Education in Medicine Journal最新文献_第2页

Time to Flip? Feedback from UNIMAS Medical Students Towards Implementation of Flipped Pathology Classroom 是时候翻转了?UNIMAS医学生对实施翻转病理学课堂的反馈

Education in Medicine Journal Pub Date : 2023-03-31 DOI: 10.21315/eimj2023.15.1.4

Mohammad Zulkarnaen Ahmad Narihan, Dayangku Norlida Awang Ojep, Madzlifah Ahadon, Than Aye Than, Leh Shii Law, Shazrina Ahmad Razali

{"title":"Time to Flip? Feedback from UNIMAS Medical Students Towards Implementation of Flipped Pathology Classroom","authors":"Mohammad Zulkarnaen Ahmad Narihan, Dayangku Norlida Awang Ojep, Madzlifah Ahadon, Than Aye Than, Leh Shii Law, Shazrina Ahmad Razali","doi":"10.21315/eimj2023.15.1.4","DOIUrl":"https://doi.org/10.21315/eimj2023.15.1.4","url":null,"abstract":"This study aimed to explore the perception of year two preclinical medical students towards flipped classroom over conventional teaching method through qualitative and quantitative approaches. The study involved 110 year two preclinical medical students at the Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak from October 2020 to January 2021. Five one-hour pathology lectures were divided into two parts covering different topics of the lecture. The first half hour used conventional teaching, while the second half hour used flipped classroom. Student feedback was collected through a 19-item, self-administered questionnaire comprising 15 quantitative questions in three structured instruments and four qualitative open-ended questions. The score for mean perception of flipped classroom was significantly different according to place of residence while the mean knowledge acquisition score was significantly different among students using different internet sources. In addition, for examination preparation, slightly more than one third preferred traditional classroom. Six aspects of improvement on flipped classroom were identified: learning materials; teaching methods; quality of resource materials; class activity and interaction; choices of topics for flipped classroom; and time, pace, and atmosphere of lessons. Three aspects of significance of flipped classroom were captured, which included facilitating understanding and revision; flexible time, ability to ask and answer; and ability to share, focus and identify mistakes. A flipped classroom shows much potential in medical education. Future studies on feedback from students are needed to improve the flipped classroom to suit the Malaysian context.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114186631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transition from College to Professional Workplace: Lived Experiences of Mid-Level Emergency Care Graduates Working in a Provincial Department of Health in South Africa 从大学到专业工作场所的过渡:在南非省卫生厅工作的中级急救专业毕业生的生活经历

Education in Medicine Journal Pub Date : 2023-03-31 DOI: 10.21315/eimj2023.15.1.6

Arthur Mbuyiselo Malgas, A. Adefuye

{"title":"Transition from College to Professional Workplace: Lived Experiences of Mid-Level Emergency Care Graduates Working in a Provincial Department of Health in South Africa","authors":"Arthur Mbuyiselo Malgas, A. Adefuye","doi":"10.21315/eimj2023.15.1.6","DOIUrl":"https://doi.org/10.21315/eimj2023.15.1.6","url":null,"abstract":"This study aimed to obtain empirical data on the lived experiences of emergency care technicians (ECT) during their transition into the emergency medical service work environment. This qualitative (phenomenological) study used focus group discussions with 26 ECT graduates to obtain verbal statements describing their lived experiences when transiting from college to pre-hospital workplace environments. The three dominant emerging themes were workplace readiness and reception, professional confidence, and resistance in the workplace. The experiences reported regarding workplace readiness and reception were largely negative. The majority of the participants shared that the EMS station they were deployed to had not been ready to receive and optimally utilise their skills. In addition, participants stated that their integration into the workplace had been unpleasant, as they experienced a great deal of exclusion and resistance from colleagues. Furthermore, participants described how peer support, positive feedback from patients and co-workers, and the new skills and knowledge acquired during training enhanced their professional confidence. These findings suggest that more needs to be done by stakeholders in emergency care education and practice in South Africa to ensure that the transition of graduate paramedics to the workplace environment is a positive and less stressful experience. The recommendations made in this article could be beneficial in achieving this.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133566985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Surviving the COVID-19 Pandemic: Lessons Learnt and Experience of a Private Medical School in Malaysia 在COVID-19大流行中生存:马来西亚一所私立医学院的教训和经验

