MyMedR

Displaying publications 321 - 340 of 934 in total

Abstract:

Sort:

Fulltext Feature Selection for High-Dimensional and Imbalanced Biomedical Data Based on Robust Correlation Based Redundancy and Binary Grasshopper Optimization Algorithm

Abdulrauf Sharifai G, Zainol Z

Genes (Basel), 2020 06 27;11(7).
PMID: 32605144 DOI: 10.3390/genes11070717

The training machine learning algorithm from an imbalanced data set is an inherently challenging task. It becomes more demanding with limited samples but with a massive number of features (high dimensionality). The high dimensional and imbalanced data set has posed severe challenges in many real-world applications, such as biomedical data sets. Numerous researchers investigated either imbalanced class or high dimensional data sets and came up with various methods. Nonetheless, few approaches reported in the literature have addressed the intersection of the high dimensional and imbalanced class problem due to their complicated interactions. Lately, feature selection has become a well-known technique that has been used to overcome this problem by selecting discriminative features that represent minority and majority class. This paper proposes a new method called Robust Correlation Based Redundancy and Binary Grasshopper Optimization Algorithm (rCBR-BGOA); rCBR-BGOA has employed an ensemble of multi-filters coupled with the Correlation-Based Redundancy method to select optimal feature subsets. A binary Grasshopper optimisation algorithm (BGOA) is used to construct the feature selection process as an optimisation problem to select the best (near-optimal) combination of features from the majority and minority class. The obtained results, supported by the proper statistical analysis, indicate that rCBR-BGOA can improve the classification performance for high dimensional and imbalanced datasets in terms of G-mean and the Area Under the Curve (AUC) performance metrics.

Matched MeSH terms: Machine Learning*
Teaching of pharmacology in Universiti Malaya and the other medical schools in Malaysia -- a historical perspective

Sim SM

Acta Pharmacol Sin, 2004 Sep;25(9):1209-19.
PMID: 15339399

Traditional pharmacology teaching has focused more on drug instead of therapeutics, such that although pharmacological knowledge is acquired, practical skills in prescribing remain weak. In Malaysia many new medical schools (both public and private) have been set up in the last 12 years due to a change in government policy, resulting in a wide spectrum of medical curricula. Universiti Malaya (UM) being the oldest medical school in Malaysia was deep set in its traditional way of teaching-learning, since its inception in 1962, until a visit from the General Medical Council of the United Kingdom in 1984 triggered off a change of tide. Since then the medical curriculum in UM has undergone two major revisions. The first revised curriculum (1988) aimed to inject more clinical relevance into basic science teaching, through introducing clinical lectures and skills in the paraclinical year. Professional behaviour was also addressed. The second revised curriculum (1998) sought to improve further the integration of knowledge as well as to produce a holistic doctor, viewing the patient as a person instead of a clinical entity. The teaching-learning of pharmacology has gradually moved from factual regurgitation to more clinical reasoning, from lab-based to more patient-oriented approach. As more new medical schools are being set up in Malaysia, exchange of experience in this area of learning will hopefully help us find a happy medium between "the old is best" and "the new is better" type approach so that a pedagogically sound and yet logistically practical curriculum can be found in our local setting, to help produce doctors with good prescribing practice.

Matched MeSH terms: Problem-Based Learning*
The impact of stressors on the learning outcome of high-fidelity patient simulation in undergraduate medical students

Nachiappan M, Bikramjit P, Aung WT, Htoo HKS, Sudipta P

Med J Malaysia, 2020 05;75(3):209-215.
PMID: 32467534

INTRODUCTION: Simulation of the clinical setting incorporates an educational approach connecting a learner to a particular environment of learning. Undergraduate students in the health sector experience anxiety during simulation that influences their performance which ultimately affects their learning outcome. This study attempts to correlate the impact of stressors on learning outcome of high-fidelity patient simulation (HFPS) in undergraduate medical education.
OBJECTIVE: This research is to analyze the impact of stressors and its relevance on the learning outcome of HFPS as a teaching-learning tool for the management of emergency surgical conditions including trauma.
MATERIALS AND METHODS: This study is a Quasi-experimental time series design. A total number of 347 final-year undergraduate (MBBS) students of Melaka-Manipal Medical College, Malaysia. They were grouped and assessed individually by pre-test and post-tests on their knowledge, performance and associated stressor scores. The one-way repeated measure of Analysis of Variance (ANOVA) was used to determine the statistically significant differences in total score at pre-test simulation and post-test-simulation sessions. Friedman test was used for assessment of individual components of stressors. Pre-test and post-tests scores were compared to note progress in confidence and stress reduction. P value <0.001 was considered statistically significant.
RESULTS: ANOVA with Bonferroni post hoc analysis showed a statistically significant (p <0.001) difference in stressor score over time. The drop-in stress was significant initially but flattened out later.
CONCLUSION: Stress significantly decreased as the students were exposed to more sessions of HFPS which ultimately translated into better learning outcome.

