MyMedR

Displaying publications 121 - 140 of 933 in total

Abstract:

Sort:

Fulltext Measures of ability to learn, grow and make decisions among older persons: a systematic review of measurement properties

Mansor N, Awang H, Amuthavalli Thiyagarajan J, Mikton C, Diaz T

Age Ageing, 2023 Oct 28;52(Suppl 4):iv118-iv132.
PMID: 37902520 DOI: 10.1093/ageing/afad101

OBJECTIVE: this study aims to conduct a systematic review on available instruments for measuring older persons' ability to learn, grow and make decisions and to critically review the measurement properties of the identified instruments.
METHODS: we searched six electronic databases, which include PubMed, Embase, PsycINFO, SciELO, ERIC and AgeLine, between January 2000 and April 2022. Reference lists of the included papers were also manually searched. The COSMIN (CONsensus-based Standards for the selection of health Measurement Instruments) guidelines were used to evaluate the measurement properties and the quality of evidence for each instrument.
RESULTS: 13 instruments from 29 studies were included for evaluation of their measurement properties. Of the 13 reviewed, 6 were on the ability to learn, 3 were on the ability to grow and 4 were on the ability to make decisions. The review found no single instrument that measured all three constructs in unidimensional or multidimensional scales. Many of the instruments were found to have sufficient overall rating on content validity, structural validity, internal consistency and cross-cultural validity. The quality of evidence was rated as low due to a limited number of related validation studies.
CONCLUSION: a few existing instruments to assess the ability to learn, grow and make decisions of older people can be identified in the literature. Further research is needed in validating them against functional, real-world outcomes.

Matched MeSH terms: Learning*
Fulltext Evaluating teachers' pedagogical content knowledge in implementing classroom-based assessment: A case study among esl secondary school teachers in Selangor, Malaysia

Abdul Razak R, Mat Yusoff S, Hai Leng C, Mohamadd Marzaini AF

PLoS One, 2023;18(12):e0293325.
PMID: 38157377 DOI: 10.1371/journal.pone.0293325

The Malaysian Education Blueprint (PPPM) 2013-2025 has spurred significant reforms in the Primary School Standard Curriculum (KSSR) and Secondary School Standard Curriculum (KSSM), particularly concerning classroom-based assessment (CBA). CBA evaluates students' understanding and progress, informs instruction, and enhances the learning outcomes. Teachers with robust pedagogical content knowledge (PCK) are better equipped to design and implement effective CBA strategies that accurately assess students' comprehension and growth, provide personalised feedback, and guide instruction. This study aims to investigate the relationship between PCK and CBA among English as a Second Language (ESL) secondary school teachers in Selangor, Malaysia. A 5-point Likert-scale questionnaire was administered to 338 teachers across 27 regional secondary schools in Selangor. The Covariance-based structural equation modelling (SEM) was used to analyse the data. The findings revealed that the secondary school teachers demonstrated a high level of PCK, with content knowledge (CK) obtaining the highest mean, followed by pedagogical knowledge (PK) and pedagogical content knowledge (PCK). The CBA practices among these teachers were also found to be high. SEM analysis showed a positive association between PK and CBA practices and between PCK and CBA. However, no positive association was observed between CK and CBA practices. In order to enhance teachers' PCK and ensure the effective implementation of CBA, which is crucial for student learning outcomes in Malaysian ESL secondary schools, it is recommended that continuous professional development opportunities be provided, specifically focusing on PCK and CBA.

Matched MeSH terms: Learning*
An intrusion detection model to detect zero-day attacks in unseen data using machine learning

Dai Z, Por LY, Chen YL, Yang J, Ku CS, Alizadehsani R, et al.

PLoS One, 2024;19(9):e0308469.
PMID: 39259729 DOI: 10.1371/journal.pone.0308469

In an era marked by pervasive digital connectivity, cybersecurity concerns have escalated. The rapid evolution of technology has led to a spectrum of cyber threats, including sophisticated zero-day attacks. This research addresses the challenge of existing intrusion detection systems in identifying zero-day attacks using the CIC-MalMem-2022 dataset and autoencoders for anomaly detection. The trained autoencoder is integrated with XGBoost and Random Forest, resulting in the models XGBoost-AE and Random Forest-AE. The study demonstrates that incorporating an anomaly detector into traditional models significantly enhances performance. The Random Forest-AE model achieved 100% accuracy, precision, recall, F1 score, and Matthews Correlation Coefficient (MCC), outperforming the methods proposed by Balasubramanian et al., Khan, Mezina et al., Smith et al., and Dener et al. When tested on unseen data, the Random Forest-AE model achieved an accuracy of 99.9892%, precision of 100%, recall of 99.9803%, F1 score of 99.9901%, and MCC of 99.8313%. This research highlights the effectiveness of the proposed model in maintaining high accuracy even with previously unseen data.

