Displaying publications 1 - 20 of 69 in total

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  1. Some thoughts on peptic ulceration
    STOCK FE
    Med J Malaya, 1956 Mar;10(3):251-61.
    PMID: 13347456
    Matched MeSH terms: Thinking*
  2. Fulltext Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience
    Kuldas S, Hashim S, Ismail HN
    Int J Adolesc Youth, 2015 Jan 2;20(1):32-47.
    PMID: 25663734
    The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience.
    Matched MeSH terms: Thinking*
  3. Fulltext The role of similarity measurement in an agent-based supplier selection framework
    Alireza Jahani, Masrah Azrifah Azmi Murad, Md. Nasir Sulaiman, Hasan Selamat
    Pertanika Journal of Science & Technology, 2013;21(1):261-272.
    MyJurnal
    Similarity measurement is a critical component in any case-based reasoning (CBR) system. CBR is
    a superior technique for solving new problems based on previous experiences. Main assumption in
    CBR relies on the hypothesis that states similar problems should have similar solutions. This paper
    describes a comparative analysis on several commonly used similarity measures (Canberra, Clark, and Normalized Euclidean distance) in retrieving phase of the case-based reasoning approach to facilitate supplier selection. In addition, the proposed agent-based supplier selection framework was designed to use customer’s defined weights to evaluate the price, volume, quality grade, and delivery date of supply materials, and also provide them with alternative products which are closest to their first order if it was out of stock. Finally, based on the proposed framework, a numerical example of the used approach is illustrated.
    Matched MeSH terms: Thinking
  4. Fulltext Being Creative Makes You Happier: The Positive Effect of Creativity on Subjective Well-Being
    Tan CY, Chuah CQ, Lee ST, Tan CS
    Int J Environ Res Public Health, 2021 07 06;18(14).
    PMID: 34299693 DOI: 10.3390/ijerph18147244
    The impact of happiness on creativity is well-established. However, little is known about the effect of creativity on well-being. Two studies were thus conducted to examine the impact of creativity on subjective well-being. In the first study, 256 undergraduate students (Study 1a) and 291 working adults (Study 1b) self-reported their creativity, stress, and subjective well-being. Hierarchical multiple regression analysis showed a positive relationship between creativity and subjective well-being after controlling the effect of self-perceived stress and demographics in both samples. Study 2 then employed an experimental design to examine the causal relationship between creativity and subjective well-being. Half of the 68 undergraduates underwent a creativity priming task followed by a divergent thinking test as well as self-reported stress and subjective well-being. The priming task was found to boost creative performance in the pilot study (Study 2a) and the actual study (Study 2b). Moreover, after controlling the effect of self-perceived stress, ANCOVA analysis showed that participants receiving the priming reported higher subjective well-being scores than their counterparts in the control group. The overall findings not only shed light on the facilitative effect of creativity on subjective well-being but also highlight the necessity of considering the reciprocal relationship of the two constructs in future research.
    Matched MeSH terms: Thinking*
  5. Fulltext Perceived Social Support Increases Creativity: Experimental Evidence
    Tan CS, Chin XY, Chng ST, Lee J, Ooi CS
    Int J Environ Res Public Health, 2022 Sep 19;19(18).
    PMID: 36142114 DOI: 10.3390/ijerph191811841
    The literature has consistently shown that social support has a positive relationship with creativity. However, further investigation is needed to clarify the causal relationship between the two constructs. The present study addressed this need by exploring the impact of experimentally induced perceived social support on creativity among young adults. A total of 135 undergraduate students in Malaysia participated in an online experiment. All participants first answered the creative self-efficacy scale and were then randomly allocated to the experimental and control groups. Perceived social support was primed by a writing test and measured by the Multidimensional Scales of Perceived Social Support. Both groups also answered a divergent thinking test (measured for fluency, flexibility, and originality) and a self-rated creativity scale. Multivariate analysis of covariance showed that, after statistically controlling for the effect of creative self-efficacy, participants in the experimental group reported higher scores in perceived social support and all creativity measures than their counterparts in the control group. The results demonstrated that the manipulation is effective and the induced perceived social support leads to higher creativity. Our findings not only offer empirical evidence of the causality of social support and creativity but also has practical value for creativity development.
