10 Asian Medical Education Association (AMEA) Symposium · 7 Sarmishtha Ghosh 8 Suhaila Sanip 9...
Transcript of 10 Asian Medical Education Association (AMEA) Symposium · 7 Sarmishtha Ghosh 8 Suhaila Sanip 9...
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MInternational Medical University126, Jalan Jalil Perkasa 19, Bukit Jalil, 57000 Kuala Lumpur, MalaysiaTel : +603 8656 7228 Fax : +603 8656 8018 KP/JPS/5195/US/2, KP(JPS)/DFT/US/W03
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Published by the Marketing & Communications Department, IMU. 001/2019/03
AMEA2019
www.imu.edu.my/amea
#IMUAMEA
The IMU has been certified with ISO 9001:2015 for the provision of Pre-University, Undergraduate and Postgraduate Programmes for the Medical and Healthcare Professions.
10th Asian Medical Education Association (AMEA) Symposium
The 4th Industrial Revolution: Creating A New World For Health Professions Education
12 - 14 April 2019International Medical University Kuala Lumpur, Malaysia
Jointly Organised by Supported by
The Asian Medical Education Association (AMEA) is an institution-based association of the Asian medical schools which was established in June 2001. The aims of the Association are:
•Toidentify,recognizethatmedicineisglobalized,andenhancethecharacteristicfeaturesandstrengthsof Asian medical education;
•Toshareinformationandexperienceabout medical education; and
•Tostrengthenandpromotegoodpedagogyandresearchonmedicaleducation.
Education is the foundation from which research and medical service will blossom and thrive. AMEA shall strive to embrace more member institutionsandpromoteinter-schoolandmultidisciplinarycollaborations.Itwillalsotakeaproactiveroletoraiseitsprominentprofileasaleadingassociation of medical education around the world.
About
AMEA
The IMU-Ron Harden Innovation in Medical Education Award (IMU-RHIME AWARD)The IMU-Ron Harden Innovation in Medical Education Award was introduced with IMEC-2008tofulfilltwoobjectives:
- toencourageinnovationsinmedical education(medical=healthprofessions)
- torecogniseinnovationsbyacademics whichotherwisemightgounnoticed
The award honours Professor Ronald Harden whoplayedacrucialroleintheinceptionoftheInternationalMedicalUniversity;andisaprestigiousawardbecauseRoniswidelyacceptedasa“guru“inmedicaleducationworldwide.ItcarriesarollingtrophyandcashprizeofRM2,000.
PAST WINNERS
2008 John Paul Judson InternationalMedicalUniversity,Malaysia
2009 Thanikachalam, Sri Kumar Chakravarthi, A.Tay and Vijay Singh InternationalMedicalUniversity,Malaysia
2010 Julie Chen, Diane Salter and LC Chan,UniversityofHongKong
2011- (VIAMEACongress) Arkendu Sen and Lakshimi Selvaratnam MonashUniversitySunwayCampus,Malaysia
2012 - (15th Ottawa Conference) Maria Ahmed ImperialCollegeLondon,UnitedKingdom
2013 Muhamad Saiful Bahri Yusoff, Mohd Hamil Yaacob, Syed Hatim Noor and Abd Rahman Esa UniversitySainsMalaysia,Kelantan,Malaysia
2014 Romesh P Nalliah HarvardSchoolofDentalMedicine,Massachusetts,UnitedStatesofAmerica
2015 Arkendu Sen and Lakshimi Selvaratnam MonashUniversitySunwayCampus,Malaysia
2016 Chris O’Callaghan and Chris Williams InstituteofChildHealth,UniversityCollegeLondon,UnitedKingdom
2017 Prashanti Eachempati, Sumanth KN and Abd Rashid Hj Ismail MelakaManipalMedicalCollege,Malaysia
2018 Regi Septian, Tjahjodjati and Kuncoro Adi PadjadjaranUniversity,Indonesia
AMEA 2019
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•VishnaDeviNadarajah(Chair) Pro Vice Chancellor, Education
•ErHuiMeng(DeputyChair) Teaching and Learning
•NorulHidayahbintiMamat@Muhammad (Secretary) IMU Centre for Education
•LokmanHakimbinSulaiman(Member) IRDI
•MuhammadSaifulBahriYusoff(Member) Malaysian Association Of Education In Medical & Health Sciences
•KangYewBeng (Chair,ScientificCommittee) Teaching & Learning
•NileshKumarMitra (Chair,GlobalUniversityMedicalChallenge) School of Medicine
•HasnainZafarBaloch(Member) E-Learning
•FionFahYenPhing(Member) IMU Centre for Life Long Learning
•Nageshwarananda(Member) Information Technology
•ZulkepliDin(Member) Facilities and Management
•YeoMeeChoo(Member) Facilities and Management
•LimSinHeng(Member) Finance
•LowChiewYeong(Member) Marketing
•NorZamieliabintiZainuddin(Member) Digital Marketing
Organising Committee
10th Asian Medical Education Association (AMEA) Symposium
•KangYewBeng (Chair) Teaching & Learning
•SharifahSulaihabintiSyedAznal (DeputyChair) School of Medicine
•KasturiRamaningal(Secretary) IMU Centre for Education
•SitiSurianibintiAbdulRazak (CoSecretary) IMU Centre for Education
•MaimunahbintiAHamid (Member) School of Medicine
•SarmishthaGhosh (Member) IMU Centre for Education
•GnanajothyPonnudurai (Member) School of Medicine
•ChenYuSui (Member) School of Medicine
•MohamadNurmanYaman (Member) Malaysian Association Of Education In Medical & Health Sciences
•SuhailaSanip (Member) Malaysian Association Of Education In Medical & Health Sciences
•VishnaDeviNadarajah (Member) Pro Vice Chancellor, Education
Scientific Committee
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ORGANISING&SCIENTIFICCOMMITTEE
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Not in the photo:
1 Fion Fah Yen Phing 2 Lokman Hakim bin Sulaiman 3 Low Chiew Yeong
4 Muhammad Saiful Bahri Yusoff 5 Lim Sin Heng 6 Nor Zamielia Zainuddin
7 Sarmishtha Ghosh 8 Suhaila Sanip 9 Nageshwarananda
In the Photo:
1 Nilesh Kumar Mitra 2 Er Hui Meng 3 Vishna Devi Nadarajah
4 Norul Hidayah binti Mamat @ Muhammad 5 Chen Yu Sui 6 Siti Suriani binti Abdul Razak
7 Kasturi Ramaningal 8 Yeo Mee Choo 9 Zulkepli Din 10 Hasnain Zafar Baloch
11 Muhammad Nurman Yaman 12 Sharifah Sulaiha binti Syed Aznal 13 Kimberley Leong Sook Yee
14 Gnanajothy Ponnudurai 15 Maimunah A Hamid 16 Kang Yew Beng
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Contents
1 About AMEA
2 IMU-RHIME Award
4 Organising&Scientific Committee
8 Welcome Message from the Vice-Chancellor
10 Welcome Message from the Organising Chairperson
12 Keynote Address
13 Plenaries
15 Conference Venue
17 Pre-Conference Workshops
26 Pre-Conference Programme
32 Main Conference Programme
42 FreePaperSessions
43 E-Poster Sessions
44 Instructions to Presenters
46 Oral Presentation Abstracts
48 Future-ReadyCurricula (OFRC)
64 OpennesstoEducationInnovation (OOEI)
75 CareerGuidance(OCG)
78 ProfessionalisedTeachingWorkforce (OPTW)
82 EarlyExposuretotheWorkplace (OEEW)
84 Poster Presentation Abstracts
86 Future-ReadyCurricula(PFR)
93 ProfessionalisedTeachingWorkforce (PPTW)
98 DigitalFluency(PDF)
101 OpennesstoEducationInnovation (POEI)
109 CareerGuidance(PCG)
111 EarlyExposuretotheWorkplace (PEEW)
112 E-Poster Presentation Abstracts
114 Future-ReadyCurricula(EPFRC)
116 ProfessionalisedTeachingWorkforce (EPPTW)
119 OpennesstoEducationInnovation (EPOEI)
126 CareerGuidance(EPCG)
128 EarlyExposuretoTheWorkplace (EPEEW)
130 IMU-RHIME Abstracts
138 Acknowledgements
140 Notes
143 MysteryGift
Welcome Message from the Vice-ChancellorInternational Medical University (IMU)
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Itisanhonourfortheuniversitytobeentrustedtoorganisetheprestigious10thSymposiumofthe Asian Medical Education Association to be held from 12thto14thApril,2019. AsthehostofthisCongress,theInternationalMedicalUniversitywouldliketowelcomeallofyoutoourcampusinBukitJalil.Onbehalfoftheorganisingcommittee,Iwouldalsoliketothankallofyouforyourparticipationinthisevent.Thisrepresentsauniqueoccasionandanopportunityforustohostcolleaguesfromaround the world. IMU last hosted AMEA in2011andwearegladtowelcomebackour AMEA institutional members and to newparticipantsIhopeyouareabletoexplorethevibrantcityofKualaLumpurtoo.
IamsurethatallparticipantsofAMEAwillgreatlybenefitfromitsprogrammewithtopicsandworkshopsrelevanttothethemeoftheconference“4thIndustrialRevolution:CreatingANewWorld for Health Professions Education.”. ThisisparticularlysoasAMEAwillbringtogetheranoutstandingpanelofprominentinternationalandlocalmedicaleducationistswhowillbesharingtheirknowledge,experiencesandexpertise.
Theseeducationistswillalsoprovideinvaluableandthoughtprovokinginsightsontopicswhichwilladdressanumberofveryimportantissuesforundergraduateandpostgraduateeducation.Inrelationtothetheme,IlookforwardtohearingdiscussionbetweeneducationandhealthcareprovidersasIndustry4.0willaffectthedevelopmentof healthcare talent worldwide across thelifecycleofanindividual.WhileIndustry4.0willexploreourpreparednesstoharnesstechnology,itiscrucialtoalsoensureprofessionalismintermsourethicalintegrityandcompassionforthose in our care. While we train health professionalsforthefuture,wearerolemodelstoourstudentsandpeersandthis means we need to demonstrate own willingnesstoembracenewconcepts.Ourpreparednesstochange,adaptandpossiblychangeagaintomeettheneeds of healthcare communities around theglobe,willbeonethatrequirescollaboration across institutions. AMEA is aplatformtodoso.
Ianticipateaveryinformative,rewardingandstimulatingsymposia.Suchsymposiawith diverse international attendance wouldleadtostrengthencohesivenessamongthosewhoseprimaryfocusisineducation.Itishopedthatthenewideas,networkingandknowledge
ProfessorAbdulAzizBabaVice-Chancellor, InternationalMedicalUniversity
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gained,willhelpyouplayameaningfulroleineducatingundergraduateandpostgraduatestudentsofthefuture.
Withbestwishes,
The International Medical University(IMU)isproudandhonoured to have been selected as the local host for the 10th SymposiumoftheAsianMedicalEducation Association.
ThisisanimportantmedicaleducationconferenceinAsiaandIamdelightedthatabout340delegatesfromover34countrieshavealreadyregisteredbythemiddleofFebruary2019.Iamconfidentthatalldelegatestothisconferencewillbenefitenormouslyfromtheplenaries,symposiaandworkshopswhichwillbedeliveredbyeminentmedicaleducationists from around the world. Wehavealsoreceivedtodate,nearly130abstractsforsymposia,workshops,freepaperpresentationsandposters.TheseareallofhighrelevanceandIamsuretherewillbeveryusefulsharingofexperiencesamongalldelegates.
TheFourthIndustrialRevolution(Industry4.0),thethemeofoursymposium,isessentiallydifferentasitinvolvesthefusionofphysical,digitalandbiologicalworlds,challengingtheconceptofhumanitywithtechnology.Thefusionofthese worlds and their interconnection withhumanitywilldefinitelyhaveanimpactonhealthcareandhealth
professionseducationinthecomingyears.Wepurposefullyselectedthisthemefor2019sothatwecanshareanddebateinascholarlymanneronourpreparednessinhealthprofessionseducationforindustry4.0.TheentireprogrammefortheAMEASymposiumprovidesopportunityforengagementinthediverseareasofhealthprofessionseducation,healthcareservicesandindustry.
TheIMUsinceitsestablishmentin1992hasplacedmuchimportanceinmedicaleducation. Prof Ron Harden and the lateProfIanHart,twoveryeminentmedicaleducationistsplayedmajorrolesindefiningtheeducationalphilosophyandpedagogicalapproachesoftheuniversity.ProfHardencontinuestoplayaveryactiveroleinmedicaleducationissuesinIMUandinappreciationofhistremendouscontributiontoouruniversitywe have established the Ron Harden Innovation in Medical Education (RHIME) award.AtthisAMEASymposium,therewillbeaspecialsessionforthefinaliststopresenttheirinnovations.Wearealsoproudtohavethe2ndGlobalUniversityMedicalChallengeatthe10thAMEASymposium.Thiseventinvolvesundergraduatemedicalstudentsfromuniversitiesaroundtheregionandchallengesthemininteractivemanneron
Welcome Message from the Organising Chairperson (AMEA 2019)International Medical University (IMU)
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integratedsubjectsrelatedtomedicalandclinical sciences.
I wish to thank and welcome all the delegatestoIMUandMalaysiaandhopethatyouwillhaveanenjoyablestayinourbelovedKualaLumpur,affectionatelyknownasKL.WearegratefultoProfCSLauandtheCouncilofAMEAforgivingustheopportunitytohostthisimportantevent.Iwishalsotoexpressmysincerethankstoalloursponsorsasincludedintheprogrammebook.Industrysupportforeducationaleventsiscrucialasitbuildsbridgesofaccessibilityandengagementbetweenthetwoentities.Wearegreatlyobligedtoallourspeakers,judgesandchairpersonsfortakingtheirvaluable time off in order to share their vastexperienceswithus.Lastbutnotleast,abigsaluteandheartfeltgratitudetomyveryhard-workingmembersoftheOrganisingandScientificCommitteeswhoworkedtirelesslyforoverayeartoensurethateverythingisinorder.
Professor Vishna Devi NadarajahChairperson,OrganisingCommitteeProVice-Chancellor, InternationalMedicalUniversity
Keynote Address
Have we future-ready curricula? We have reached the end of the present paradigm for healthcare professions education. How do we get the nut out of the tube?
The need to review how we train healthcare professionalshasbeenwelldocumented. Ithasbeenargued,justifiably,thatthepresentapproachdoesnotandincreasinglywillnotmeettheneedsofthepopulationweserve.Whenplanningforthefuturetherearefouroptions:
1.Preservethestatusquo.Thisincreasinglywillbefoundlacking.
2.Makeminoradjustments.Whilethecurrentapproachtotraininghasmuchtocommendit,simplewindowdressingofthiswillnotmeet future needs.
3.Makemajorchangestothepresentsystemsuchashighlightingwork-basedlearning,expandinginterprofessionaleducation,reviewingtheexpectedlearningoutcomes,developingadaptivelearningandunbundlingthecurriculum.Thisoffersmanyattractionsbutbyitselfitwillnotbesufficient.
4.Bringaboutarevolutioninthehealthcareprofessionswithfundamentallydifferenttypesofhealthcareprofessionalstrainedtomeet tomorrow’s needs.
Iarguethatwhileoption3hasmanyattractions,weareapproachingtheendofthecurrentparadigmfortraininghealthcareprofessionals.Imaginationmaybeconstrainedbythepastbutwithimaginationandcreativityweneedtochallengeourcurrentthinking. Arevolutionisrequiredthatembracesaforwardlookingapproach.Weneedtothinkhowtogetthenutoutofthetube.
Professor Ronald HardenUniversityofDundee,UnitedKingdom
Ronald M Harden OBE MD FRCP(Glas) FRCS(Ed) FRCPC
AMEE General Secretary, Editor of Medical Teacher, Professor of Medical Education (Emeritus), University of Dundee
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Plenaries
DoingFutureReadyMedicalCurricula
Ibeginbyreviewingthemajorforcesdrivingfuturemedicalcurricularchange.TheyincludetheFrenk-Chentransformativehealthprofessionaleducationethos,challenge-basedlearningphilosophy,changingmodelsofundergraduatevsgraduatemedicalentryinrelationtopostgraduatetraining,collegeadmissionsmores,andinsufficienthumanresourcesforhealth.IthenlinktheseconceptualdisruptionstotheHKUMBBSexperiencesince1997.Ifocusonourmostrecent130thanniversarycurriculumlaunchedsince2016.Specifically,Isharelessonslearnedfromimplementingreformsalongthemajoraxesofadmissions,curriculumchange,assessment,andstudentwellbeingandpastoralcare.IgiveparticularemphasisondescribingtheEnrichmentYearinitsinauguralyearduringthe2018/9academicyear.
Plenary 1
GabrielMLeungHong Kong
Compassion and Humanities in Health Professions
Compassionisoftencitedasadesired,ifnotnecessary,virtueofhealthprofessionals.Somebelievethathealthprofessionalsshouldbehiredandpromotedonthebasisofhavingcompassionasavocationandnotjustacademicqualification.Agrowingbodyofevidencesuggeststhatcompassionatehealthcareresultsinbetteroutcomesforpatients,savesmoneyandtimeforproviders,andenhancesthewell-beingofcarers.Thelackofcompassioninhealthcarehashittheheadlinesofthepopularpressinrecenttimesandhasledtoconcernsthatcarersarepractisinginastateofcompassionfatigueorcrisis.Forexample,thedeathofhundredsofpatientsintheUKStaffordHospitalscandalbecauseof‘terrible’care,highlighteda‘disturbinglackofcompassion’.Inrecentsurveys,some40%ofUKdoctorsindicatedthattheybelieveddoctorsarelesscompassionatethan20yearsago,andasimilarproportionofUSphysiciansreportedthatprofessionalmoraleoftheircolleagueswaseitherpoororverylow.Doctorscomplainofnothavingenoughtimetogivepatientstheattentiontheyneed,orthatalackoffeelingofbelongingandsupporthasunderminedcompassionatecareforothers.Thelackoftimeforcompassionislikelytobeexaggeratedincountrieswherethepopulationisageingasaresultofashrinkingactiveworkforce.Inthiscontext,the4thIndustrialRevolutionimpactshealthcareintwoways.Firstly,assumingperformanceofrolestraditionallyexecutedbyhealthprofessionals,andsecondly,bysupplementingourexpressionandmeasurementofcompassion.Advancesinbigdatatechnologyandartificialintelligencearepavingthewayforpatientstoseekdiagnosticsandprognosticsfromavenuesotherthe traditional consultation room. Advances in robotics and affective computingareleadingthewayinprovidingpsychologicalsupportandrecognisingemotions,andpotentiallyismeasuringcompassion.
Plenary 2
Allan PauMalaysia
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Plenary 3
Trudie RobertsUnited Kingdom
Producing a 21st Century Doctor
ItisoftensaidthatifOslercanbacktoearthhewouldrecogniseas familiar how we train medical students but he would not recognisethewaythatmodernhealthcareisdelivered.Giventhechangesandpromiseintheareasofgenomics,digitalhealth,artificialintelligenceandroboticwearelikelytobeenteringanevenmoreacceleratedtimeofchangeinpatientcare.Howwillmedicalschoolsrisetotheserevolutionaryeventstoensurethatgraduatesarefittoworkinthisnewandexcitingenvironment?
InthistalkIwilllookatwhatknowledgeskillsandattitudeswillberequiredinfuturedoctors,howthismightchangemedicalschoolcurriculaandclinicalskillsteaching.Iwillalsoexaminetheimplicationsofthesechangesinpracticeforthecareersoffuturemedicalpractitionersincludingwhatnewdisciplinessuchasmedicalinformaticiansmightemerge.
What can medical education learn from Silicon Valley?
High-techcompanieslikeGoogle,Facebook,Amazon,Uber,andLinkedInhavedevelopedengaginguserexperiencesthatourcurrentlearners&educatorsexpectfromus.Inthistalkwe’lldescribespecificstrategiesthesecompaniesusetoimproveengagementandretention,andhowwecanapplythemtoourwork in medical education.
Followingparticipationinthissession,learnersshouldbeableto:
• Delineatetrendsinmedicalandhealtheducationsuchascontinuousformativeassessmentforlifelonglearning,
• DescribehowtechnologycompaniessuchasFacebook,Netflix,andAmazonengagetheiruserseffectively,
• Applytheaboveprinciplestotheirownworkinthefieldofhealthprofessionseducation
Plenary 4
ShivGaglaniUnited States
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Conference Venue
Pre-Conference Friday,12April2019
Pre-Conference Workshops PBLRoom1.06.01,1.06.14,1.06.16, 1.06.18&1.10,Level1
Lunch Foyer,Level2
Opening,Welcome& Auditorium2,Level4 Keynote Address
Plenary1&2 Auditorium2,Level4
Symposium 1 Auditorium1,Level4
Symposium 2 Auditorium2,Level4
Refreshment&Networking DewanCanselor,Level4
Poster Viewing Foyer,Level4
E-Poster Viewing Room1.10&Room1.03A,Level1
FreePaperSessions1&2 Auditorium1&2,Level4
LectureTheatre3&Room4.07,Level4
GlobalUniversityMedical PBLRoom,Room1.03A,Room1.03B, ChallengeRound1&2 Room1.10&Room1.06.19,Level1
Welcome Reception DewanCanselor,Level4
Main Conference Saturday, 13 April 2019 Day 2
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Plenaries3&4 Auditorium2,Level4
IMU-RHIME Presentations Auditorium2,Level4
Symposium 3 Auditorium2,Level4
Symposium 4 LectureTheatre3,Level4
Presentation of Poster, E-Poster, Auditorium2,Level4 IMU-RHIME,GUMCAwards &ClosingCeremony
Poster Viewing Foyer,Level4
E-Poster Sessions Room1.10&Room1.03A,Level1
FreePaperSessions3 Auditorium2,Level4
LectureTheatre3,Level4
Room4.07,Level4
GlobalUniversityMedicalChallenge LectureTheatre3,Level4 Semifinal
GlobalUniversityMedicalChallenge Auditorium1,Level4 Final
Refreshment&Networking DewanCanselor,Level4
Main Conference Sunday, 14 April 2019 Day 3
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Pre-Conference Workshops
Synopsis
Outcome-basededucation(OBE)modelisstronglyadvocatedforthedesignanddeliveryof21st-centuryhealthprofessionalcurriculum.TrainingprogrammesbasedonEntrustableProfessionalActivities(EPAs)aremostlyseeninpostgraduateprogramsanditsuseinundergraduateprogramshasonlybeendescribedrecently.EPAsintheUGsettingposesuniquechallengeswhichneedtobeproperlyaddressed.EntrustabilityoftheundergraduateisnotclearlydefinedandthedefinitionsofcompetencieswithEPAspoorlyunderstoodbythestakeholders.TheworkshopwillshedlightfromtheexperiencesoffacilitatorswhohavedevelopedEPAsforundergraduatemedicalandnursingcourses.
StructureThisisafullyhands-onsessionwithsharingofexperiencesandtheprocessindevelopingEPAsforundergraduatehealthprofessionalcoursesspecificallyinmedicineandnursing.ParticipantswillthenbegiventheopportunityinformulatingtheirownEPAsandmilestones.Finally,theparticipantswillshareanddiscusstheEPAsformulated.
Outcome Participantwill:•DiscussthekeyfeaturesofEPAs.•FormulateEPAsintheirrespectivedisciplines.• DescribehowtodevelopablueprintforEPAscloselyalignedtotheprofessionalcompetenciesidentified.
•PracticeblueprintingfortheEPAsformulatedinthedifferentdisciplines.
Who should attend Everyone,specificallymedicalandnursingeducators,whoisinterestedindeepeninghis/herknowledgeinEPAs.
Developing Entrustable Professional Activities (EPAs) and Milestones for Undergraduate Health Professional Courses
DujeepaSamarasekera,GomindaPonnamperuma,LeeShuhShing Singapore
Workshop 1Time: 0900 – 1200 | Venue: PBL Room 1.06.14, Level 1
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Synopsis
BackgroundElectronicportfoliosareeffectivetoolsforrecordingone’sprofessionalachievements,reflectionsandcompetencies.Theyaregainingpopularityworldwideastoolsofassessment,lifelonglearningandreflectivepracticeforprofessionals.
StructureFlippedclassroommodel.
Outcome Participantswillbeabletoconductworkshopsone-portfoliosandreflectionforfacultyandstudentsintheirrespectiveinstitutions.
After the workshop • Participantswillbeabletointroducee-Portfoliostostudentsandotherfacultyintheirrespectiveinstitutions.
• Studentswillbeabletodocumenttheircompetenciestoenhancefutureemploymentprospects,apartfromusinge-Portfolioasatooloflifelonglearning.
Create Your Own E-Portfolio!Padmini Venkataramini and Ravi Shankar Savanna Malaysia
Workshop 2Time: 0900 – 1200 | Venue: PBL Room 1.06.16, Level 1
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Synopsis
BackgroundAccordingtoKeywell(2017),the4thindustrialrevolutionisaboutempoweringpeoplenottheriseofthemachine,thereforefuturehealthprofessionseducationshouldequipstudentswithnewskills(http://www.iftf.org/futureworkskills/)tocopewiththenewindustrialera,includingcrossculturalcompetency.Culturalcompetenceintheclinicalcontextistheabilitytoestablisheffectiverelationshipswithpatients,healthprofessionalsandotherswithdifferentbackground.Understandingpatientsdiversevalues,beliefoftheselfandhealthiscrucialforprovidingoptimumcare.
Workshopparticipantswillbeintroducedtothebasicconceptsofculture,culturalcompetenceandhowtofosterculturalcompetenceespeciallyintheclinicalsetting. Theywillalsobediscussingculturalaspectsinfluencingdoctor-patientencountersanddevelopingstrategiestofacilitateandassessstudentstobeculturallycompetent. Theworkshopwillemployparticipants-centeredactivelearningstrategies,byinvolvingparticipantstoidentifyculturalissuesinclinicalencountersanddevelopablueprintof culturalcompetenceteaching,consistsoflearningobjectives,teachingmethodsandassessmentsystem.