Matched MeSH terms: Learning*
Fulltext Perceptions of students on learning Arabic language vocabulary through a card game

Norshida Hashim, Tuan Sarifah Aini Syed Ahmad, Siti Nur Dina Mohd Ali, Norfazlika Abd Karim

Journal of Academia Universiti Teknologi MARA Negeri Sembilan, 2019;7(101):33-40.
MyJurnal

Vocabulary is essential in mastering any languages. However, learning vocabulary is tedious as it requires students to memorize numerous words and perform a lot of exercises. Thus, it is essential to provide fun learning activities for learning vocabulary in order to promote students’ engagement in the learning process. Since the Arabic language is learnt in various levels of learning institutions such as schools and universities, a card game has a great potential to be utilized as a learning tool to enhance the learning of Arabic language vocabulary. This paper investigated perceptions of students on using a card game named as Ahsulu! in learning the Arabic language vocabulary at the intermediate level of Arabic language proficiency. This study involved students of Degree in Biology and Degree in Chemistry at Universiti Teknologi MARA Negeri Sembilan, Kuala Pilah Campus, Malaysia, who were selected based on purposive sampling. The data gathered by using an online survey and were analyzed descriptively by using Social Science Statistical Package (SPSS) Version 23. The findings suggest that using Ahsulu! as a learning tool could promote fun learning, ensure learning to take place and increase communication.

Matched MeSH terms: Learning; Problem-Based Learning
Fulltext International Chinese student’s satisfaction towards university Malaysia Sabah’s nursing mobility program

Segaran Ramodran, Soong Shui Fun, Cynthia Francis, Dayang Natasha, Myra Yusrrie

Malaysian Journal of Medicine and Health Sciences, 2020;16(105):34-0.
MyJurnal

Introduction: Promotion of internationalization of higher education is a strategic marketing in public and private Ma- laysia universities.University Malaysia Sabah (UMS) hosted the international nursing mobility programme involving 15 nursing students from Hunan and Yangtze University of China. Students from China obtained hands-on learn- ing experience and exposed to indigenous health practices in Sabah. After 12 weeks of the programme, although casual face-value audit of the mobility program was deemed adequate, there was a need to objectively gauge the Chinese student’s satisfaction and identify issue of contention that can be remedied. This study is to evaluate Chi- nese international nursing students’ satisfaction during their mobility posting tenure in UMS and identify issues of discontentment for improvement. Methods: the study entailed a cross sectional survey involving a convenient sam- ple of all 15 nursing students from China who had completed the 12-week UMS-nursing mobility programme. The study tool consisted of a 25-item questionnaire which used Likert-like statements to anchor level of satisfaction on 5 sub-domains itemsnamely; arrival orientation; logistic arrangements; learning opportunities; cultural experience and perceived worth-for-money. Results: Cumulative ratings counts from 15 Chinese international students who had participated in the UMS-nursing mobility program in this study rated the following sub-domains as satisfactory and highly satisfactory: (i) learning experience (88%), (ii) Sabah’s cultural experience (90%), (iii) worth for money (88
%). Sub-domains rated as dissatisfactory or strongly dissatisfactory by the China students were: (i) adequacy of 1st - day arrival orientation (72%), (ii) quality of logistic arrangement (72%). Conclusion: Findings imply that the China students were satisfied with the overall learning experience during the UMS-nursing mobility programme. However, areas of grievances such as the conduct of the 1st - day arrival orientation and logistics management of the UMS-mo- bility program needs to be addressed.