    Matched MeSH terms: Thinking*
  6. Fulltext Thinking about thinking: changes in first-year medical students' metacognition and its relation to performance
    Hong WH, Vadivelu J, Daniel EG, Sim JH
    Med Educ Online, 2015;20:27561.
    PMID: 26314338 DOI: 10.3402/meo.v20.27561
    Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition.
    Matched MeSH terms: Thinking*
  7. Fulltext Critical appraisal of the medical research literature
    Ariff KM
    Med J Malaysia, 1998 Sep;53(3):313-8; quiz 319-20.
    PMID: 10968175
    Matched MeSH terms: Thinking*
  8. Life Positions and Depression: The Role of Convictions
    Anne M, Boholst FA
    Psychol Rep, 2021 Jun;124(3):1015-1030.
    PMID: 32493107 DOI: 10.1177/0033294120928273
    Life Position, one of the central concepts in Transactional Analysis, is a person's convictions about the worth of the self and others-a basic psychological stand, which is deeply ingrained. There are four Life Positions: "I'm OK-You're OK", "I'm OK-You're not OK", "I'm not OK-You're OK", and "I'm not OK-You're not OK". Contradicting Berne's theory of only one depressive position ("I'm not OK-You're OK"), past findings showed that both "I'm not OK-You're OK" and "I'm not OK-You're not OK" positions relate to depression, with the "I'm not OK-You're not OK" position relating to depression more strongly than the "I'm not OK-You're OK" position. The disparity between Berne's original theorizing of depression and the empirical findings may support an alternative conceptualization of the depressive's Life Position, which was the theoretical gap of this research. This research aimed to investigate the differences in how each Life Position relates to depression, and how the underlying convictions of Life Position predict depression. The Life Position Scale and Center for Epidemiologic Studies Depression Scale were filled in by individuals of the general population. Post hoc analysis revealed that the "I'm not OK-You're not OK" position related most to depression, followed by the "I'm not OK-You're OK" position, the "I'm OK-You're not OK" position, and finally the "I'm OK-You're OK" position. The results also showed that both negative convictions of the self and others contributed significantly to depression, but the former predicted depression more than the latter. Applications of these findings into theoretical and therapy settings were explored.
    Matched MeSH terms: Thinking*
  9. Fulltext A Framework for Assessing High School Students' Statistical Reasoning
    Chan SW, Ismail Z, Sumintono B
    PLoS One, 2016;11(11):e0163846.
    PMID: 27812091 DOI: 10.1371/journal.pone.0163846
    Based on a synthesis of literature, earlier studies, analyses and observations on high school students, this study developed an initial framework for assessing students' statistical reasoning about descriptive statistics. Framework descriptors were established across five levels of statistical reasoning and four key constructs. The former consisted of idiosyncratic reasoning, verbal reasoning, transitional reasoning, procedural reasoning, and integrated process reasoning. The latter include describing data, organizing and reducing data, representing data, and analyzing and interpreting data. In contrast to earlier studies, this initial framework formulated a complete and coherent statistical reasoning framework. A statistical reasoning assessment tool was then constructed from this initial framework. The tool was administered to 10 tenth-grade students in a task-based interview. The initial framework was refined, and the statistical reasoning assessment tool was revised. The ten students then participated in the second task-based interview, and the data obtained were used to validate the framework. The findings showed that the students' statistical reasoning levels were consistent across the four constructs, and this result confirmed the framework's cohesion. Developed to contribute to statistics education, this newly developed statistical reasoning framework provides a guide for planning learning goals and designing instruction and assessments.
    Matched MeSH terms: Thinking*
  10. An integrated review of the correlation between critical thinking ability and clinical decision-making in nursing
    Lee DS, Abdullah KL, Subramanian P, Bachmann RT, Ong SL
    J Clin Nurs, 2017 Dec;26(23-24):4065-4079.
    PMID: 28557238 DOI: 10.1111/jocn.13901
    AIMS AND OBJECTIVES: To explore whether there is a correlation between critical thinking ability and clinical decision-making among nurses.

