Education in Medicine Journal最新文献

{"title":"A Case of Incest in a Malaysian Child: The Ethical and Legal Implications","authors":"Nur Jannah Abdul Ghani, Siti Aqilah Muhamad, Nur’amahirah Hasan Zaki, Mohd Assyakir Shamsuddin, Fahisham Taib","doi":"10.21315/eimj2021.13.2.10","DOIUrl":"https://doi.org/10.21315/eimj2021.13.2.10","url":null,"abstract":"Serious crimes, especially child sexual abuse and rape have become one of the most unsettling issues all over the world. Survivors of these ordeals are facing and suffering from traumatic life experiences. We illustrated a case of a 13-year-old girl who was involved in an incestuous relationship and the challenges from the ethical perspective of a professional. It is essential that healthcare professionals be equipped with awareness on the legal impact of such case – related to child protection policy, child rehabilitation process and the penal code related to such event.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116356600","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}

{"title":"An Intervention to Remediate Unprofessional Behaviours of Pre-Clinical Medical Students","authors":"C. Foong, Nurul Atira Khairul Anhar Holder, A. Dutt, H. Fadzil","doi":"10.21315/eimj2021.13.2.7","DOIUrl":"https://doi.org/10.21315/eimj2021.13.2.7","url":null,"abstract":"Remediating the unprofessional behaviours of medical students is essential because the unprofessional behaviours of medical practitioners could be traced back to their previous behaviours in medical schools. This study evaluated a programme that used reflection in remediating students with unprofessional behaviours. Personal and professional development (PPD) assignments have a “hidden curriculum” on professional behaviours expected of medical students. Seven students who repeatedly failed to complete the PPD assignments were required to attend a remediation programme. The remediation programme aims to help students reflect on their behaviours. They compared professional behaviours between medical practitioners and students and discussed unprofessional behaviours using actual cases. Thematic analysis was performed on the reflective essays of the students, collected at the beginning and the end of the remediation programme. At the beginning of the programme, students expressed anger because they felt that the PPD assignments were minor tasks. At the end of the programme, students expressed their regretful feelings; they recognised lessons learnt and developed corrective measures. A follow-up reported that the faculty no longer deemed the students unsatisfactory in their professional behaviours one year later. Reflection is recognised as useful in healthcare education, but there is a lack of published evidence to answer whether reflection can be learned. In this study, the students learnt to reflect on their previous professional behaviours, and they developed corrective measures to avoid the recurrence of these previous behaviours. The findings may imply that reflection could be taught and learned to cultivate professional behaviours among medical students.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127166496","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}

{"title":"Perceptions of Mentors and Mentees towards the Mentoring System at the Universiti Kebangsaan Malaysia Medical Centre","authors":"Mohammad Arif Kamarudin, Shahnaz Shah, Noor Aisyah Somkam Ismail, Teh Pui Yen, Aini Syahirah Shamsul, Hasnurul Idayu Che Razali, A. Salam","doi":"10.21315/eimj2021.13.2.5","DOIUrl":"https://doi.org/10.21315/eimj2021.13.2.5","url":null,"abstract":"Mentoring is a relationship between mentors and mentees focused on the career success and advancement of mentees. It is crucial to review and evaluate the mentoring system in place in any given institution to identify potential issues. This study aimed to ascertain the perception of mentors and mentees towards mentoring system at Universiti Kebangsaan Malaysia Medical Centre (UKMMC). This cross-sectional study involved 382 UKMMC medical students from Year-2 to Year-5, and 35 UKMMC lecturers. Data were collected by sending validated questionnaires through Google Forms to all 819 students via the Facebook groups of UKM medical students. The questionnaires for mentors were distributed to all 78 lecturers through their respective emails. Both mentors and mentees showed positive perceptions towards the mentoring system with a total score of 110/144 (76%) and 51/64 (80%), respectively. Year-2 and Year-3 mentees showed higher perception compared to Year-4. Mentees supervised under pre-clinical mentors and female mentors had higher perceptions compared to clinical mentors and male mentors. Respondents reported suggestions for improving the content and structure of the mentoring system, the need for additional training of mentors (especially on how to approach the mentees), retaining the same mentors and mentees pairing throughout the mentees’ education, and reviewing the assessment method. The study findings may help further in improving the mentoring system of UKMMC. Mentoring is a challenging task. Medical schools must assign mentoring due importance in regular training for all levels of mentors by welltrained trainers. The implementation of awards and incentives for institutional mentors may motivate them further.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127737997","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}