Shaping the Clinical Cultural Competence of Health Professions Students in the Era of 4th Industrial Revolution
DianthaSoemantri&RitaMustika Indonesia
HiroshiNishigori&SayakaOikawa Japan
Workshop 3Time: 0900 – 1200 | Venue: PBL Room 1.06.18, Level 1
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Synopsis
BackgroundTheFourthIndustrialRevolutionleveragesmajortechnologybreakthroughsinbiotechnology,computing,artificialintelligenceandtheInternetofThings,butwhatcouldthismeanforeducation?ThepossibilitiesofUniversities,theirstudentsandfaculty,allconnectedbymobiledevices,presentsexcitingopportunitiesforeducationalinnovation.Newusesoftechnology(anditsresultantdata)allowdesignofhighlyadaptivelearning,assessmentandfeedback.However,thereremainsadangerthatmisapplicationofcollecteddatacouldleadto negativeconsequencesforlearnersandteachers,aseducationprioritiesareskewed bypredictiveanalytics.
StructureThisworkshopwillexploretheuseoftechnologyinlearningenvironments,presentinguniqueopportunitiesforfacultytovisualiselongitudinalinsightsintodevelopmentandgrowthofstudentlearning.Usingaseriesofroundtableexercisesandgroupdiscussions,participantswillgainaholisticviewoflearnerengagementandprocessesrequiredforearlyidentificationoflearnersneedingextrasupport(e.g.aroundkeytransitionpoints)acrosscomplexhealthcareeducationalprogrammes.
Supporting Learners’ Successful Transitions Throughout Health Professions Curricula Through Better Use of Technology-Captured Data
ViktoriaJoynes&RichardFuller United Kingdom
Vishna Devi Nadarajah Malaysia
Workshop 4Time: 0900 – 1200 | Venue: Room 1.10, Level 1
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Synopsis
BackgroundAtsunamiofchallengesinteachingandlearningisexpectedtoimpactthehighereducationlandscapeduringthecomingwaveofthe40IndustrialRevolution.Assuch,healthcareeducatorswillneedtoembracechangeandpreparethemselvesandtheirNextGenerationstudentstobeequippedwith21stcenturyskillstofaceachallenging,unpredictabletomorrow.Integrationofdigitalplatforms,internet-enableddevices,mobilelearningandonlineinstructionalvideosandsoftwarewillincreasinglyservetobridgethedigitaldivideinlearning&teaching.Hence,educatorscanmakeuseofeducationtechnologies,whereappropriateandbasedonapurposefulandauthenticpedagogy,totransformtheirinstructionthroughactivelearningandbygeneratingengagingclassroomenvironments.
Intended OutcomesAftertheworkshop,participantsshouldbeableto:• Understandthepedagogicalbasisforpopulareducationtechnologytoolswhichcanbeutilisedinmedicineandhealthprofessionaleducation.
• Havetheopportunityforhandsonpracticewithrelevanteducationtechnologiesto enhancelearningactivities&presentations,improvefeedbackonstudentlearningas wellasexperiencebuildingcommunitynetworksforinquirythroughsocialmedia.
StructureThisinteractiveworkshopconductedbyexperienced,award-winningeducatorswillintroduceyoutopopularclassroomtechnologiesthatsupportinteractivelearningincludingstudentresponsesystems,interactivepresentation&learningtools,animations/videosandsocialmedia.Throughcasestudyexemplarsofeducationtechnologies,youwillgainhandsonpracticeaswellasexploreideasforincorporatingthemintoyourownhealthcareteachingorcurriculumdesign.
Enhancing Classroom Engagement with Learning Technology
LakshmiSelvaratnam,AmreetaDhanoa&UmaDeviMPalanisamy Malaysia
Workshop 5Time: 1400 – 1700 | Venue: PBL Room 1.06.14, Level 1
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Synopsis
BackgroundScalesareinstrumentsusedtomeasureattitudes,perceptions,behavioursandemotions. Itcaptureslatentconceptsthatarenotdirectlyobservable,primarilythroughapoolofselforotherreporteditems.Scalesaresimilartoassessmenttoolsinthatbothrequireapersontoprovideratingsinresponsetoalistofitems.Scalesandassessmenttoolsdifferasthelatterfocusmoreonattainmentofknowledgeandskills.
Manyreviewshavedocumentedthediversityandadoptionofpracticesthatareinconsistentwithbestpracticesinscaledevelopment.Thismayleadtoinappropriatelydesignedscales.ThisworkshopwillcoverkeyconceptsinscaledevelopmentandallowyoutoappreciatethescienceandartindesigningscalesintendedforuseinHPE.
OutcomesAttheendoftheworkshop,participantsshouldacquirebasicknowledgein:•Decidingtheappropriatenessofusingascaletoaddressidentifiedissue.•Thinkinganddefiningwhattomeasure(Conceptualization).•Writingandadaptingitems(Operationalization).
StructureThisinteractiveworkshopusesaseminar-styleformattointroducescaledevelopment.Workedexamples,hands-onactivities,androundtablediscussionswillallowparticipantstoapplyconceptsintroducedinworkshoptoreallifeexamples.Participantswillalsohavetheopportunitytodiscussandclarifyconceptsindevelopingascale.
Who should attendHealthcareprofessionals,administratorsoreducators,whoareinterested,buthavenoorlittleknowledge,indeveloping,adaptingandusingscalesshouldattendthisworkshop.
Scale Development in Health Professions Education for Non-psychometricians
OngYuHan,LimYongHao&OngSikYin Singapore
Workshop 6Time: 1400 – 1700 | Venue: PBL Room 1.06.01, Level 1
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Synopsis
Educationalprograminnovationcanbecomplexandextensive,andmeasurementmaybemultifaceted.Asmedicaleducationprogramsdevelopandchange,curriculaneedstobeevaluatedholisticallytodeterminetowhatextenttheaimsandintend.
Theworkshopwillintroduceparticipantstotheoreticalframeworkstomakedecisionsonprogrammeevaluationandcontinuity.Participantswillbeguidedonusingframeworksandtheoriesonevaluationforadvancingknowledgeandsustainingeffectivepractices.Participantswillalsobeguidedoninterpretingandanalysingopen-endeddatausingqualitativedataanalysismethods.
Thisworkshopwillbenefitparticipantsresponsibleforundertakingevaluationworkandtheimprovementofprocesses.Qualitativemethodsofevaluationandanalysisofdatawillbeincludedinthisworkshop,andwaysofcommunicatingdecisions,changestoprogramsandstepsinimplementingchangesforeffectivepracticeandimpactwillbeshared.
Break, Change, or Continue? Using Theoretical FrameworksandQualitativeDataforProgrammeEvaluation in Healthcare Settings
KhooHweeSing,CharmaineKrishnasamy&TerenceQuek Singapore
Workshop 7Time: 1400 – 1700 | Venue: PBL Room 1.06.16, Level 1
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Synopsis
High-stakesassessmentshaveimportantconsequences,includingaroleinreinforcingorreducingsocialinequalities.Withineducationalandpsychologicalmeasurement,theconceptofconsequentialvalidityisusedtoincludesocialconsequencesinvalidationtheoryandpractice.Thisworkshopillustratesanapproachtotestvalidationthatacknowledgestheimportanceandimpactofconsequentialvalidity,usingexamplesfromselectionandmedicaleducationassessments.
OutcomesAftertheworkshop,participantswillbeableto:• Describethesocialconsequencesofassessmentsandhowthesemayimpacton theiroverallvalidity.
• UnderstandandoutlinetheelementsofWeirâ’ssocio-cognitiveframeworkoftestvalidityanduseitforevaluatingthesocialconsequencesofassessments.
• Identifyareasforfutureresearchonconsequentialvalidity,includingwithintheirownpractice,andgeneratepotentialresearchquestionsandmethods.
Structure of WorkshopWewilldescribehowthesocialconsequencesofassessmentsfitintovalidationtheory. Weirâ’ssocio-cognitiveframeworkoftestvalidity(Weir,2005)willbepresentedandconsideredasabasisforoperationalizingconsequentialvalidity.Participantswillengageingroupworktoapplytheframeworktoevaluateconsequentialvalidityofreal-lifeassessments,critiqueavailableevidence,andidentifyareasforfurtherresearch.
Who should attendMedicaleducators,admissionstutors,policymakers,testdevelopersandresearcherswithaninterestinwideningaccesstomedicaleducationandunderstandingtherangeofimpactsthathigh-stakesassessmentshaveonindividuals,institutionsandsociety.
Consequential Validity and the Impacts of Medical Education Assessments on Individuals, Institutions and Society
KevinYFCheung United Kingdom
Workshop 8Time: 1400 – 1700 | Venue: PBL Room 1.06.18, Level 1
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Synopsis
TheHealthcaresystemistransformingfastduetoconfluentrevolutionsinscience,biologyandcomputerscience.Thedisruptionisexpectingbetterdeliveryofcare,managementofillness,roleofpatientsandrelationshipbetweenhealthprofessionalsandstakeholders.
OutcomesAttheendoftheworkshopparticipantswillunderstandwhatistherequirementof21stcenturyhealthcareenvironment,analyzingthereadinessoftheirprogramtopreparelearnersfortheexpectedoutcomes.Itwillmakecleartoparticipantsthatearlyexposuretoworkexperiencehasmanybenefitsforstudentsrangingfromvocationalconfirmation,throughtheearlydevelopmentofprofessionalidentitytosettingtheclinicalcontextforthebiomedicalscienceandusingthetechnologytodepictHumanities.Itwillalsohighlightdifficultiesthatmayarise.
Attheendoftheworkshop,participantswillhavetheskillsnecessarytodevelopaprogramofearlyexposuretoworkexperiencedesignedtomeettheirlearningoutcomes.
StructureWhiletherewillbesomedidacticpresentationsmostoftheprogramwillconsistofsmallgroupactivitiesthatwillenableparticipantstoexperiencedevelopingaprogramfirsthand.
Who should attendAnyoneconsideringoralreadyimplementingaprogramofearlyexposuretoworkexperiencein21stcentury.
Early Exposure to Work Experience for 21st Century Learners in Health Professions (HP): Developing and Implementing a Program
Ian Wilson Australia
Sharifah Sulaiha Malaysia
Workshop 9Time: 1400 – 1700 | Venue: Room 1.10, Level 1
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Pre-Conference
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Thursday, 11 April 2019 Niigata Meeting by Invitation
Time Event Venue
1500 - 1800
Niigata Meeting ICE TrainingCentre,Level2
Day 1/Friday,12April2019 Pre-Conference Workshops
Time Event Facilitators Chairperson Venue
0800 - 0900
Registration (Workshop1–4)
PBLOpenArea,Level1
0900-1200
Workshop 1 – Developing Entrustable Professional Activities (EPAs) and Milestones for Undergraduate Health Professional Courses
Dujeepa Samarasekera, GomindaPonnamperuma&Lee Shuh Shing, Singapore
Madawa Nilupathi Chandratilake
PBLRoom1.06.14, Level1
Workshop 2 – Create Your Own E-Portfolio!
Padmini Venkataramini and Ravi Shankar Savanna Malaysia
Lim Chooi Ling PBLRoom1.06.16, Level1
Workshop 3 – Shaping the Clinical Cultural Competence of Health Professions Students in the Era of 4th Industrial Revolution
Diantha Soemantri &RitaMustikaIndonesia
Hiroshi Nishigori &SayakaOikawa Japan
Snigdha Misra PBLRoom1.06.18, Level1
Pre-Conference Programme
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Time Event Facilitators Chairperson Venue
0900-1200
Workshop 4 –Supporting Learners’ Successful Transitions Throughout Health Professions Curricula Through Better Use of Technology-Captured Data
Viktoria Joynes &RichardFuller United Kingdom
Vishna Devi Nadarajah Malaysia
Sunil PazhayanurVenkateswaran
Room 1.10,Level1
1200 - 1300
Lunch OpenArea 1&2, Level1& 2
1300 - 1400
Registration (Workshop5–9)
PBLOpenArea,Level1
1400 - 1700
Workshop 5 – Enhancing Classroom Engagement with Learning Technology
Lakshmi Selvaratnam, Amreeta Dhanoa &UmaDeviMPalanisamyMalaysia
Keng Pei Sin PBLRoom1.06.14, Level1
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Time Event Facilitators Chairperson Venue
1400 - 1700
Workshop 6 – Scale Development in Health Professions Education for Non-Psychometricians
Ong Yu Han, LimYongHao&Ong Sik Yin Singapore
Rifdy Mohideen PBLRoom1.16.01, Level1
Workshop 7 – Break, Change, or Continue? Using Theoretical FrameworksandQualitativeDataforProgramme Evaluation in Healthcare Settings
Khoo Hwee Sing, Charmaine Krishnasamy &TerenceQuekSingapore
SowChewFei PBLRoom1.06.16, Level1
Workshop 8 – Consequential Validity and the Impacts of Medical Education Assessments on Individuals, Institutions and Society
KevinYFCheung United Kingdom
Supathiratheavy Rasiah
PBLRoom1.06.18,Level1
Workshop 9 – Early Exposure to Work Experience for 21st Century Learners in Health Professions (HP): Developing and Implementing a Program
Ian Wilson Australia
Sharifah Sulaiha Malaysia
Chandramani Thuraisingham
Room 1.10, Level1
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Day 1/Friday,12April2019 GlobalUniversityMedicalChallenge(GUMC)
Time Event Venue
1400 - 1700
RegistrationofGlobalUniversityMedicalChallenge(GUMC)Team / Participants
Foyer,LectureTheatre3,Level4
1700-1800
Welcome and Briefing LectureTheatre3,Level4
1800 - 2030
Dinner,Networking&GroupPhotographyofGUMCTeam/Participants
DewanCanselor, Level4
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Main Conference
Day 2
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Time EventSpeakers / Facilitators
Chairperson Venue
0730-0815
Registration Foyer, Level4
0815 - 0820
EntrytotheAuditorium
0820 - 0830
Opening Ceremony with Cultural Performance Auditorium 2,Level4
0830 - 0835
Welcome by the Organising Chair
Vishna Devi Nadarajah Malaysia
Auditorium 2,Level4
0835 - 0845
Opening Address by the Vice Chancellor of IMU
AbdulAzizBaba Malaysia
Auditorium 2,Level4
0845 - 0915
Keynote Address –HaveWeFuture-ReadyCurricula? We Have Reached the End of the Present Paradigm for Healthcare Professions Education. How Do We GettheNutOutof the Tube?
Ronald Harden United Kingdom
Vishna Devi Nadarajah
Auditorium 2,Level4
0915-1000
Plenary 1 – DoingFutureReadyMedical Curricula
GabrielMLeung Hong Kong
Er Hui Meng Auditorium 2,Level4
1000 - 1005
PhotographySession Auditorium 2,Level4
1005 - 1030
Refreshment&Networking DewanCanselor, Level4
Main Conference Programme
Day 2 / Saturday, 13 April 2019Main Conference
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Time EventSpeakers / Facilitators
ChairpersonVenue
1030 - 1200
Symposium 1 – Identity Construction: Are Tensions and Struggles Inevitable?
Ong Sik Yin, LynnMonrouxe&Lee Lee Sian Singapore
Jennifer Perera
Auditorium 1,Level4
Symposium 2 – Developing A Lifelong Learner for The New World: Is Self-Regulated Learning the Missing Link?
Dujeepa Samarasekera &LeeShuhShing,GomindaPonnamperuma Singapore
Suhaila Sanip Auditorium 2,Level4
1210 - 1310
FreePaperSession1 Maimunah Bt A Hamid,Sarmishtha Ghosh,Winnie Chee,Thiruselvi Subramaniam
Auditorium 1&2,Level4LectureTheatre3,Level4Room4.07,Level4
GlobalUniversityMedical Challenge (GUMC)Round1(Participating Teams Only)
PBLArea,Level1
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Time EventSpeakers / Facilitators
Chairperson Venue
1315 - 1415
Lunch&Networking/VisitExhibitionBooths/ProductDemobyCambridgeAssessment(GoldSponsor)
DewanCanselor,Foyer Level4
1400 - 1500
AMEA Management Committee Meeting
BoardRoom,Level2
1415-1455
A Tour of IMU Learning Resources (Library and eLearning) OR Clinical Skills and Simulations Centre (CSSC)
1500 - 1600
Poster Viewing Session 1
Foyer, Level4
E-Poster Presentation Session 1
Pilane Ariyananda,Shahid Hassan
Room1.10, Level1,Room1.03A, Level1
FreePaperSession2 Lokman Hakim,SowChewFei,Sharifah Sulaiha,Norul Hidayah
Auditorium 1&2, Level4LectureTheatre3,Level4Room4.07,Level4
GlobalUniversityMedical Challenge (GUMC)Round2(Participating Teams Only)
Room1.03B,Room1.06.15,Room1.06.17,Room1.06.19, Level1
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Time EventSpeakers / Facilitators
Chairperson Venue
1615-1700
Plenary 2 – Compassion and Humanities in Health Professions
Allan Pau Malaysia
Sharifah Sulaiha
Auditorium2, Level4
1730-1900
Welcome Reception DewanCanselor, Level4
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Main Conference
Day 3
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Main Conference Programme
Time SessionSpeakers / Facilitators
Chairperson Venue
0830 - 0915
Plenary 3 – Producing a 21st Century Doctor
Trudie Roberts United Kingdom
Kang Yew Beng Auditorium2,Level4
0830 - 1000
GlobalUniversityMedical Challenge (GUMC)Round3
LectureTheatre3,Level4
0915-1030
IMU-Ron Harden Innovation in Medical Education (IMU – RHIME) Presentations
Victor Lim Auditorium2,Level4
1030 - 1045
Refreshment&Networking DewanCanselor, Level4
1045 - 1215
Symposium 3 – New Developments inQualityAssurance to the Benefit of Medical Education Worldwide. Peers, StudentsAndQualityAgencies Reflect on the Added Value of Peer Reviews
Michèle P. Wera, Netherlands Chinthaka Balasooriya, Australia Er Hui Meng, Malaysia
GaryMires Auditorium2,Level4
Symposium 4 –Expectation of IR4 on GraduateCompetences(Industry Perspective)
MushtakAl-Atabi,Christopher LeeKwok Chong,Lim Kean Ping,Malaysia
Muhammad Saiful Bahri
LectureTheatre3,Level4
Day 3 / Sunday, 14 April 2019Main Conference
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Time SessionSpeakers / Facilitators
Chairperson Venue
1215 - 1315
Poster Viewing Session 2 Foyer,Level4
E-Poster Presentation Session 2
Sunil PazhayanurVenkateswaran, Snigdha Misra
Room1.10,Level1&Room1.03A,Level1
FreePaperSession3 Chandramani Thuraisingham, Safiah binti Md Yusof, Joachim Perera
Auditorium2,Level4,LectureTheatre3,Level4,Room4.07,Level4
1230 - 1400
Lunch&Networking/VisitExhibitionBooths DewanCanselor,FoyerLevel4
1400 - 1500
GlobalUniversityMedical Challenge FinalRound
Auditorium1,Level4
1500 - 1545
Plenary 4 – What Can Medical Education Learn from Silicon Valley?
ShivGaglaniUnited States
Ian Wilson Auditorium2,Level4
1545 - 1615
Presentation of Posters,Oral& IMU-Ron Harden Innovation in Medical Education (IMU-RHIME) Award&Closing
Auditorium2,Level4
1615-1645
Refreshment DewanCanselor, Level4
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FreePaperSession1-Day 2 (Saturday, 13 April 2019) - 1210-1310
Chairperson Maimunah Bt A Hamid
Sarmishtha Ghosh
Winnie Chee Thiruselvi Subramaniam
Venue Auditorium1, Level4
Auditorium2, Level4
LectureTheatre3,Level4
4.07 SeminarRoom8,Level4
Categories Future-readycurricula (FRC)
Opennesstoeducation innovation (OEI)
CareerGuidance(CG)andFuture-readycurricula(FRC)
Opennesstoeducation innovation (OEI) andFuture-readycurricula (FRC)
Abstract ID
O-FRC01 O-OEI01 O-CG01 O-OEI13
O-FRC02 O-OEI03 O-CG02 O-FRC13
O-FRC03 O-OEI04 O-CG03 O-FRC14
O-FRC04 O-FRC16 O-FRC15
FreePaperSession2-Day 2 (Saturday, 13 April 2019) - 1500-1600
Chairperson Lokman Hakim SowChewFei Sharifah Sulaiha Norul Hidayah
Venue Auditorium1, Level4
Auditorium2, Level4
LectureTheatre3,Level4
4.07 SeminarRoom8,Level4
Categories Future-readycurricula (FRC)
Opennesstoeducation innovation (OEI)
Professionalised teachingworkforce (PTW)
Professionalised teachingworkforce (PTW) andFuture-readycurricula (FRC)
Abstract ID
O-FRC05 O-OEI05 O-PTW01 O-PTWO5
O-FRC06 O-OEI06 O-PTW02 O-FRC17
O-FRC07 O-OEI07 O-PTW03 O-FRC18
O-FRC08 O-OEI08 O-PTW04 O-FRC19
FreePaperSessions
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E-Poster Sessions
E-Poster Session 1 - Day 2 (Saturday, 13 April 2019) - 1500-1600
Chairperson Pilane Ariyananda Shahid Hassan
Venue Room1.10,Level1 Room1.03A,Level1
Categories Future-readycurricula(FRC) Opennesstoeducationinnovation(OEI)
Abstract ID
EP-FRC01 EP-OEI01
EP-FRC03 EP-OEI02
EP-FRC05 EP-OEI03
EP-OEI04
EP-OEI05
E-Poster Session 2 - Day 3 (Sunday, 14 April 2019) - 1215-1315
Chairperson SunilPazhayanurVenkateswaran Snigdha Misra
Venue Room1.10,Level1 Room1.03A,Level1
Categories Professionalisedteachingworkforce(PTW)andOpennesstoeducationinnovation (OEI)
CareerGuidance(CG),EarlyExposuretotheWorkplace(EEW)andOpennesstoeducationinnovation(OEI)
Abstract ID
EP-PTW01 EP-CG01
EP-PTW02 EP-CG02
EP-PTW03 EP-CG03
EP-OEI06 EP-OEI07
EP-OEI08 EP-EEW01
FreePaperSession3-Day 3 (Sunday, 14 April 2019) - 1215-1315
Chairperson Chandramani Thuraisingham
Safiah Binti. Md Yusof
Joachim Perera
Venue Room4.07, Level4
Auditorium2, Level4
LectureTheatre3,Level4
Categories Future-readycurricula(FRC)
Opennesstoeducationinnovation (OEI)
EarlyExposuretotheWorkplace(EEW)andOpennesstoeducationinnovation (OEI)
Abstract ID
O-FRC09 O-OEI09 O-EEW01
O-FRC10 O-OEI10 O-EEW02
O-FRC11 O-OEI11 O-OEI14
O-FRC12 O-OEI12 O-OEI15
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Instructions to Presenters
INSTRUCTIONS TO ORAL PRESENTERS
1.PleasehandoverorconfirmyourpowerpointpresentationslidesattheSecretariatRoom,Level4asfollow:
i. FreePaperSession1by10:15amonSaturday,13April2019
ii.FreePaperSession2by1:30pmonSaturday,13April2019
iii.FreePaperSession3by10:30amonSunday,14April2019
Makesureallfonts,images,andanimationsappearasexpected,thataudioorvideoclipsplayproperly,andthateverythingrunssmoothly.Onlyminoradjustmentstothepresentation(s)willbeallowed.MaintainacopyofyourpresentationonaUSBasabackup.
2.Kindlybepresentattheallocatedvenueofthepresentationat least 5 minutes before the startofthesession,givingabriefintroductionaboutyourself.
3.Youwillbegiven10 minutesforpresentationand4 minutesfordiscussion.Thefirstbellwillberungat8minutesandthefinalbellattheendof10minutes.Kindlydonotgobeyondthis.
INSTRUCTIONS TO E-POSTER PRESENTERS
1.PleasesubmitorconfirmyourE-PosterattheSecretariatRoom,Level4asfollows:
i. E-PosterSession1by10:15amonSaturday,13April2019
ii.E-PosterSession2by10:30amonSunday,14April2019
2.Kindlybepresentattheallocatedvenueofthepresentationat least 15 minutes before thestartofthesessionandgiveabriefintroductionaboutyourselftothechairpersonofthe session.
3.Youwillbegiven4 minutesforpresentationand2 minutesforQ&A.Thefirstbellwillberungat3minutesandthefinalbellattheendof4minutes.Doensurethatyourpresentationisjustrightfor4minutes.
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INSTRUCTIONS TO POSTER PRESENTERS
1.Presentersarerequiredtoputuptheirposter/postersonSaturday,13April2019by 10:15 am
2.Presenters’exactplaceswillbeindicatedbytheirposternumberwhichwillbepostedatposterboards.
3.Kindlybepresentatyourposterareaat least 15 minutes before the start of the session.
INSTRUCTIONS TO RHIME PRESENTERS
1.PleasehandoverorconfirmyourpowerpointpresentationslidesattheSecretariatRoom,Level4by1:30pmonSaturday,13April2019.
2.Kindlybepresentattheallocatedvenueofthepresentationat least 5 minutes before the start of the session.
3.Youwillbegiven8 minutesforpresentationand3 minutesfordiscussion.Thefirstbellwillberungat5minutesandthefinalbellattheendof8minutes.Pleaseadherestrictlytothetimegiven
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Oral Presentation
Abstracts
Future-Ready Curricula
ABSTRACT NUMBER:
O-FRC01 Factors Influencing Quality of Academic Research: Perception of Faculty Researchers
FirdousJahan1 and Hiba Siddiqui2
1 National University of Sciences and Technology, Pakistan
2 Karachi Medical and Dental College, Pakistan
BackgroundThere is a need for academic research in medicalschoolsasithelpsinteachingandclinicians’abilitytoimprovepracticeoutcomes.Improvementinpatientoutcomesisoftenlinkedtotheabilityofphysicians toadoptnewpracticeswithintheirhealthcaresettingsforbetterpatientcare.