Matched MeSH terms: Machine Learning*
Developing a facilitation skills training programme for problem-based learning tutors

Kukkamalla A, Lakshminarayana SK

Med Educ, 2011 Nov;45(11):1152-3.
PMID: 21936865 DOI: 10.1111/j.1365-2923.2011.04107.x
Matched MeSH terms: Problem-Based Learning/methods*; Problem-Based Learning/organization & administration*
Fulltext Ten maxims of formative assessment

Prashanti E, Ramnarayan K

Adv Physiol Educ, 2019 Jun 01;43(2):99-102.
PMID: 30835147 DOI: 10.1152/advan.00173.2018

In an era that is seemingly saturated with standardized tests of all hues and stripes, it is easy to forget that assessments not only measure the performance of students, but also consolidate and enhance their learning. Assessment for learning is best elucidated as a process by which the assessment information can be used by teachers to modify their teaching strategies while students adjust and alter their learning approaches. Effectively implemented, formative assessments can convert classroom culture to one that resonates with the triumph of learning. In this paper, we present 10 maxims that show ways that formative assessments can be better understood, appreciated, and implemented.

Matched MeSH terms: Problem-Based Learning/methods*; Problem-Based Learning/trends
Fulltext Augmented Reality Interface for Complex Anatomy Learning in the Central Nervous System: A Systematic Review

Wirza R, Nazir S, Khan HU, García-Magariño I, Amin R

J Healthc Eng, 2020;2020:8835544.
PMID: 32963749 DOI: 10.1155/2020/8835544

The medical system is facing the transformations with augmentation in the use of medical information systems, electronic records, smart, wearable devices, and handheld. The central nervous system function is to control the activities of the mind and the human body. Modern speedy development in medical and computational growth in the field of the central nervous system enables practitioners and researchers to extract and visualize insight from these systems. The function of augmented reality is to incorporate virtual and real objects, interactively running in a real-time and real environment. The role of augmented reality in the central nervous system becomes a thought-provoking task. Gesture interaction approach-based augmented reality in the central nervous system has enormous impending for reducing the care cost, quality refining of care, and waste and error reducing. To make this process smooth, it would be effective to present a comprehensive study report of the available state-of-the-art-work for enabling doctors and practitioners to easily use it in the decision making process. This comprehensive study will finally summarise the outputs of the published materials associate to gesture interaction-based augmented reality approach in the central nervous system. This research uses the protocol of systematic literature which systematically collects, analyses, and derives facts from the collected papers. The data collected range from the published materials for 10 years. 78 papers were selected and included papers based on the predefined inclusion, exclusion, and quality criteria. The study supports to identify the studies related to augmented reality in the nervous system, application of augmented reality in the nervous system, technique of augmented reality in the nervous system, and the gesture interaction approaches in the nervous system. The derivations from the studies show that there is certain amount of rise-up in yearly wise articles, and numerous studies exist, related to augmented reality and gestures interaction approaches to different systems of the human body, specifically to the nervous system. This research organises and summarises the existing associated work, which is in the form of published materials, and are related to augmented reality. This research will help the practitioners and researchers to sight most of the existing studies subjected to augmented reality-based gestures interaction approaches for the nervous system and then can eventually be followed as support in future for complex anatomy learning.

