MyMedR

Teaching of evidence-based medicine to medical undergraduates

Atiya AS

Med J Malaysia, 2002 Dec;57 Suppl E:105-8.

Medical practice is changing, and the foundations of the paradigm shift lie in the development in research over the last four decades. Today, it is no longer adequate to treat a patient purely on clinical experience alone without a clear demonstration of evidence based on research, particularly the use of randomised controlled clinical trials. What is thought to be an effective mode of treatment currently may not necessarily hold true by the time medical students begin his/her medical practice. As a consequence, many medical schools worldwide are increasingly promoting evidence-based medicine (EBM) teaching in their medical curriculum along with problem-based learning (PBL). Teaching of EBM requires a paradigm shift in itself, as students must possess additional skills that are not traditionally part of medical training. These include the ability to acquire the skills in 'means of answering questions' than just 'knowing the answer to questions'. This paper aims to describe what EBM is and to highlight the formative experience of the teaching of EBM at the medical undergraduate level in the University of Malaya. Challenges and opportunities towards successful adoption of evidence-based practice are discussed.

Matched MeSH terms: Education, Medical, Undergraduate/standards*; Evidence-Based Medicine/education*

Is input on Complementary and Alternative Medicine (CAM) necessary in our medical curriculum? A perspective from a survey on medical practitioners

Nabilla AS, Safura J, Karina R, Noran H, Norizan M, Sabariah M, et al.

Med J Malaysia, 2002 Dec;57 Suppl E:37-43.

PMID: 12733192

A cross-sectional study was carried out through a postal survey of a random sample of registered medical practitioners in Malaysia to explore the pursuit and practice of CAM among them. A response rate of 42% was acquired. 27.1% of the medical practitioners are currently using CAM on themselves or their own families and 22.2% actually have referred patients to CAM practitioners. Analysis showed that only 14.9% of the medical practitioners who responded were exposed to CAM during their undergraduate days. Out of 28 respondents graduated from USM, 15 (53.6%) were exposed while out of the 80 graduates of UM, only 6 (7.5%) were exposed and out of 58 respondents graduates of UKM, only 5 (8.6%) were exposed to CAM during their undergraduate teaching. These differences are statistically different (p < 0.001). Analysis also showed that more (72.6%) medical practitioners are for having training in CAM during the medical undergraduate studies. Only 9.1% of the respondents have attended any training in CAM post graduation and 36.8% would like further training on CAM postgraduate and would pay for it. The findings illustrate the need for training in CAM in medical undergraduate education especially in this new age where alternative therapy is in demand by the consumers.

Matched MeSH terms: Complementary Therapies/education*; Education, Medical, Undergraduate/standards*

The growing importance of mental health: are medical curricula responding?

Azhar MZ

Med J Malaysia, 2002 Dec;57 Suppl E:34-6.

PMID: 12733191

Mental health is becoming an important issue. Several local and international studies have proven that the incidence of mental illness is on the rise. Doctors have also been able to make more accurate diagnoses and treat mental disorders more reliably with the aid of recent research and newer drugs. As such it is necessary for the medical curricula to respond to this shift. Medical students must now be exposed to new psychiatric disorders and ways of managing them. The time spent in psychiatry and the mode of teaching must also be revised and modified to the current needs of patients.

Matched MeSH terms: Education, Medical, Undergraduate/standards*; Psychiatry/education*

Ethics--the role of medical education

Ravindran J

Med J Malaysia, 2002 Dec;57 Suppl E:67-73.

PMID: 12733196

Matched MeSH terms: Education, Medical, Undergraduate/standards*; Ethics, Medical/education*

The undergraduate ENT medical curriculum: past, present and future

Gendeh BS

Med J Malaysia, 2002 Dec;57 Suppl E:23-6.

PMID: 12733188

The strong international demand for admission into medical schools make medical education a "seller's market", and increasingly a global market. Teaching of Otorhinolaryngology-Head and Neck Surgery (ORL-HNS) has two primary goals. Firstly, a firm grasp of basic principles, recognition and treatment of common disorders, initial management of ORL-HNS emergencies and indications for specialist referral. Secondly, to provide sufficient exposure to the specialty to assist in career planning. Good communicative skills for optimal patient care are essential in the selection criteria of medical students. Proficiency in English is essential to obtain a disproportion share of opportunities in the new economy. The examination evaluation needs to be standardized between the various medical schools and the recommended lecturer-student ratio is maintained. The Joint National Evaluating Board has a very essential role to play in the maintenance of medical educational standards in Malaysia.

Matched MeSH terms: Education, Medical, Undergraduate/trends*; Otolaryngology/education*

Teaching and training in orthopaedics at undergraduate level in Malaysia: the consumers' viewpoint

Harwant S

Med J Malaysia, 2002 Dec;57 Suppl E:27-30.