Matched MeSH terms: Learning; Problem-Based Learning
Fulltext Screening of medical students’ intention to practice mobile – learning in Malaysia

Sohayla M. Attalla, Nihal A. Hanafy, Mahfuza Akter, Sakinah Ruhi

Malaysian Journal of Medicine and Health Sciences, 2020;16(107):40-45.
MyJurnal

Introduction: The twenty-first-century learning is adopting the student-centered learning techniques and the teach- ers are mainly facilitators to direct the process of learning and so social media and mobile applications became an important learning platform. Mobile learning (M-learning) is the practice of learning activities through a portable device such as cellular phone or a personal digital assistant. The aim of this research is to screen the medical stu- dents’ intention toward the adoption of M-learning and to determine factors affecting the intentions of the medical students to practice M-learning. Methods: A cross-sectional study among medical students was performed through a questionnaire based on the Theory of Reasoned Action and the Technology Acceptance Model. The study included 129 students in different stages of the medical study. Results: Results showed that the factors affecting the students’ inten¬tion to practice M-learning include the students’ attitude, perceived usefulness, perceived ease of use, and availability of resources. In the current sample 82.7% of students are already using M-Learning; 41.7% are using it for assessment, 22.8% are using it for learning and 35.5% are using it for both. Conclusion: It was concluded that most medical students have higher intention to adopt M-learning and they are mostly using it for assessment purposes rather than in learning.

Matched MeSH terms: Learning; Problem-Based Learning
Fulltext An investigation into the learning styles, English proficiency and assessment performance of medical students

Yeow TP, Tan MKM, Loh LC, Blitz J

International e-Journal of Science, Medicine & Education, 2010;4(1):7-13.
MyJurnal

Appreciation of learning styles can be of use to help both educators and students to enhance the effectiveness of an educational experience. It has been noticed that some students at this College are not very good at expressing themselves in either written or spoken English. Our study aimed to identify the student’s learning styles; assess whether there is any correlation between learning style, baseline demographic data and self rated proficiency in English language; and assess their associations with the assessment performance.
A group of third year medical students voluntarily participated in a questionnaire study to provide us with their learning styles, demographic information and self-rated proficiency in English language. This data was compared to the students’ performance in the assessment at the end of their junior clinical rotations.
This cohort of students (60% Malay, 35% Chinese and 5% Indian) who were mostly visual learners, considered themselves proficient in English. Students with predominantly Visual learning styles and those with poorer English, score significantly lower during their clinical long case examinations. These two predictors appear to be independent of each other.
These results may suggest that our current teaching modalities may disadvantage students with predominant visual learning styles. It also suggests that the long case clinical examination may favour those with more verbal learning styles.

Matched MeSH terms: Learning; Verbal Learning
Fulltext Problem Based Learning As Perceived By Medical Students in a Non-Problem Based Medical Curriculum

Naznin, M., Pakeer-Oothuman, Nasuruddin, B.A., Abdul-Wahab, J.

International Medical Journal Malaysia, 2008;7(1):0-0.
MyJurnal

Background: The Medical Faculty of the International Islamic University Malaysia (IIUM) runs an undergraduate medical programme which is a combination of the traditional and the newer trends of medical curriculum. The IIUM curriculum in Phase I (Years 1, 2: preclinical) is integrated organ system based, with lectures being the main method of curriculum delivery and also incorporating problem-based learning (PBL) as one of the teaching-learning approaches. Methods: The aim of this study is to examine the effectiveness of PBL teaching-learning method in IIUM in achieving the aims of the medical school as viewed by the students. A total of 287 students from Phase I and Phase II (Year 3: clinical) participated in this study at the end of academic session 2006/2007. The questionnaires distributed consisted of 33 items with four different aspects of PBL being evaluated namely; i) PBL objectives, ii) assessment of performance of the facilitators, iii) assessment of the PBL packages and iv) preferred teaching-learning approach. Results: An average of 86.4 % of students agreed that PBL sessions achieved its aims of preparing students for professional training in the clinical years. Also approximately 80% of students felt that the facilitators fulfilled their roles as PBL tutors. Students were generally satisfied with the PBL packages prepared. However about 50% of Year 2 students did not look forward to PBL sessions and only about 20% of preclinical students wanted more PBL sessions to be scheduled. This latter finding differed as 60% of the clinical (Year 3) students wanted more PBL sessions to be implemented. A significant proportion of the students also believed that they needed some prior information about the PBL case in question in order to generate lively exchange of ideas in the first sessions. Preclinical students preferred lectured-based approach as compared to PBL in contrast to the clinical (Year 3) students of whom 57% (62) preferred the PBL teaching-learning approach. Nearly 80% of the Year 3 students found the exposure to PBL sessions during their preclinical years beneficial during the clinical year. Discussion: Although our findings supported the effectiveness of PBL as one of the teaching-learning approaches (as perceived by our students) there are a few areas of concern. These include believing that a prior knowledge of the topic in question is needed to generate a lively discussion; the group not being motivated; the group members confining themselves to individual assignments only; PBL not being supportive of on-going self- assessment; the consequence of a facilitator being too dominant; and cases constructed do not reflect real clinical scenarios. Despite agreeing to its effectiveness preclinical students still preferred lecture-based approach to the PBL as they are more confident with the knowledge as obtained through the former learning modality. Conclusion: PBL is an effective learning strategy and it contributes to the teaching-learning process of IIUM undergraduate preclinical medical programme which implements a non-Problem Based Curriculum. We are of the opinion that a combination of lecture sessions and PBL best suit the IIUM medical students.