Method AcrosssectionalstudywascarriedoutonmedicineandPharmacyfaculty.Datawascollectedusingastructuredself-filledquestionnaire.StatisticalanalysiswasperformedusingSPSS(IBMSPSSStatistics24.0).Datawasexpressedinfrequenciesandpercentages.Independentsamplet-testwasusedtocomparedifferencesbetweenthetwogroups.Mann-Whitneytestwasusedtocomparedifferencesbetweenthetwogroupsusingnon-parametric(notnormallydistributed)continuousdata.
ResultForty-twoteachingfacultiesparticipatedinthepresentstudy.Facultyselfexperienceaboutgeneratingresearchidea57%,proposalwriting54%.Minimumexperienceingrantproposalwriting59%,experienceinpublishingwas54%andscholarlypresentation49%.Institutionalfactorsaffectingresearchwerestatisticalsupport(51%),formalsupervisionandtraining(47%)(p–0.147;95%CI-2.89-18.51).Significantdifferencewasseenwithpreviousresearchtraining(meanrankscore24.63)andwithoutanypreviousresearchtraining(meanrankscore16.41)responses(p<0.035).
ConclusionTeacherresearchershowedpositiveperceptionandimportanceofresearchineffectiveteachingandpractice.Researchtrainingandskill,financialsupport,technicalandlogisticsupport,mentorshipandteam-workarethemainfactorsaffectingqualityacademic research.
KeywordsAcademicResearch,Faculty,SelfExperience.
ABSTRACT NUMBER:
O-FRC02 Development of the Competency Scale for a Japanese Community Hospital’s Nurses using the Delphi Method
Ryuichi Ohta and Satoko Maejima Unnan City Hospital, Japan
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Conclusion Thestudydescribesthedevelopment,reliability,andvalidityofaJapanesecommunityhospital’snurses’competencyscale.InruralJapaneseareas,astherearefewexplicitclinicalladdersusedinhospitals,theexperiencestheremaynotimprovetheirabilitieseffectively.Thisladder’sapplicationmayleadtoconditionswiththeimprovementofnursingskills.
Keywords EntrustableProfessionalActivity(EPA);ClinicalLadder;CommunityHospitalNurse.
ABSTRACT NUMBER:
O-FRC03 Health Care Team Challenge: Effective Tool for Interprofessional Education
Snigdha Misra1, Benny Efendie2, Amudha Kadirvelu2, Vivekananda Pai3, Ratnasingam V2, Soumendra Sahoo3, Krishnan S4 and Yang WY1
1International Medical University, Malaysia 2Monash University Malaysia, Malaysia 3 Manipal Academy of Higher
Education, Malaysia 4SEGi University, Malaysia
BackgroundTheHealthCareTeamChallengeTM(HCTC)isaneducationaltoolforinterprofessionaleducation(IPE).Itstimulatescriticalthinkingwithlogicalreasoning,simulatingareal-lifeteam-basedapproachforproblem-solvingbyamulti-disciplinehealthcareteam.TheobjectiveofthisstudywastoevaluatetheperceptionsofHCTCbythestudentparticipants.
Background Nurses’competencydependsontheirworkingsituations.AsJapanesenursesworkinvarioussettings,theJapaneseNurseAssociation(JNA)establishedtheJNAladder,whichcanbemodifiedtosuitdifferentclinicalsettings.Thismodificationshouldbeperformedbyeachmedicalinstitution’seducationalmembers,becausethesememberstypicallyunderstandhowtoapplythelearningcontentstotheirspecificworkingconditions.ThisstudyaimedtodevelopandtestaspecificJapanesecommunityhospital’snursecompetencyscale (the Unnan ladder).
Methods TheUnnanladdercategorieswerederivedfromtheJNAladder.UsingtheDelphimethod,afour-stepapproachwasemployedtoidentifyandvalidatethe contents of Entrustable Professional Activities(EPA).ThecompetencyscalesoftheUnnanladderwereassessedby112communitynurseswhocheckedcontent,constructconcurrentvalidity,andinternalconsistency.The118-itemEPAswereorganizedintofourcategorieswitheachEPAinavisualanalogscaleformat.
Results Sixty-sixEPAswereapprovedbythepanelof 28 nurses. The Unnan ladder data were normallydistributed.ThehigherthescoresintheUnnan¬¬ladder,thehigherthescoresintheNurseCompetencyScale.Ageanddurationofworkexperiencedidnothaveasignificantcorrelationwithlevelofcompetency.ThecategoriesoftheUnnanladdershowedgoodinternalconsistency.
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MethodsThepresentstudyadoptedamixmethodsstudydesign.Atotalof30studentsfrom5healthcareprofessions,namelymedicine,dentistry,pharmacy,nursinganddietetics,representing5universitiesparticipatedinthischallenge,asapartof the national event. A clinical case was providedcomprisingofmultitudehealthconcerns. Teams were instructed to work onacareplanthroughaninterprofessionalapproach.Thecareplanwaspresentedtoaliveaudience,assessedbyanindependentpanelofjudges.TheparticipantsratedtheirperceptionoftheHCTCbeforeandaftertheevent.Theperceptionswerecomparedusingapairedttest.
ResultsAllthestudentsperceivedthatHCTChad enabled them to understand the rolesofotherhealthprofessionsbetter.Thischallengesignificantlyimprovedthestudents’confidenceworkingwithotherhealthprofessions.Onascaleof5,thelevelofconfidenceworkingwithmedicalstudentsimprovedfromascoreof3.67to4.67(p<0.001).Similartrendwasobservedbetweenotherprofessionstoo.
ConclusionHCTCcanbeaneffectivetooltoencourageIPEbyfacilitatingHCPstudents’learningthroughamultidisciplinaryteamapproachtosolveagivenreallifescenario. Wesuggestthistoolcanbeincorporated to HPE curriculum.
KeywordsInterprofessionalEducation,HealthCareTeamChallenge,Multi-Discipline.
ABSTRACT NUMBER:
O-FRC04 Evaluating the Implementation of Basic Sciences Laboratory Session for Undergraduate Medical Students of the School of Medicine Universitas Gadjah Mada
Denny Agustiningsih, Tri Wibawa, Suryono Yudha Patria, Santosa Budihardjo and Rachmadya Nur Hidayah
Universitas Gadjah Mada, Indonesia
BackgroundBasicsciencelaboratorysessionisoneofthelearningactivitiesforundergraduatemedicalstudentsoftheSchoolofMedicineUniversitasGadjahMada.Laboratorysessionsprovidestudentswiththeopportunitytoanalyse,discuss,andsolverealproblemstoenrichtheirknowledgesobtainedfromotherlearningactivities, such as lectures and tutorial session. Thepurposeofthisstudyistoevaluate theimplementationofthelaboratorysessionsintheSchoolofMedicineUniversitasGadjahMada.
MethodTheevaluationwascarriedoutbysurveyusinganopenquestionnaire.Undergraduatestudents(n=113)frombatch2014-2017representedthreeGPAclusters(<2,2-3,3-4)wereenrolled.AnopenquestionnairewasalsodistributedtotheheadofDepartment,seniorlecturers,juniorlecturers,andlaboratorytechnologistofbasicsciencesDepartments(n=57).
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ResultsThesurveyshowedthat97.3%ofstudentsand92%offacultystaffsassumethatlaboratorysessionshelpstudentstolearntheapplicationoftheory,andincreasetheunderstandingofconceptsdiscussedinlecturesandtutorials.Laboratorysessionswhicharemosthelpfultoenrichtheirknowledgesarehands-oncourseorskilltraining.Studentsfinditwaseasiertoprocesstheknowledgesintolong-termmemoryin“learningbydoing”activities.Asmuchas82%ofstudentshighlighttheessentialroleofclinicalcontextexplanationbyinstructorsduringlaboratorysessions.Onlytwodepartmentshavebeendeliveringthelaboratorysessionusingassistedmedia.
ConclusionsLaboratorysessionswithhands-onmethodarepreferableforstudents.Facultystaffsneedtoinnovatelaboratorysessioninordertooptimizeitsimpacttostudent’sunderstandingofbasicsciencewhicharerelevanttoclinicalapplications.
KeywordBasicScienceLaboratorySession,Curricula.
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O-FRC05 Technological Approaches to Medical Student Selection: Piloting an Online Situational Judgement Test in Australia
Lyndal Parker-Newlyn1, Kylie J Mansfield1 and Kelly L Dore2
1University of Wollongong, Australia 2McMaster University, Canada
BackgroundAkeychallengeformedicalschoolsworldwideisidentifyingappropriatetoolstoselectstudentsideallysuitedformedicalpracticefromacompetitiveapplicantpool.SituationalJudgementTests(SJT)areonesuchtool,designedasanabilitymeasureofemotionalmanagementandpredictingfutureprofessionalbehaviour.CASPerisavideo-basedonlineSJTdevelopedbyMcMasterUniversityandwidelyusedinCanada.WeaimedtodeterminevalidityevidenceforCASPerinAustralianmedicalstudent selection.
MethodsUniversityofWollongong(UOW)deliversa4-yeargraduateentrymedicalprogramwithafocusonproducingAustraliandoctorswithadesiretopracticemedicinein rural areas. UOW medical student selectionalgorithmincludesGPA,GAMSAT,extracurricularportfolioandMMIinterview.Scoresareaddedforruralbackground/education.InMay2018UOWundertookapilotadministeringanAustralianspecificCASPertoMDapplicants(n=1,548).Resultingscoreswerecorrelatedwithotherselectionmeasuresanddemographics.
ResultsSignificantcorrelationexistsbetweenCASPerandMMI(R=0.38,p<0.0001)particularlyinapplicantswithaCASPerscore<1SDbelowmean.AtMMItheseapplicantsweremorelikelytoscorepoorlyand/orreceivea“redflag”forconcerningbehaviour.WeakercorrelationsexistbetweenCASPerandadmissionsportfolio(R=0.19,p<0.0001)andGAMSATscore(R=0.23,p<0.0001);particularlysectionshumanitiesandwritingsectionsofGAMSAT.MinimalcorrelationexistsbetweenCASPerandGPA,age,gender,andrurality.Thetest
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waswidelyacceptedbyapplicantswith86%indicatingthattheyweresatisfied,verysatisfiedorextremelysatisfiedwiththeCASpertestexperience.
ConclusionsThisstudyisthefirstwidespreaduseofonlineSJTformedicalselectioninAustralia.Itdemonstratedlessgenderbiasthanexistingselectionmeasures,andnobiasagainstruralapplicants.CASPerscreenedeffectivelyforMMIscoreanddemonstratedsensitivityinidentifyingapplicantswhodisplayconcerningbehavioursatinterview.Basedonthispilot,UOWwillcommenceCASPerscreeningapplicantsfrom2019.
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O-FRC06 Developing an Outcome-based Undergraduate Medical Curriculum
Alam Sher Malik and Rukhsana Hussain Malik
International Medical School (IMS) of Management & Science University, Malaysia
BackgroundAlthoughthetransformationtowardsadoptinganoutcome-basededucation(OBE)isgatheringmomentumglobally,severalmedicalschoolsarefindingithardtoacceptand/orimplementthechange.ThedifficultyandhesitanceinacceptingthischangeisunderstandableasOBErevolutionisesthewholeconceptofdoingbusiness in education.
DescriptionDrawnfromtheexperience,thestrategies“relatingtotheprocessofidentification,descriptionanddisseminationoflearningoutcomes(LOs);usageofLOstoidentifythecontents,theteaching/learningandassessmentmethods;implementing,monitoringandreviewingthecurriculumarethestepsthatateachinginstitutioncantaketoconverttheexistingcurriculumtoanOBEcurriculumordevelopanaltogetheranewcurriculumbasedonOBEapproach.Thesestrategiescanalsobeusedfordevelopingandimplementingacompetency-basedmedical curriculum.
ConclusionForsuccessfulimplementationofOBEweneedtohavethewill,infrastructureandunderstandingoftheprocessofchange.Thedevelopmentofthefacultythroughdialogues,discussionsandtrainingsessionsshouldbeanessentialandinitialstepinthisprocess.ItishopedthatthesesuggestionswillalleysomeofthefearsandfacilitatetheadoptionofOBEinnewaswellasinexistingestablishedinstitutions.
KeywordsOutcome-based,UndergraduateCurriculum.
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O-FRC07 Why did Some Generation-Z Medical Students Fail in Their Studies?
Nurul Atira Khairul Anhar Holder, NikNadiaNikNazri, ChanChoongFoong,VinodPallath,Joong Hiong Sim, Wei-Han Hong and Jamuna Vadivelu
University of Malaya, Malaysia
BackgroundCurrenteducationsystemmighthavefailedtoalignwithrobustevolutionofknowledgeandtechnologiesintheindustrialworkplace.AstheIndustrialRevolution4.0requiresGeneration-Zstudentstohavedifferentskillsascomparedtothosefrompreviousmillennials,understandinghowthesestudentswouldreacttosolveproblemsareparamount.Thisstudyattemptstoanswerthequestion:WhydidsomeGeneration-Zmedicalstudentsfailintheirstudies?Thefindingswouldhelpinidentifyingnecessarysoftskillstobeincorporatedintothefuturemedical curricula.
MethodSemi-structuredindividualinterviewswereconductedwithsixstudentswhowererepeatingYear1studiesduetoacademicfailures.Theyalsowroteareflectiveessaytodescribetheirlearningexperiencesinthemedicalschool.Next,narrativeanalysiswasperformedtore-tellthestoriesofeachstudent.
ResultsEach student seems to have had experiencedauniquelearning‘journey’inthemedicalschool.Nevertheless,thereare
commonpatternsobservedonhowtheyreactedtoacademicstruggles.Itseemsthattheywereeitherlackinginawareness,intentionand/oractioninremediatingtheirearlyacademicstrugglesandasaresult, thestruggleshadbecomeworsened. It could be concluded that the students werelackingthecomplexproblemsolvingandcognitiveflexibilities.
ConclusionComplexproblemsolvingandcognitiveflexibilities,asskillsrequiredfortheIndustrialRevolution4.0,areessentialinfuturemedicalcurriculatoguidestudentsdevelopingtheirabilitiestoreflect,plan,executeandre-evaluatetheiractionplaninaddressingownlimitationsandsolvingproblemsathand.
KeywordsComplexProblemSolving,CognitiveFlexibilities,IndustrialRevolution4.0.
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O-FRC08 Hong Kong and New Zealand Medical Students in Their First Year of Study: Motivation Strategies, Quality of Life and Competitiveness
Marcus A. Henning1, Julie Chen2, Christian U. Krägeloh3, Erin M. Hill4, Roger Booth1 and Craig Webster1
1The University of Auckland, New Zealand 2The University of Hong Kong, Hong Kong 3AUT University, New Zealand 4 West Chester University, United States
of America.
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BackgroundConsiderableresearchhasinvestigatedthewellbeingstatusofmedicalstudents;howeverfewcomparativestudiesareconductedacrossnationalregions.Inthistwo-siteresearchstudy,wecomparethequalityoflifeandlearningexperiencesofmedicalstudentsstudyinginNewZealandandHongKong.TheNewZealandstudentswereintendingmedicalstudentsnotyetconfirmed,whilsttheHongKongstudentswereconfirmed.
MethodStudentsfromtwouniversitieswereinvitedtoparticipateinthisstudy.TheseincludedstudentsfromtheUniversityofAuckland(NewZealand),andtheUniversityofHongKong.ThecomparisonmeasuresincludedtheMotivatedStrategiesforLearningQuestionnaire,theWorldHealthOrganisationQualityofLifeQuestionnaire(BREF),andtheRevisedCompetitivenessIndex.
ResultsMaineffectdifferences,withaBonferronicorrectionfactorinplace(p<.006),werefoundbetweenthetwogroupsintermsofself-efficacy,intrinsicvalue,physicalqualityoflife,andenjoymentofcompletion.HigherratingsforintendingNewZealandmedicalstudentswereobtainedforself-efficacy,intrinsicvalue,enjoymentofcompetition,andphysicalqualityoflife.Nodifferenceswerenotedfortestanxiety,contentiousness,andsocial,psychologicalandenvironmentalqualityoflife.
Conclusions Keydifferencesarenotedbetweenthetwogroupsonfourmeasuressuggestingtheexperiencesofthesetwocohortsvary. Twofactorsthatmayexplainthesedifferencesincluderesponsebiasandconfirmationofstudypath.
KeywordsQualityOfLife,MotivationBeliefs,Competitiveness.
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O-FRC09 Core Elements of Medical Professionalism among Medical Students and Faculty Members
FirdousJahan1 and Hiba Siddiqui2
1 National University Science and Technology, Pakistan
2 Karachi Medical and Dental College, Pakistan
Background Thegoalofthemedicalprofessionistoprovidebestcareforthepatients.Teachers’professionalattitudeeffectsthelearnerastheyseetheirrolemodelsbehaviorandtheyfollowthesame.Therearevariousfactorscontributingtoprofessionalismwhichmayallowthedevelopmentofmoreeffectiveapproachesinpromotingthequalityofmedicaleducation.Theaimofthisstudywastorecognizecoreelementofprofessionalisminmedicalstudentsandfacultyandtocomparestudents’andfacultyperceptionregardingprofessionalism.
Methods Thestudycomprisedofaself-filledquestionnairesurveyof109studentsand 83facultymembersatOmanMedicalCollege.StatisticalanalysiswasperformedusingSPSS20.v.Datawereexpressedinfrequenciesandpercentages.Chi-squareandMann-WhitneyUtestswereusedforcomparativeanalysis.
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Results Responseratewere65.6%(109of166)amongstudentsand75%(83of110)fromfacultymembers.Responseofprofessionalskillsandattitudeamongthestudentandfacultygroupwassignificantlydifferent(p<0.001).Updatedknowledgeandclinicalcompetencyresponsewasappearedtoberelatedinstudents’andfacultymembers(p<0.02)andclinicalandbasicsciencesfaculty(p<0.001).Studentsidentifiedgoodcommunicationskills(82.6%)andfacultystaffidentifiedupdatedprofessionalknowledge(62.7%)asthesinglemostimportantaspectofprofessionalism.
Conclusion Bothstudentsandteachingfacultyagreedthatthetopmostprofessionalelementsareupdatedknowledge,goodcommunicationskills,andteamwork.However,facultymembersneedtoencouragetheirstudentstoimprovetheirprofessionalskillsandattitude.
Keywords Professionalism,MedicalStudents,Faculty.
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O-FRC10 Metacognitive Opportunities for Ownership of Learning ‘Chairside Pediatric Behaviour Management Skills’ by Dental Undergraduates: Making Learners ‘Future Ready’
Richa Khanna, Rajeev Kumar Singh and Rameshwari Singhal
King George’s Medical University, India
BackgroundLearningChairsideBehaviorManagement ofPediatricPatientwithnon-pharmacologicalmethodsskillsisachallengefordentalundergraduates,astheseskillsaffectthequalityofdeliveryofcare.Theseskillsinvolvedeepthinking,criticaldecisionmakingandself-reflectionbythelearnerandalsothemaintainanceofthelongterm,delicatetrustrelationshipwiththepediatricpatients.Thereisastrongneedtodeveloptheseskills.Hence,metacognitiveopportunitieswereintroducedinthethirdprofessionalyearofdentalundergraduatestoreflectontheiractionsperformedwhileperformingtheseskills.Thestudyaimed tointroduce‘Reflectivelearning’asa meansofgivingownershiptolearners and to correlate it with observable learningoutcomes.
Methods Participants(dentalundergraduate)performedoralprophylaxisonpediatricpatients(aged3-7years)withapplication ofBehaviorManagementskills. Theperformancewasvideo-recorded. Theywereinstructedregardingmetacognitionandself-reflection. Learnersreviewedownvideosandwrotereflections.ReflectionswereassessedonBoud’s4Rframework.FeedbackwasgivenbyFacultyattheendofeachpatient’svisit.Knowledgeoflearnersinusingreflectionsforlearningwasassessedbyretrospectivepretestposttestquestionnaire.VideorecordingswerescoredforBehaviormanagementskills.AcceptabilityoftheinterventionwasaddressedbyLearnersatisfactionquestionnaire.
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ResultsTherewassignificantimprovementinknowledgeofparticipantsinusingreflectivelearninganditsapplication.Improvementinreflectivewritinglevelswereobservedoverpatientvisits(underBoud’s4Rframework).Videoscoresoflearnersalsoimprovedsignificantlyoverbothvisits.Studentsweresatisfiedwithcontent,deliveryandrelevanceof the new educational intervention.
Conclusion StrongneedofImprovingBehaviorManagementskillsinPediatricDentistrywasmetbymetacognitiveopportunities.Theseopportunitiesprovideddesirableobservedchangesinlearningoutcomesduringperformance,andhencecanserveasanessentialcomponentof‘Futureready’CurriculuminthefieldofDentistry.
Keywords ReflectiveLearning,Reflection-On-Action.
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O-FRC11 Understanding Student’s Engagement During Dedicated Self-Directed Learning Sessions in Primary Care
Anusia Sivaratnam, Subramaniyam VasanthaPriya, Poongothai Shanmugaraja and Amgad Botros
Newcastle University Medicine, Malaysia
BackgroundSelf-directedlearning(SDL)isausefulskillthatcanproducedeeplifelonglearningexperiences.StudentsinPrimaryCare(PC)
ofNUMedMalaysiadidnotengagewiththeprocess.PersonalInquiry(PI)wasconductedtobeabletoimprovetheeducationaloutcomesforPCstudentsbyaimingtofindandunderstandwhytheydidnotengagewithSDL.PIquestions:1)WhatinfluencedstudentengagementinSDLduringPCrotation?2)HowcanfacultysupportstudentengagementinSDLduringPCrotation?
MethodTheinquirydesignwasqualitativewithaninterpretivisttheoreticalperspectivewhichfocusedtounderstandpeople.Afocusgroupdiscussionusingsemi-structuredinterviewquestionswasheld.Thetranscriptwasreadandre-readandanalysedbycodingandcategorizingthedata.Basicthemesemergedthathelpedreachthefindingsandconclusions.
ResultsItwasevidentthatstudentsfrompurelyAsianeducationalbackgroundspaidmoreimportancetoassessmentandexamresults.Self-discoveryislackinginmanyAsianrotetypeeducationsystemsofwhichmanyofthesestudentscamefrom.SDLinthiscontextisheavilyinfluencedbytheoriesofadultlearningi.e.andragogyandtransformationallearning.
ConclusionConceptsofSDLneedtobeintroducedintheyearspriortoclinicalexposuretopreparestudentsforSDLthusremovingambiguity,uncertaintyandproblemswithplanninganddirectinglearning.TutorsneedtomapprojectobjectivesonSDLandcreatemutualplanningwiththestudents.EnsurestudentsunderstandthevariousscopesavailableinPCtoexploreontheirown.
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O-FRC12 Metacognitive Mnemonic to Mitigate Cognitive Errors
Chew Keng Sheng Universiti Malaysia Sarawak, Malaysia
BackgroundDefinedasone’sdeviationsfromrationality,cognitiveerrorscanresultindiagnosticerrors.Theaimofthis4-studyprojectistoconstruct and evaluate the effectiveness of amnemonicchecklistinmitigatingcognitiveerrorsinclinicaldecision-making.
MethodsInStudy1,amnemonicchecklistwasfirstconstructedandvalidated.Usingscripttheoryasthetheoreticalframework,the effectiveness of this checklist to facilitategeneratingrelevantdifferentialdiagnoses(Study2)(scriptactivationstep)andevaluatingthelikelihoodofagivendiagnosiswereconductedinclassroomsetting(Study3)(scriptevaluationstep).Finally,aqualitativestudyontheperceptionoftheusabilityofthischecklistinrealclinicalsettingwasconducted(Study4).
ResultsThefour-itemTWEDchecklistwhere “T=Threat”,“W=Wrong/Whatelse?”,“E=Evidences”,and“D=Dispositionalfactors”,wasfirstconstructed(Study1).Study2suggeststhatTWEDchecklisthassomebeneficialeffectduringscriptactivation.Study3suggeststhatalthoughTWEDchecklistmighthavesomebeneficialeffectduringscriptevaluation,thisbenefitseemstohavebeentradedoffbythetime
andeffortinusingit.Study4suggestthatthischecklistisaneasy-to-learn,pleasant-to-use,effectivetoolthatcanbeimplementedseamlesslyinarealclinicalsetting.
ConclusionDespitethelimitations,thisprojectsuggeststhatTWEDchecklistiseffectivetomitigatecognitiveerrors.
KeywordsMetacognitiveMnemonic,DiagnosticErrors,Checklist,CognitiveErrors.
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O-FRC13 Integrating an Imaging Session in Women’s Health Curriculum as an Improvement in Undergraduate Medical Education
Alice Kurien, VasanthaPriya Subramaniyam and Michaela Goodson
Newcastle University Medicine, Malaysia
IntroductionAdvancementsinimagingtechnologyhavesignificantlyimprovedgynaecologicalandobstetricpracticeovertheyears.However,undergraduatemedicalstudentshaveexpressedconcernsthattheylackconfidenceininterpretingimagesand theyoftenstruggleinchoosingtheright modalityofimagingtechniquein women’s health conditions.
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AimToanalysethedegreeofstudent satisfaction and effectiveness of this novelintegratedapproach.
MethodAninterdisciplinaryradiologyworkshopwasconductedforfinalyearmedicalstudentsduringtheirwomen’shealthrotationinNUMedMalaysia.Thehalfdayworkshopprogressedthroughdifferentlevelsoflearningtoimpartknowledge,skillsandcriticalthinking.Aqualitativeanalysiswasdone to understand the student satisfaction indepthwithapostpositiviststance.Datatriangulationwasdonewithquestionnaire,writtenfeedbackandpeerobservation.
ResultsAtotalof122studentsparticipatedin thestudyandourresultsindicatesanoverallsatisfactionrateof98%.Majorityofstudents(99%)feltthematerialisrelevantand97%reportedgainingconfidenceinchoosingtherightimagingtechnique.Thefreetextrevealedmanypositivecommentsandsuggestionsforfuturesessions.Thecourseorganisation,presentationandknowledgelevelswereratedveryhigh.