Matched MeSH terms: Machine Learning; Learning*
Fulltext Pre-Medical Students' View Points on Integrated Poster Presentations as a Tool for Learning Medical Science

Sahoo R, Rehan S, Sahoo S

Malays J Med Sci, 2018 Nov;25(6):121-126.
PMID: 30914885 DOI: 10.21315/mjms2018.25.6.12

Background: A poster presentation is an experiential learning activity that stimulates curiosity and interest among students. Moreover, it encourages exploration and integration of concepts and provides students with a novel way to demonstrate their understanding of scientific principles. This pilot projects aimed to analyse views of participants on the academic benefits and learning of medical sciences via poster presentations.
Methods: This cross-sectional study used the sequential exploratory type of mixed methods design in which quantitative data analysis was performed via survey-based questionnaires and qualitative study. For this purpose, we performed a thematic analysis of semi-structured interview questions that were administered to all participants using the self-interview technique.
Results: A majority of students were of the opinion that the process of making poster preparation acted as an opportunity to promote deep learning. Moreover, a majority expressed that making these presentations required teamwork, which gave them an insight into collaborative learning.
Conclusion: Our study revealed that poster presentations, when used effectively as an assignment, can facilitate a learner's critical and reflective thinking and promoting active learning. Previous generic guidelines for making posters were found to be an important step that led to a systematic scientific approach amongst learners as well as for integrating basic science and medical knowledge.

Matched MeSH terms: Machine Learning; Learning; Problem-Based Learning
Fulltext Comprehensive Healthcare module: medical and pharmacy students' shared learning experiences

Tan CE, Jaffar A, Tong SF, Hamzah MS, Mohamad N

Med Educ Online, 2014 Jan;19(1):25605.
PMID: 28440130 DOI: 10.3402/meo.v19.25605

Introduction The Comprehensive Healthcare (CHC) module was developed to introduce pre-clinical medical and pharmacy students to the concept of comprehensive healthcare. This study aims to explore their shared learning experiences within this module. Methodology During this module, medical and pharmacy students conducted visits to patients' homes and to related community-based organisations in small groups. They were required to write a reflective journal on their experiences regarding working with other professions as part of their module assessment. Highly scored reflective journals written by students from the 2011/2012 academic session were selected for analysis. Their shared learning experiences were identified via thematic analysis. We also analysed students' feedback regarding the module. Results Analysis of 25 selected reflective journals revealed several important themes: 'Understanding of impact of illness and its relation to holistic care', 'Awareness of the role of various healthcare professions' and 'Generic or soft skills for inter-professional collaboration'. Although the primary objective of the module was to expose students to comprehensive healthcare, the students learnt skills required for future collaborative practice from their experiences. Discussion The CHC module provided early clinical exposure to community-based health issues and incorporated some elements of inter-professional education. The students learnt about the roles of other healthcare professions and acquired soft skills required for future collaborative practice during this module.

Matched MeSH terms: Learning; Problem-Based Learning
Promoting problem-based learning (PBL) in nursing education: A Malaysian experience

Achike FI, Nain N

Nurse Educ Pract, 2005 Sep;5(5):302-11.
PMID: 19040837 DOI: 10.1016/j.nepr.2005.04.002

Since the introduction of problem-based learning (PBL) into medical education in the late 1960s, several new and old medical schools have adopted this approach the main attraction of which includes the promotion of student-centered and life-long learning, team spirit, communication skills and enquiry. With an ever-increasing information base and changing attitudes in the health sciences, these are highly desirable characteristics of the health worker of the future, who will be required to grapple with these phenomenal changes. From medical education, the PBL approach has inevitably spread to other disciplines, especially the health-related disciplines. In the Asia-pacific region (Malaysia in particular), PBL was introduced into medical education in the early 1970s, but the growth has been slow; the reasons are discussed. Only recently (in the 1990s) have more medical and non-medical schools started to adopt PBL. The management of the Pantai Institute of Health Science and Nursing decided to adopt PBL for the Nursing curriculum. A one-day introductory workshop was, therefore, organized to expedite the process. Post-workshop feedback obtained through a five-point Likert scale questionnaire indicated a successful outcome. The workshop process is, therefore, documented as reference especially for Nursing colleges in places where PBL expertise is in short supply.

Matched MeSH terms: Learning; Problem-Based Learning
The journey of a teaching hospital to become a learning organisation

Rowley SD

Aust Health Rev, 2006 May;30(2):232-40.
PMID: 16646772

This paper describes how an acute tertiary referral hospital moved away from a "culture of blame", using change management principles aligned with the concept of the learning organisation. I outline the process of change, and describe its outcomes. The result is summarised as an improvement in desired attributes of the organisation's culture, as evidenced by consistent improvement in the results of a proprietary staff survey. I conclude that the concept of the learning organisation is a useful one for hospitals that seek to improve the organisational culture.