    BACKGROUND: Critical thinking is currently considered as an essential component of nurses' professional judgement and clinical decision-making. If confirmed, nursing curricula may be revised emphasising on critical thinking with the expectation to improve clinical decision-making and thus better health care.

    DESIGN: Integrated literature review.

    METHODS: The integrative review was carried out after a comprehensive literature search using electronic databases Ovid, EBESCO MEDLINE, EBESCO CINAHL, PROQuest and Internet search engine Google Scholar. Two hundred and 22 articles from January 1980 to end of 2015 were retrieved. All studies evaluating the relationship between critical thinking and clinical decision-making, published in English language with nurses or nursing students as the study population, were included. No qualitative studies were found investigating the relationship between critical thinking and clinical decision-making, while 10 quantitative studies met the inclusion criteria and were further evaluated using the Quality Assessment and Validity Tool. As a result, one study was excluded due to a low-quality score, with the remaining nine accepted for this review.

    RESULTS: Four of nine studies established a positive relationship between critical thinking and clinical decision-making. Another five studies did not demonstrate a significant correlation. The lack of refinement in studies' design and instrumentation were arguably the main reasons for the inconsistent results.

    CONCLUSIONS: Research studies yielded contradictory results as regard to the relationship between critical thinking and clinical decision-making; therefore, the evidence is not convincing. Future quantitative studies should have representative sample size, use critical thinking measurement tools related to the healthcare sector and evaluate the predisposition of test takers towards their willingness and ability to think. There is also a need for qualitative studies to provide a fresh approach in exploring the relationship between these variables uncovering currently unknown contributing factors.

    RELEVANCE TO CLINICAL PRACTICE: This review confirmed that evidence to support the existence of relationships between critical thinking and clinical decision-making is still unsubstantiated. Therefore, it serves as a call for nurse leaders and nursing academics to produce quality studies in order to firmly support or reject the hypothesis that there is a statistically significant correlation between critical thinking and clinical decision-making.