ConclusionTheintegratedwomen’shealthimagingworkshophasachievedahighsatisfactionrateamongtheundergraduatefinalyearstudentswithrespecttothecontent,delivery,clinicalreasoningandconfidence.Conductingspecialitybasedradiologysessionswillbeanimprovementto thecurriculuminundergraduate medical education.
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O-FRC14 Development and Implementation of an Interactive Content for Dental Students under the Topic of “Smoking Cessation Counselling”
Sobia Bilal1 and Hanan Omar2
1 International Medical University, Malaysia
2 A.T. Still University, Missouri, USA
BackgroundTrainingdentalundergraduateson‘Smokingcessationcounselling’isoneoftheteachingandlearningactivitiesinthecurriculum.ThisactivityisbasedontheLevelsofCaremodel,andrunsacrossvariousmodules.Earlierthetrainingwasdeliveredthroughlecturesforsecondyeardentalstudents.
MethodsIn2016,andbasedonthestudents’feedbackandthedirectiontowardsutilizingface-to-facetimetoenhancecounsellingskillsandprovidereal-timefeedback,astructured-unittoaddressthetopicwasdeveloped.Theunitcomprisedof;interactivecontentforsmokingcessationcounselling,communicationskillssessionsandobservedencounterswithrealpatientsintheclinic.Theinteractiveonlinetrainingpackagebasedon‘AddieModel’using‘ArticulateStoryline’softwareinvolvedtwoaspects;theknowledgeandtheassessmentofknowledge.Students’feedbackandperceptionstowardslearningexperienceandthedevelopedonlinetrainingthroughanonlinequestionnairewithclosedandopenendedquestionswascaptured.
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ResultsThe course was introduced to all the clinicalundergraduatesand64% (88students)responseratewasachieved.Alltherespondentsagreedandstronglyagreedthatthetrainingwaseffectiveinachievingthelearningoutcomes.Morethanhalf(58%)agreedthatthecontentwasgoodandinteractive.Basedonqualitativecomments,“wasinteractiveandnotboring…”,“videosweremore engagingthanwrittenscenarios…” “Visuallypleasingandinformative…”. Theirlearningwasenhancedincarryingoutbriefinterventionforsmokingcessation.Afewimprovementsuggestionsincludedmoreextensivecontent,casescenariosandphoneapplicationoption.
ConclusionBasedonthestudent’sperceptionandfeedback,thisinteractivecontentrepresentedthefoundationfordevelopingamultidisciplinaryMassiveOpenOnlineCourse(MOOC). This MOOC in collaboration with partnerschools,wouldbeaninterdisciplinary,intendedforageneralhealthcareaudienceandwouldberelevanttoanyoneworkingorinterestedinofferinghelptotheirpatientsforquittingtobaccouse.
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O-FRC15 An Evaluation of a Self-Directed Peer Supported Model with Structured Roles for Clinical Skills Acquisition
GordonWong The University of Hong Kong, Hong Kong
BackgroundAflippedclassroomapproachusing videosforacquiringclinicalskillsmayrepurpose”thein-classtimeforclarificationand remediation. There is limited evidenceexaminingthebestpractices forthisblendede-learningapproach. Wehypothesizedthatinsightsgainedfromstructuredroleswillenhancetheefficiencyinskillsacquisition.Thisstudyevaluatedaself-directedpeer-supportedteachingmodelforthispurpose.
MethodsFifthyearmedicalstudentsformedlearningtriadsandaftereithersynchronous(inclass)orasynchronous(outofclass)viewingofaninstructionalvideo,eachstudentrotatedthroughthreedefinedroles-performer,coachandmonitor.Usinganassessmentrubric,thecoachinstructedtheperformerpracticingthesimulatedskillandthemonitorappraisedtheperformanceofboththecoachandperformer.Theirperformancewas then video recorded and were assessed blindlyby2independentanaesthesiologists.
Result164studentswereincludedintheanalysisoutofacohortof205.Theypreferredthisflippedapproachoverthetraditionaldemonstrationapproachandfoundboththe coach and monitored role useful foracquiringtheskills.Lessthan1%ofstudents deemed not to have met the standardexpected.44rankedasynchronousmorepreferable,18rankedsynchronousmorepreferablewith84rankedthemequal.Studentsfoundwatchingvideooutofclasssignificantlymoreusefulthanwatchingvideosinclasswithpeers(p=0.001),buttheeffectsizeissmall(r=-.29)
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ConclusionThispeer-supportede-learningapproachmayenableareducedaninstructortostudentratiowithoutcompromiseefficacyforacquiringclinicalskills.
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O-FRC16 Exploring Gender-Related Professionalism Dilemmas Narrated by Sri Lankan Medical Students
Madawa Chandratilake1, Malissa K Shaw2, Ming-Jung Ho3, Charlotte E. Rees4 and Lynn V. Monrouxe2
1 International Medical University, Malaysia
2 Chang Gung Memorial Hospital Taiwan, Taiwan
3 Georgetown University School of Medicine, USA
4Monash University, Melbourne, Australia
BackgroundHistorically,bio-medicineisamale-dominatedprofession.1Themalebodyhasbeenconsideredthe‘biologicalstandard’ for both medical education and practice.2Inmedicalpractice,disregardforfemale-specificailmentsandwomenhavingasubordinatepositionaspatients,practitioners,aswellasstudentshavebeenwidelyobservedandreported.Objectives:TheobjectiveofthisstudywastoexploreSriLankanstudents’experiencesofgender-relatedprofessionalismdilemmas.
MethodsInaqualitativestudy,71medicalstudentsfromyears3–5participatedin12groupinterviewstodiscussprofessionalism
dilemmastheyhadexperiencedinclinicalsettings.Thenarrativesofprofessionalismdilemmasweresubjectedtosecondaryanalysiswithspecialfocusongenderissues.
ResultsWithinawidersetofdata,21narrativesofprofessionalismdilemmaswereconsideredgendered.Studentsdiscussedvariousdilemmaswithdistinctgenderedcomponents.Thesewererelatedtopatientdignityandsafetydilemmas,patientinformedconsentissues,anddiscriminationoffemalestudents.Perpetratorsofmostoftheseparticulardilemmaswerereportedasfemalehealthcareprofessionals.Studentsrecognizedsuchactsaslapsesinprofessionalismandoftenexpressedconcernforpatient-wellbeing.However,theseactswereoftenunreportedduetothehierarchicalculturalcontext,andsomestudentsevenreproducedthediscriminatorybehaviour theywerecriticisingintheirnarratives.
ConclusionsMale-biasisingrainedwithinmedicalandeducationalsystemsandthesocio-culturalvaluessustaintheactsofgenderdiscrimination.Womenthemselvesbeingtheperpetratorsofdiscriminatoryactsagainstfemalesmaybeanefforttoovercometheirsubordinatepositionwithinmedicine.Asprofessionalismislargely‘caught’ratherthan‘taught’,thefindingsraiseconcernsabouttheprofessionalismdevelopmentofmedicalstudents.
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ABSTRACT NUMBER:
O-FRC17 Self-Directed Learning Readiness and its Impact on PBL Performance in Undergraduate Students of UCM&D
TayyabaAzhar University of Lahore, Pakistan
BackgroundSDLisdefinedasalearningmethodologyin which students take the initiative of identifyingtheirownlearningneeds,preparingtheirlearningoutcomesandlearningresources.Studentschooseappropriatelearningstrategiesandevaluatethelearningoutcomes.SDLisanembeddedcomponentofMedicalcurriculathatadaptproblembasedlearning(PBL).
Summary of Work ItisaQuasi-experimentalstudythePBLscoresatthebeginningofthesessionwerecomparedwiththoseattheendofthesession.Thestudentswerealsogivenvalidatedquestionnaireon“Self-DirectedLearningReadinessScale”aimedtoassessthreemaincomponents:self-management,desireforlearningandself-control. Thisstudyaimstoidentifytheeffectof SDLonstudents’performanceinPBLandthestudents’readinessregardingSDL.
Summary of ResultsPBLscoresbeforeandafterexposuretoreadinesstowardsSDLshowedsignificantdifference(P=0.00).AccordingtotheSelf-DirectedLearningReadinessScalethemeanscoresforthethreecomponents
wasalmostthesame,withthehighestaptitudeforself-control(4±0.069)followedbyself-management(3.99±0.071)andthemeanscoreforthedesireoflearningwas(3.997±0.068).DISCUSSION:Life-longlearninginvolvesthedevelopmentofskillsinself-directedness(SDL),criticalthinkingandeffectivegroupprocess.IncorporatingSDLinthecurriculumwouldhelpstudentsinbetteranddeeperunderstandingandlearningofthe content.
ConclusionThepresentstudyrevealedthatself-directedlearningsignificantlyaffectedthestudents’performanceinPBL.SDLreadinessshowedthatthestudentshadtheabilityforself-control,theywerehighlymotivatedforself-learningandhadself-managementskills.
Take Home MessageSDLisaskillforthestudentstobecomelife-longlearners.LifelongSDLisessentialtomeetthegrowingchallengesinhealthcareimpartedbyarapidincreaseinknowledgeofhealthproblems.
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ABSTRACT NUMBER:
O-FRC18 The Influence of Student Entry Track, Self-Directed Learning Readiness, Motivation, and Learning Environment on First Year Medical Education Students’ Score Achievement in Medical Faculty Lambung Mangkurat University
Pandji Winata Nurikhwan, Alfi Yasmina and Didik Dwi Sanyoto
Lambung Mangkurat University, Indonesia
Intheever-evolvingworldofmedicinethatchangesrapidly,havingself-directedlearning(SDL)isimportantformedicalprofessionalssinceitpromotestheconceptoflife-longlearning.ItisnecessaryformedicalstudentstohaveagoodSDLskillandbeingabletoimplementitsuccessfully.Theirperformanceindoingsocouldbeassessedthroughtheirlearningachievementsuch as their score in block written test. Thepurposeofthisstudyistodetermineinfluencefactorofstudententrytrack,self-directedlearningreadiness,motivation,andlearningenvironmentonfirstyearmedicaleducation students’ score achievement inMedicalFacultyLambungMangkuratUniversity.Thisstudyusedcross-sectionalapproachtogatherthedatabyusingquestionnairesconsistof8independentvariable(studententrytrack,SDLFisher’s,
SituationalMotivationScaleand5subscaleofDundeeReadyEducationEnvironmentMeasure(DREEM)questionnaires),andonedependentvariable(writtenscoretest).Thepopulationofthisresearchisthefirst-yearstudentsoftheMedicalEducationPrograminLambungMangkuratUniversity.ThedatawillbeanalyzedthroughlogisticregressionanalysisusingSPSS.Thereare162studentwhofilledthequestionnaires.LearningEnvironmentforTeacherSubscale,AcademicSubscale,AtmosphereSubscale)were advanced for multivariate test. The equationisY=0.392–0502academic+0.821atmosphere(HosmerandLemeshowtest=0.890)withacademic(p=0.24,OR0.605(0.391–0.937))andAtmosphere (p=0.006,OR2.273(1.259–4.104)subscalefromDREEM.Atconclusion,academicandatmosphereinstudentlearningenvironmentaresignificantlyassociate with written test score.
KeywordsSelf-DirectedLearningReadiness,Motivation,LearningEnvironment, FirstYearMedicalStudents, ScoreAchievement.
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ABSTRACT NUMBER:
O-FRC19 The Development of an Interprofessional Outreach Centre Model of Postgraduate Dental Education, including Curricula, Reflective Clinical E-Portfolios, Educators and E-Assessments
Richard Cure The University of Warwick, United Kingdom
BackgroundHealthprofessionaldentaleducationhastraditionallybeendeliveredinsecondarycareteachinghospitals,whereasthemajorityofpatientcareisdeliveredinprimarycarebasedclinics.Thereisincreasingdemandforhigh-qualitypatientcareandpostgraduatedevelopmentofthedentalteamingeographicallocationsawayfromtraditionalteachingestablishments.Thedevelopmentofoutreach-basedpostgraduatedentaleducation,enablingteachingandassessmentingeographicalareasofpatientneedisenhancedbythedevelopmentofappropriatecurricula,dentaleducatorsbasedinprimarycare,andclinicalreflectivee-portfolioswithe-assessmentswhichtestclinicalreasoning.
DescriptionOutreachbasedpart-timepostgraduatedentalcoursesenablestudentstocarryout clinical treatment within their own workplaces,supportedbyaVirtualLearningEnvironment.CurriculaarebaseduponRoyalCollegeofSurgeonslearningoutcomesandtrainerdevelopmentissupportedonline.Academiccontentisdeliveredatregionalcentres,deliveredbyseniorFacultymembers.Gainingcontinuityfromdentalpre-clinicaltrainingtotheclinicalenvironmentissupportedbye-portfoliotechnology,facilitatingremotetutorsupportforstudents,increasingtheirabilitytoapplylearningintheirownclinics.ThisisassessedbyOnlineStructuredProfessionalReasoningExercises(OSPREs),acompetenceassessmentmethodspecificallydesignedtomeasuretheclinicalreasoningconstructwhilststudentsappliedtheoreticalknowledgetosolvesimulatedclinicaldentalscenarios.
Conclusions/RecommendationsPart-timeoutreach-basedtrainingisacost-effective,innovativemodelofdentalhealthcareprofessionaldevelopment.E-portfoliosenhanceunderstandingofcaseassessment,diagnosis,treatmentplanningandtreatmentmechanics.OSPRE’sofferareliable,validandacceptableassessmentofclinicalreasoning.Thismodelisrecommendedfordevelopingpostgraduateeducation worldwide.
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Openness to Education Innovation
ABSTRACT NUMBER:
O-OEI01 Relationships between Scores on MMI and the Biomedical Admissions Test (BMAT): Implications for Selection Practices
Kevin Cheung1, Sarah McElwee1 and Patrick J. Harkin2 1 University of Cambridge,
United Kingdom 2University of Leeds, United Kingdom
Background Admissionstestsandmultiple-miniinterviews (MMIs) are often used in selection,yetlittleisknownabouttherelationshipsbetweentheconstructsof these assessments. The assessment constructs of standardised admissions tests tendtobewell-definedandvalidated,whilethoseofMMIsmaybelessclear.BMATSections1and2measuregeneralthinkingskillsandproblem-solvingdomainsinvolvingtheapplicationofscientificknowledgerespectively.Section3assessestheeffectivecommunicationofideasinwriting.RelationshipsbetweenBMATscoresandMMIperformanceataUKmedicalschoolwereexplored.
Method Formultipleyearsofdata,individualstation scores and overall MMI scores were correlatedagainstBMATsectionscores.RegressionanalyseswereconductedusingBMATsectionscorestopredictoverallMMIperformances.
Results BMATSection3wassignificantlyassociated with MMI overall scores across allyearsofdata.Furthermore,Section3scorescorrelatedwithspecificMMIstationsconsistently,suggestingthattherelationshipsbetweenMMIstationconstructsandBMATSection3werestable.NoconsistentcorrelationwasfoundbetweenMMIscoresandthinkingskillsorscientificreasoning,asmeasuredbyBMATSections1and2.
Conclusion Communicatingideaseffectively,asmeasuredinBMAT’swritingtaskisassociatedwithMMIoverallperformance,suggestingrelatedconstructsarebeingassessed.ShortlistingcandidatesusingBMATmayhelpselectapplicantsmorelikelytoperformwellonMMIs,althoughthe amount of shared variance is small. ThereappearstobeminimalredundancyintheconstructsassessedthroughMMIsandBMATindicatingtheyhaveausefulcomplementaryroleinselection.
Keywords Selection;MMI;AdmissionsTests.
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ABSTRACT NUMBER:
O-OEI03 Introduction of a Game-Like Quiz for Formative Assessment of Medical Students in Paediatrics: Assessing Students’ Acceptability
Padmini Venkataramani, Tharam Sadanandan, Ravi Shankar Savanna and Sandheep Sugathan
UniKL Royal College of Medicine, Malaysia
BackgroundLearningshouldbefunandappealingtothestudents.Gameswhichareanaturalwayoflearningareappropriateforeffectiveadulteducation.Game-likeactivitiesmakeformativeassessmentenjoyablewhileatthesametimepromotingacquisitionofknowledgeandskills.
Objectives Toassessandcomparetheacceptabilityandperceptionofmedicalstudentsfor“Kahoot”andWrittenquizforformativeassessment.
MethodAfterinstitutionalethicsapproval,thisprospective,non-randomized,interventionstudywascarriedoutinUniKLRoyalCollegeofMedicinePerakclassroomsofYear3andYear5medicalstudents.Kahootandwrittenquizzesweregivenforonetopiceach,afteralectureorseminar,followedbycollectivefeedback. Feedback was taken from studentsusingavalidatedquestionnaire.
QuantitativedatawasanalysedusingIBMSPSSStatisticsversion23.Themeswereidentifiedtoanalyseresponsestoopen-endedquestions.
ResultsOfthe111studentswhoparticipated,43.2%wereYear3and56.8%wereYear5students.Therewere31.5%maleand68.5%femalestudentswith91.9%ofthemwereofMalayoriginand8.1%werefromotherethnicgroups.Overall,60.4%oftherespondentspreferredKahootwhichYear3studentsweresignificantlyhigherproportioncomparedtoYear5students,36%preferredwrittenquizand3.6%ofthetotalrespondentspreferredbothmethods.Overall,asignificantlyhigherproportionofstudents(p<0.05)preferredKahootforbeing“student-friendly”,“wantedKahootinallsubjects”and“wouldrecommendittoothers”.Therewerenosignificantdifferencesbetweenthequizzesintheperceptionofidentificationofstrengthsandweaknesses,adequacyoffeedbackorattentionscorepriortoquiz.
ConclusionsIfgoodinternetconnectivityisavailable,anonlinequizsuchasKahootmaybeintroducedforformativeassessment,alongwithwrittenquiz.
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O-OEI04 ‘I felt relieved.... when you told me ...’: Journey of simulated patients through feedback workshop
Meghana Sudhir and Sharon Mascarenhas
Mohammed Bin Rashid University of Medicine and Health Sciences, UAE
BackgroundSimulatedPatients(SP)arevaluableteachingresourceandareintensivelycontributedtomedicaleducationforyears.InourUniversity,SPscontributedtowardsrecruitmentofstudentsthroughMMIs,assessmentthroughvariousOSCEsandteachingsessionsthroughvariousroleportrayals.AnintegralpartofanSPistoprovideeffectivefeedback.
MethodInordertoprovideeffectivefeedbacktostudentsandthefaculty,weregularlyorganisedworkshopsfortheSPstoenhancetheirskillsingivingfeedback.Theywereintroducedtoconceptsandcharacteristicsoffeedback,importanceoffeedback,thedosanddon’tsinfeedbackalongwithtroubleshootingtips.AnexercisetorecognizeandcommunicatetheirfeelingsusingTheFeelingWheelwasalsointroduced.SPswereencouragedtopracticefeedbackthroughsmallgroupactivitiessuchasroleplaysandwatchingselectedvideos.
ResultsAllSPsevaluatedtheworkshopsasveryeffectiveinimprovingtheirfeedbackskills.
Mostofthemfeltconfidentinprovidingfeedbackwhilesomeofthemsuggestedmorerefreshersessions.Theyidentifiedtheirboundarieswhilegivingfeedbackaswellastheimportanceofprovidingfeedbackfromapatient’sperspective.AllstudentsandthefacultyvaluedSPfeedbackverymuchandimprovementinperformancewasnoticedamongthestudents.
ConclusionWehaveadaptedASPEStandardsofBestPracticeinourSPProgram.ItwastheresponsibilityoftheSPeducatortointegratethedevelopmentofSPskillsbyadvancedSPtrainingprogram.SPsatourUniversitynotonlyplayedtheroleofpatientsbutalsoawiderangeofconfederaterolesaswellashybridencounters.Theywerenomoresimulatedpatientsastheyweresimulatedparticipantswhoenactedtherolesandprovidedeffectivefeedback
KeywordsSimulatedPatients,Feedback.
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O-OEI05 Effectiveness of a 3-Dimensional Mobile Augmented Reality Application in Undergraduate Anatomy Teaching Anudeep Singh1 and Maher Abu Mosameh2
1 International Medical University, Malaysia
2MAHSA University, Malaysia
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BackgroundItisdifficultforatraineetoinvestigateandinterpretthedepthofanatomicalstructures,theirspatialrelationsandphysicalcharacteristicsbyonlyobserving2-D(twodimensional)images.Studentsneed to transform these two-dimensional imagesto3-dimensional(3-D)structureswhichincreasesthecognitiveload.Lackof cadaveric material and reduced hours foranatomyteachinghaveaugmentedtheproblem.Thoughanatomyeducationisnowsupportedby3-Dvirtual(VR)andaugmentedreality(AR)applications,creatingsuchpersonalisedlearningtoolsareaburdenoninstitutionsintermsoffinancesinvolvedandthetimespentindevelopingthem.Thepresentstudywasconductedtoinvestigatewhetheracommerciallyavailable3-DARapplicationcanbeusedeffectivelyintheclassroomtoteachanatomy.
MethodThestudentsweredividedintotwogroups(IandII).Group-IstudentsweretaughtananatomytopicviatraditionalmethodsandgroupIIwastaughtusingthe3-DARapplication.ThegroupswerelaterswitchedandgroupIwasexposedto3-DARapplicationwhilegroupIIwastaughttraditionally.Thestudentswerelateradministeredafeedbackquestionnairetoassesstheirperception.
ResultNosignificantdifferencewasfoundamongthepost-testscoresofthetwogroupsthoughthequestionnaireresultsshowedthatboththegroupstudentsperceivedittobehighlyeffectiveinengaging,encouraging,andmotivatingthem.
ConclusionMobileapplicationsarebeingwidelyusedbystudentsthusitisonlyadvisableforteacherstobeginusingsuchtechnologiesin class.
Keywords 3-DAnatomy;AugmentedRealityForAnatomy;AnatomyEducation.
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O-OEI06 Correlation of Student’s Oral Case Analysis (SOCA) Assessment Results with MCQ Exams on Undergraduate Medical Students at the Faculty of Medicine, University of Muhammadiyah Makassar AmiFebrizaandAnniFitria University Muhammadiyah Makassar, Indonesia
Verbalassessmentisamethodofevaluatinglearningtowardsstudentsconductedonwhatwassaiddirectly.Therearevarious methods that can be used in oral assessments,oneofwhichisStudent’sOralCaseAnalysis(SOCA).SOCAisproventobe able to increase students’ motivation to studyandanalyseacase.Toassesscognitiveabilities,ithasbeenproventhattheMultipleChoiceQuestions(MCQ)examinationhasbeenabletoprovideanoverviewofstudents’cognitiveabilities.ThisstudywantedtoshowtherelationshipbetweentheresultsoftheSOCAassessmentandthecognitiveabilitiesofundergraduate
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medicalstudents.Thisstudyusedacomparativedesignwithacross-sectionalstudyapproach.TheresultsshowedthattheaverageSOCAvaluewashigherthantheaverageMCQtestscore.Thetheorytest was considered to be heavier and more timeconsumingthantheoralexamination,becausethetheorytestdidnotallowclarificationtotheassessorwhichshouldbeabletoberevealedintheoralexamination.Pearson’s correlation test found that the relationshipbetweenSOCAvalueandMCQtestvalueweresignificant(p=0.000),whichmeantthattherewasasignificantlinearrelationshipbetweenSOCAvalueandMCQtestvalue.TheexistenceofthesignificantrelationshipbetweentheresultsofthetwoassessmentmethodsshowedthattheabilityofstudentsintheSOCAexaminationcouldpredicttheabilityofstudentsinthetheorytest(MCQ)examination.
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O-OEI07 Acute Effect of Low Glycaemic Index Breakfast Versus No Breakfast on Knowledge Recall among Adult Learners: A Randomized Controlled Trial Nicholas Ravindrasingam, Kee Xue Shi, Tan Wei Yong, Stanley Chan Chun Wai and Cheah Wen Yee
International Medical University, Malaysia
Background Breakfastisoftenthoughttobethemostimportantmealofthedayasitprovidesenergyforthebrainandimprovelearning.
However,astudypublishedinMalaysianJournalofNutritionin2009foundthattheprevalenceofbreakfastskippingamongMalaysianundergraduatestudentswashigh,at29.2%.Duetobusyschedule,theprevalenceofbreakfastskippingcouldbehigheramongclinicalphasemedicalstudents.However,suchdataislacking.Therefore,itisimportanttoidentifywhethertheirbreakfasteatinghabitorthetypesofbreakfastconsumedhasanyeffect onlearning.
MethodOpen-labelledrandomizedcontrolledtrialwasconductedinvolving61Year3medicalstudents.TheywererandomizedintointerventiongrouptakinglowGIbreakfastpriortothelecturesandcontrolgroupfasting.Thesubjectswererequiredtoansweraself-constructknowledgetestbasedontheuniquecontentsofthe1stand2ndlectures.TheywerealsoaskedtoscoretheirlevelofalertnessduringthelecturesusingStanfordSleepinessScale(SSS).
Results Atbaseline,thecharacteristicswerenotstatisticallysignificantbetweenthetwogroups.Thedifferenceinknowledgetest score for 1st lecture and 2nd lecture betweeninterventiongroupandcontrolgroupwere3%(p=0.569)and8%(p=0.033)respectively.During1stlecture,themedianscoresofSSSforlowGIbreakfastgroupandcontrolgroupare2and3respectively(p=0.045).ThedifferenceinSSSbetweenthetwogroupsisstatisticallysignificantduring2ndlecture.LowGIbreakfastgroupscoredamedianof3forSSSwhereascontrolgroupscoredamedianof4forSSS(p=0.011).
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Conclusion Wepostulatethatlowglycaemicindexbreakfastimprovesknowledgerecallbetween90to120minafterconsumingbreakfastlikelyduetomaintain alertness.Therefore,westrongly advisestudentstotakealowGI breakfastforeffectivelearning.
Keywords LowGlycaemicIndexBreakfast, AdultLearners,Memory.
