MyMedR

Twelve tips for effective lecturing in a PBL curriculum

Malik AS, Malik RH

Med Teach, 2012;34(3):198-204.

PMID: 22364451 DOI: 10.3109/0142159X.2011.588741

Retaining lectures in problem-based learning (PBL) curriculum places new demands on lecturers. In addition to subject knowledge, the lecturers must know the overall aims of the lectures, their context in the course, their relation to the subsequent examinations and the underlying educational philosophy.

Twelve tips for developing an integrated curriculum

Malik AS, Malik RH

Med Teach, 2011;33(2):99-104.

PMID: 20874013 DOI: 10.3109/0142159X.2010.507711

Integration of curriculum is meant to make the teaching/learning activities meaningful; however, the interpretation of 'integration' varies in different institutions and among individuals. Many medical schools find it hard to change their existing curriculum or develop a new integrated curriculum mainly because of lack of will, infrastructure and understanding the process of change.

Core curriculum and special study modules at the Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak

Malik AS, Malik RH

Educ Health (Abingdon), 2004 Nov;17(3):292-302.

PMID: 15848816

The Faculty of Medicine and Health Sciences (FMHS), follows a problem-based learning, integrated and community-based curriculum which reflects the specific needs of doctors working in Sarawak. Using paediatrics as an example, this paper describes the process of development of core content (knowledge, procedural and communication skills, attitudes), additional knowledge and special study modules at the FMHS.

The undergraduate curriculum of Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak in terms of Harden's 10 questions

Malik AS, Malik RH

Med Teach, 2002 Nov;24(6):616-21.

PMID: 12623455

The curriculum of the Faculty of Medicine and Health Sciences (FMHS) is designed particularly to cater for the health needs of the State of Sarawak, Malaysia. The framework of the curriculum is built on four strands: biological knowledge, clinical skills, behavioural and population aspects. The training is community based and a graduate of FMHS is expected to possess the ability to deal with many ethnic groups with different cultures and beliefs; expertise in tropical infectious diseases; skills to deal with emergencies such as snakebite and near drowning; qualities of an administrator, problem-solver and community leader; and proficiency in information and communication technology. The content of the curriculum strives for commitment to lifelong learning and professional values. The FMHS has adopted a 'mixed economy' of education strategies and a 'mixed menu approach' to test a wide range of curriculum outcomes. The FMHS fosters intellectual and academic pursuits, encourages friendliness and a sense of social responsibility and businesslike efficiency.

Fulltext Typhoid fever in Malaysian children

Malik AS, Malik RH

Med J Malaysia, 2001 Dec;56(4):478-90.

PMID: 12014769

A prospective study of 102 children with bacteriologically confirmed typhoid fever, admitted to Hospital Universiti Sains Malaysia over 5 years was conducted. The average age at presentation was 91.3 (range 6 - 159) months. Fever (900%), abdominal pain (56%) and diarrhoea (44%) were common symptoms. Findings included: hepatomegaly (85.3%), splenomegaly (27.5%), anaemia (31%), leukopenia (15%). thrombocytopenia (26%), positive Widal (62.5%) and Typhidot test (96%). Patients were treated with ampicillin (n = 54) or chloramphenicol (n = 49) and 1/3 developed complications like hepatitis (n = 19), bone marrow suppression (n = 8) and paralytic ileus (n = 7). A patient with splenomegaly, thrombocytopenia or leukopenia was at higher risk of developing complications.

Twelve tips for conducting team-based learning session online in synchronous setting

Malik AS, Malik RH

Med Teach, 2021 Apr 09.

PMID: 33836640 DOI: 10.1080/0142159X.2021.1910642

INTRODUCTION: COVID-19 pandemic has challenged the educators to creatively develop teaching and assessment methods that can work effectively and efficiently while maintaining the social distancing and avoiding the gatherings of the classrooms and examination halls. Online approach has emerged as an effective alternate for classroom teaching.

AIM: To equip faculty with tools to conduct TBL session online, synchronously, effectively and efficiently.

METHODS: We examined the published literature in the area of online teaching and combined it with our own experience of conducting TBL sessions online.

RESULTS: We created 12 tips to assist faculty to facilitate an effective and engaging TBL session online.

CONCLUSIONS: Applying these 12 tips while facilitating a TBL-online session will ensure the full engagement of students in the process of active learning.

Managing Resistance to Change in Medical Education

Malik AS, Malik RH

J Coll Physicians Surg Pak, 2021 Oct;31(10):1141-1142.

PMID: 34601830 DOI: 10.29271/jcpsp.2021.10.1141

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Medical education system in Malaysia maintaining a gold standard - an extraordinary example from the Malaysian Society of Pharmacology and Physiology

Roy B, Goh N, Malik RH

Nepal J Epidemiol, 2017 Sep;7(3):697-698.

PMID: 30498618 DOI: 10.3126/nje.v7i3.19008

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