    Matched MeSH terms: Thinking*
  11. Fulltext Students’ learning styles and their academic performance in accounting course
    Wan Mardyatul Miza Wan Tahir, Akma Hidayu Dol @ Abdul Wahid, Amariah Hanum Hussin, Ja’izah Abdul Jabar
    Journal of Academia Universiti Teknologi MARA Negeri Sembilan, 2019;7(101):10-17.
    MyJurnal
    Learning accounting for non accounting major students is constantly considered challengin g. Therefore, the objective of the study is to identify the relationship between the learning style adopted by non accounting students in learning accounting course and the impact on their course performance. The Kolb’s learning style survey model that was re designed by Honey and Mumford in 1986 was adopted to recognise the learning style preferred by students. The students’ academic performance in accounting course was obtained from their scores in major assessment methods including assignment, test, quiz, an d final examination result, which represented their final grade. Further, this paper identified other factors affecting students’ academic performance. The result indicated that students who adopted the Pragmatist and Theorist learning styles were more exc ellent in their academic performance in accounting course, while those who adopted the Activist learning style were poorer in their academic result. Accordingly, accounting course does not only involve number, data, and calculation but requires fact fin din g and applying critical thinking, areas in which the Activist learning style lacks. Other factors found that educators who conducted the lecture were recognised as important contributors towards the students’ achievement in accounting course. Neverthele ss, students with a higher level of anxiety performed better academically as compared to those with low anxiety. In conclusion, to succeed in accounting course, students should not rely merely on one style in the learning process.
    Matched MeSH terms: Thinking
  12. Fulltext Curricular impact on learning approaches and critical thinking skills of medical students
    Asha V, Devi V, Raghavendra R, Rachel AR, Vinod P, Sharmila T
    Education in Medicine Journal, 2016;8(4):39-45.
    MyJurnal
    Objectives: This investigation focused on finding the changes in learning approaches of students’ while experiencing physiology curriculum and to explore the reflection of changes if any, on their critical thinking skills.
    Methods: In this longitudinal study, information on students’ learning approaches was obtained using the revised two factor study process questionnaire (R-SPQ-2F) at the commencement (pre-test) and completion (post-test) of first year MBBS course. The total score and the scores obtained in the critical thinking questions in four physiology assessments were analysed. Pre and post-tests scores in R-SPQ-2F and assessment scores were compared using independent samples t-test and one way repeated measure ANOVA respectively. Correlation of scores between assessments was done using Pearson correlation. A p value < 0.05 was taken as significant.
    Results: A significant increase in students’ deep learning approach at the completion of the physiology curriculum when compared to commencement (p < 0.001) was observed. A progressive improvement in their scores as they experienced the curriculum was also noticed. A moderate correlation among critical thinking questions scores and a strong correlation between critical thinking questions and total essay scores were also recorded.
    Conclusion: The study revealed improvement in students’ deep approach to learning in physiology which was reflected in their performance in critical thinking questions.
    Study site: Melaka Manipal Medical College, Manipal University, India
    Matched MeSH terms: Thinking
  13. Fulltext Engaging men in health services: are we ignorant?
    Mohd Ihsani Mahmood, Idayu Badilla Idris, Rosnah Sutan, Hasanain Faisal Ghazi, Rozita Hod, Hanizah Mohd. Yusof
    Malaysian Journal of Public Health Medicine, 2014;14(2):99-104.
    MyJurnal
    Men’s health remain unclear term for majority of general population as well as physician worlwide. Nowadays there is an increase interest in addressing men’s requirement in health care as a separate branch. When discussing about men’s health, it is fair to say that even a man himself does not know much about men’s health. Most of them think that men’s health is just a discussion on sex. This thought is not entirely right. The scope of men’s health is actually larger than the male sex organ itself. To define men’s health, we have to look at man holistically.
    Matched MeSH terms: Thinking
  14. Thinking, learning and learning disabilities
    Sinniah, Davendralingam
    Malaysian Journal of Child Health, 1997;9(2):160-165.
    MyJurnal
    Thinking is something that we do all through our lives - an activity thcit possibly antedates our very birth itself Yet our children and we are not told about thinking or taught about the thinking process that dominates our lives, possibly, because of our own limited under-standing. Consequently, children are told to be logical and are discouraged from thinking differently, because it is the only type of think-ing we know and can understand. Methods of assessing their performance based on logical thinking underestimate their true potentials. The creative potentials of these children, 40% of who are right-brained need to be harnessed by approaches to learning that utilize methods of teaching and assessment, appropriate for their style of thinking. Another group of children, who need special attention, are those with learning disabilities that have been ignored, but can be corrected with appropriate programmes that provide a comprehensive approach to regular and special education.
    Matched MeSH terms: Thinking
  15. Fulltext Model answer for critical review paper: conjoint examination for Malaysian Master of Medicine (psychiatry) and MPM June 2012
    Suzaily Wahab, Hatta Sidi, Ng, Chong Guan
    ASEAN Journal of Psychiatry, 2013;14(1):0-0.
    MyJurnal
    Objective: This paper aims to discuss the answers to Review Paper Exam for the Malaysian Master of Medicine (Psychiatry) May 2012 theory examination. The paper studied the psychotropic prescription practice in cancer patients using a health care registration database. Methods: One of the papers presented during the journal club presentation was picked-up for evaluation of student's critical appraisal. Results: Model answers were provided at the end of the Critical Review Paper. Conclusion: This review paper evaluates students' understanding and critical thinking on the topic of Psychotropic Drugs in cancer patients. This paper may serve as a guideline to teach students how to critically appraise topic related to psychiatry. ASEAN Journal of Psychiatry, Vol. 14 (1): January - June 2013: XX XX.
    Matched MeSH terms: Thinking
  16. Fulltext New reaction kinetic model derived from molecular dynamics simulation data on non-linearity of rate coefficients and their relation to activity coefficients
    Jesudason, C.G.
    ASM Science Journal, 2007;1(1):7-18.
    MyJurnal
    Molecular dynamics reaction simulation showed that the rate constant is not constant over the concentration profile of reactants and products over a fixed temperature regime, and this variation is expressed in terms of the defined reactivity coefficients. The ratio of these coefficients for the forward and backward reactions were found to equal that of the activity coefficient ratio for the product and reactant species. A theory was developed to explain kinetics in general based on these observations. Several other theorems had first to be developed, most striking of all was the inference that the excess Helmholtz free energy was the thermodynamical function which had a direct relation to these activity factors than the Gibbs free energy. The theory is applied to a class of ionic reactions which could not be rationalized using the standard Bjørn-Bjerrum theory of ionic reactions.
    Matched MeSH terms: Thinking
  17. Does central vetting improve construct quality of one-best-answer items in medical school: An audit
    Kwa, Siew Kim, Zainab Majeed, Shane Varman
    International e-Journal of Science, Medicine & Education, 2017;11(3):3-9.
    MyJurnal
    Introduction: Assessment is an integral aspect of
    teaching. One-best-answer (OBA) items, if properly
    constructed are able to drive learning. In-house OBA
    items are notoriously poorly-constructed. The role of
    a central vetting committee is to review test items and
    ensure that they adhere to expected standards. Hence,
    the objective of this audit is to determine whether
    central vetting has improved the construct quality of
    OBA items.
    Methods: We audited the psychiatry end-of posting
    OBA items from before and after central vetting to
    compare the quality of the items before and after
    central vetting was instituted. Quality was evaluated
    on appropriateness of test content, items with higher
    cognition and items without flaws. A standard was not
    set for this first audit.
    Results: Seventy six of 181 psychiatry OBAs items
    retrieved from 2011 to August 2012 had undergone
    first level (department) vetting only and the remainder
    105 (58.0%) had two levels of vetting; department and
    central vetting committee (CVC).
    Appropriateness of content increased from 92.1% to
    98.1%. Items with higher order thinking doubled from
    21.1% to 42.9%. Items with clinical scenario increased
    by 8.4% to 78.1%. Logical ordering of options however,
    remained around 50%.