Matched MeSH terms: Learning*
Self-directed learning

Abraham RR, Upadhya S, Ramnarayan K

Adv Physiol Educ, 2005 Jun;29(2):135-6.
PMID: 15905163
Matched MeSH terms: Learning*
Fulltext Knowledge-Based Methods To Train and Optimize Virtual Screening Ensembles

Swift RV, Jusoh SA, Offutt TL, Li ES, Amaro RE

J Chem Inf Model, 2016 05 23;56(5):830-42.
PMID: 27097522 DOI: 10.1021/acs.jcim.5b00684

Ensemble docking can be a successful virtual screening technique that addresses the innate conformational heterogeneity of macromolecular drug targets. Yet, lacking a method to identify a subset of conformational states that effectively segregates active and inactive small molecules, ensemble docking may result in the recommendation of a large number of false positives. Here, three knowledge-based methods that construct structural ensembles for virtual screening are presented. Each method selects ensembles by optimizing an objective function calculated using the receiver operating characteristic (ROC) curve: either the area under the ROC curve (AUC) or a ROC enrichment factor (EF). As the number of receptor conformations, N, becomes large, the methods differ in their asymptotic scaling. Given a set of small molecules with known activities and a collection of target conformations, the most resource intense method is guaranteed to find the optimal ensemble but scales as O(2(N)). A recursive approximation to the optimal solution scales as O(N(2)), and a more severe approximation leads to a faster method that scales linearly, O(N). The techniques are generally applicable to any system, and we demonstrate their effectiveness on the androgen nuclear hormone receptor (AR), cyclin-dependent kinase 2 (CDK2), and the peroxisome proliferator-activated receptor δ (PPAR-δ) drug targets. Conformations that consisted of a crystal structure and molecular dynamics simulation cluster centroids were used to form AR and CDK2 ensembles. Multiple available crystal structures were used to form PPAR-δ ensembles. For each target, we show that the three methods perform similarly to one another on both the training and test sets.

Matched MeSH terms: Machine Learning*
Encouraging learning how to fish: an uphill but worthwhile battle

Azila NM, Sim SM, Atiya AS

Ann Acad Med Singap, 2001 Jul;30(4):375-8.
PMID: 11503543

INTRODUCTION: Encouraging teaching practices such as problem-based learning (PBL) amongst undergraduate students within a lecture-based, system-based integrated curriculum is a challenge. Students are apprehensive about developing an organised framework for acquiring knowledge while lecturers are required to reframe their views on the educational process and their role as educators.
MATERIALS AND METHODS: Lecturers and students in the Phase (Year) II programme were asked to fill questionnaires following the second and fourth PBL cases. The two sets of survey responses were compared to see whether the students' and teachers' perceptions had changed over the 5-month period.
RESULTS: Students' responses from both surveys (1 and 2) were similar in that a majority agreed that the PBL tutorials had encouraged the seeking of information (66% and 67%, respectively), had improved understanding (57% and 56%), integration (65% and 70%) and application (50% and 64%) of knowledge. However, the views given in the form of written comments, following their positive responses, were somewhat contradictory. A large number of students (38% and 40%) faced difficulties in getting involved in discussions during the PBL tutorial and a majority (73% and 82%) preferred the normal subject-based tutorials. The reasons given by approximately 20% of the students were that the subject-based tutorials were more efficient for obtaining information and/or that the information had been pre-selected by the lecturers. More than 80% of the lecturers (in both surveys) perceived that the students had identified the appropriate learning objectives and covered the subject matter. The percentage of lecturers who agreed that PBL tutorials encouraged rapport and teamwork amongst students had increased in the second survey, from 70% to 92% and 55% to 83% respectively.
CONCLUSION: Implementing PBL is not simply a matter of developing new teaching materials and new effective ways of presenting them. It requires a paradigm shift, a change in the roles of students and teachers, and time.

Matched MeSH terms: Problem-Based Learning*
Preparing for and managing change: some thoughts for curriculum planners and implementers

Azila NM

Med J Malaysia, 2002 Dec;57 Suppl E:52-7.
PMID: 12733194

This paper outlines issues related to curricular reforms, and strategies to be considered for planning and implementation so as to ensure that the change is institutionalised. In Malaysia, in general, some imminent curricular changes have been carried out to prepare graduates for future changes in the practice environment. Change of reform requires planning, with consideration of the directions in which the change is needed, and the possible educational approaches to be utilized. To ensure change can occur and be maintained there should be effort to induce a paradigm shift amongst teachers and administrators at all levels, there must be transparency and dissemination of information of the required change and why, there must be involvement of teachers in decision making to ensure better compliance.

