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*; Health Personnel/education
Needle Stick Injury is injuries caused by suture needle and hollow bore needle and does not include injuries via scalpel blades, lancet and glass pieces or by other means for the purpose of this training program. This problem needs to be prevented or minimized by embarking on an effective training program. The applicability of this program will be determined by the response of the participants to the contents and teaching methods which will in future effect the long term out come and the success of the Needle Stick Injury prevention and Universal Precautions training program. This Health Education program was designed to be used for the induction training of new workers as well as those already in service and is applicable to all levels of Health Care Workers especially those directly dealing with or handling syringes and needles. This Needle Stick Injury and Universal Precautions Training Program was carried out in one of the health facility under the Ministry of Health in Sabah and the outcome evaluation and analysis using paired t-test has shown a significant difference in their effectiveness in increasing the knowledge of the Health Care Workers after being exposed to the program (p < 0.01). The process evaluation was able to show that this approach was instrumental in creating awareness among the Health Care Workers who had attended this program. From the study, 98% (49) had not attended any formal training since joining the service, followed by 90% who had given a good overall rating for the program. For the lecture and its relevance, 90% and 74% for the hands–on training. About 77% of the participant was satisfied with the discussion. The program can be developed further and with it a comprehensive training module can be produced. The long-term benefits of such a training program will need to be evaluated in a future study.
Matched MeSH terms: Health Education; Health Facilities; Health Personnel; Health Promotion
Health promotion (HP) is the process of enabling people to increase control over the determinants of health and thereby improve their health. It is the corner stone in prevention of diseases and shifting the responsibilities of health care from health care provider into the community where the patient centered approach is an appropriate setting by offering continuous, coordinated and comprehensive care throughout the patient’s family and community. The Faculty of Medicine, University technology MARA has adopted dynamic approach in designing the curriculum to respond to the needs of this rapidly changing socioeconomic paradigm of the country, so that the graduates will be able to address the needs of their country and communities. Population health and preventive medicine component was included in the newly designed problem based curriculum, in which the student is introduced to the concepts of epidemiology, disease prevention, statistical analysis and community research. Health promotion program is part and parcel of population health and preventive medicine; it is incorporated with community health research in a course of four weeks of Year Four Medical Curriculum. The aim of this paper is to describe the rationales of health promotion program in medical curriculum, and critically review the components and methods of implementation.
Matched MeSH terms: Delivery of Health Care; Health Personnel; Health Promotion; Public Health
Citation: Rajakumar MK. Chapter 13. The Emergence of Family Practice. In: Fry J. Yuen N (ed). Principles and Practice of Primary Care and Family Medicine: Asia-Pacific Perspective. Radcliffe Medical Press. 1994:301-310.
Republished in: Teng CL, Khoo EM, Ng CJ (editors). Family Medicine, Healthcare and Society: Essays by Dr M K Rajakumar. Kuala Lumpur: Academy of Family Physicians of Malaysia, 2008: 61-73
Omitted in Second Edition (2019)
Strasser R, Rourke J, Anwar I, Naidoo N, Rabinowitz H, McLeod J, et al.
ISBN: 0 7326 0961 5
Citation: Strasser R, Rourke J, Anwar I, Naidoo N, Rabinowitz H, McLeod J, Newbery P, Aziz T, Rosenblatt R, Lee SH, Wynn-Jones J, Rajakumar MK, Yuan G, Chater B, Doolan T, Cowley J, Simpson C. Training for rural general practice. Traralgon , Victoria, Australia: Monash University School of Rural Health; World Organization of Family Doctors (WONCA), 1995
Republished in: Republished in: Teng CL, Khoo EM, Ng CJ (editors). Family Medicine, Healthcare and Society: Essays by Dr M K Rajakumar, Second Edition. Kuala Lumpur: Academy of Family Physicians of Malaysia, 2019: 99-102
Republished in: Teng CL, Khoo EM, Ng CJ (editors). Family Medicine, Healthcare and Society: Essays by Dr M K Rajakumar, Second Edition. Kuala Lumpur: Academy of Family Physicians of Malaysia, 2019: 27-30
CenPRIS Working Paper No. 129/10 (July 2010)
Republished in: An Uncommon Hero. p308-320
Dr M K Rajakumar fought the good fight on many fronts. In the 1970s, with domestic left-wing politics on the ebb, Dr Rajakumar shifted his energies to another arena of human endeavor he was passionate about, health and medical care for the needful. Throughout the 1980s and 1990s, Dr Rajakumar worked tirelessly to advance primary care medicine and to raise the standard of its practice in Malaysia and in the region. This article explores his writings on primary care within the context of an emerging population health perspective. KEYWORDS: MK Rajakumar, primary care, population health, biomedical sciences, politics
Artikel ini memerihalkan konsep '1Malaysia' dalam konteks pendidikan untuk memenuhi hasrat negara agar memungkinkan kesejahteraan psikologi dalam pelaksanaan konsep '1 Malaysia'. Berdasarkan kepada tema, 'Rakyat Didahulukan, Pencapaian Diutamakan ', Perdana Menteri Malaysia menyarankan bahawa perpaduan rakyat amat membantu dalam menyokongkan budaya kecemerlangan di kalangan penduduk Malaysia yang berbilang kaum. Ini bermaksud kepelbagaian dikekalkan melalui penglibatan semua penduduk Malaysia dalam usaha untuk melaksanakan transformasi Negara. Pendidikan juga ditugaskan untuk meningkatkan mutu pengetahuan rakyat dan membolehkan mereka untuk menghayati nilai utama asas '1Malaysia' serta bergerak maju kehadapan dengan semangat meninggikan kualiti kesejahteraan kehidupan rakyat. Dengan ini, kualiti kehidupan rakyat dapat mencerminkan kesejahteraan psikologi. Selain itu, cadangan penambaikan untuk memungkinkan kesejahteraan psikologi dalam pelaksanaan konsep '1Malaysia' dengan transformasi negara juga dibincangkan.