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O-OEI08 Does Academic Interest have more Effects on Medical Students? A Nationwide Cross-Sectional Study in China
Hongbin Wu1,JuanZheng2 and Shan Li2
1Peking University, China 2McGill University, Canada
BackgroundComparedtootherdisciplines,medicalsciencehasconsideredtobeadisciplinethatrequiresstudentstohavemoreacademicinterestduetothelongduration.However,fewattemptshadbeenmadetoexaminethe cause effect of academic interest on achievements.Moreover,therewasalackofcomparisonbetweendifferentdisciplinesintermsoftheimpactofacademicinterest.Theobjectivesofthisstudyweretopredictthe effects of academic interest on academic achievementsandcomparetheeffectsacrossdifferentdisciplines.
MethodsDatacollectedwasadministratedby PekingUniversityauthorizedbytheMinistryofEducation.Undergraduatestudents(N=54398)fromuniversitiesindifferentregionsandlevelsinChinaweresurveyedin2014.Achievementswereassessedusingvalue-addedofprofessionalcompetency(PC) and overall academic achievement (OAC).Correlation,OLSregression, andPSManalysiswereperformed.
ResultsResultsrevealedthat72.8%ofthestudentsin medicine have academic interest. StudentsinmedicinehadasignificanthigherPCbutlowerOAC.Medicalstudents’academicinterestwassignificantlycorrelatedwithPC(r=0.286)andOAC(r=0.317).AverageTreatmentEffectontheTreated(ATT)estimationfromPSMhaddemonstrated that academic interest has a significantimpactonbothPC(β=0.728,p<0.001)andOAC(β=0.721,p<0.001).Specifically,formedicinesubjecttheeffectsizesare0.576(p<0.001)and0.647(p<0.001)respectively.TheresultsofOLS estimation and ATT estimation were consistent.
ConclusionsThereisacausalrelationshipbetweenacademic interest and academic achievement.Butnohighereffectsizewasfoundamongmedicalstudentsintermsoftherelationshipbetweenacademicinterestand achievement. The role of interest shouldbefullyemphasized.Furthermore,researchersshouldclearlydifferentiatemedicinefromothersubjects,givingmoreappropriateimplicationsformedicaleducationrelatedpolicies.
KeywordsAcademicInterest,AcademicAchievement,MedicalDiscipline.
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O-OEI09 Comparing the Efficacy of the Cambridge Personal Styles Questionnaire (CPSQ) with Personal Statements in Shortlisting for Interviews: A Case Study of Nursing Applicants.
Kevin Cheung, Sarah McElwee and Lyn Dale UniversityofCambridge,UnitedKingdom
Background Selectionforundergraduatehealthcarestudyiscompetitiveandcoursestendtobeoversubscribed.Selectiontoolsavailabletoadmissionstutorsvaryintheresourceandtimecommitmentrequiredtoimplementthem;thisisparticularlyimportantfor methods used to screen out initial applicationsbeforeinterview.Replacingresourceintensivescreeningmethods,suchaspersonalstatements(PSs),withoneeasiertoimplement,suchascomputer-basedpersonalitytestingcouldreducetheadministrative burden on admissions tutors. Thisstudyexaminedthesemeasuresinnursingselectiontopromptdiscussionin themedicaladmissionscontext.
Method AnevaluationstudywasconductedwithshortlistedapplicantstoadultnursingataUKuniversity(n=316),byadministeringacomputer-basedpersonalityassessmentbased on the Five Factor Model (Costa &McCrae,1992)alongsidethenormalselectionprocess.PSratingsandinterviewscoreswerelinkedtopersonalityscoresandcorrelated with each other.
Results PSscoresdidnotcorrelatesignificantlywithinterviewscores,orsuggestapositivetrend.Conversely,personalitydimensions,includingaspectsofconscientiousness,emotionalstability,agreeablenessandextraversioncorrelatedsignificantlywithperformanceatinterview.
Conclusion PSscoreshavebeenshowntohavepoorpredictivevalidityforon-courseperformance.Itisarguablymoreimportanttheypredictinterviewperformance,asPSsareusedasscreeningtoolsbeforeinterviews.Thisstudysuggeststhatscoringpersonalstatementsisunlikelytoselectcandidateswhowillperformwellatinterview,whereaspersonalitymeasurescouldpotentiallycontributetothistask.
KeywordsSelection;PersonalityAssessment.
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O-OEI10 An Innovative Outcome-Based Capacity-Building Seminar for Newly-Licensed Physicians in the Philippines: Empowering Doctors to Jumpstart their Careers... and More
EnricoPaoloBanzuela, FernandinoJoseFontanilla, MariaConcelleneLaforteza, Pacifico Eric Calderon and Leslee Anne Herrera
San Beda College of Medicine, Philippines
BackgroundAcapacity-buildingprogramalignedwiththetencorelearningoutcomesforPhilippinemedicalschoolswasdesignedandimplementedtoenhancetheknowledge,skills,andattitudesofnewly-licensedphysiciansafterseveralmonthsofrelativeinactivitypost-medicallicensureandbeforethestartofresidencytrainingorothercareerpaths.Thiswasimplementedinresponseto the nationwide shift to outcome-based medicaleducationinthePhilippines,andtheapparentlackofgeneralphysician-specificsocietiesthatcanprovidesupport.
MethodAn11-dayoutcome-basedseminarthatincludeslectures,skillstraining,attitudinaldevelopmentandcareercounsellingwasimplemented.Amixed-methodsstudy(convergentdesign)wasconductedtoanalyzeitsimpact,andtohelpimprovetheinstructionaldesign.Atotalof168participantsfrom27differentmedical
schoolsparticipatedinasurvey,while22participantsdividedinto3groupswereengagedinfocusedgroupdiscussions.
ResultsMostparticipantsagreethattheprogramwasrelevanttotheircareers,boostingtheirconfidenceinperformingproceduresandmanagingcasescommonlyencounteredbygeneralphysicians.Participantsagreethattheseminarisalignedtothegovernment-mandatedlearningoutcomes.Majority(55%)agreedthattheseminarinfluencedtheir initial career choices. Almost all participantsagreedthattheseminarshouldbereplicatedespeciallyinremoteareastohelpgeneralphysicianswiththeirclinicalcompetence,overallconfidence,andcareergoals.Thenewly-licensedphysiciansreceivedtheinnovativeseminarpositively.Itenhancedcompetenciesthatwerenotadequatelyacquiredinmedicalschoolandinternshiptraining.Itexposedthemtoreal-lifepracticesandassistedthemintheircareer choices.
ConclusionsThisoutcome-basedcapacity-buildingtrainingpost-licensurespecificallyimprovedskills,boostedconfidence,refreshedclinicalknowledge,andaidedthenewlylicensedphysiciansmakeinformedcareerchoices.
KeywordsCapacity-BuildingSeminars,Moonlighting,Outcomes-Based.
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O-OEI11 Factors Influencing Student’s Decision to Raise Doubts in a Clinical Teaching Session- A Qualitative Study
Subramaniyam Vasanthapriya, Anusia Sivaratnam, Poongothai Shanmugaraja, Amgad B and Price R
Newcastle University Medicine, Malaysia
Background:Duringmyclinicalbedsideteachingsessions,Inoticedthatthestudentsareusuallyless interactive and refrain themselves fromaskingquestionsevenwhenthereisuncertainty.Thisisamatterofgreatconcernas it involves student motivation with direct influenceinunderstanding&learning.HenceIconductedthisProfessionalInquirytoexplorefactorsinfluencinglearner’sdecisioninaskingquestionsinaclinicalteachingsession.
InquiryQuestions:Whatfactorsinfluencestudent’sdecisionstoaskquestions?
HowcanIbestenablemystudentstoaskQuestions?
QualitativeMethodology:WithanIntrepretivistapproach,samplingwasdoneusingFocusgroupdiscussions,Peerobservationbyacolleagueandpersonalreflectiontoenhancecredibility.Thematicanalysiswasperformedwithemergingthemes,identifyingthemeaningbehind this issue.
Results&ConclusionItwasnotedthatthestudentshaddifficultyinrecallingtheknowledgefrompriorclassroomsessionandlackofpriorclinicalexposuremadeitmoredifficulttointeract.Furthermore,theyarestillassessmentorientedandanythingwhichisnotbeingassessedfailstoengagethem.Addedtoit,wasalsoacceptedbyallstudentsthattheyhavebeencriticizedrightfromhighschoolforaskingunnecessarydoubts.
FutureImplications:Placingthestudentsinasafeappropriatelevelenvironment,Incorporationofflippedclassroomstyleteaching,pre-sessionbriefingandgivingmoreautonomyintheirlearningmayeliminatethehesitationforthem to ask doubts.
KeywordsDoubts,Decision,Engagement.
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O-OEI12 Ready, Camera, Action – Perspectives of Chinese Medical and Nursing Students on Selecting a Video Project for Online Health Education and Assessment of Their Engagement in Authentic Learning
PatrickYuTan,ZhongfangZhang and Tian Huang
Shantou University Medical College, China
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BackgroundOnechallengeinmedicaleducationistoimplementauthenticassessmentsthatgaugeintegratedlearning.ThisistrueinChina where traditional assessments still predominate.Inourcourse,PrinciplesandPracticesinMedicine(PMed),weexploredtheextenttowhichavideoproject(VP)willengagestudentsinaspectsrelevanttotheirworkashealthprofessionals.
MethodWorkingingroupsof4-6members, 118Year-2medicalandnursingstudentsenrolled in PMed selected to create 5-minutelongvideosastheirprojectforonlinehealtheducation.Eachgrouphadtosubmitaproposal,createavideoin6-8weeks(withthemselvesasactors),presentittothePMedfacultyforfeedback,reviseitasneededanduploadittoanonlineplatformforpublicviewing.Commentsfromviewersweresolicited.Afterthen,studentswereaskedtoanswerasurvey.
ResultsUsingascaleof0-4(4=highest),majorityofstudents(>70%)agreedthattheVPmoderately(score=3)tohighly(score=4)engagedtheminthefollowingaspects:criticalthinkingandproblem-solving,teamwork,communication,accountabilityandfeedback.Theprojectwasdeemedsatisfactoryandappropriatefortheirlevel.Theysuggestedtoreducesometasksintheprojectandgivethemmoretimeandoptions.Viewerswereappreciativeofthevideos.
ConclusionAvideoprojectengagesstudentsinaspectsoftheirfutureworkandhelpineducatingthepublic.Itshouldbeconsideredasawaytoimplementandassessauthenticlearning.
KeywordsVideos,AuthenticLearning,Engagement
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O-OEI13 Structured Checklist to Minimize Inter-Rater Variability in OSCE Sambandam Elango, Renu Bhupathy and Supriya Bhupathy
California University of Science and Medicine College of Medicine, USA
BackgroundAdetailedchecklistwithwell-definedcriteriaandperformancelevelsforeachitemwasdesignedforalowstakelongitudinalObjectiveStructuredClinicalExamination(OSCE)forpre-clinicalmedicalstudents.Theobjectivewastodeterminewhetherastructuredchecklistwouldminimizetheinter-ratervariability.
MethodAstructuredchecklistwasusedinanOSCEfor64firstyearmedicalstudents.Eachitem of the checklist had a clear criterion for assessment. We had four levels of performanceandtheexpectationforeachlevelwasmentionedinthechecklist.SP’sweretrainedbeforetheexaminationforstandardization.Thethreeexaminerstestingsimilarstationsweretrainedtoclarifytheexpectationsforeachstep.Thestudycovered6stationstestinghistorytakingandphysicalexaminationskills.Thestudentsweredividedintothreegroupsandeachgroupwereassessedbydifferentexaminers.
ResultsThemeanmarksofeachgroupofstudentsforastationwerestudiedusinganalysisofvariance(ANOVA).Infourofthesixstations
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therewasnosignificantdifferencebetweenthemeanscoresbetweenthegraders.Twostationstestingphysicalexaminationskillsshowedasignificantdifferencebetween thegraders.
ConclusionAwell-definedcriteriaandperformancelevelsforeachitemofthechecklistminimizetheinter-ratervariability.Inthetwostationswithsignificantdifferenceofscoresthefactorswereidentified.
KeywordsObjectiveStructuredClinicalExamination,InterRaterReliability,Checklist.
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O-OEI14 Determining the Effectiveness of Traditional Anatomy Curriculum in the Clinical Years
Suhaila Sanip, Rani A/P Sakaran, Ku Mastura Ku Mohd Noor, Mohd Hairulhisyam Ngatiman andNoorAzzizahOmar
Universiti Sains Islam Malaysia (USIM), Malaysia
BackgroundInpreparationforamajorcurriculumreview,we decided to evaluate the effectiveness of traditionalanatomycurriculumintheclinicalsetting.OurmedicalstudentsreceivedtwoyearsofanatomyteachinginYear1and2beforehavingtheopportunitiestoapplytheiranatomyknowledgeinclinicalyears4,5and6.
Method Closeandopen-endedquestionnairesweredistributedtoclinicalyearstudentsandclinicallecturers.Close-endedquestionswereanalysedstatisticallywhiletheopen-endedquestionswereanalysedqualitatively.
Results 232(97%)clinicalstudentsand32(59%)clinicallecturersparticipatedinthesurvey.65.6%clinicallecturersperceivedthattheclinicalstudent’sanatomyknowledgeissatisfactory.68.8%ofthelecturersperceivedthatclinicalstudentscancorrelatetheiranatomyknowledgetoclinicalcases.71%ofthestudentsmanagedtopassanatomyknowledgeretentiontest.Theclinicalstudentsperceivedthatwaystoimprovetheirretentionofanatomyknowledgeincludeintegratedcurriculum,moreclinicalcorrelationclasses,smallerstudentgroup(notmorethan10)andproblem-basedlearningtutorials.Practicalisthebestteachingmethodtolearnanatomyandobjectivestructuredpracticalexamination(OSPE)isthebestassessmentmethodthathelpsthemretaintheiranatomyknowledgebetter.
ConclusionRespondingtotheneedsofthestudents,the main bulk of face-to-face sessions will beallocatedforpractical,team-basedandproblem-basedlearningtutorialsinthenewintegratedcurriculum.Otheranatomyknowledgedeliverywillbeconductedthrough4thIReducationaltechnologyapplicationssuchasmassiveopenonlinecourses(MOOCs),makingitpossiblefor studentstopersonalizetheirlearningbetter.
KeywordPersonalizeAnatomyCurriculum,AnatomyKnowledgeRetention,EducationalTechnologyApplication.
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O-OEI15 The Service Learning Project: An Educational Resource for Medical Students, Physicians and Vulnerable Populations
Hedda Dyer and Mariana Vetrici Ross University School of Medicine, Barbados
BackgroundOnSeptember18,2017,theconsequencesof Hurricane Maria resulted in the displacementoftheRossUniversitySchoolofMedicine(RUSM)fromDominica,tocampusesinSt.Kitts,WestIndiesandKnoxville,Tennessee,USA.ThisresultedinthesuspensionoftheclinicaloutreachprogramssuchastheServiceLearningProject(SLP)wheremedicalstudentsgainedinsightsintothehealthcareneedsoftheirlocal communities. The loss of these clinical programsresultedinthecreationofamodifiedSLPassignmentwhichwasinplaceforthe3semestersduringwhichRUSMwasrelocatedto2campusesindifferentcountries.TheSLPassignmentconsistedofarigorous1000wordessayononepublichealthissueinthelocalcommunity.Studentsweregiven11weekstocompletetheSLP.
ResultsFortheSpring,SummerandFall2018semesters,atotalof505SLP’swerereviewedcoveringatotalof17publichealthissuesbasedonwell-definedtimelines.EverySLPwasreviewedbyaDepartmentofClinicalFoundationsFacultyandeachsuccessfulstudentwithatimelysubmissionwasallocated5%tohis/herClinicalSkills(CS)CourseGrade.
ConclusionsSLPsdemonstratethecompassionofmedicalstudentswhileprovidinginformative,educationalandinspirationalresourcestophysiciancolleagues.Theymayalsoserveasatherapeuticandeducationalsupportsystemformedicallyunderservedandvulnerablepopulations.ItisvitalthatServiceLearninginanyformreflectthegeographic,socialandculturaldiversityofamedical school’s locale.
KeywordsServiceLearning,MedicalStudents,PublicHealth
Career Guidance
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O-CG01 Integrating “Community Based Participatory Research”(CBPR) into the Community Medicine and Public Health Program of Medical School
MahastiAlizadeh,MaryamalsadatKazemiShishavan,MehrangizGhasemiyeh,JavaherYariandZahraHosseinzadeh
Tabriz University of Medical Sciences,Iran
Background Community-basedparticipatoryresearch(CBPR)isapartnershipapproachtoresearchthatinvolves,communitymembers,organizationalrepresentatives,andresearchersinwhichallpartnerscontributeexpertiseandsharedecisionmakingand
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ownership.Inthisproject,weaimedtodeveloptheknowledgeandskillsofcommunityparticipationamongmedicalstudentsinordertofindandanalyseandsolvehealthproblemsofaruralareainNorth-WestofIran.
MethodsInthisproject,weholda2-dayworkshopfor6thyearmedicalstudentstoexplainthestepsinhealthinterventions.Approachtocommunityhealthproblemswascomparedtoclinicalapproachbycomparingclinicalhistoryandphysicalexaminationwithcommunityassessmentandbrainstormingofcommunityrepresentatives,differentialdiagnosiswithproblemanalysisandtreatmentandfollow-upplanwithanactionplan,monitoring,andevaluation.Eachgroupwasconsistof4-5medicalstudents.Theywouldarrangeameetingin the rural health center with different stakeholders:familyphysician,communityhealthworkers,ruralcouncilmembers,communitybasedorganizationmembers,thereligiouspersoninthevillage,schoolmanagerandrepresentativesofwomenandyoungpeople.Afterthebrainstormingandassessmentofhealthdata,theproblemlistwaspreparedtoprioritysettingbytheNominalGroupTechnique.Anactionplanwithmonitoringandevaluationindicatorswaspreparedbytheteam.
ResultsTheevaluationwasbyscoringthepresentationofeachgroup,observingtheprocessofproblemsolvinginthefieldbytheeducationalstaff,askingtheviewofstudentsabouttheprogram.Intwoyears16projectsweredone.Theaveragescoreoftheprojectswas85/100and78%ofstudentsbelievedthatthisprogramwashelpfulandtheyweresatisfiedbydoing the task.
ConclusionIntegratingCBPRinmedicaleducationhelpstochangetheattitudeofmedicalstudentstowards root determinants of health and communityhealth.
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O-CG02 Medical Admissions Process: Are We Moving in the Right Direction?
HongWeiHan,FoongChanChoong, Sim Joong Hiong and Jamuna Vedivelu University Of Malaya, Malaysia
BackgroundUniversityofMalayarolledoutthenewUniversityofMalayaMedicalProgramme(UMMP)in2013.Priortothat,selectionofapplicantsintothemedicalschoolwasconductedbythenationalstudentadmissionmanagementdivisionbasedonmeritmarksfromstudents’pre-universityCGPAandextra-curricularactivities.Therewere no structured interviews and admission tests to standardise the admissions criteria. UniversityofMalayaisapublic-fundedinstitution.Hence,amedicaldegreeneedsto take account of social costs and the qualityofmedicalgraduateswhowillservethecommunity.BMATwasintroducedin2013asanadmissionstestandwasformallyacceptedin2016.MethodAcorrelationalstudywasconductedonfivecohortsofstudentswhowereadmittedintothemedicalschoolfromyear2013until2017.UsingSpearman’srankcorrelation[2],students’BMATscoresfor
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Section1(AptitudeandSkills)andSection2(ScientificKnowledgeandApplications)werecorrelatedwiththeknowledge-basedwrittenassessmentsinYear1andYear2respectively.
ResultsThereweresignificantcorrelationsbetweenstudents’BMATscoresforSection1andSection2andtheirwrittenassessmentsinYear1andYear2rangedfrom0.16to0.41.Theresultsechopaststudies[1].
ConclusionBMAT can be used as one of the selection tools forprospectivestudentsintomedicalschoolwith a variant of other admissions criteria.
KeywordsSelectionProcess,MedicalSchool.
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O-CG03 Influence of Assessment Measures on Students’ Adopting Different Learning Approaches at International Medical University
Shahid Hassan International Medical University, Malaysia
BackgroundAssessmentinanintegratedcurriculumisanessentialpracticeinhealthprofessionaleducationhowever,selectionofassessmentpracticedbyinstitutionsendssignalsacrossstudentstoadopttheirlearningapproaches.Assessment motivates students to decide on qualityoflearningastosurvivetheexamtobea50%achieverortobeaproblem
solvinglearner.ThepurposeofthisstudyistogaininsightintotherelationshipbetweenlearningapproachesandassessmenttoolusedinSemester7examinationofBDSprograminSchoolofDentistryatIMU.
MethodologyCross-sectionalquestionnairebasedobservationalstudywasconductedusing“ApproachesandStudySkillsInventoryforStudents”(ASSIST)tocollectstudents’learningapproaches.Auniversalsampleof43semester7BDSstudentsparticipated.Students’performanceinfourassessmenttoolsofOBA,MEQ,EMQ,OSCE/OPSEwasalsocollectedforanalysisofscore.Students’ownrandomlyassignedcategoryofsurface,deepandstrategiclearningapproacheswasanalysedfortheirperformancesineachof5assessmenttools(OBA,EMQ,MEQ,OSPEandOSCE)usingone-wayANOVA.
ResultTherewasnosignificantdifference(P>0.05)in mean achievement scores in all the assessmenttoolsinthreeEOSassessmentModules’acrossthethreelearningapproaches.Therewasnorelationshipbetweenthestudentslearningapproachesandtheirperformanceintheassessment.
ConclusionStudentshaveadoptedoneofthreedifferentlearningapproachesbasedontheirpersonalpreferencesthough,assessmentquestionswerenotdiscriminatingbetweenstudentswithdeeperlearningeffortsversusthose not. This necessitates evaluation ofexamquestionsfordistributionofitscognitiveandpsychomotorlevel.
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Professionalised Teaching Workforce
ABSTRACT NUMBER:
O-PTW01 An Undergraduate Patient Safety Module in Family Medicine Curriculum: Medical Students’ Perception and Attitude Before and After Implementing Patient Safety Curriculum in Clinical Years
FirdousJahan1 and Hiba Siddiqui2
1 National University Science and Technology, Pakistan
2 Karachi Medical and Dental College, Pakistan
Background Primarycareisthefirstcontactintothehealthsystem,ineffectiveandunsafecaremayincreasemorbidityandmortality.Thus,improvingsafetyinprimarycareisessentialfor the better health care. Medical students need to understand and demonstrate appropriatepatientsafetyskills.Purposeofthisstudywastoidentifyknowledge,perceptionandattitudeofmedicalstudentsbeforeandafterimplementingpatientsafetycurriculuminclinicalyear.
Methods Thisisasurveyusingquasi-experimental(preandpost-intervention)studydesign.Allstudentsinsixthyearwereinvitedtoparticipate.Datawascollectedonaself-filledsurveyquestionnaire.StatisticalanalysiswasperformedusingSPSS(IBMSPSSStatistics24.0)
Results Atotal95clinicalyearstudentshaveparticipatedinthestudy,ofwhich6(6.3%)weremaleand89(93.7%)werefemale.Studentswereaskedaboutclinicalsafety,handhygiene,infectioncontrolandsafemedicationpracticeinclassroomandclinicalsettings.Asignificantstatisticaldifferencewasobservedbetweenpreandpostteachinginclassroomresponses(P0.053,95%CI:-0.483 to 0.003). However no difference was observedinPreandPostteachingresponsesinclinicalsettingsresponses(P-0.069,95%CI:-0.449to0.017).
Conclusion Medical students need to understand and demonstrateappropriatepatientsafetyskillsearlyandcontinuouslyintheirprofessionaleducation.Asignificantdifferenceisobservedinpreandpostteachingknowledge,perceptionandattitude.
Keywords PatientSafety,MedicalStudents,Curriculum,FamilyMedicine.
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O-PTW02 Study on Faculty Development Needs Assessment and Some Results of Mongolian National University of Medical Sciences
SumiyasurenTumurbaatar,UzmeeMendsaikhan and Enkhtuguldur Myagmar-Ochir
Mongolian National University of Medical Sciences, Mongolia
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BackgroundThemainpurposeofmedicalschoolsistopreparegoodhealthprofessionals.Inordertopreparecustomer-acceptedhealthprofessionalwithmodernknowledge,skillandattitude,MNUMSneedstostrengthenitseducationandteachingworkforcecontinuously.That’swhyMNUMSissupportingFacultydevelopmentstrategy,andorganizingseveraltrainingsbasedonfacultydevelopmentneedsassessmentthroughFacultydevelopmentcenter.
MethodsFacultydevelopmentneedsassessmentquestionnairewastakenfrom230facultymembersthroughgoogle-formsheet,whichconsistedfrom35closedand1openquestion.Inthestudy,64assistantlecturers,83lecturers,59seniorlecturers,19ass.prof,5professorswereincluded.TheanalysiswasdoneusingSPSS17.0program.
ResultsLearningneedforProjectwritingskillwasthehighest4.67±0,64(p=0.043),andtheneedforUsingtechnologyfortrainingwasthelowest3.73±1,04(p=0.091)amongparticipants.Lecturers,participatinginthestudyhaveidentifiedtheirlearningneedsin6chapters:Teachingmethods,Curriculumdevelopment,Clinicaltrainings,Assessment,ResearchmethodsandCareerdevelopment.Fromtheresult,in2017-2018,3trainingswereorganized.1.MedicalEducationtrainingThetraining
isdedicatedfornewfacultymemberstogivepedagogicalapproachesandgeneralsatisfactionlevelwas6.9byglobalrating.
2.CompetencybasedtrainingThetrainingisdedicatedforclinicalteachersand87percentofallparticipantsrateditmostsatisfyinginthepracticalimportanceofthetraining(averagescore7,62±0,25)byglobalrating.
3.FacultydevelopmenttrainingTheTrainingtoTeachersProgramaimstoinstructestablishedMongoliandoctorsandlecturersinmodernteachingtechniquesemphasizedatHarvardMedicalSchool.
