Introduction: The current COVID-19 pandemic has sequelae reverberating around Malaysia, particularly in university students, as Malaysian university students are isolated in their university campuses in semi-quarantine status. This article seeks to review the existing literature on the specialized issue of university student-related psychological sequelae of COVID-19, and seeks to offer some recommendations through the process.
Methods: Existing literature demonstrates that COVID-19 has affected university students psychosocially, with the rate of anxiety and depression markedly increased. There have been significant alterations of lifestyle related to education, in accordance with the new normal, resulting in isolation and feelings of disengagement with education. Moreover, with the current uncertainties regarding their studies and possible financial depression postpandemic, the future is deeply worrying and will adversely affect their mental health.
Results: Quantitatively, recent findings indicate 33.3% of the undergraduates in a higher education institution are noted to be in stress. Therefore, multiple interventions have been implemented; a customized ultra-brief psychological module, an online tele psychiatry hotline (COVID Cares) and tele-counselling, which have received universally positive feedback.
Conclusion: In conclusion, the review demonstrates that undergraduates’ psychological health is an aspect that needs urgent attention as it is not merely limited to the fear of COVID-19, but also related to the social aspects of the pandemic. Multiple interventions have been seen to be efficacious in reducing the psychological sequelae
Background and Objective: Biostatistics and epidemiology have been integral subjects in any postgraduate courses, including medical specialties Master programs. Both are widely accepted as among the difficult and confusing subjects, which worsen by lack of adequate exposure and often, time constraints. Hence, peer-led learning approach was proposed as a viable option to the traditional lecturer-driven learning style
Method: The peer-led approach intends to promote targeted learning and conceptual understanding, instead of widely sweeping learning, which is rather directionless and could cause information overload
Discussion: Students were divided into two groups, namely humanities-inclined group and science inclined group. Different pedagogical methods to address the different groups were discussed.
Conclusion: This approach helps to make the learning more palatable, boosting knowledge retention and fostering camaraderie spirit among colleagues
Introduction: Psychiatry posting is one of essential posting for medical students in Universiti Malaysia Sabah. Apart from learning about mental health disorder, students are also exposed to various psychotherapies techniques are crucial in psychiatric practise. However, in view of COVID-19, online learning had to be adopted, instead of the traditional face-to-face learning. Methods: The study aimed to assess the difference in diverse psychological constructs, such as psychological mindedness, flexibility, and mindfulness; pre-&post-psychiatry posting, and to determine whether online learning was comparable to face-to-face learning. The study was done on58 undergraduate medical student populations, utilizing a set of scales to determine the psychological constructs, viz.,balanced Index of psychological mindedness, Leeds attitudes to Concordance Scale II (LATCon II), the mindful attention awareness scale, and the acceptance and action questionnaire-II, which were administered before &after completion of the posting. Results: Results were subsequently analysed using IBM SPSS. Interestingly, both control group (mean difference= 15.155, p= 0.004) and online psychiatry posting (mean difference 12.691, p= 0.014) had higher mindfulness level when compared to face-to-face psychiatry posting. Despite the common perception that psychiatry posting raises awareness regarding mental health, it was found that there were no significant differences in psychological constructs pre-and post-psychiatry posting. Interestingly, the online psychiatry posting also found to be as effective as the face-to-face psychiatry posting. Conclusion:This study highlighted the applicability of online learning in psychiatry, which could be crucial in maintaining continuity of learning during these uncertain times