Matched MeSH terms: Learning; Problem-Based Learning
Fulltext Acceptability of Just-in-Time Teaching amongst medical students: a pilot study

De S, Nagandla K, Kanagasabai S

Education in Medicine Journal, 2014;6(1):11-19.
MyJurnal

Introduction: Just-in-Time Teaching (JiTT) is a novel method of teaching-learning used in various disciplines of science and humanities. It is a technique that scaffolds the students learning process by reducing the cognitive load which is the load related to the executive control of working memory. Just in time teaching underpins the concept that expertise in learning originates from the knowledge already stored in long term memory and with subsequent interaction between the learner and teacher motivates enhanced active learning and optimizes the intellectual performance.
Objective: The objective of the study is to assess the acceptability of JiTT over traditional lecture teaching among the medical students.
Method: In a cross sectional pilot study, three hundred thirty five students participated in a questionnaire based study that grades the various aspects of the traditional lecture series. After the implementation of JiTT method for a period of four months, three hundred two students completed the questionnaire, grading the same variables for JiTT. The analysis was done by using SPSS version 11 applying Paired t test and McNemar's Test.
Result: The results of our study highlighted that JiTT technique was perceived superior to traditional teaching with statistically significant outcomes in the clarity of the topic (p=0.003,) duration of the session (p=0.002), knowledge gained and orientation for exams (p=0.044). The students perceived JiTT method as less monotonous (p=0.005) increasing their alertness during these sessions (p=0.002).
Conclusion: We therefore propose that Just-in-Time Teaching method is a more interactive and acceptable teaching-learning tool shifting the nature of teaching to a more student-centric approach as perceived by the medical students. This is the first pioneer study on JiTT to be performed on undergraduate medical students so far.

Matched MeSH terms: Learning; Problem-Based Learning
Fulltext Review of research in learning environment

Jamaiah, I.

JUMMEC, 2008;11(1):7-11.
MyJurnal

Educational environment of an institution is the environment experienced or perceived by students and teachers. Individual students and teachers will respond differently to these subtle elements in their learning experience. Curriculum's most significant manifestation and conceptualisation is the environment. There is a proven connection between the environment and the valuable outcomes of students' achievement, satisfaction and success. If one wants to describe, assess or get a handle on the curriculum in a medical school, then the educational and organisational environment or total milieu associated with the curriculum and the medical school needs to be studied. Educational environment is one of the most important determinants of an effective curriculum. Educational environment fosters scholarly or intellectual activities; it encourages friendliness, co-operation and supportiveness. It also fosters the learning, growth and development of students. Students' perceptions of their educational environment are a useful basis for modifying and improving the quality of educational environment. Several research groups over the years have attempted to identify and quantify the presence and impact of rather intangible aspects of a learning environment. Each study has used different survey questionnaires to solicit student reactions.

Matched MeSH terms: Learning; Problem-Based Learning
Learning disabilities in children

Zabidi Azhar Mohd. Hussin

Malaysian Journal of Child Health, 1998;10(1):9-18.
MyJurnal

Learning disability occurs in 10-15% of children. It is manifested by an imperfect ability to listen, think, speak, read, write, spell, calculate or interact. It may be specific as in dyslexia, dyscalculia, dysgraphia or nonspecific learning disability. In the latter group, there may be under-achievement despite average or above-average-intelligence, slow learners and mental retardation. Factors that may cause learning disability include genetic abnormalities, antenatal and perinatal insults, abnormal growth and malnutrition in early childhood, parental mode of upbringing, poor opportunity for learning, physical illness and emotional and social problems. Meticulous history taking and physical examination is important to arrive at a proper diagnosis so that the most appropriate management is given, often involving professionals working as a team.