ConclusionThetrainingsarebeneficialwhentheyarebasedontheneed.ThetrainingsprovidedbytheFacultyDevelopmentCenterweremore effective for lecturers and senior lecturers.
KeywordsFacultyDevelopment,NeedsAssessment,LearningSatisfaction.
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O-PTW03 A Video Ethnographic Study of Feedback in Undergraduate Clinical Teaching Settings in Sri Lanka
Sivapalan Sanchayan1, Asela Olupeliyawa2 and Madawa Chandratilake3
1University of Jaffna, Sri Lanka 2University of Colombo, Sri Lanka 3University of Kelaniya, Sri Lanka
Background Constructivefeedbackplaysamajorroleinlearning.Culturalfactorsmayaffecttheprovisionandreceptionoffeedback.Thisstudyaimstoexploretheimpactofcontextualandsocio-culturalfactorsonthewesternmodeloffeedbackprovisioninundergraduateclinicalteachinginSriLanka.
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Methods Inaqualitativestudy,wefollowed-upandvideo-recordedbed-sideteachingofsixclinicians(eachovertwoweeks)forfinal-yearstudentsofthreemedicalschools. Theaudio-visualdataoffeedbackdialoguesweresubjectedtoconversationalanalysis. Apreliminaryfindingsreportedhereinclude17teachinginstances(327recorded-minutes) of four clinicians with elements of feedback.
Results Duringtheencounters,thepropensityamongstudentsandencouragementfromclinicians for self-assessment and self-reflectionwaspoor.Theconversationsweremostlyclinician-ledandthemainmodeoffeedbackwasthroughclinicians’questionsdirectedtoonestudentatatime.Studentanswerswereusuallyshort-singlephrases.Clinicians’questioningwashierarchicaland the feedback was more advocative thannegotiative.Gapsinknowledgewerebridgedbyfurtherdirect-questioningbutinfrequentlysupportedbyself-correctionstrategiessuchasrephrasingthequestions,providinghintstowardsthecorrectanswer,orextralinguistictokens.Preservingthedignityofstudentswassecondaryinbridgingknowledgegaps.AlthoughthefeedbackconversationswerecomplyingpoorlywithWesternmodelbothteachersandstudentsappearedtobeaccustomedtothemodeloflearning.
Conclusion Culturalelements,e.g.power-difference,hierarchy,advocacyandcollectivetolerance,whichappearedtobeacceptednorms,areingrainedinthefeedbackmodelspractisedinclinicalteachinginSriLanka.
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O-PTW04 Teaching the Humanities in Undergraduate Medicine Using Social Media
KeanGheeLim,BrendaChin HueyZienandFooKenYong
International Medical University, Malaysia
BackgroundThe humanities are an intrinsic to and embeddedinmedicalpracticeandshouldsimilarlybeintegraltomedicaleducation.Buthowadoctoristohaveempathyandrespondappropriatelytotheemotionalneedsofapatientisnotsomethingthatcanbetaughtinclassnorbyinstructioneasily.Inreviewingitsmedicalcurriculum,theInternationalMedicalUniversitydiscussedhowthehumanitiescanbetaughttoundergraduates.Theideatousesocialmedia was raised.
MethodAworkingpaperwaswrittenanddiscussionwiththedeanandstudentrepresentativeswere held. It was decided that Facebook™ postswouldmorelikelyconnectwithourstudentsthanprintedcopiesoremailbulletins.Voluntarysubmissionsofreflectivereportsofpatientencountersweresoughtasopposedtocompulsorysubmissions.Incentivesintheformofgiftvoucherswereagreedupon.Insteadofforminganewclubtoruntheproject,representativesfromexistingclubswouldmeetundertheleadershiponafacultymember.
ResultsThe ‘IMU: The Human Touch’ Facebook pagewassetupinMarch2018.There
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hasbeenasteadystreamofsubmissionsreceivedonaverageaboutoneeveryonetotwoweeks.Theyarepostedwithanimageaftersomeediting.Articlesreceivefromabove200to7000viewsandvaryingdegreesofengagementsandshares.
Conclusion Studentsengageregularlyandwidelywithnarrativesoftheemotionalaspectofthelivesoftheirpatientswhensocialmediaisused.Withfacultyguidanceitcanbestudentdriven.Suchlearningcanraiseawareness and mould attitudes and skills amongundergraduatemedicalstudents.
KeywordsSocialMedia,Humanities,Learning.
ABSTRACT NUMBER: O-PTW05 Performance Appraisal of Surgical Faculty – Resolving the Dilemma
QamarRiaz,GulzarLakhani and Syed Ather Enam
Aga Khan University, Pakistan
BackgroundFacultyperformanceappraisalsplayanimportantroleinensuringexcellenceinteachingandscholarship.Despiteinvestinglotoftime,effortandresource,reviewandscoringofappraisalscontinuetoremainachallengefordepartmentsanddeans.InthispaperwedescribethedevelopmentandsuccessfulimplementationofacomprehensiveyetobjectivesystemfortheperformanceappraisaloffacultyintheDepartmentofSurgeryatAgaKhanUniversity,Pakistan.
MethodologyAllpossibleactivitiesinthecoreareasofeducation,clinicalservice,research,administrationandleadership,andcontinuingprofessionaldevelopmentwereassignedvalueunitsbasedontimeconsumed,contributionandnumbersobtained as end result. These value units were translated as scores for each quantitativeindicatorinanexcelsheet.Qualitativeindicatorsforeachoftheseareaswerealsoincludedintheappraisaleitherasscores or as narratives.
ResultTheresultantsummaryscoringtemplatenamedasFacultyAppraisalScoringTemplate(FAST),allowedeasyinterpretation,andsectionalanddepartmentalcomparisonsineacharea.Theeffortstodevelopanobjectiveandefficientmeanstoevaluatefacultyperformancealsostrengthenedsystemsandlinkswithinthedepartmentanduniversity.
ConclusionFacultyperformanceevaluationsshouldbeaimedatprovidingconstructiveframeworkforidentificationofstrengthandareasrequiringimprovement.Transparentappraisalsystemslikethiscanminimizebiasthusestablishingtrustontheevaluators,helpindividualfacultymemberstosetgoalsforself-development,allowrecognitionoffacultyefforts,andstrengthenthestandingoftheinstituteinternationallybypromotingqualityassurance.
KeywordsFacultyAppraisal,PerformanceEvaluation,Value Units.
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Early Exposure to the Workplace
ABSTRACT NUMBER:
O-EEW01 Minding the Gap In Clinical Communication Skills
Pilane Liyanage Ariyananda, Sharifah Sulaiha and Sivalingam Nalliah
International Medical University, Malaysia
BackgroundItisimportanttoensurepropertraininginclinical communication skills for medical students.Todeterminethefacultyperceptionofsuchcompetenciesamongclinicalstudentsinsemesters7,8,9and10,wedidastudyattheInternationalMedicalUniversityinMalaysia,inJuly2018.
MethodThiswasaquestionnairesurvey(surveymonkeyapplication,electronically), invitingclinicalfacultytoparticipate. Thetoolconsistedof14questionspertainingtogenericcommunicationsskills(writing,speaking,listeningandnon-verbalbehaviour)andspecificcommunication skillsonhistory-taking(givenbelow), withperceptionstoberatedonaLikertscaleof5(poor,borderline,satisfactory,good,excellent),withinvitationfor opencomments.
Results 42/56(75%)completedthesurvey. Insemester7students,27%,27%,40%,80%,and47%ofthefacultyperceivedthatskillsinbuildingrapport,information
gathering,interpretinggatheredinformation,counsellingandpresentationskillstobelessthansatisfactory,respectively.Insemester8students,47%,50%,60%,and47%ofthefacultyperceivedthatskillsininformationgatheringskills,interpretinggatheredinformation,counsellingandmakingpresentationstobelessthansatisfactory,respectively.Morethan80%ofallstudentswereperceivedtobehavingsatisfactoryorhigherlevelofgenericcompetencyskillsbythefaculty.Asstudentsprogressedtothelastsemester,theircompetencylevelsimproved,withmostofthemhavingaskilllevelofsatisfactoryormore.
ConclusionSurveyconveysvitalinformationabout gapsincommunicationsskillsinthe initialclinicalyearswhichimprovewithmaturationandclinicalexperience. Keywords:Gapanalysis,facultyperception,clinical communication skills.
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O-EEW02 Early Exposure to the Workplace by Simulation and Service Learning
Sambandam Elango, Alfred Tenore and Renu Bhupathy
California University of Science and Medicine College of Medicine, California
IntroductionManymedicalschoolshaveintroducedearlyclinicalexposureby“verticallyintegrating”varioustypesofpracticalexperienceduringthepre-clinicalyears.Theearlyexperience
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mightorientatemedicalcurriculatowardsthesocialcontextofpractice,makingtransition to the clinical environment smoothandgivesconfidencetodealwithpatients.Introductionofaclinicalpresentation-basedcurriculumwithearlyexposuretoworkplacebysimulationandservicelearningisdescribed.
Description of innovationDuringpre-clinicalyearsthestudentslearnbasicsciencesusingaclinicaltrigger.Eachweekstartswithclinicalpresentation(symptom).Thealgorithmguidesthestudentonhowtoelicitahistoryanddeterminewhatphysicalexaminationandinvestigationshastobeperformedtoarriveatadiagnosis.Duringtheweeklyclinicalskillsession,theylearncommunicationskillbyperformingroleplay.Bypreparingfortheroleplaytheylearnthediseasepresentationandalsounderstandthepatientperspective.Thestudentslearnexaminationskillonasimulatedpatient.Theylearnallthepracticalskillsontasktrainers in the simulation lab. Twiceinasemesterthestudentsgetanopportunitytoworkinaninterprofessionalteaminasimulatedsetting.AshortclinicalscenarioisplayedusingSIMMANwheretheymanageapatientasateam.Thishelpsthemtounderstandtherolesandresponsibilitiesof different members of the inter professionalteam.Thissimulationsessionalsopreparesthemtoworkinaninterprofessionalteam.Periodicallythestudentsgetanopportunitytovisitcommunityclinicswhichprovidesopportunitytoexperiencetheirfutureworkplaceandapplysomeoftheskillstheyhavelearntinasimulatedsetting.Studentsalsovisiturgentcarewheretheyseepatientsinanemergencysetting.
Thesevisitstocommunityclinicshelpthemto understand the health issues in the community,healthinsuranceandothersocietalproblems.Thestudentsalsolearntouseultrasoundonpatientsaspartoftheclinicalskillssession.Theyalsolearntouselaparoscopicforcepsinthelaboratoryorientingthemtolaparoscopicanatomy.
DiscussionEarlyclinicalexposureandexposuretoworkplaceduringpre-clinicalyearspreparethemwellforclinicalclerkshipwithalltheskillsnecessarytoparticipatewiththeclinicalteamprepares.Thestudentsaremoreconfident,motivatedandreadytosolveclinicalproblems.Thestudent’sclinicalknowledgeisgood,buttheamountofbasicsciencestheylearnislesscomparedtoatraditional school.
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Poster Presentation
Abstracts
Future-Ready Curricula
ABSTRACT NUMBER:
P-FRC01 An Analysis of Students’ Performance in Concept-Intense Open-Ended Short Answer Questions in a Medical Programme: A Pilot Study
Thin Thin Win, Katrina Chung PooiYin,SunilPazhayanurVenkateswaran, Shadi Khadijeh GholamiandNyuntWai
International Medical University, Malaysia
BackgroundTherehasbeennoliteratureonanalysingshortanswerquestions(SAQs)toassesshowwellthestudentscapturedtheessenceofcoreconceptsinbasicsciencesdisciplines.Theobjectiveofthisstudywastoassess how well the students fared in core concept-intensiveSAQsonphysiologyandpathologyinaprofessionalexaminationoftheundergraduatemedicalcurriculum.
MethodsTwofacultyeachfromphysiologyandpathologydisciplinesidentifiedthecoreconceptintensiveSAQquestions.Consensuswastakenonhowcorearetheconceptsandamarkingschemewasdevelopedbyrankingoftheelementsoftheconcept.Basedontheiroverallperformance,top20,middle 20 and bottom 20 students were identified.,Theiranswersweregradedandusingparameters:notattempted,wrong
concept,incompleteorirrelevant,itwasfoundhowwelltheessenceofcriticalkeyconceptswascaptured.Thiscommunicationisfocusedonthediscrepanciesinthemarksawardedbythemarker(examiner)andbytheinvestigators.
ResultsThediscrepancywashigherinthemiddle20groupwhilemostofthebottom20hadnomarksawardedastheyhadnotattemptedorhadawrongorirrelevantconcept.ConclusionThe construction of model answers in theexaminationsshouldbeimprovedtounlockhowmuchstudentscouldcapturetheunderlyingkeycriticalconcepts.Alternatively,themarkershouldbeacontentexpertcapableofgoingbeyondthegivenmodelanswer.
KeywordsCoreConcept,Open-EndedShort AnswerQuestions,Undergraduate Medical Curriculum.
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P-FRC02 Online Resource-Based Instructional Training & Assessment Strategy (ORBITAS): Integrating Discovery Learning into Medicinal Chemistry Course Curriculum to Prepare Students for the 4th Industrial Revolution Vasudeva Rao Avupati International Medical University, Malaysia
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Background AccordingtotheMalaysianEducationBlueprint2015-2025(HigherEducation4.0),globalizedonlinelearningisoneofthetenshiftsinachievingexcellenceinthehighereducationsystem.Intheeraoffourthindustrialrevolution(IR4.0),computationalsimulationactsasanestablishedrapiddecision-makingtoolinPharmaceuticalIndustryR&Dunitsglobally.WeintegratedOnline Resource-Based Instructional Training&AssessmentStrategy(ORBITAS)asacurriculumcomponentinMedicinalChemistrymoduleattheSchoolofPharmacy,InternationalMedicalUniversitytoimproveTeachingandLearning (T&L)effectiveness.
Method Questionnaireswerecompletedbystudentsofsemester4,BPharm(Hons)andBSc(Hons)PharmChemprogrammes.Participantswereaskedtorespondtoasetof20statementscategorizedunder10perceptualdomains(perceivedeaseofuse,perceivedusefulness,perceivedengagement,perceivedcredibility,perceivedlearningeffectiveness,perceivedsatisfaction,perceivedself-efficacy,perceivedenjoyment,perceivedbeliefs,andbehaviouralintention).StudentsrespondedtoafivepointLikertscalerangingfromstronglyagreetostronglydisagree.
Results Aresponserateof75.46%(123/163)wasachieved.Morethan70%ofthestudentsexpressedpositiveperceptionforall10domains.Highestpositiveresponses(with>80%ofthestudentsagreeingorstronglyagreeing)wereobtainedfor:perceivedeaseofuse(87.75%),perceivedlearning-effectiveness(86.72%),behaviouralintention(85.46),perceivedself-efficacy(84.94),perceivedenjoyment(82.49)and
perceivedsatisfaction(80.78).Moduleevaluationscoresandstudentperformanceimprovedpost-implementationofORBITASincomparisontoprevious5years.
Conclusion ORBITASwaswell-acceptedbythestudentsandresultedinimprovedT&LeffectivenessinMedicinalChemistrymodule.
Keywords OnlineLearning,MedicinalChemistry,Online Resource-Based Instructional Training&AssessmentStrategy.
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P-FRC03 The Mediating Effect of Student Satisfaction for the Relationship between E-Learning Quality and Learning Outcomes in Nursing Undergraduates: A Pilot Study
Chang Woan Ching1 and Than Soo Nyet2
1International Medical University, Malaysia 2UCSI University, Malaysia
BackgroundElectroniclearning(e-learning)isbecominganimportantinstructionaltoolacrossbroadrangeofprogrammesinhighereducationalinstitutions.E-learningwithblendedmodeapproachismakingitpossibleandflexibleforworkingnursestoadvancetheirstudyandcontinuetheirprofessionaldevelopmentforlife-longlearning.Thispilotstudyaimstoexaminetheeffectofe-learningqualityonstudentsatisfactionandlearningoutcomes.
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MethodPartialleastsquareapproachwasusedtoanalysethepotentialeffectbetweenrelationshipsinvariables.
ResultsFindingsrevealedthatdimensionofsystemqualityandservicequalityhasasignificantrelationshiponstudentsatisfactionandlearningoutcomes.Mediatingeffectofstudentsatisfactionontherelationshipbetweene-learningqualityandlearningoutcomesissupported.
ConclusionUnderstandinglearningenvironmentalneedsamongworkingnursesiscrucialindevelopingacrediblelearningexperienceine-learningnursingeducation.
KeywordsE-LearningQuality,StudentSatisfaction,LearningOutcomes.
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P-FRC04 Perceived Educational Environment among USM Undergraduate Medical Students in School of Medical Science USM (Malaysia) and USM-KLE (India)
Siti Aishah Shuib1,NikMohdRizalMohdFakri1, Chetana.P. Hadimani2, Muhamad Saiful Bahri Yusoff1 and Anisa Ahmad1
1Universiti Sains Malaysia, Malaysia 2 USM-KLE International Medical
Programme, India
BackgroundEvaluation on educational environment is avitalprocedureinanewcurriculumaftermajorimplementationstookplace.WithDundeeReadyEducationalEnvironmentMeasure(DREEM),thisstudygainedinformationontheareaofstrengthsandtheneedforimprovementinthecurrentcurriculumoftwoUSMmedicalschoolswhichsharedsameoverarchingcurriculum,theSchoolofMedicalSciences(SMS)USM,MalaysiaandUSM-KLE(KarnatakaLingayatEducationSociety)InternationalMedicalProgram,India.
MethodAcross-sectionalstudywasconductedfromSeptember2018toOctober2018on575undergraduateUSMmedicalstudents.TheDREEMwasself-administeredinbothlocationsaccordingtothephasesofstudybyusingstratifiedrandomsamplingmethod.Independentt-testwasusedinstatisticalanalysis.Schoolandethicalclearancewereobtainedpriortothestudy.
ResultsAtotalof554undergraduateUSMmedicalstudents(Malaysia=327andIndia=227)completedthisstudy.ThetotalDREEMscoreofUSM-KLEundergraduatemedicalstudentsshowedsignificantlymorepositive,141.62(14.85)ascomparedtostudentsinSMSUSM,137.13(15.98).Furthermore,DREEMhaddetectedthatthepre-clinicalstudentsperceivedsignificantlymorepositivecomparedtotheclinicalstudentsinallfivedomainsinSMSUSMwhile3/5domainsinUSM-KLE.Femalestudentsshowedsignificantlymorepositiveresponsesontheirlearningandtowardstheirteacherscomparedtothemalestudents.
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ConclusionThereareimprovementsonnumberofstrongareasinthenewimplementedcurriculum.Overall,undergraduateUSMmedicalstudentsappraisedtheUSMmedicalschoolsasmorepositivethannegativepertainingtothefivedomains:learning,teachers,academic,atmosphereand social.
KeywordsEducationalEnvironment;UndergraduateMedicalStudents;NewCurriculum.
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P-FRC05 Portfolio as a Tool to Promote Students’ Reflection
Sulistiawati Sudarso Mulawarman University, Indonesia
BackgroundReflectionisimportanttoimprovestudentknowledgeandawareness.Onemethodthatcanstimulatereflectionisportfolio,whichconsistofstudent’slearningactivitiesandachievement.Thisstudyaimedtodeterminetheimpactofportfoliosasareflectionmethod.
MethodsTheresearchwasconductedatFacultyofMedicine,MulawarmanUniversity.Thisresearchusedquantitativeresearchdesignwithcrosssectionalapproach.Atotalof83respondentswereinvolvedinthestudy.Firsttherespondentwasgivenanexplanationabouttheprincipleofmakingaportfolio.Respondentspracticedingroups
tocreateportfoliosundertheguidanceoflecturersandpresentedtheirwork.Lecturerprovidedfeedbackonstudentpresentations.Studentswereassignedtomakeportfoliosindividuallyandweregivenfourweekstocompleteit.Portfoliowritingwaslimitedto1000words.Afterthat,studentswereaskedtofilloutaquestionnaireregardingtheirexperienceduringportfoliowork.Likertscalewasusedinourquestionnairewithscoringasfollow:1forstronglydisagree,2fordisagree,3forneither,4foragreeand5forstronglyagree.Morethanhalfofthestudents(65.1%)stronglyagreedthattheportfoliohelpedstudentsforreflection.Studentsalsostronglyagreedthattheportfoliohelpedthemtoknowtheirimprovementinknowledge(54.2%).Theyalsostronglyagreedthattheportfoliohelpedthemtoknowtheimprovementofskills(48.2%).Meanwhile,asmanyas77.1%ofrespondentssaidtheystronglyagreedthattheportfoliohelpedthemtoplanforfutureaction.
Results Highest(97%)scoreachievinginstructionwasinformingthelearneroftheobjectiveswhilelowest(70%)scoreachievinginstructionwasprovidingfeedback.Participantsgrantedthatthetrainingwaswellorganizedandprepared,usefulandrelevant to their work.
ConclusionsWecanconcludethatportfoliocanstimulatestudentreflection.
KeywordsPortfolio,Reflection.
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ABSTRACT NUMBER:
P-FRC06 Medical Student Perceptions of the Value of Learning Psychiatry in Primary Care Settings in Penang, Malaysia
Arokiamary Bharathy1, Vincent Russell2, Mary Clarke2, Loo Ching Ee3, Elaine Byrne2 and Susan Smith2
1Penang Medical College, Malaysia 2Royal College of Surgeons in Ireland, Ireland 3Seberang Jaya Hospital, Malaysia
BackgroundCommonmentaldisorders(CMDs)e.g.depression,anxietydisordersandits’ co-morbiditywithchronicphysicalillnessarepresentinprimarycaresettings. Primarycareoffersanidealsettingfordevelopingbasicclinicalskillandattitudes in mental health care for medical undergraduates.Thispotentialasalocus forundergraduatelearninginpsychiatry hasbeenrecognisedbutrarelyevaluated.
AimOurstudyaimedtodeterminetheeducationalvalueofclinicalpsychiatryplacementsinprimarycaresettings,fromtheperspectiveoffourthyearmedicalstudentsataMalaysianmedicalschool.
MethodMedicalstudentsinsmallgroups,accompanyinganacademicpsychiatristtotwogovernment-operatedprimarycareclinics,performedsupervisedhistory-takinganddiagnosticassessments.
Learningexperienceswereevaluatedthroughananonymouson-linequestionnairesurveyandfourfocusgroupinterviews,eachwith8-10participants.QuantitativestatisticalanalysisusedStata(version13)andfocusgrouptranscriptswerethematicallyanalysed.
ResultsOfthetotalclassof113students,93(82%)completedtheon-linesurvey,79(85%)felttheprimarycareexperienceexceededtheirexpectationsandofferedadditionallearningexperienceincomparisontoothercommunityhealthsettingsattended(88%).FocusgroupthematicanalysisrevealedadvantagesoverotherlearningsettingsarisingfromcontactwithpatientswithundiagnosedCMDswithmedicalcomorbidities.Studentsreportedimprovedconfidenceindiagnosingmentaldisorders inprimarycarepatients.
ConclusionActiveparticipationinaprimarycarepsychiatryconsultationserviceprovidesaddededucationalvalue,especiallyinrecognisingcommonmentaldisordersthatpresentinpatientswithothermedicalconditions.Ourfindingssuggestthatsupervisedlearningopportunities,on-site,inprimarycaresettingsshouldbeprovidedasaroutinecomponentoftheundergraduatepsychiatrycurriculum.
KeywordsMedicalStudents,Consultation-LiaisonPsychiatry,PrimaryCare.
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ABSTRACT NUMBER:
P-FRC07 Generic Competencies Bridging between ASEAN Medical Universities in TA-SE Tuning Project and University of Medicine, Mandalay, Myanmar
Hla Moe, Aye Aye Chit and Khin Maung Lwin
University of Medicine, Myanmar
BackgroundTheTuningTA-SEProject(TTP)designedtodevelopmedicaleducationalprograminSouthEastAsiaCountries.TheTTPmademeta-profileconsistsof13genericcompetencies(GCs)inconsultationwithmemberASEANmedicaluniversities.
MethodTheGCsofMBBSgraduatesfromtheUniversityofMedicine,Mandalay,Myanmarweremappedtometa-profileofTTPinconsultationwith120respondents:academics,employers,studentsandgraduatestocompareandrateimportanceandachievement.
ResultsAllof13GCswereratedabove3.TwoGCswere:Abilitytoupholdprofessional,moralandethicalvalues,Abilitytoapplyknowledgeintopracticeandthebottomtwoachievementcompetenciesareabilitytoinitiate,plan,organize,implementand evaluate course of actions. and abilitytodemonstrateresponsibilityandaccountabilitytowardsthesocietyandenvironment.Thehighestgapcompetencywasabilitytoconductresearchon
importanceversusachievement.ThecorrelationcoefficientofGCsbetweenfourgroupsofrespondentswasnotsignificantlydifferentandrankingofGCsarealsosimilar.
ConclusionThereisnecessarytochangelearning/teachingstrategiestoreducethegapofimportanceandachievementatUniversityofMedicine,Mandalay,Myanmarin-linewithGCsforASEANmedicaluniversitiesdevelopedbyTTP.
KeywordsGenericCompetencies;Importance;Achievement.
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P-FRC08 Inclusive Practices in Chilean Health System: Is it Necessary to Change the Curriculum? Olga Matus-Betancourt, Javiera Ortega-Bastidas,CristhianPerez-Villalobos,CamilaEspinoza-Parcetand Mary Jane Schilling-Norman
University of Concepcion, Chile
Background Historically,therehavebeenchangesinsociocultural characteristics and social identificationofthosewhoaccessChileanHealthSystem(HS).Suchsystemmustbeabletoprovideinclusive-caretoallusers.InHealthSciencesthereislittleevidencetostudythisphenomenon,consideringnewinclusionpoliciesrelevanttotrainingofHealthProfessionals(HP),sincetheirgraduatesmustbeabletoacceptpatients’diversity.
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ObjectivesToanalyzethedecisionmakingofHPin thecareofusersbelongingtominorities in Chile.