Matched MeSH terms: Problem-Based Learning/methods*
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: Problem-Based Learning*
Fulltext Nicotine-prevented learning and memory impairment in REM sleep-deprived rat is modulated by DREAM protein in the hippocampus

Abd Rashid N, Hapidin H, Abdullah H, Ismail Z, Long I

Brain Behav, 2017 06;7(6):e00704.
PMID: 28638710 DOI: 10.1002/brb3.704

INTRODUCTION: REM sleep deprivation is associated with impairment in learning and memory, and nicotine treatment has been shown to attenuate this effect. Recent studies have demonstrated the importance of DREAM protein in learning and memory processes. This study investigates the association of DREAM protein in REM sleep-deprived rats hippocampus upon nicotine treatment.
METHODS: Male Sprague Dawley rats were subjected to normal condition, REM sleep deprivation and control wide platform condition for 72 hr. During this procedure, saline or nicotine (1 mg/kg) was given subcutaneously twice a day. Then, Morris water maze (MWM) test was used to assess learning and memory performance of the rats. The rats were sacrificed and the brain was harvested for immunohistochemistry and Western blot analysis.
RESULTS: MWM test found that REM sleep deprivation significantly impaired learning and memory performance without defect in locomotor function associated with a significant increase in hippocampus DREAM protein expression in CA1, CA2, CA3, and DG regions and the mean relative level of DREAM protein compared to other experimental groups. Treatment with acute nicotine significantly prevented these effects and decreased expression of DREAM protein in all the hippocampus regions but only slightly reduce the mean relative level of DREAM protein.
CONCLUSION: This study suggests that changes in DREAM protein expression in CA1, CA2, CA3, and DG regions of rat's hippocampus and mean relative level of DREAM protein may involve in the mechanism of nicotine treatment-prevented REM sleep deprivation-induced learning and memory impairment in rats.

Matched MeSH terms: Learning/drug effects; Learning/physiology; Learning Disorders/metabolism; Learning Disorders/prevention & control; Maze Learning/drug effects
Fulltext Landslide Susceptibility Mapping Using Machine Learning Algorithms and Remote Sensing Data in a Tropical Environment

Nhu VH, Mohammadi A, Shahabi H, Ahmad BB, Al-Ansari N, Shirzadi A, et al.

Int J Environ Res Public Health, 2020 07 08;17(14).
PMID: 32650595 DOI: 10.3390/ijerph17144933

We used AdaBoost (AB), alternating decision tree (ADTree), and their combination as an ensemble model (AB-ADTree) to spatially predict landslides in the Cameron Highlands, Malaysia. The models were trained with a database of 152 landslides compiled using Synthetic Aperture Radar Interferometry, Google Earth images, and field surveys, and 17 conditioning factors (slope, aspect, elevation, distance to road, distance to river, proximity to fault, road density, river density, normalized difference vegetation index, rainfall, land cover, lithology, soil types, curvature, profile curvature, stream power index, and topographic wetness index). We carried out the validation process using the area under the receiver operating characteristic curve (AUC) and several parametric and non-parametric performance metrics, including positive predictive value, negative predictive value, sensitivity, specificity, accuracy, root mean square error, and the Friedman and Wilcoxon sign rank tests. The AB model (AUC = 0.96) performed better than the ensemble AB-ADTree model (AUC = 0.94) and successfully outperformed the ADTree model (AUC = 0.59) in predicting landslide susceptibility. Our findings provide insights into the development of more efficient and accurate landslide predictive models that can be used by decision makers and land-use managers to mitigate landslide hazards.

Matched MeSH terms: Machine Learning*
Fulltext A comparison between the effectiveness of a gamified approach with the conventional approach in point-of-care ultrasonographic training

Lai AKH, Noor Azhar AMB, Bustam AB, Tiong XT, Chan HC, Ahmad RB, et al.