Matched MeSH terms: Learning; Learning Disorders
Fulltext A comparative analysis of reflection in a primary care outpatient setting in two learning environments

Abdul Rahman NF, Albualy R

Education in Medicine Journal, 2018;10(2):41-47.
MyJurnal

Situated learning characterises the learning that takes place in the clinical environment. Learning in the workplace is characterised by transferring classroom knowledge into performing tasks and this may take various forms. In the medical education field, the cognitive apprenticeship instructional model developed by Collins (2016) supported this learning in the workplace setting due to its common characteristics of apprenticeship. This paper analysed two concrete learning situations in a Malaysian undergraduate and an Omani postgraduate learning environment. Both learning situations occurred in the primary healthcare outpatient setting. The cognitive apprenticeship model was used to identify characteristics of the individual learning environments and discusses factors that stimulate learning. Attention was paid to the role of reflection in stimulating learning in the described settings. The paper provided the context in both institutes, described the learning situation and provided an analysis based on the theoretical framework. Based on the analysis of the situations, solutions to problems in the two settings were suggested.

Matched MeSH terms: Learning; Problem-Based Learning
Fulltext Medical students' reflection on the family planning services at primary health clinics in Malaysia

Htay MNN, Than NN, Abas AL, Lwin H, Moe S

J Educ Health Promot, 2018;7:87.
PMID: 30079358 DOI: 10.4103/jehp.jehp_144_17

CONTEXT: Family planning is crucial for everyone within the reproductive age to promote the health and welfare of every member of the family. For the medical students, it is essential to have core knowledge, understanding of family planning concept, and competency in communication skills with the patients. The final-year medical students are posted in Maternal and Child Health Clinics for 3 weeks to gain the knowledge and practical experiences on the primary healthcare in the community.

AIMS: The aim of this study was to explore the experiences of final-year medical students on family planning services offered at community clinics in Malaysia.

SETTINGS AND DESIGN: This was qualitative study.

SUBJECTS AND METHODS: This qualitative study used the data of the students' reflection written in the case reports on family planning. Coding, identification of subthemes, and themes were done by two researchers independently using RQDA software.

STATISTICAL ANALYSIS USED: Thematic analysis.

RESULTS: Final-year medical students who had exposure to the clinical services at primary care clinic, regarding Malay word (Klinik Kesihatan) gained the learning opportunities during family planning session such as learning by observation, clerking, and counseling the patients, understanding the barriers to utilizing services and learning for their self-improvement. These learning opportunities lead to developing the positive attitudes on their learning experiences and the positive attitudes toward the concept and services of family planning.

CONCLUSIONS: To have the better understanding of family planning services and provide the better care to the community in the future, the clinical exposure at the primary care clinics should be promoted for medical students in Malaysia.

Matched MeSH terms: Learning; Problem-Based Learning
Study on the impact of open and closed book formative examinations on pharmacy students' performance, perception, and learning approach

Ramamurthy S, Meng Er H, Nadarajah VD, Pook PCK

Curr Pharm Teach Learn, 2016 03 21;8(3):364-374.
PMID: 30070247 DOI: 10.1016/j.cptl.2016.02.017

OBJECTIVES: To study the impact of open and closed book formative examinations on pharmacy students' learning approach and also to assess their performance and perception about open book (OB) and closed book (CB) systems of examination.
METHODS: A crossover study was conducted among Year 1 and Year 2 pharmacy students. Students were invited to participate voluntarily for one OB and one CB online formative test in a chemistry module in each year. Evaluation of their learning approach and perception of the OB and CB systems of examination was conducted using Deep Information Processing (DIP) questionnaire and Student Perception questionnaire respectively. The mean performance scores of OB and CB examinations were compared.
RESULTS: Analysis of DIP scores showed that there was no significant difference (p > 0.05) in the learning approach adopted for the two different examination systems. However, the mean score obtained in the OB examination was significantly higher (p < 0.01) than those obtained in the CB examination. Preference was given by a majority of students for the OB examination, possibly because it was associated with lower anxiety levels, less requirement of memorization, and more problem solving.
CONCLUSION: There is no difference in deep learning approach of students, whether the format is of the OB or CB type examinations. However, the performance of students was significantly better in OB examination than CB. Hence, using OB examination along with CB examination will be useful for student learning and help them adapt to growing and changing knowledge in pharmacy education and practice.

