 2) students, 91.41% (n = 181) felt the
    simulated sessions helped better understand care of emergency patients. The sessions helped identify
    knowledge gaps (89.90%; n = 178), improve knowledge and understanding of oxygen therapy devices
    (85.35%; n = 169), and airway equipment (90.91%; n = 180). They prepared better for the flipped
    classroom teaching than traditional sessions (80.81%; n = 160). They felt that their communication
    skills (82.32%; n = 163) and confidence (63.64%; n = 126) improved. Significant differences noted
    to questions (p = 0.006, p = 0.005, p = 0.041 respectively) targeting knowledge on oxygen therapy
    devices, confidence, and identification of gaps in knowledge respectively. Combined simulation and
    flipped classroom teaching was well received by students though this requires more preparation.
    Matched MeSH terms: Education, Medical
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