Method Qualitativestudy,basedonStrauss&Corbin’sGroundedTheory(2002).Participants:10teachersand23studentsofhealthprograms.Twogroupand13semi-structured interviews were conducted. Analysis:constantcomparisonmethod,uptoaxialcodinglevel,usingAtlas-ti7.5.2.
Results Accordingtotheinterviewees,thephenomenonofcaretominoritiesintheHS,considers:context(changesincountry’simmigration,careofminoritieslegislation),background(professional-trainingprocess,personalelements,HSaccess),interveningfactors(patient-characteristics,HPpersonalbeliefsaboutdiversity),actionstrategies(access-toandinterpretation-ofprotocols/policiesthatguideminorityhealthcare),consequences(useofintuitionforminoritiescare,minoritiesdiscrimination/inclusion,userabandonmentofHS,needtomodifytraining-programs).
Conclusion Studiesreportadvancesininclusive-careofpatientswithdisabilities,butnotforotherminorities.Nationalcare-protocolsforotherminoritiesarenotinclusive,beinginsufficienttomeetrequirementsofpersonsbelongingtominorities.SomeHPareunawareofprotocolsforminorities-care,suchasimmigrant-ethnic-sexual-dissidentsanddonotknowthecultures/conditionsofusers,whichaffectsinclusivecareofminorities.Educationaltraining
doesnotprepareHPtorespondinclusivelytousersbelongingtominoritiessuchasmigrant/ethnic/sexual-dissidents.Nationallegislationlacksup-to-dateandappropriateprotocolstodealclinicallywithcasesofsuchminorities,causingHPtoimprovisecarefortheseusers.So,medicalcurriculashouldbechangedtotrainHPproperly.
KeywordsCurriculum,Inclusion,HealthSystem.
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P-FRC09 Average Difference of Grade Point Average based on Admission Path of University on Medical Student –Universitas Andalas
Rahmat Ilham, Laila Isrona and Eka Nofita Andalas University, Indonesia
BackgroundAcademicachievementisinfluencedbytwofactors,i.e.internalandexternalfactors.Oneoftheexternalfactorsistheadmissionselectionsystem.TheuniversityselectionsystemusedareSNMPTN(notest),SBMPTN(nationaltest),andMandiri(universitytest).ThisstudyaimstodeterminethedifferencesinlearningachievementbasedontheselectionpathtotheMedicalDoctorStudyProgram(MDSP),AndalasUniversity.
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MethodThedesignoftheresearchiscrosssectionalapproachItisanalyzedbyusingOneWayANOVAtest.TheresearchsamplearestudentsoftheMDSPAndalasUniversityregisteredyear2012till2016.Thereare340medicalstudents.Techniqueofsampleretrievalisdonebyusingproportionalrandomsamplingmethodandsampleretrievalforeachclassesisdonebyusingsimplerandomsamplingmethod.SourceofsecondarydataareGPAofstudentsatthe4th semester and documentation of student admissionpath.
ResultsBasedontheresearch,thestudentswhoarefromSNMPTNprogramhadthehighestaverageGPA(3.12).Meanwhile,GPAofSBMPTNstudentswas3.07andGPAofMandiristudents’was3.04withsignificancelevelp=0,004.
ConclusionFinally,thereisthedifferenceofmedicalstudent’sGPAfromdifferentstudentsadmissionpath.StudentsfromSNMPTNprogrammehadthehighestaverageGPAthan others.
KeywordGPA,StudentAdmissionPath.
Professionalised Teaching Workforce
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P-PTW01 Impact of the Universiti Sains Malaysia Medical Education Programme on its Graduates
FaizaHasanAnsari1, Evelyn Tai Li Min1,ShazrinaAhmadRazali2, AhmadFuadAbdulRahim1 and Muhammad Saiful Bahri Mohamad Yusoff1
1Universiti Sains Malaysia, Malaysia 2Universiti Malaysia Sarawak, Sarawak
BackgroundAbackgroundinmedicaleducationisincreasinglybecomingapre-requisiteforacademiciansinhigherinstitutions.InMalaysia,however,themajorityoflecturerslackthisfoundation.Recognizingtheneed,UniversitiSainsMalaysia(USM)tookmeasurestobridgethisgapbypioneeringtheMalaysianMastersofScience(MSc)inMedicalEducationprogramme.
ObjectiveToevaluatetheimpactoftheMSc(MedicalEducation)programmeonitsgraduatessinceinception.
MethodsAsemi-structuredweb-basedsurveywasadministeredtoallgraduatesoftheUSMMSc(MedicalEducation)programme.Questionsinvolveddemographics,academicqualifications,previouspositionandinstitution
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atthepointofjoiningtheprogram,currentpositionandinstitution,andnumberofpublicationstodate.Respondentswerealsoaskedquestionsabouttheirperceptionofthebenefitsofthisprogrammetothemselvesaswell as their institutions. Results: There were a totalof30graduatesfrom2003to2017.Themajorityhadabasicmedicaldegree.Generally,theperceptiontowardsthisprogrammewasoverwhelminglypositive,withgainscitedincareer,researchandpersonaldevelopment.
ConclusionTheMSc(MedicalEducation)programmecontributedpositivelytotheholisticdevelopmentofitsgraduates.Academiciansshouldbeencouragedtoinvestinafoundation of medical education.
KeywordsMedicalEducation,FlexiMed,MasterUSM.
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P-PTW02 Impact of an Educational Training Programme on Knowledge, Attitude and Perceived Barriers of Community Pharmacists towards Obesity and Overweight Management in Kuala Lumpur, Malaysia
Rohit Kumar Verma1, Thomas Paraidathathu2, Nur Akmar Taha3 and Wei Wen Chong4
1International Medical University, Malaysia 2Taylor’s University, Malaysia. 3 Cyberjaya University College of
Medical Sciences, Malaysia. 4Universiti Kebangsaan Malaysia, Malaysia
BackgroundIncreasedtrainingandcertificationofpharmacists,changesinthetraditionalpharmacybusinessmodeltoutilizepharmacistsinpatientcareservicesandcounsellingandminimizedispensatoryroles,andincreasedmarketingofpharmacyservicestopatientsarenecessary.
MethodsThisstudywasconductedonasinglecohortofcommunitypharmacists.Communitypharmacistswererecruitedtoundergoabrieftrainingconsistingofaone-dayworkshoponthemanagementofobesityandoverweight.Aquestionnairetoolwasusedtoassesstheimpactofthetrainingontheknowledge,attitudeandperceivedbarriersofparticipantsimmediatelypost-workshopandafter30daysofthetraining.
ResultsThirtycommunitypharmacistsattendedtheone-daytrainingprogramme.Theoverallmeanknowledgescoreincreasedbothimmediatelyafter(14.93±1.62)and30daysfollowingtheintervention(17.04±2.51).Moreover,theirattitudestowardsweightmanagementappearedtoimprove,asreflectedbytheirresponsesonthefollowingstatements:“IthinkIamprofessionallycompetenttotreatpatientswithBMImorethan30kg/m2”(M=3.13vs.M=3.63vs.M=4.04forpre-,immediatepost-,and30-daypost-intervention,respectively,p=0.013andp=0.001)and“IthinkadultswithBMIabove30kg/m2shouldbeofferedanti-obesitydrugs”(M=3.47vs.M=3.97vs.M=4.48forpre-,immediatepost-and30-daypost-intervention,respectively,p=0.007andp=0.001).Theinterventionalsohadpositiveimpactonthecommunitypharmacists’perceivedbarrierstowardsobesityandoverweightmanagement.
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ConclusionThestudyfindingsshowedthatabriefeducationaltrainingprogrammecouldleaveapositiveimpactoncommunitypharmacists’knowledge,attitudesandperceivedbarrierstowardsobesityandoverweightmanagement.
Keywords CommunityPharmacists,EducationalTrainingProgramme,ManagementofOverweightandObesePatients.
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P-PTW03 Teachers’ Perception on What Makes Teaching Excellence: Impact of Faculty Development Programme
Abdus Salam and Masran Bin Mohamad
Widad University College, Malaysia
BackgroundFacultydevelopmenthasbeenconsideredtoplayapivotalroleinsustainingacademicvitalityinmedicaleducation.Theseprogrammesexertapositiveeffectoninstitutionalclimate.TheobjectiveofthisstudywastoevaluatetheperceptionofparticipantsonTeachingMethodology preandpostattendingfaculty developmentworkshop.
MethodAfacultydevelopmentworkshopwasconductedinNovember2018atWidadUniversityCollege,Malaysia.Atotalof27teachingprofessionalsfromdifferent
facultiesattendedtheworkshop. Asurveyinstrumentwasadministeredtotheparticipantstoratetheirperceivedknowledgebeforeandafterattending theworkshoponnineworkshop-items. A5-pointLikertscalewasusedtoassessthedata.Thedatawerethencollated,analysedandpresentedasmean(SD)withsignificantdifferencesatp=0.05orless.
ResultsTheresponseratewas70%(20/27).SixtysevenpercentoftheparticipantswerefromFacultyofMedicine,52%weremale,48%possessed3-10yearsofteaching-experienceand8%possessed>30yearsteaching-experience.Perceivedsatisfactiononnineevaluationitems,revealedsignificantincrementafterattendingtheworkshop.Thescoresvariedfrom3.05to3.75inthepre-workshopwhileitwas4.15to4.40inthepost-workshopevaluation.Theoverallusefulnessoftheworkshopwasratedasexcellentandgoodby95%oftherespondents.
ConclusionThestudyconcludesthattheworkshopwaseffective. There is a need for well-trained facultyastherewillbenocurriculumdevelopmentwithoutfacultydevelopment.Leadersinhighereducationshouldgivedueimportancetoimplementregularfacultydevelopmentprogrammesbywell-trainedtraineracrossalllevelsoffacultytoensureasustainableeducationalandorganizationaldevelopmentaimedtoproducequalityprofessionals.
KeywordsFaculty,Development,Impact.
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P-PTW04 Perception Differences Among UKM Medical Students Towards Educational Environment
Nurul Husna binti Ahmad Rahman Pusat Perubatan Universiti Kebangsaan Malaysia, Malaysia
BackgroundSince2008,therearetwomainacademicmedicalprogramsinUniversitiKebangsaanMalaysia(UKM)whichare;themainstreamUKMandthetwinningUKM-UNPAD(UniversitasPadjajaran).Themedicalstudents who are in these two academic programsundergodifferentpreclinicalyearsbuthavingsimilarexperienceofclinicalyearsinUKM.Thiswarrantastudytounderstandthestudents’perceptiontowards their educational environment in order to meet their needs which are importantforaneffectivelearningto occur.Theobjectivesofthisstudyaretostudytheoveralleducationalenvironment statusinUKMmedicalprogram, to ascertain the educational environment status at two different main academic programsinUKMmedicalprogramand toexplorethecommonareasofconcern ineducationalenvironment,sharedby thesetwoprograms.
MethodTheresearchdesignusedinthisstudyiscrosssectional(surveydesign),usingDundeeReadyEducationEnvironmentMeasure(DREEM)inventory.
ResultsThe mean score of the two main academic programs;UKMandUKM-UNPADwere182.46/200and175.19/200respectively,indicatingthattheeducationalenvironmentinmedicalcourseUKMwereexcellent.Independentt-testshowedsignificantdifferencesbetweenUKMandUKM-UNPADbetweenmeanscoresofglobalscores, SPoL(Students’PerceptionsofLearning)andSASP(Students’AcademicSelf-Perception);whereperceptionamongUKMmedicalstudentswerenotedtobehigherthanUKM-UNPADcounterparts.
ConclusionOverall the students across these two mainacademicprogramsperceivedtheeducationalenvironmentinUKMpositively.However,therearestillaspectsoftheeducational environment that could beimproved.
KeywordsEducationalEnvironment,MedicalStudent,DREEM.
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P-PTW05 Learning Model of Medical Humanities, Ethics, Laws, and Professionalism: A Pilot Study Rima Kusuma Ningrum and AASA Santhi Surningrum Universitas Warmadewa, Indonesia
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approachandstrategyforstudentstobeabletohavetheknowledge,attitudes,andbehaviour of those.
KeywordsLearningModel,Humanity,Professionalism.
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P-PTW06 Evaluation of General Medicine Teacher Cultivation Program: A Preliminary Study
Yen-Yu Chen, Chien-Hui Pan and Chiung-Yu Chen
National Cheng Kung University Hospital
BackgroundThestudyaimstoevaluatethelearningeffectivenessofthegeneralmedicineteachercultivationprogram.
MethodThetotaltrainedteachersareforty-eight (28inNCKUhospital,20inotherhospitals). WeapplyKirkpatrickevaluationmodelinthisstudy.LevelI,ReactionLevel, weusesatisfactionsurveytounderstandthereactionoftrainedteachers.LevelII,LearningLevel,weusepre-classand post-classtestandthreeevaluation methods in the medical demonstration filmstoevaluatethetrainedteachers’degreeoflearning.LevelIII,BehaviorLevel,weusequestionnaireandmedicalrecordsmodificationtounderstandthetrainedteachers’degreeofapplicationwhentheyarebackonthejobafterclasses.
BackgroundItisanobligationtounderstandand applyhumanities,ethics,laws,andprofessionalisminmedicalpractices. Theseaspectsneedagoodapproach andstrategytoteach.Thisstudyaimed toexplainthelearningmodeland studentachievementofhumanities, ethics,laws,andprofessionalismcompetencyinFacultyofMedicineandHealthSciences,UniversitasWarmadewa.
Method78medicalstudentsofacademicyear2015/2016and81medicalstudentsofacademicyear2016/2017whounderwentBlock2.5MedicalHumanities,Ethics,Laws,andProfessionalismforfourweekswerechosenasparticipants.Thelearningactivitiesweretutorial,casedebate,fieldworktoSLB,observehealthserviceinhospital,casestudyofdoctorwhoinvolvedinlawscandal,andinterviewadoctorwhopractices.Attheend,therewereevaluationmeetingswithstudentsandtutorsoftheblockasqualitativedata.Thefinaltestoftheblock,heldattheendofweekfourisintheformofmultiple-choicequestionswithcase-based scenario.
Results The mean of students’ achievement for academicyear2015/2016was72.49(SD7.45)andacademicyear2016/2017was67.85(SD6.01).Studentsinbothgroupswereenthusiasticinexperiencingthelearningactivities.Tutorsalsoappreciatedthelearninginnovationinordertoincreasetheunderstandingofhumanities,ethics,laws,andprofessionalism.
ConclusionThelearningofmedicalhumanities,ethics,laws,andprofessionalismneedsspecial
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ResultKirkpatricklevelI,theresultofthesatisfactionsurveyishighlyto98.7%.KirkpatricklevelII,thereissignificantincreaseinallaspectsofknowledge,skills and attitude for the trained teachers aftertheteachercultivationprogram.Thereishighlyconsistencybetweenthetrained teachers who use three evaluation methods in the medical demonstration films.KirkpatricklevelIII,the85.3%trainedteachersusuallyusethecontentsofACGMEinteaching,andthefrequencyofusingsixcorecompetenciesmorethanonceamonthonout-patientclinicteachingreaching51%,onwardteachingreaching63%, onacademicteachingreaching48%, andonotherteachingreaching22%.
ConclusionsTherefore,wecancontinuetoorganizetheteachercultivationprogramtoinspiremoreclinicalteacherstoparticipateinthisprogramactivelytoincreasetheirteachingabilitiesofgeneralmedicine.
KeywordsGeneralMedicine,TeacherCultivationProgram,SixCoreCompetencies.
Digital Fluency
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P-DF01 Leveraging Reliability and Versatility of Cloud-based Apps to Foster Critical Thinking and Collaborative Skills in Synchronous Learning Environments
Sreenivasa Rao Sagineedu International Medical University, Malaysia
TheIndustrialRevolution4.0hasgivenanewimpetustoeducationaltransformation.Irrespectiveofdiscipline,Education4.0aimstoproducehighlycreativegraduateswiththeabilitytothinkcritically.Theneedforcriticalthinkingandcollaborativeskillswillbemoreimportantthaneverinordertoremainrelevantintheeraofrapidchanges.TheseskillsstandatthetopofBloom’staxonomyanddemandintensivehands-onlearningsessionswithreal-timecollaborations to achieve the intended outcomes.SolvingunknownchemicalstructuresusingNMRspectroscopyisoneofthemostchallengingskillstoacquireinchemicalandbiologicalsciences,giventhecomplexityofthedisciplineandtheintellectual(criticalthinking)skillsnecessarytosolvespectroscopyproblems.Inatraditionalclassroomsetting,learnerswillhavetheopportunitytointeractwithpeersandinstructorsandcollectivelyworktogetherinsolvingthestructuralproblems.However,creatingsimilaropportunitiesfosteringcollaborativecriticalthinkingskillsinanonline(synchronous)environment
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isdesignedforcognitivedomaintowardsenhancingthebasicknowledgeinanatomy,physiologyandbiochemistryformedicalandalliedhealthstudents.Themainobjectiveofthisappistodevelopanewcomprehensivemethodofe-learningusingdigitalmediafortheundergraduateandpostgraduatestudentstoenhancetheirknowledge, skillsandproductivity.
PABZAappworksasawebsiteandalsosmartphoneapplication.TheappisbasedoncuratedgraphsandanimationsforteachingpurposeapplyingtheRILEAZ(ZtoA)teachingmethod.ThenovelprinciplesofRILEAZareimplementedforlearning,understandingandrecallingtheanatomy,physiologyandbiochemistrysubjects.Theconceptualgraphicsareusedascomplementarywaystoenhancemotivation,attentionandrecalloftheimportanttopicsinthesethreemostimportantfoundationsubjectsinmedicineandalliedhealth.Itiscomplementedwithstorytelling,whichcouldbeincorporatedintotheexistingtraditionalteaching.
ConclusionThisPABZAappisutilizingdigitalmediaandtargetingthecognitiveaswellasaffectivelearningdomainsunderlife-longlearninganditisasteptowardsthevirtualworld.Itisstillintheearlyphaseofthecontentdevelopment.Inthefuture,wecouldimprovetheappbyprovidingintegratedcontentofthesubjectsinsteadofseparatetopicsforeachdiscipline.ComparativestudyofPABZAwiththetraditionalmethodsanditscognitiveimpactwillbeconductedtoproveitseducationalbenefit.
KeywordsPABZA,App,E-Learning.
couldbeachallengingtask.Withtheaimofmeetingthisobjective,variousweb-applicationsofferingvirtualclassroomlikefunctionalityhavebeenexploredfortheirreliabilityandversatility.GoogleSlides,partofGoogledriveservices,emergedasapromisingtoolofferingatrulydistributedreal-timecollaborativelearningplatform.On-topofthat,itsfunctionalityisblendedwitheaseofuse,betterintegrationandreliability.Advancesincloudcomputinghaveprovidedendlessopportunitiesforseamlesscollaborationandcreativity.
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P-DF02 Enhancing Cognition in Basic Medical Sciences via PABZA
AtifAB,TgFatimahMurniwatiTM,YasrulIzadAB,AsmaHand Lakshmi A
Universiti Sultan Zainal Abidin, Terengganu
BackgroundThe Fourth Industrial Revolution (4IR) embedstechnologiesinhighereducation.Thushigherinstitutionsmustnurturefuture-proofgraduateswhoarepreparedforthevirtualworldandsophisticateddigitalmedia.Furthermore,MalaysianHigherEducationProgrammes(MyHE)4.0promotesthewebasanopenglobalcurriculumandeducatorsasresourceguidesinembracingthe4IR.
DescriptionPhysiologyAnatomyBiochemistrythroughZtoA(PABZA)isanapplication(app)which
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P-DF03 The Use of ICT and Preferred ICT-based Practices in Relation to CPD Among Government Medical Officers in a District in Sri Lanka: A Pilot Study
Amaratunga E.A.A.P1, Mendis K2 and Marambe K.N1
1University of Peradeniya, Sri Lanka 2University of Kelaniya, Sri Lanka
BackgroundSriLankalacksafairsystemfortheprovisionofCPDandthecurrentsystemneedstobeimprovedinsuchawaythatitprovidesequalCPDopportunitiestoallmedicalofficers,especiallythoseworkinginperipheralhospitals.TheuseofInformationCommunicationTechnology(ICT)maybetheanswertomanyoftheproblemsidentifiedinpreviousresearch.
Objective ToexplorethecurrentuseofICTandthepreferredICT-basedpracticesinrelationtoCPDamongGovernmentMedicalOfficersintheKegalledistrictinSriLanka.
MethodologyThispilotstudywascarriedoutamong20Non-SpecialistGovernmentMedicalOfficersworkinginperipheralgovernmenthealthcare institutions in the Central Province in SriLanka.Datacollectionwasthroughavalidatedself-administeredquestionnairedistributed‘in-person’.
ResultsTheresponseratewas85%.Mostoftherespondentsweremales(59%)fallingtoamedianagegroupcategoryof35-45years.Majorityofdoctors(76%)ownedbothasmartphoneandlaptopandmostparticipantshadaccesstoprinters,DVDs,VCDs,TelevisionandRadio.However,only23%usedadesktopcomputer.
Majority(76%)usedtheinternetdailyandallparticipantsusedaportablepersonaldevice(eithermobileorlaptop)toaccessit.BroadBandwasthemostcommontypeofinternetconnectionused(70%).Lackofconnectivityanddifficultywithdownloadingmaterialwerethemostcommonproblemsencountered.However,majorityofparticipantsidentifiedtheseasoccasionalproblems.Themostpopulare-learningmethodsforCPDpurposesincludewebsites(88%),onlinejournals(76%)andYoutube(82%).Mostparticipants(64%)statedascoreof6oraboveastheirself-perceivedconfidenceincomputerskills.Freewebsites(100%),e-mails(88%),youtubechannels(82%)mobileapps(82%)wereamongthemostpreferredmethodsforreceivingeducationalmaterial.TV(23%)andRadiobroadcasts(23%)wereamongtheleastpreferred.MOODLE(64%)andpodcasts(58%)wereunknowntomostparticipants.
ConclusionMostgovernmentmedicalofficersworkinginthechosenperipheralhospitalsintheKegalledistricthaveaccesstoelectronicdevicesandpossesstheknowledgeandskillneededtoreapthebenefitsofanonlineCPDprogram.However,technicalissuessuchaslackofconnectivitycanbean occasional barrier in certain locations. Therefore,developersofanonlineCPDprogramneedtoconsidermakingthese
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Method Pre-class students viewed relevant videos. In-class,studentsrotatedthrough3stations,eachstationinvolvingclinicalmicrobiologycasesfromvariousbodysystems.Differentstudentresponsesystemswereusedineachstation,namelyclickers,Kahoot!andwhiteboard/marker.Post-class,teachingexperiencewasevaluatedusinga5-pointLikert-scalequestionnaire.DatawasanalysedusingSPSS.Kruskal-WallisHtestwasdonetodetermineifthereweresignificancedifferencesbetweenthe3groups.
Results Overall,studentsenjoyedthisuniquelearningexperienceandwouldlikemoreteachingstructuredinthismanner.Theystronglyfeltthatcase-basedlearningenhancedtheirknowledgeandclinicalrelevanceofMicrobiology.StudentshighlyvaluedclickersandKahoot!astoolstoreceiveandprovideinstantfeedback,promotinggreaterinteractionandconceptunderstanding.
Conclusion Thestation-rotationmodelinvolvingcase-basedlearningandutilizingstudentresponsesystemprovidedauniquewaytolearningMicrobiology,complementingtraditionalteachingstrategies.ItfosteredcollaborativelearningandsupportedactivelearninginMicrobiology.Thetransitioningbetween stations allowed students to refreshtheirthoughts,makinglearningprocessmoreengagingandenjoyable.
KeywordsStudentResponseSystem,Case-BasedLearning,ClinicalMicrobiology.
flexibleintimeandaccessibility,utilizingmultipledeliverymethodstakingintoaccountthemostpreferredmethodsofthetargetpopulation.
KeywordsCPD,E-learning.
Openness to Education Innovation
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P-OEI01 Using an Innovative Teaching Approach to Enhance Students’ Learning Experience in Clinical Microbiology
Amreeta Dhanoa, Parasakthi Navaratnam and Cheong Yuet Meng
Monash University, Malaysia
Background Inthecurrentcurriculum,Microbiologyistaughtprimarilybymeansofdidacticlectures.Whileitmightappeareffectiveforconveyinglargeamountsofinformation,passivelearningencouragesrotelearning.As21stcenturystudentsaresoimmersedindigitaltechnology,introducingteachingmethodsthatpromoteclassroomengagementanddeliveringcontentusingdigitaltechnologymakeslearningmoreengagingandeffective.Hence,wedesignedateachingmethodincorporatingcase-basedlearning,digitaltechnologyandstation-rotationapproachforteachingMicrobiologytosecond-yearmedicalstudents.
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P-OEI02 Towards Adopt Active Learning Style in Ophthalmology Undergraduate Teaching
ShazrinaBtAhmadRazali1,2, Evelyn Tai Li Min1,NurhanisSyazniRoslan2, Jamilah Al-Muhammady Mohammad1 and Muhamad Saiful Bahri Yusoff1
1Universiti Sains Malaysia, Malaysia 2Universiti Malaysia Sarawak, Malaysia
BackgroundTheMalaysianundergraduateophthalmologycurriculumistraditionallytaughtbymeansofdidacticlecturesorstudent-presentedlectures.Thedownsideofthesemethodsarethatthemajorityofstudentsarepassiverecipientsofknowledge.Objective:Toevaluateatechniqueofactivelearninginvolvingacombinationofcollaborativelearning androleplayinundergraduateophthalmologyteaching.
MethodAnexplanationofthestudydesignandexperimentalmethodsused.Methods:Thiswasapilotexploratorymixedmethodstudy.Acohortof224thyearundergraduatemedical students was divided into two groups.Eachgroupwasgivenadifferentsetofcommoneyeconditionstostudyforonehour.Subsequently,thestudentswerepaired;eachpairconsistedofonestudentfromeachgroup.Theytookturnsbeingthesimulatedpatientandthedoctor.Each“consultation”took5minutes.Theaimofthegamewasforeachpairtoarriveata
correctdiagnosisforeachoftheconditionstested,whichwouldrequirecommunicationbetweenthe“patient”andthe“doctor”.Studentperceptionsofthesessionwerethenevaluatedusingasurveyinstrumentandfocusgroupdiscussions(FGD).