Matched MeSH terms: Machine Learning; Learning
Fulltext Breast Cancer Detection Using Infrared Thermal Imaging and a Deep Learning Model

Mambou SJ, Maresova P, Krejcar O, Selamat A, Kuca K

Sensors (Basel), 2018 Aug 25;18(9).
PMID: 30149621 DOI: 10.3390/s18092799

Women's breasts are susceptible to developing cancer; this is supported by a recent study from 2016 showing that 2.8 million women worldwide had already been diagnosed with breast cancer that year. The medical care of a patient with breast cancer is costly and, given the cost and value of the preservation of the health of the citizen, the prevention of breast cancer has become a priority in public health. Over the past 20 years several techniques have been proposed for this purpose, such as mammography, which is frequently used for breast cancer diagnosis. However, false positives of mammography can occur in which the patient is diagnosed positive by another technique. Additionally, the potential side effects of using mammography may encourage patients and physicians to look for other diagnostic techniques. Our review of the literature first explored infrared digital imaging, which assumes that a basic thermal comparison between a healthy breast and a breast with cancer always shows an increase in thermal activity in the precancerous tissues and the areas surrounding developing breast cancer. Furthermore, through our research, we realized that a Computer-Aided Diagnostic (CAD) undertaken through infrared image processing could not be achieved without a model such as the well-known hemispheric model. The novel contribution of this paper is the production of a comparative study of several breast cancer detection techniques using powerful computer vision techniques and deep learning models.

Matched MeSH terms: Machine Learning*
Fulltext Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?

Salari M, Roozbehi A, Zarifi A, Tarmizi RA

BMC Med Educ, 2018 Aug 10;18(1):195.
PMID: 30097035 DOI: 10.1186/s12909-018-1305-0

BACKGROUND: Nursing education in Iran has conventionally focused on lecture-based strategies. Improvements in teaching and learning over the years have led to an expansion of the pedagogies available to educators. Likewise, there has been a suggestion for a move toward more learner-centered teaching strategies and pedagogies that can result in improvement in learning. This study was undertaken to investigate the effects of Problem-Based Learning in developing cognitive skills in learning Pediatric Nursing among university students.
METHODS: In this quasi-experimental, posttest-only nonequivalent control group design, the subjects were undergraduate students who had enrolled in Pediatric Nursing II at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, one two-hour session and two two-hour sessions. Two experimental groups, Pure Problem-Based Learning (PPBL) and the Hybrid Problem- Based Learning (HPBL), and one Lecturing or Conventional Teaching and Learning (COTL) group were involved. In the PPBL group, PBL method with guided questions and a tutor, and in the HPBL group, problem-based learning method, some guided questions, minimal lecturing and a tutor were used. The COTL group, however, underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive performances, namely, test performance, mental effort, and instructional efficiency. Two instruments, i.e., Pediatric Nursing Performance Test (PNPT) and Paas Mental Effort Rating Scale (PMER) were used. In addition, the two-Dimensional Instructional Efficiency Index (IEI) formula was utilized. The statistical analyses used were ANOVA, ANCOVA, and mixed between-within subjects ANOVA.
RESULTS: Results showed that the PPBL and HPBL instructional methods, in comparison with COTL, enhanced the students' overall and higher-order performances in Pediatric Nursing, and induced higher level of instructional efficiency with less mental effort (p

Matched MeSH terms: Problem-Based Learning/methods*
Student-friendly methods of formative assessment in paediatrics

Venkataramani P, Sadanandan T, Savanna RS, Sugathan S

Med Educ, 2019 05;53(5):499-500.
PMID: 30891812 DOI: 10.1111/medu.13860
Matched MeSH terms: Learning*
Fulltext Epileptic seizure detection: a comparative study between deep and traditional machine learning techniques

Sahu R, Dash SR, Cacha LA, Poznanski RR, Parida S

J Integr Neurosci, 2020 Mar 30;19(1):1-9.
PMID: 32259881 DOI: 10.31083/j.jin.2020.01.24