{"title":"The Yin and Yang of 24 Season Drums for Physical and Musical Literacy among Medical Students: A Narrative Review","authors":"Vincent Tee, Garry Kuan","doi":"10.21315/eimj2021.13.2.1","DOIUrl":"https://doi.org/10.21315/eimj2021.13.2.1","url":null,"abstract":"Physical literacy can be defined as having an individual’s mind and body in a state of harmony.\u0000Previous studies introduced circus arts and actor training as a way to encourage physical literacy.\u0000Musical literacy is the “perception of music as a whole”, where it requires the interpretation of its\u0000meaning, the aesthetic values and the ideas that the musician wanted to convey. Correspondingly,\u0000the yin-yang was a representation of two polar forces coming together and harmonising together\u0000as one in Eastern tradition. This study aimed to introduce new ways and possibilities in endorsing\u0000physical and musical literacy, through the extensive use of 24 Season Drums. This study would further\u0000explore how 24 Season Drums, a musical performance originated from Malaysia, can enhance one’s\u0000development in terms of their musical (the yin) and physical (the yang) embodiment. This is followed\u0000by a comprehensive explanation of why drumming training is relevant in developing a holistic and\u0000well-rounded medical student. The literature search was performed using databases from PubMed,\u0000ResearchGate, ScienceDirect, Google Scholar and Google search engine using specific keywords,\u0000ranging from May 2000 to September 2020. We hope that this article could pave the way for more\u0000future studies on the effects of 24 Season Drums training in terms of an individual’s physical and\u0000musical literacy.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"1 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131849355","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}

{"title":"Why Assessment Which Carries No Grades and Marks is the Key for the Future of Education?","authors":"M. Ibrahim, Muhamad Saiful Bahri Yusof, A. F. A. Rahim","doi":"10.21315/eimj2021.13.2.8","DOIUrl":"https://doi.org/10.21315/eimj2021.13.2.8","url":null,"abstract":"Formative assessments are commonly being mixed up with summative assessments which provide feedback. The ambiguity leads to a loss of distinction between the two. This blending is in direct contrast to the best practice of education, which advocates clarity of formative and summative function as a precursor to a quality assessment. In this commentary, we emphasise the non-credit bearing as the discriminatory feature, which illuminates the formative purpose of an assessment. We begin by revisiting the history from the time of the founding scholars who conceptualised formative and summative ideas. Subsequently, we compare it with the contemporary practice of assessment. Then we elucidate the philosophical underpinning of formative assessment and how the future of education relies on education, which move away from a pure exam-oriented focus of the curriculum. Finally, we relate the revolutionary concept of formative assessment with personalised education as the key curriculum design of tomorrow’s education.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"43 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120897870","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}

{"title":"Developing a Professionalism Education Framework at the Institutional Level with\u0000Multidisciplinary Consensus","authors":"Chew-Fei Sow, M. Chandratilake, V. Nadarajah","doi":"10.21315/eimj2021.13.2.3","DOIUrl":"https://doi.org/10.21315/eimj2021.13.2.3","url":null,"abstract":"The varying opinions in defining professionalism have constrained teaching, learning and assessing\u0000professionalism in the medical curriculum. The literature shows that professionalism is sensitive to\u0000cultural, socio-economic factors with subtle differences between healthcare professions from various\u0000disciplines. Therefore, in conceptualising professionalism, there is a need to develop a professionalism\u0000framework at an institutional level for the basis of transparency and consistency in teaching, learning\u0000and assessment of professionalism. While institutions can adopt various methods to understand\u0000professionalism within their sociocultural context, they need to be aware that prioritisation of\u0000professionalism attributes may change over time due to changes in the social environment. Using the\u0000consensus meeting approach, we describe a defining framework that aligns with our institution’s core\u0000values and the respective health professions programme educational outcome with the flexibility to\u0000include/exclude and define/redefine professionalism attributes. Flexibility is the key difference in this\u0000framework, which is different from other frameworks in the literature","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134456708","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}

{"title":"Application and Relevancy of Anatomy Curriculum in the Clinical Years: A Malaysian University Experience","authors":"R. Sakaran, Noor Azzizah Omar, Normaliza Omar, S. Sanip, Ku Mastura Ku Mohd Noor, Mohd Hairulhisyam Ngatiman, Nadeeya ‘Ayn Umaisara Mohamad Nor, Sharifa Abdul Aziz","doi":"10.21315/eimj2021.13.2.2","DOIUrl":"https://doi.org/10.21315/eimj2021.13.2.2","url":null,"abstract":"Human anatomy is one of the fundamental subjects in medical and health education. In recent years, anatomy teaching in Universiti Sains Islam Malaysia (USIM) has undergone a major transition from a highly detailed, didactic method to student-centred pedagogy and clinical correlations. Hence, this study aimed to assess the perception of the anatomy curriculum amongst USIM clinical students and to evaluate the clinicians’ cognisance of their students’ anatomical knowledge and application. A cross-sectional study was conducted on 232 clinical students (fourth-, fifth- and final-year) and 32 clinicians from various disciplines with the validated questionnaires. Descriptive analysis was performed to analyse the findings regarding students’ and clinicians’ perceptions. The majority of the students agreed that the anatomy curriculum was adequately covered in the pre-clinical years except for the imaging and clinical correlation classes. In terms of the teaching method, most of the students perceived that the tutorials (99.2%), practical sessions (98.7%), lectures (97.4%) and problembased learning (PBL) (96.1%) were the best approaches in understanding anatomy comprehensively. Results also indicated that the practical sessions (99.1%), lectures (94.8%), tutorials (94.8%) and PBL (93.9%) were the best methods in retaining anatomy knowledge. Besides, 62.9% of students strongly agreed that objective structured practical examination (OSPE) was the most helpful assessment for their anatomical knowledge retention. The majority of the clinicians perceived their clinical year students had a satisfactory level of anatomical knowledge (n = 21, 65.6%) and also believed that the anatomical correlation classes were essential for their disciplines. Students recognised the value of the current teaching methodology for their knowledge retention and comprehension. However, both clinicians and students felt there were limited opportunities for clinical application during teaching and learning. It is therefore imperative to implement appropriate restructuring to the current anatomy curriculum to address students’ needs and preferences for their future medical practice.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132038782","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}