PMID: 12733189

Matched MeSH terms: Education, Medical, Undergraduate/standards*; Orthopedics/education*

Medicine in Malaysia: pathology

Looi LM

Med J Malaysia, 1995 May;50 Suppl A:S51-5.

PMID: 10968016

Matched MeSH terms: Education, Medical/trends; Pathology/education

Another RSNA Malaysian journey

Cobb RJ

Radiology, 1995 Jul;196(1):47A-49A.

PMID: 7784587

The RSNA International Visiting Professor program gave us an opportunity to live in a different and exciting country for 6 months. We had adequate travel opportunities to visit in Southeast Asia. Most of all, the feeling of appreciation and accomplishment we received from the master students as exemplified by their concern for us made our adventure extremely rewarding. For example, on the day of departure about half the class came to the airport to bid us farewell. This gesture, as well as several farewell parties in our honor, was certainly very gratifying. I enthusiastically recommend the opportunity afforded by the RSNA Visiting Professor program, and, specifically, I am enthusiastic about the program at Universiti Malaya.

Matched MeSH terms: Education, Medical

Fulltext Mackenzie's puzzle--the cornerstone of teaching and research in general practice

Murdoch JC

Br J Gen Pract, 1997 Oct;47(423):656-8.

PMID: 9474833

The new-found popularity of generalism as a political force has emphasized the need to clarify the essential philosophy that underpins its practice, teaching, and research. Drawing on the example of Sir James Mackenzie, the author seeks to clarify certain essential issues that need to be emphasized if we are to promote and develop general practice as a distinct academic discipline. Dissatisfaction, uncertainty about our role, and continuing contact with real people seems to be essential to continuing creativity.

Matched MeSH terms: Education, Medical*; Family Practice/education*

Content coverage in problem-based learning

Shahabudin SH

Med Educ, 1987 Jul;21(4):310-3.

PMID: 3626898

Required learning of the basic medical sciences based on five clinical problems was compiled by teachers and subsequently derived as 'learning needs' by students during the problem-solving process. These lists of topics were compared in terms of number of lecture-hours and when these were taught in the traditional curriculum. The findings indicate that learning from problems is not entirely free-rein and can be largely determined by teachers; topics taught earlier in the course appeared more frequently than latter topics and there was a tremendous overlap of topics in both the traditional and problem-based list. Regardless of whether lectures have been given or not, students recalled facts better if they had encountered the related clinical problem. This study also reveals that problem-based learning can be as efficient as lectures in content coverage and concludes that the lecture method be retained provided the topics are selective and are derived and sequenced appropriately with clinical problems. Problem-solving should be adopted as a teaching strategy.

Matched MeSH terms: Education, Medical, Undergraduate*; Pathology/education

Preparing the young to look after the old

Nordin R, Hamid AM, Adnan WA

World Health Forum, 1992;13(4):300-2.

PMID: 1466724

In Malaysia the steady rise in the proportion of people aged 60 or more, and an awareness of their complex psychosocial, economic and health care needs, have led medical faculties to introduce geriatrics as an essential subject in their curricula. The efforts made in this field by the School of Medical Sciences of the Universiti Sains Malaysia are outlined in the present article.

Matched MeSH terms: Education, Medical, Undergraduate*; Geriatrics/education*

A rationale for selecting suitable physiology topics for the basic sciences curriculum in dentistry

Jiffry MT, Husain R, Dias AP

Med Educ, 1987 Jan;21(1):38-45.

PMID: 3821599

The suitability of physiology topics taught in the first-year dental curriculum needs to be investigated in the light of the view of the present generation of clinical and preclinical teachers, and students. This was studied in the University of Malaya in order to propose a rational physiology curriculum with proper identification of priority topics. Oral physiology, blood and the cardiovascular system were found to be the most relevant for dental students. Among the systems, high and low priority topics were identified and their relative importance is discussed.

Matched MeSH terms: Education, Dental*; Physiology/education*

Fulltext The general practitioner--how much psychiatric education?

Dass D

Med J Malaysia, 1981 Dec;36(4):263-7.

PMID: 7334967

Matched MeSH terms: Education, Medical, Undergraduate; Family Practice/education*; Psychiatry/education*

The influence of laboratory experimental work on concept acquisition in a medical physiology course with implications for curriculum deliberations and instructional design

Tan CM

Med Teach, 1990;12(1):83-90.