Electroencephalography is the recording of brain electrical activities that can be used to diagnose brain seizure disorders. By identifying brain activity patterns and their correspondence between symptoms and diseases, it is possible to give an accurate diagnosis and appropriate drug therapy to patients. This work aims to categorize electroencephalography signals on different channels' recordings for classifying and predicting epileptic seizures. The collection of the electroencephalography recordings contained in the dataset attributes 179 information and 11,500 instances. Instances are of five categories, where one is the symptoms of epilepsy seizure. We have used traditional, ensemble methods and deep machine learning techniques highlighting their performance for the epilepsy seizure detection task. One dimensional convolutional neural network, ensemble machine learning techniques like bagging, boosting (AdaBoost, gradient boosting, and XG boosting), and stacking is implemented. Traditional machine learning techniques such as decision tree, random forest, extra tree, ridge classifier, logistic regression, K-Nearest Neighbor, Naive Bayes (gaussian), and Kernel Support Vector Machine (polynomial, gaussian) are used for classifying and predicting epilepsy seizure. Before using ensemble and traditional techniques, we have preprocessed the data set using the Karl Pearson coefficient of correlation to eliminate irrelevant attributes. Further accuracy of classification and prediction of the classifiers are manipulated using k-fold cross-validation methods and represent the Receiver Operating Characteristic Area Under the Curve for each classifier. After sorting and comparing algorithms, we have found the convolutional neural network and extra tree bagging classifiers to have better performance than all other ensemble and traditional classifiers.

Matched MeSH terms: Machine Learning*
Fulltext Tualang honey supplementation as cognitive enhancer in patients with schizophrenia

Yahaya R, Zahary MN, Othman Z, Ismail R, Nik Him NAS, Abd Aziz A, et al.

Heliyon, 2020 May;6(5):e03948.
PMID: 32426546 DOI: 10.1016/j.heliyon.2020.e03948

Introduction: Schizophrenia is a chronic mental illness with clusters of symptoms, including cognitive impairment. This study aimed to explore the effect of Tualang Honey (TH) on cognitive domains, especially as it pertained to the verbal memory of schizophrenia patients.
Method: This was a cross-sectional study involved 80 individuals, diagnosed with schizophrenia. The Malay Version Auditory Verbal Learning Test (MVAVLT) was used. Data were analysed using SPSS 20.0 software. Intention to treat analysis was applied.
Result: A comparison of the total learning score at eight weeks between the two groups based on time effect and time-treatment interaction favoured TH group.
Conclusion: This study concludes that by supplementing schizophrenia patients with 8-week of TH did improve total learning performance across domains in the immediate memory among patients with schizophrenia.

Matched MeSH terms: Learning; Verbal Learning
Fulltext Prioritising topics for developing e-learning resources in healthcare curricula: A comparison between students and educators using a modified Delphi survey

Lim HM, Ng CJ, Teo CH, Lee PY, Kassim PSJ, Nasharuddin NA, et al.

PLoS One, 2021;16(6):e0253471.
PMID: 34166432 DOI: 10.1371/journal.pone.0253471

BACKGROUND: Engaging students in the e-learning development process enhances the effective implementation of e-learning, however, students' priority on the topics for e-learning may differ from that of the educators. This study aims to compare the differences between the students and their educators in prioritising the topics in three healthcare curricula for reusable e-learning object (RLO) development.
METHOD: A modified Delphi study was conducted among students and educators from University Malaya (UM), Universiti Putra Malaysia (UPM) and Taylor's University (TU) on three undergraduate programmes. In Round 1, participants were asked to select the topics from the respective syllabi to be developed into RLOs. Priority ranking was determined by using frequencies and proportions. The first quartile of the prioritised topics was included in Round 2 survey, which the participants were asked to rate the level of priority of each topic using a 5-point Likert scale. The mean score of the topics was compared between students and educators.
RESULT: A total of 43 educators and 377 students participated in this study. For UM and TU Pharmacy, there was a mismatch in the prioritised topics between the students and educators. For UPM, both the educators and students have prioritised the same topics in both rounds. To harmonise the prioritisation of topics between students and educators for UM and TU Pharmacy, the topics with a higher mean score by both the students and educators were prioritised.
CONCLUSION: The mismatch in prioritised topics between students and educators uncovered factors that might influence the prioritisation process. This study highlighted the importance of conducting needs assessment at the beginning of eLearning resources development.

Matched MeSH terms: Learning*

Filters

Please provide feedback to Administrator ([email protected])

External Links