{"title":"Anatomy Teaching and Learning in Malaysia During the COVID-19 Pandemic","authors":"T. F. M. T. Muda, M. Rushaidhi, C. K. Woon, J. Dhamodharan, N. A. Ghafar, W. K. Hui, R. Abas, T. Lin, Siti Nurma Hanim Hadie","doi":"10.21315/EIMJ2021.13.2.6","DOIUrl":"https://doi.org/10.21315/EIMJ2021.13.2.6","url":null,"abstract":"The abrupt transition from face-to-face to online anatomy teaching amidst the COVID-19 pandemic has posed great challenges to anatomy lecturers in Malaysia, as they have had to adapt to new skills to prepare and deliver online classes. These online classes were delivered either synchronously via a web teleconferencing application or asynchronously through pre-recorded videos that were uploaded to the learning management system (LMS). The online delivery of anatomy practical classes has become a major concern among anatomy lecturers and students, especially in public institutions, as there is a lack of hands-on experience and social interaction. Nevertheless, some private medical schools have adapted well to both online lectures and practical classes, as they had been venturing towards online learning and virtual reality tools even before the pandemic commenced. The Malaysian Anatomical Association (MAA) webinar, “Transformation of Anatomy Education in Malaysia during COVID-19 Pandemic”, discussed the issues related to lecturers’ and students’ receptivity to online anatomy classes. This study discusses the issues related to online anatomy teaching and learning (T&L) and the actions taken by the university’s governance and anatomy faculty members to resolve the issues discussed in the academic discourse.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129487328","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}

{"title":"Common Myths About Entrustable Professional Activities","authors":"M. Iqbal, M. Al-Eraky","doi":"10.21315/eimj2021.13.2.9","DOIUrl":"https://doi.org/10.21315/eimj2021.13.2.9","url":null,"abstract":"Entrustable professional activities (EPAs) are continuously gaining worldwide popularity in competency-based clinical training programmes. EPAs are discrete units of professional practice that are used to determine the readiness of a trainee in a particular training context. Despite their evergrowing recognition in health professions education, some critical misconceptions exist on the original nuance of EPAs that can potentially compromise their utility and operationalisation. For instance, EPAs are often confused with other educational entities such as competencies, outcomes and abilities. In this study, we attempt to address some common myths associated with EPAs and provide further clarification through examples to help readers differentiate between a true and a pseudo EPAs.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115014586","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}

{"title":"Computer-Based Simulation by Emergency Medicine Resident-Educator for Medical Students during the COVID-19 Pandemic","authors":"H. S. Fang, T. Elizabeth, F. Lateef","doi":"10.21315/EIMJ2021.13.2.4","DOIUrl":"https://doi.org/10.21315/EIMJ2021.13.2.4","url":null,"abstract":"Today, residents in all disciplines are expected to be involved in not just educating themselves but in the education of others and peers as well. They are involved in a wide spectrum of teaching and instruction techniques such as case presentations, lectures, practical hands-on teaching, bedside clinical tutorials, informal discussions and simulation-based training. Simulation-based teaching has been playing an increasingly important role in both residency training as well as medical school curricula. In particular, it appeals to adult learners as it very task-driven and task-oriented, it allows for constant active engagement during role-playing in simulated scenarios and enables repetitive practice until a certain level of mastery or competency is achieved. The SingHealth residents training in emergency medicine have been collaborating with and engaging medical students from the Duke-NUS Graduate Medical School, as the two entities for a common Academic Medical Center. They share many collaborative projects and activities, research as well as educational training programmes. However, with the recent COVID-19 pandemic, both face-to-face medical teaching as well as simulation-based teaching proved to be challenging. One alternative is to move these teaching collaborations and programmes onto the online platform. This study describes the experience of emergency medicine resident-educators who conducted emergency medicine computer-based simulations (CBS) in collaboration with a group of medical students from the Duke-NUS Emergency Medicine Student Interest Group during the COVID-19 pandemic.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"66 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114121219","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}