    Two-level vetting markedly reduced problematic
    lead-in questions (67.1 to 13.3%), non-homogenous
    options (42.1 to 9.5%), vague and implausible options
    (39.5 to 6.7%), and spelling and grammar mistakes
    (19.7 to 5.7%).
    Conclusion: Two-level vetting had improved the
    quality of OBAs and should be continued. This could
    be enhanced by training all Faculty on writing quality
    OBA items and careful selection and empowerment
    of CVC members. A re-audit is to be conducted after
    Faculty training.
    Matched MeSH terms: Thinking
  18. Influencing preferences for different types of causal explanation of complex events
    Klein G, Rasmussen L, Lin MH, Hoffman RR, Case J
    Hum Factors, 2014 Dec;56(8):1380-400.
    PMID: 25509820
    We examined preferences for different forms of causal explanations for indeterminate situations. Background: Klein and Hoffman distinguished several forms of causal explanations for indeterminate, complex situations: single-cause explanations, lists of causes, and explanations that interrelate several causes. What governs our preferences for single-cause (simple) versus multiple- cause (complex) explanations?
    Matched MeSH terms: Thinking*
  19. Fulltext Use of portfolios by medical students: significance of critical thinking
    Azer SA
    Kaohsiung J. Med. Sci., 2008 Jul;24(7):361-6.
    PMID: 18805751 DOI: 10.1016/S1607-551X(08)70133-5
    Portfolios have been used in the medical curriculum to evaluate difficult-to-assess areas such as students' attitudes, professionalism and teamwork. However, their use early in a problem-based learning (PBL) course to foster deep learning and enhance students' self-directed learning has not been adequately studied. The aims of this paper are to: (1) understand the uses of portfolios and the rationale for using reflection in the early years of a PBL curriculum; (2) discuss how to introduce portfolios and encourage students' critical thinking skills, not just reflection; and (3) provide students with tips that could enhance their skills in constructing good portfolios.
    Matched MeSH terms: Thinking*
  20. Developing critical thinking in STEM education through inquiry-based writing in the laboratory classroom
    Jeon AJ, Kellogg D, Khan MA, Tucker-Kellogg G
    Biochem Mol Biol Educ, 2021 01;49(1):140-150.
    PMID: 32746505 DOI: 10.1002/bmb.21414
    Laboratory pedagogy is moving away from step-by-step instructions and toward inquiry-based learning, but only now developing methods for integrating inquiry-based writing (IBW) practices into the laboratory course. Based on an earlier proposal (Science 2011;332:919), we designed and implemented an IBW sequence in a university bioinformatics course. We automatically generated unique, double-blinded, biologically plausible DNA sequences for each student. After guided instruction, students investigated sequences independently and responded through IBW writing assignments. IBW assignments were structured as condensed versions of a scientific research article, and because the sequences were double blinded, they were also assessed as authentic science and evaluated on clarity and persuasiveness. We piloted the approach in a seven-day workshop (35 students) at Perdana University in Malaysia. We observed dramatically improved student engagement and indirect evidence of improved learning outcomes over a similar workshop without IBW. Based on student feedback, initial discomfort with the writing component abated in favor of an overall positive response and increasing comfort with the high demands of student writing. Similarly, encouraging results were found in a semester length undergraduate module at the National University of Singapore (155 students).
    Matched MeSH terms: Thinking*
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