Education in Medicine Journal Pub Date : 2023-03-31 DOI: 10.21315/eimj2023.15.1.7

Jon Yul Chun Chua, K. C. Koh, K. Nagandla, S. Venkateswaran, T. Win, Malanashita Ganeson, C. Santiago, Lydia Sze Teng Lee, P. Agarwal

引用次数: 0

Clinical Chemistry Education for Medical Students 医学生临床化学教育

Education in Medicine Journal Pub Date : 2023-03-31 DOI: 10.21315/eimj2023.15.1.1

Cipta Mahendra

{"title":"Clinical Chemistry Education for Medical Students","authors":"Cipta Mahendra","doi":"10.21315/eimj2023.15.1.1","DOIUrl":"https://doi.org/10.21315/eimj2023.15.1.1","url":null,"abstract":"Clinical chemistry plays an important role in medical practice. Approximately 60% to 70% of medical decisions rely on laboratory test results, justifying the need for physicians to have sufficient knowledge of clinical chemistry. However, recent studies have shown that medical students’ knowledge of clinical chemistry is inadequate, and many are unable to interpret the meaning of laboratory parameter results. This implies that the study of clinical chemistry in the curriculum is currently insufficient. There are several related problems, namely a lack of a formal or structured clinical chemistry curriculum, limited time allocated for these studies, a lack of teaching experts and the failure of stakeholders to acknowledge the importance of clinical chemistry. This review discusses problems in the current clinical chemistry education of medical students and provides solutions. A structured search strategy in PubMed and Google Scholar for publications in English was applied using the search terms “clinical chemistry”, “clinical pathology”, “laboratory” and “laboratory medicine” in combination with one of the following keywords: “education”, “medical student”, “curriculum”, “guideline”, “undergraduate”, “medical school” and “training”. The extracted literature focused on research studies, review articles and meta-analyses. Background information and details about the current status of clinical chemistry/ laboratory medicine education were extracted from review articles, while research articles were used to analyse and evaluate the current conditions in the medical schools regarding clinical chemistry/ laboratory medicine education.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130211666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Seven-Step Technique on PowerPoint Slide Preparation for Anatomy Lectures: A Cognitive Load Theory Approach 解剖学讲座ppt准备的七步技巧:认知负荷理论方法

Education in Medicine Journal Pub Date : 2023-03-31 DOI: 10.21315/eimj2023.15.1.9

Hadie @ Haji Siti Nurma Hanim, M. Asari, Fazlina Kasim, Nurul A. Mohd Yusof, Anna A. Simok, S. Shamsuddin, M. M. Mohd Amin, Siti Fatimah Mukhtar, Z. M. Mohd Ismail

{"title":"A Seven-Step Technique on PowerPoint Slide Preparation for Anatomy Lectures: A Cognitive Load Theory Approach","authors":"Hadie @ Haji Siti Nurma Hanim, M. Asari, Fazlina Kasim, Nurul A. Mohd Yusof, Anna A. Simok, S. Shamsuddin, M. M. Mohd Amin, Siti Fatimah Mukhtar, Z. M. Mohd Ismail","doi":"10.21315/eimj2023.15.1.9","DOIUrl":"https://doi.org/10.21315/eimj2023.15.1.9","url":null,"abstract":"Lecturing remains a main teaching method in anatomy education, despite being argued as ineffective in promoting understanding and higher-order cognitive skills. Designing and preparing anatomy lecture slides is a challenging task, as anatomy is a content-driven subject that involves complex threedimensional diagrams. Overly wordy, overcrowded slides and poor organisation of text and pictorial materials are among the problems related to anatomy lecture slide preparation. These unorganised and problematic slides impose a high cognitive load on students and thus hinder learning. Hence, this paper elaborates on the strategies for lecture slide preparation that were formerly mentioned by the authors in a lecturing guideline known as the cognitive load theory lecture model. The strategies were organised into seven steps: (a) step 1: select plain background slides; (b) step 2: use headings and subheadings; (c) step 3: use visual cues and signals; (d) step 4: select a proper font type and size; (e) step 5: use text treatment; (f) step 6: choose a suitable colour scheme; and (g) step 7: synchronise all sub-elements. This paper also provides tested examples for each step to facilitate comprehension of the lecture content while applying the strategies.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125182554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Production of Hand Music Videos in Anatomy Education for Medical Students in Malaysia 为马来西亚医科学生制作解剖教育中的手音乐录影带