BMC Med Educ, 2020 Aug 12;20(1):263.
PMID: 32787921 DOI: 10.1186/s12909-020-02173-7

BACKGROUND: Although gamification increases user engagement, its effectiveness in point-of-care ultrasonographic training has yet to be fully established. This study was conducted with the primary outcome of evaluating its effectiveness in point-of-care ultrasonographic training as compared to conventional approach.
METHODS: Participants consisting of junior doctors were randomized into either the (1) gamified or the (2) conventional educational approach for ultrasonographic training.
RESULTS: A total of 31 junior doctors participated in this study (16 participants in gamified arm, 15 in the conventional arm after one participant from the conventional arm dropped out due to work commitment). Two-way mixed ANOVA test showed that there was no statistically significant interaction between the types of educational approach and time of testing (pre-test, post-test, 2 months post-training) for both theoretical knowledge score and practical skills score, with F(2, 58) = 39.6, p

Matched MeSH terms: Learning*
Facilitating the development of self directed learning through the design of an e-socioconstructivist learning environment (eSCLE)

Foo, Sze-yeng, Raja Maznah Raja Hussain

CREAM : Current Research in Malaysia (Penyelidikan Terkini di Malaysia), 2013;2(1):139-161.
MyJurnal

To help adults learners stay competitive in the changing work environments of the 21st century, the teaching and learning of adult learners ought to transition from the traditional didactic school of education to embrace self-directed and social forms of learning. This study proposes a conceptual framework of a mediated activity system in developing the e-socioconstructivist learning environment (eSCLE); which is a learner-centred environment incorporating the design of a physical and virtual learning space conducive for constructing knowledge and building upon existing knowledge in collaboration with others. The design of the eSCLE is a preliminary research attempt to develop instructional learning environments that reflect the unstructured seamless nature of lifelong self-directed learning. It was conducted among a cohort of Master of Instructional Technology (MIT) students enrolled in the Instructional Design and Development (IDD) Course in a local Higher Institution of Learning. Findings from survey questionnaires, content analysis, observation and interview reveal systemic tensions faced by learners in self-directing their learning in the eSCLE where it is suggested that appropriate balance and discretion in managing conflicting situations is needed. The integration of web-based technology is found to be able to scaffold self-directed learning as collaborative mediating tools where functional roles of both instructor and learner-determined web tools enable self-directed actions. Finally, the designed eSCLE is able to facilitate the development of self-directed learning as learners transition through various self-directed learning phases in a steep learning curve, towards continuous lifelong learning.

Matched MeSH terms: Learning Curve; Spatial Learning
Fulltext Medical graduates’ perception on the quality of clinical education

Anisa Ahmad, Nurhanis Syazni Roslan, Jamilah Al-Muhammady Mohammad, Muhamad Saiful Bahri Yusoff

Education in Medicine Journal, 2015;7(4):52-59.
MyJurnal

Introduction: Clinical educators around the globe agreed that an optimal educational climate is a vital aspect for effective learning to take place. This study was conducted to evaluate the perceptions of graduates toward the quality of clinical education climate in USM medical school. Methods: A cross-sectional study was conducted on a cohort of USM medical graduates. Questionnaires were administered to the graduates to measure their perception on four aspects of clinical education climate that include structure of clinical rotation, clinical teaching and learning activities, quality of lecturers and end clinical rotation assessment across 13 clinical rotations. The graduates were requested to respond to seven-Likert scale ranging from 1(poor) to 7(excellent). Scores of equal to or more than 5 was considered as positive areas, scores of between 4 and 5 were considered as areas for improvement, and scores less than 4 were considered as areas of concern. Data analysis was performed using SPSS version 20. Results: A total of 105 (96.3%) graduates responded to the questionnaire. Results showed only the paediatric rotation obtained positive ratings on all areas of the clinical rotation structure. With regards to teaching and learning activities, the graduates scored most of the clinical rotations between 4 and 5. With regards to the quality of lecturers, most of the clinical rotations obtained score more than 5. Most of the areas related to the end-of-assessment of clinical rotation obtained score more than 5 except for the feedback adequacy, indicating inadequacy of feedback they received. Conclusion: USM medical graduates positively perceived the quality of lecturers during clinical training, however several areas of clinical education related to clinical rotation structure, clinical teaching and learning activities, and feedback practice were perceived by them as areas for improvement. Medical schools should introduce strategic measures to address the concerns raised by the graduates to ensure the best clinical learning experience are provided to the current and future medical students.

Matched MeSH terms: Learning; Problem-Based Learning

Filters

Please provide feedback to Administrator ([email protected])

External Links