PMID: 2233187

Following revision of the curriculum the effectiveness of a traditional cookbook experiment, used in conjunction with an 'interpretation seminar', was evaluated. Curriculum revision had been predominantly concerned with an avoidance of overloading and provision of self-study periods. The preceding lectures were integrated with the experiment. The learning resulting from the practical experience was assessed using pre- and post-tests. The practical exercise was ineffective and did not facilitate conceptual understanding. Due to the central role of passive teaching methods the students adopted a surface approach to all learning, were teacher dependent and did not make effective use of their private study. Furthermore, owing to a broad-based entry into medical school many students lacked the basic skills essential to the achievement of meaningful learning. Clearly, for effective learning the curriculum and pedagogy must be geared to the background and educational needs of the students.

Matched MeSH terms: Education, Medical, Undergraduate*; Physiology/education*

Geriatric training in problem-based learning: an Asian perspective

Majumder MA, Rahim AF, Rahman S

J Am Geriatr Soc, 2004 Jun;52(6):1038-9.

PMID: 15161490

Matched MeSH terms: Education, Medical, Undergraduate*; Geriatrics/education*

Drug abuse and addiction problems in Australia

Newman-Morris G

Med J Malaysia, 1974 Dec;29(2):132-4.

PMID: 4282400

Matched MeSH terms: Health Education

Animal testing: a re-evaluation of what it means to Endodontology

Nagendrababu V, Murray PE, Kishen A, Nekoofar MH, de Figueiredo JAP, Dummer PMH

Int Endod J, 2019 Sep;52(9):1253-1254.

PMID: 31407362 DOI: 10.1111/iej.13137

Matched MeSH terms: Education, Dental, Graduate

Utility of Simulation via Instant Messaging - Birmingham Advance (SIMBA) in medical education during COVID-19 pandemic

Morgan G, Melson E, Davitadze M, Ooi E, Zhou D, Hanania T, et al.

J R Coll Physicians Edinb, 2021 06;51(2):168-172.

PMID: 34131679 DOI: 10.4997/JRCPE.2021.218

BACKGROUND: Simulation via Instant Messaging - Birmingham Advance (SIMBA) aimed to improve clinicians' confidence in managing various clinical scenarios during the COVID-19 pandemic.

METHODS: Five SIMBA sessions were conducted between May and August 2020. Each session included simulation of scenarios and interactive discussion. Participants' self-reported confidence, acceptance, and relevance of the simulated cases were measured.

RESULTS: Significant improvement was observed in participants' self-reported confidence (overall n = 204, p<0.001; adrenal n = 33, p<0.001; thyroid n = 37, p<0.001; pituitary n = 79, p<0.001; inflammatory bowel disease n = 17, p<0.001; acute medicine n = 38, p<0.001). Participants reported improvements in clinical competencies: patient care 52.0% (n = 106/204), professionalism 30.9% (n = 63/204), knowledge on patient management 84.8% (n = 173/204), systems-based practice 48.0% (n = 98/204), practice-based learning 69.6% (n = 142/204) and communication skills 25.5% (n = 52/204).

CONCLUSION: SIMBA is a novel pedagogical virtual simulation-based learning model that improves clinicians' confidence in managing conditions across various specialties.

Matched MeSH terms: Education, Medical*; Education, Distance*

Twelve tips for institutional approach to outcome-based education in health professions programmes

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: Education, Medical*; Educational Status; Health Personnel/education

Fulltext Protocol for a mixed-method systematic review on challenges perceived by final-year undergraduate nursing students in a clinical learning environment

Ali SH, Ahmad Rahman NH, Mohd Shariff N, Karim J, Chin KY

J Adv Nurs, 2021 Sep;77(9):3933-3939.

PMID: 34028853 DOI: 10.1111/jan.14880

AIMS: To determine the challenges perceived by final-year nursing students in the clinical learning environment.

DESIGN: Data-based convergent mixed-method systematic review.

METHODS: Three electronic databases (Web of Science, Scopus, and Cumulative Index to Nursing and Allied Health Literature) will be used in the identification stage. The first search will use the search string for each database to identify relevant studies. The articles retrieved will be screened by year of publication, article type and language. Abstracts and full-text of selected studies will be screened for eligibility independently by a minimum of two reviewers. The reference lists will be manually screened to identify additional publications. The quality assessment will be conducted by two reviewers using the Mixed Methods Appraisal Tools. Quantitative and mixed-method studies will be transformed into qualitative. A thematic approach will be used to synthesize and report the data. Ethics approval and funding have been approved in April 2020.

DISCUSSION: This study will synthesize the types of challenges perceived by final-year undergraduate nursing students in different clinical learning environments across the country.

IMPACT: The proposed study findings will help nursing education stakeholders and faculty provide assistance to final-year nursing students in their transition year to become registered nurses.

Matched MeSH terms: Education, Nursing*; Education, Nursing, Baccalaureate*

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