Education in Medicine Journal Pub Date : 2023-03-31 DOI: 10.21315/eimj2023.15.1.8

R. Abas, H. Minhat, S. Zakariah, Rosni Ibrahim, Camellia Siti Maya Mohamed Razali, Marzelan Salleh

引用次数: 0

Readiness for Self-Directed Learning Among Undergraduate Students at Asia Metropolitan University in Johor Bahru, Malaysia 马来西亚新山亚洲城市大学本科生自主学习的准备情况

Education in Medicine Journal Pub Date : 2023-03-31 DOI: 10.21315/eimj2023.15.1.3

M. Win, Amaluddin Ahmad

{"title":"Readiness for Self-Directed Learning Among Undergraduate Students at Asia Metropolitan University in Johor Bahru, Malaysia","authors":"M. Win, Amaluddin Ahmad","doi":"10.21315/eimj2023.15.1.3","DOIUrl":"https://doi.org/10.21315/eimj2023.15.1.3","url":null,"abstract":"Self-directed learning (SDL) plays a pivotal role in facilitating adult learning, especially in developing an individual’s education and upgrading his/her learning skills independently. SDL can have farreaching implications on the students’ lifelong learning skills. In particular, SDL readiness (SDLR) can assist in developing a well-structured student-centered curriculum. The study aims to assess the level of readiness for SDL among undergraduate students of the Asia Metropolitan University (AMU). This descriptive, cross-sectional study surveyed the level of readiness using the SDLR scale comprised of 40 questions. A total of 320 AMU undergraduate students from various academic programmes, including MBBS, Nursing, Foundation in Science, Diploma in Health Care Management, andBusiness were enrolled through convenience sampling. The total mean scores for SDLR was 157.9 ± 20.5, whereas mean scores for self-management, desire for learning, and self-control were 57.6 ± 7.9, 48.5 ± 6.4, and 51.9 ± 7.8, respectively. About two-thirds of both age groups (≤ 20 and > 20) and females were found to be ready for SDL methods. Although there was no statistically significant difference between the different age groups, genders, and programmes, logistic regressions revealed that females > 20 years of age group were more receptive and ready for SDL. The majority of the AMU undergraduate students were ready for SDL, with female and older age groups being more receptive and ready for SDL. This reflects that SDL is directly related to maturity and is also influenced by gender, although it was not proven to be statistically significant.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124838836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Three Practical Steps to Facilitate Reflection Among Low-Performing Medical Students 促进表现欠佳医学生反思的三个实践步骤

Education in Medicine Journal Pub Date : 2023-03-31 DOI: 10.21315/eimj2023.15.1.2

C. Foong, Nur Liyana Bashir Ghouse, M. Yusoff, Nurul Atira Khairul Anhar Holder, An Jie Lye, V. Pallath

{"title":"Three Practical Steps to Facilitate Reflection Among Low-Performing Medical Students","authors":"C. Foong, Nur Liyana Bashir Ghouse, M. Yusoff, Nurul Atira Khairul Anhar Holder, An Jie Lye, V. Pallath","doi":"10.21315/eimj2023.15.1.2","DOIUrl":"https://doi.org/10.21315/eimj2023.15.1.2","url":null,"abstract":"Reflection enables students to develop a deeper degree of learning and identify appropriate opportunities for improvement. As such, remediation coaches should support lowperforming students to reflect on their learning experiences and, then, make positive changes through a guided, structured, and facilitated reflection. This study was an attempt towards structuring facilitated reflection (i.e. a structured and guided reflection) among low-performing students. Gibbs’ model was adopted as the theoretical framework to develop the reflection approach. Herein, there are three main steps in the reflection process: (a) Engagement: a remediation coach identifies and engages with appropriate students; (b) Active reflection: students complete and submit reflective journals, the remediation coach reads and highlights responses that require clarifications, and then the coach guides the students through their reflection; and (c) Monitoring and follow-up by the remediation coach. In a pilot implementation, students’ journal excerpts and dialogues were the supporting evidence used to analyse if effective reflection had taken place, with the student expressing positive and encouraging experiences of the facilitated reflection. These positive experiences suggest that this kind of structured and guided reflection is useful in encouraging reflective practice among low-performing students.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"15 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124483376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“AOR” Discharge in Paediatrics: An Ethical Conundrum 儿科“AOR”出院:一个伦理难题

Education in Medicine Journal Pub Date : 2023-03-31 DOI: 10.21315/eimj2023.15.1.10

Shanthilaxmi Govindaraju, Sakinah Azmi, Muhammad Zulhilmi Muhammad Zain, Siti Munawwarah Kamal, H. Van Rostenberghe, Mohamed Ikram Ilias, Norsarwany Mohamad, A. Nasir, Fahisham Taib, Siti Nur Haidar Hazlan, Siti Hawa Ali

引用次数: 0

Effectiveness of Basic Life-Support Programme and Public Cardiopulmonary Resuscitation (CPR) Training Event Among Medical Students: A Pilot Quasi-Experimental Study 医学生基本生命支持计划和公共心肺复苏训练活动的有效性:一项试点准实验研究

Education in Medicine Journal Pub Date : 2023-03-31 DOI: 10.21315/eimj2023.15.1.5

M. Htay, Yashodhara Byagoti Math, H. Soe, K. Dubey, S. B. Ibrahim, Venkatesan Vijaya Poornima, Aung Win Thein, A. Winn, Sook Vui Chong, R. Gupta, P. Venkatesan, K. Zaw, H. Lwin, A. Abas, S. Moe

{"title":"Effectiveness of Basic Life-Support Programme and Public Cardiopulmonary Resuscitation (CPR) Training Event Among Medical Students: A Pilot Quasi-Experimental Study","authors":"M. Htay, Yashodhara Byagoti Math, H. Soe, K. Dubey, S. B. Ibrahim, Venkatesan Vijaya Poornima, Aung Win Thein, A. Winn, Sook Vui Chong, R. Gupta, P. Venkatesan, K. Zaw, H. Lwin, A. Abas, S. Moe","doi":"10.21315/eimj2023.15.1.5","DOIUrl":"https://doi.org/10.21315/eimj2023.15.1.5","url":null,"abstract":"Immediate resuscitation is crucial for the survival of a patient with cardiac arrest. Research has suggested that self-led bystander cardiopulmonary resuscitation (CPR) is significantly associated with favourable neurological outcomes for patients. Furthermore, medical students play an important role in providing public CPR training to the community. This study aims to evaluate the effects of a CPR training programmes and a public training event on the knowledge, attitudes, and perceived competency towards CPR among medical students. The quasi-experimental study was conducted among the medical students in clinical years studying at a private medical institution in Malaysia. The intervention group received CPR training for two sessions and participated as trainers in a community-training event; the control group was excluded from these activities. A total of 106 students (intervention group, n = 51; control group, n = 55) participated in this study. The total knowledge score (5.24 ± 1.67 vs 3.75 ± 1.22, P < 0.001), attitude score (22.38 ± 3.67 vs 20.82 ± 2.33, P = 0.011), and perceived competencies to perform CPR and automated external defibrillator (AED) (7.22 ± 2.33 vs 4.93 ± 2.40, P < 0.001) were significantly higher among the participants in the intervention group compared to those in the control group after the intervention. Meanwhile, concerns regarding initiating CPR was significantly higher in the intervention group compared to the control group (12.44 ± 5.15 vs 9.55 ± 3.96, P = 0.002). The results suggested that CPR training is beneficial for students and should be organised regularly. In addition to providing physical skills training, such sessions should explain legal implications of initiating CPR and should encourage and assure students to do so in case of an emergency.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128232620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1