ResultsMore than half the students had never beforeexperiencedthisstyleoflearning.Themajoritybelievedthisteachingmethodwasclinicallyapplicable(90.9%),improvedunderstanding(86.4%),increasedknowledgeretention(86.3%),enhancedtheirinterestinophthalmology(90%),andincreased their motivation for self-directed learning(81.8%).ThemesgeneratedfromFGDincludedincreasedlearningautonomy,enhancedlearningexperience,enrichinginteraction,andneedforanoptimallearningenvironment.Challenges includeddifficultycoping,aswellas timeandspaceconstraints.
ConclusionActivelearninginophthalmologyhasthepotentialtoenhancethelearningexperienceinophthalmology.Furtherstudiesarerequiredtooptimizedeliveryofthis learningstyle.
KeywordsActiveLearning,UndergraduateOphthalmology.
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p<0.001;secondarysurvey7.8vs5.4,p<0.001;pelvicbinding7.8vs5.0,p<0.001;cervicalspinecollarIncreasedconfidenceofmedicalstudentsintraumaresuscitationbyatraumabootcampapplication7.9vs5.9,p<0.001;splintingoffractures7.6vs5.4,p<0.001;FAST7.7vs5.3,p<0.001;andICDinsertion7.3vs4.8,p<0.001.
Conclusions Theconfidenceoftraumacareinmedicalstudentsimprovedafterthebootcamp.Thisactivityshowedtheadvantageinahighacuity/lowopportunityscenarioliketraumaresuscitation.
Keywords BootCamp,IntensiveCourse.
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P-OEI04 Augment Reality in Laboratory: A Step towards Technology Enhanced Learning Manisha Pandey, Rohit Kumar Verma, Hira Choudhury, MohdFadzilBinZainalAnuar andHasnainZafarBaloch
International Medical University, Malaysia
BackgroundAugmentedreality(AR)hasbeengainingmuch attention in the research world in the recentyears.ARhasthepotentialtochangelocationandtimingoflearning,tointroducenewandadditionalwaysandmethods.CapabilitiesofARtechnologymaymakeclassesmoreengagingandinformative.
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P-OEI03 Increased Confidence of Medical Students in Trauma Resuscitation by a Trauma Boot Camp
Osaree Akaraborworn and Burapat Sangthong Prince of Songkla University, Thailand
Background TraumaisanimportantcauseofdeathinThailand.Medicalschoolsneedtopreparemedicalstudentstohandletraumapatients.Bootcampisamethodtoenhancetheperformanceofstudents.
Methods Thebootcampswereconductedin2016and2017forstudentsintheirlastyearofmedicalschoolbeforetheywenttoworkattheaffiliatedhospitals.Thetraumabootcampaimedtoenhanceinitialassessmentskillsandessentialproceduresintraumaresuscitationsuchasc-spinecollarapplication,splintingoffractures,pelvicbinding,ICD,andFAST.Theconfidenceofeachprocedurewasevaluatedbeforeandafterthebootcampandcomparedwithpairedt-test.
Results Duringthe2years,344studentsparticipatedinthetraumabootcamp.Beforethebootcamp,thestudentshadtheleastconfidenceintheICDprocedurewhilethescoreforcervicalspinecollarprocedureshowedthegreatestconfidence.Thelevelsofconfidenceofthemedicalstudentsincreasedstatisticallyinallprocedures:primarysurvey7.6vs5.4(1to10scale),
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MethodThisstudyinvestigatedthefeedbackofBachelorofpharmacy(Hons.)andBachelorofscience,pharmaceuticalchemistrystudents(N=92)ofsemester2ontheuseofARtoolsinthecommonsessionofpharmaceuticslaboratoryduringsurfacetensionpractical.Studyquestionnairewasdevelopedfromliterature on AR and obtained data was analysedbyusingSPSS18.
ResultsResultsshowedthat95.6%wereagreed/stronglyagreedwithARuseduringpracticalwasbeneficial,94.5%wereagreedthatARwasalsobeneficialafterpracticaltorecall.84.8%studentswerefoundstrongagreementwiththefactthatARwashelpfultoenhancestudents’knowledgeandpracticalskills.Majorityofstudents(93.5%),wereagreedthatARwashelpfulinunderstandingthepractical.Agoodpercentageofstudents(80.4%),werefoundstrongagreementwiththefactthatAR useisbetterthanvideosinpractical.84.8%studentswereagreedwiththelecturerlanguagewasusedindemonstrationofARbasedpractical.Majorityofstudents(88.1%)wereagreedthatthequizzesandinformationgiveninARpracticalwasbeneficialtounderstandthepracticalineasymanner.Highestpercentageofstudents(90.6%)hadacceptedthatqualityofteachingandlearningusedinARtoolwasgood.
ConclusionThepotentialofARuseinpracticalcouldproducepromisingoutcomes.EffectiveimplementationofARcouldimprovestudent’sengagement,understandingandlearningprocessonpracticalskillsandcouldeffectivelyimpactthedeliveringqualityofteachingandlearning.
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P-OEI05 Comparison between Integrated and Subject Based Seminar: Knowledge Gained and Perception among Medical Students in a Malaysian University
Heethal Jaiprakash1, Anudeep Singh2 and Jaiprakash Mohanraj2
1 International Medical University, Malaysia
2MAHSA University, Malaysia
IntroductionSeminarhasbeenconsideredasoneoftheimportantmethodsofsmallgroupteaching.Activelearninghasbeenanimportantelementinthismethodofteaching.Objectives:Thisstudyaimstocomparetheknowledgegainedandtheperceptionofthestudentsinintegratedandsubject based seminar.
MethodThiswasacross-sectionalstudyconductedon136secondyearMBBSstudents.Thesamesetofstudentswereexposedtointegratedseminarandsubjectbasedseminar.Thesubjectsincludedintheintegratedseminarwereanatomy,physiology,biochemistry,pathologyandpharmacologyandsubjectbasedseminarwaspharmacology.Thestudentswereassessedontheknowledgegainedusingpre-testandpost-testwithsinglebestanswerquestions.TheperceptionofthestudentswasobtainedusingavalidatedquestionnairewithafivepointLikertscale.Datawasanalysedusingstudentttestanddescriptivestatistics.
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BackgroundHomevisithasbeenapartofLong-TermConditions(LTC)RotationforMBBSStage3StudentsinNUMed.Aspartofexperientiallearning,thestudentsaregivenopportunitiestoperformphysicalexaminationsonpatients.Thisfollowedbystudentsandfacilitatorengagingindebriefingsession.However,throughmyinterpretationandobservations,thestudentsdidnotvaluethedebriefingsessionasanimportantpartoftheirlearning.ThisPractitionerInquiry(PI)wasconductedtoexplorewhetherdebriefingsessionshasanimpactonstudents’learningandhowtoimprovestudents’engagementinit.
InquiryQuestionHowmeaningfulitistoMBBSStage3studentsasfuturepractitionerwhen Ihave30minutesDebriefingSession afterHomeVisit?
MethodAqualitativeapproachwithinterpretivismstance,wasusedtoconductasemistructuredinterviewwiththefocusgroupparticipants(n=10).Datacollectedviaaudiorecording.Qualitativedataanalysiswasthematicallyanalysedtocategoriseandgenerateappropriatethemesfromthedata.
Results and ConclusionFivethemesthatemergedfromthedatawereReflectiveLearning,SharedLearning,Safelearningenvironment,learningfrommoreknowledgeableothersandAttentionspanEngagingstudentsindiscussionenablethemtoadopttheirownlearningandachievenewcompetencies.Facilitatingstudentstolearnviadebriefingsessionasreflectivelearningreportspositivelyoncommunicationsandtappingonlearningfrom“MoreKnowledgeableOthers”.
ResultsComparisonofthepreandpost-testscoresinintegratedandsubjectbasedseminarwasstatisticallysignificant(pvalue.000and.000respectively).Themeanscoresinintegratedseminarpost-test(69.46±20.13)wasbetterthaninsubjectbasedseminar(59.12±18.60)andthecomparisonwasstatisticallysignificant(pvalue.000).Mostofthestudentsagreedthatintegratedandsubjectbasedseminarincreasedtheirknowledgeinaparticulartopic.However,theagreementwasgreaterforintegrated(mean3.8±.91)thansubjectbasedseminar(mean3.54±0.86).
ConclusionTheknowledgegainedforintegratedseminarwasbetterthanforsubjectbasedseminar.Theperceptionofthestudentswasmorepositiveforintegratedseminarthanforsubjectbasedseminar.
KeywordsSeminar,Knowledge,Perception.
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P-OEI06 Stage 3 Medical Students Debriefing Session following Home Visit – Is it Meaningful to the Learners? Poongothai Shanmugaraja, Amgad Botros, Subramaniyam VasanthaPriya, Anusia Sivaratnam and Price Richard
Newcastle University Medicine, Malaysia
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Creatingaconducivelearningenvironmentthroughsuchteachingapproachisequallycrucialinenforcingeffectivelearning.Conductingdebriefingsessionsimmediatelyfollowinghomevisitsshowspositiveoutcome. This could be considered as a promisingtoolforlearningandteaching,consideringpriortrainingforfacilitatorsforeffective outcome.
KeywordsDebriefing,Participation,ReflectiveLearning.
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P-OEI07 Using the World Café Method to Teach Anthropometry
J. Hans de Ridder North-West University Potchefstroom, South Africa
BackgroundThe World Café Method (WCM) is built on theassumptionfirstly,thatpeoplealreadyhavewithinthemthewisdomandcreativitytoconfrontdifficultchallengesandsecondlythatwearewisertogetherthanwearealone.ThebasicprocessoftheWorldCafeMethod,issimpleandfasttolearnandtheformatisflexibleandadaptstomanydifferent circumstances. The WCM that is usedintheteachingofanthropometry,canbe called Measurement Cafés.
DescriptionItisimportanttoteachanthropometryinapracticalandintegratedway.Duringtheteachingandlearningprocessofanthropometry,theinstructormust
makes sure that the students are able to make accurate measurements. Whereas measurementproceduresseemquitesimpleintheory,ahighdegreeoftechnicalskillisessential.Whatistaughtintheory,shouldbeappliedinpracticeunderthesupervisionof an accredited instructor from the InternationalSocietyfortheAdvancementofKinanthropometry(ISAK).Therefore,inthepracticalsessions,itisimportanttomakeuseofateachingtechniqueliketheWorldCaféMethodtooptimizelearning.Measurement Cafés make use of the Troikamethod,whereagroupofthreemeasuretogether.Thegroupconsistsofananthropometrist,arecorderandasubjectwho rotates.
ConclusionAnthropometryrequiresnotonlyadequatetrainingbyexperiencedprofessionalsandgoodqualitycontrol,butalsoconstructivepracticaltrainingsessions.ThebasicprocessoftheWorldCaféMethod,issimpleandalsofasttolearnandwilloptimizethelearningexperienceofthestudents,especiallyinthepracticalsessionswhichformsaveryimportantpartoftheteachingandlearningprocessofanthropometry.Whenteachinganthropometrytohealthworkersbymeansofseveralteachingandlearningtechniques,healthworkerscanconfrontchallengesandalsoensureandmaintainqualityassuranceofanthropometricmeasurementsinawiderangeofsettingsinbothurbanandinruralsituations.
KeywordsAnthropometry;WorldCaféMethod(WCM); Health Workers.
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ResultsHighest(97%)scoreachievinginstructionwasinformingthelearneroftheobjectiveswhilelowest(70%)scoreachievinginstructionwasprovidingfeedback.Participantsgrantedthatthetraining waswellorganizedandprepared, useful and relevant to their work.
ConclusionThisstudyconfirmedthattrainingapplyingGagnes’instructionalevents,participantsdevelopapositiveperceptionwhichwillhelptheirjobperformanceaswellastheirinstitutional outcomes. Medical and health careinstitutionsinparticularandothereducationalinstitutionsingeneral,shouldconductregularstaffdevelopmenttrainingprogramapplyingGagnes’nineeventsofinstructionsasaguidancetoensureoptimumdevelopmentandperformance ofthestaffandtherebyensurea sustainable educational and organizationaldevelopment.
KeywordsEvaluation,Training,Gagnes’EventsofInstructions.
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P-OEI08 Evaluation of Training Session applying Gagne’s Events of Instructions Md Nurul Islam1 and Md Abdus Salam2
1SEGi University, Malaysia 2Widad University College, Malaysia
BackgroundThenecessityoffacultytrainingfollowingthepracticeofinnovativeinstructionaltechnologyisessentialtoimprovetheteachingandtrainingabilitiesoffacultyandtherebyraisethestandardsofeducationandtraining.Thisstudyexplorestheeffectivenessofeducators’trainingprogramsregardingitsinstructions,presentation,content-materials,facilities,relevanceandusefulnessofthetrainingtothecurrentemployment.
MethodAhalfdaylongfacultytrainingprogram wasconductedonSeptember2017at twohealthcareteachinginstituteswhere 74facultymemberswereattended. Attheendoftrainingsession,evaluation oftrainingprogramwasconductedusing aquestionnairecontainingrelevanttrainingattributesincludingGagnes’nineeventsofinstructions,startingwithgainingattentionandendingwithenhancingretentionandtransfer.Theparticipantsratedtheinstructionaleventsusinga5-point Likertscalewhere5weretreatedas thehighestscore.
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P-OEI09 By the Book: When Teaching Strategies Become Cooking Recipes in Health Professionals Training
CristhianPerez-Villalobos1,GiuliettaVaccarezza-Garrido2, Cesar Aguilar-Aguilar3, Nancy Bastias-Vega1 and HoracioSalgado-Fernandez4
1Universidad de Concepcion, Chile 2Universidad San Sebastian, Chile 3Enfoque Emico, Chile 4Universidad de Chile, Chile
BackgroundPedagogicaltrainingforfacultiesisacentralconcernforuniversities.Duetothat,quantityof medical education units and educational trainingprogramshaveincreased.Theseareusuallycenteredonteachingandevaluationmethodologiesthatrepresentalternativestotraditionalteaching,withasuperficialconcernfortheoreticalprinciplesthatsupportthem.
ObjectiveToanalyzeroleofteachingstrategiestrainingonpedagogicalpracticesofhealthdegreesteachersinChile.
MethodThisisaqualitativeandrelationalresearch,accordingtoGroundedTheoryguidelines.SponsoredbytheCONICYTFONDECYT1161541grant.Twenty-twoteachersofhealthcareersfromtraditionalandprivateuniversitiesinChilewereinterviewed,priorinformedconsent.Axialcodingwasusedforanalysis.TheEthicsCommitteeoftheUniversidaddeConcepcionandCONICYTendorsedthisstudy.
ResultsAxialcodingshowedthatwhenateacherislearninganewteachingstrategythatrepresentsanalternativetotraditionalteachinganditisdifferentfromexperiencedpedagogicalmodels,thisteacherusuallyassumesitasanunmodifiablerecipe.Itisbecausehealthsciencesteachersusuallyhavenotatheoreticalunderstandingofthisstrategies.Inductioninteaching,postgraduatesdegreesineducationandteachingexperiencewithconstructivepedagogicalmodelsfacilitateamorecomprehensiveviewofthepurposeand thescopeofthelearnedstrategy,aswellasitsadaptationtotheneedsofeachacademiccontext.
DiscussionTolearnteachingstrategiesasanappliedrigidprescriptionisanefficientmechanismtoimprovetraininginhealthcareers,dueinthisdisciplinesteachersoftencomefromprofessionswithoutpedagogicalpreparation.
ConclusionAlong-termlackofadeeptheoreticalunderstandingofeducationalactionlimitsthescopeofthesestrategiesandimpoverishestheteachingwork.
Take home messageTolearnteachingstrategieshelpsyoutoimproveyourpedagogicalpractice, butitisnotenough.
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Results: Sixtythree(83%)surgeryresidentscompletedthesurveyofwhich19%hadhighstressscoreswhileonlyoneresidenthadperceptionoflowstress.Femaleshadsignificantlyhigherstressscores(25.7±3.0;p=0.008).Planning(87.8%)andSelf-distraction(65%)werethemostcommonlyusedadaptiveandmaladaptivestrategiesrespectively.ThereliabilityofthePSS andBCImeasuredbyCronbach’salphawas 0.73and0.82respectively.Work-lifeimbalance,workload,andcontradictingprogramandhospitalpolicieswereidentifiedasmajorstressorsduringresidency.
ConclusionAlthoughsurgicalresidencyprogrammesareverystressful,copingstrategiesarenotformallytaughtduringtraining.Academiaandhospitalshouldjoinhandsindevelopinginterventions to curb the situation thus improvingtheprogramquality.
KeywordsStressLevel,SurgicalResidencyTraining,CopingStrategies.
Career Guidance
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P-CG01 Stress and Coping among Surgery Residents at a Teaching Institute in Pakistan – A Mixed Method Study
QamarRiaz,SyedaKausarAli,M.RizwanKhanandAbdulRehmanAlvi
Aga Khan University, Pakistan
BackgroundStressduringresidencytraininginsurgicaldisciplinesnotonlyhampersprofessionaldevelopmentbutcanalsocompromisepatientcareandpersonalhealth.Itisessentialtomeasureresidents’stresslevels,identifystressorsandthecopingstrategiescurrentlyusedbythemtoensuretheirdevelopmentascompetentprofessionals.Thepurposeofthisstudywastomeasurethestresslevelamongthesurgicalresidents,identifyfactorswithinthelearningandworkenvironmentthatcausestress,andidentifydifferentstrategiesthattheresidentsusehabituallytocopewiththesestresses.
Methods ThismixmethodstudywasconductedintheDepartmentofSurgeryatAgaKhanUniversity,Pakistan.PerceivedStressScale(PSS)wasusedtomeasureresidents’stresslevel;focusgroupdiscussionswithfacultyandtheresidentsexploredstressorsduringresidencytraining,whileBriefCOPEInventoryidentifiedtheresidents’preferredcopingstrategy.
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P-CG02 Creating Resilient Doctors: An Evaluation of Pre-Clinical Medical Student Resilience and its Influencing Factors at Newcastle University Medicine Malaysia (Numed)
Roberta Morris, Paul Khoo, Adrian John Leong, Daniel Smith, Brenda Pancho and Nusrat Khan
Newcastle University Medicine, Malaysia
BackgroundFollowinginvestigationsintodoctor’ssuicide,theGeneralMedicalCouncil (GMC-UK)recommendedthatresiliencetrainingbeintroducedtoUKmedicalschools.10%ofmedicalstudentsworldwideexperiencesuicidalthoughtsand30%ofUKstudentsexperienceoraretreatedforamentalhealthproblem.Highratesofburnout,upto26.5%,arealsoreportedamongsthouseofficersinMalaysia.Inresponse,NUMed’snewcurriculumincludesresilienceteaching,providingtheopportunitytoevaluatestudentresilienceandinfluencingfactors toinformhowthisteachingshould beimplemented.
MethodMixedmethodsresearchwasusedtocollectdatafrompre-clinicalMBBSstudents(n=136NUMed,n=16NewcastleUKexchange)viaaquestionnaire.118students(n=105NUMed,n=13UKexchange)consented.
The students’ baseline resilience was evaluatedusingthe“BriefResilienceScale”(BRS).Anordinaryleastsquaresmultipleregressionwasusedtomodelscoreswithcategorypredictors;gender,ethnicity,UKexchangeorNUMedandstudentsupportandacontinuouspredictor;age.Studentswhoaccessedstudentsupportwereaskedtoanonymouslydisclosedetails,fromthisqualitativedatathemeswereidentified.
ResultsThemeanBRSscorewas3.35,thehighestwas5andlowestwas1.5.Studentsreceivingsupporthadsignificantlylower BRSscores(P=0.0039).Fourthemes wereidentifiedforstudentsaccessingstudentsupport;studyskills,mental healthproblems,mentoring,poor academicperformance.
ConclusionsThemeanBRSscoreputstudentsinthenormalresiliencecategory.KnowingthatstudentswhoaccessstudentsupporthavelowerinitialBRSscoreswillallowmedicalschoolstotargetthisatriskgroupandoffertailored interventions to build resilience.
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information-obtainingpathwasmeasuredbyfrequencyanalysis.
ResultsAmong87students,37(42.5%)choseoverseas institutions. Elective abroad was conductedineightcountries,includingtheUnitedStates,Austria,andFrance.Studentshadamoderatelevelofdifficultyintheelectives(mean=3.24,SD=0.83)andweregenerallysatisfiedwiththepractice(mean=4.08,SD=0.72).Moststudentsgotinformationthrough‘seniorsandcolleagues(40.5%),’followedby‘searchinginternet(37.8%),’‘professor(18.9%),’and‘others(2.7%).’Studentsreported‘differencesofmedicalsystemandmedicaleducationenvironment’,‘experienceofrarecasesnotseeninhomecountry’,‘exchange withstudentsfromothercountries’, and‘explorationofcareerpath’asmemorablepoints.
ConclusionsElectiveprogramhadbeneficialeffectonmedicalstudents’learningandhelpedbroadentheview.However,forbetterprogramoperation,studentsneedtobesupplementedwithhelpfromformalagencies(such as faculties or school) rather than collectinginformalinformationbythemselves(suchasfromfriendsorsearchinginternet).
KeywordsElectiveProgram,ClinicalPractice, LearningExperience.
Early Exposure to The Workplace
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P-EEW01 Medical Students’ Perception on Overseas Elective Program
Ye Ji Kang, Hye Won Jang and Hee Jung Son
Sungkyunkwan University School of Medicine, South Korea
BackgroundSungkyunkwanUniversitySchoolofMedicineofferssixthgrademedicalstudentsanopportunityforafour-weekelectiveprogram.Theelectiveprogramallowsstudentstohaveavarietyofexperiencesoutsidetheclassroomattheinstitutiontheyareinterestedin.Duringtheprogram,studentsareexpectedtoparticipateinresearchorclinicalpracticeeither at domestic or overseas institution. Thepurposeofthisstudyistoexaminetheperceptionsofstudentswhoparticipatedinthiselectiveprogramatselectedoverseasinstitutions.Students’reportsubmittedaftercompletingtheprogramin2017and2018were reviewed.
MethodsThereportconsistsoffourparts:difficultyoftheprogram,overallsatisfactionwiththeprogram,information-obtainingpathinpreparingprogram,andshortessayondetailsofexperience.Thedifficultiesandsatisfactionwereansweredusing5-pointLikertscale(1=Never,5=Always).The
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E-Poster Presentation
Abstracts
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Future-Ready Curricula
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EP-FRC01Who Can Do This Procedure? Using EPAs to Determine Curriculum and Entrustment in Anesthesiology
Eveline Kruis1, Claire Touchie2 and Christoph S. Burkhart1
1Kantonsspital Graubunden, Switzerland2University of Ottawa, Canada
BackgroundWeneedamoreformalized,structuredandconsistentcurriculuminteachingultrasound-guidednerveblocks(USGNB)inanaesthesiologytrainingprograms.EntrustedProfessionalActivities(EPAs)mightbeveryusefultodevelopsuchacurriculum.UsinganEPAframeworkoffersastepwiseapproachusingassessmentsforentrustmentdecisions.ForUSGNB,itallcomesdowntowhoisallowedtoperformwhichblockwithhowmuchsupervision?
MethodTodesignapostgraduatecurriculumforUSGNBinanaesthesiologyusingEntrustedProfessionalActivities(EPAs),aneedsassessmentwasperformed.Aquantitativeandqualitativesurveywasdesignedbytwo of the authors and sent to heads of anaesthesiologydepartmentsinSwitzerland,Germany,Austria,GreatBritain,CanadaandUSA(n=300,usingcontactdatafromnational societies and data available online). ThesurveyaddressesquestionsofexperiencewithEPAs,expectationsofEPAsandneed
forEPAsinthiscontext.DepartmentsalreadyusingEPAswillbecomparedtothosewhohavenotyetadoptedEPAsintheirprograms.
Preliminary ResultsAsofDecember2018,74responseswerecollected(60%),mainlyfromSwitzerland.71%ofparticipantswerefamiliarwithEPAs,but69%havenotimplementedasystemto decide which resident is allowed to performwhichblock,farfromdecidingthedegreeofsupervisionneededtoperformablock.While95%thinktheimplementationofEPAswillbringmorepaperworkandassessmenttime,90%thinkEPAsshouldbecomeanintegralpartinthetrainingofUGNBforresidents.
ConclusionTodate,itissuggestedthatEPAsshouldbeintegratedinresidents’trainingprogramsforteachingUSGNBinanaesthesiologytrainingprograms.Updatedresultswillbepresentedat10thAMEASymposium(ongoingsurvey).
KeywordsEntrustedProfessionalActivities,EPA,Anaesthesiology,Ultrasound-GuidedNerveBlocks,CurriculumDesign,PostgraduateTraining.
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EP-FRC03Faculty Development: A Crucial Factor for Education Reform Process
Theingi Myint, Sanda Kyaw, Khin Mar Myint, Chit Soe and ZawWaiSoeUniversity of Medicine 1 Yangon, Myanmar
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Background Accordingtotheparadigmshift,medicaleducationinMyanmarneedstobechangedtooutcome-basedintegratedcurriculumfromdiscipline-basedcurriculum.Assessmentofteachingskillsandmotivationofthefacultymembersisoneofthekeycomponentsforthesuccessfulachievementoffacultydevelopmentintheeducationreformprocess.ThepresentstudyaimedtoassesstheteachingskillsandmotivationofeducatorsofUniversityofMedicine(1)Yangon,Myanmar.
MethodEducatorsfromthefoundationyear(n=114)participatedinthestudy.InJune2018,abaselineassessmentofteachingskillandmotivation on the educational reform processwasdonebyaquestionnairemethodusingLikertScale.DataAnalysiswasdonebyusingSPSSsoftwareversion22.Theindividualscoringswerecategorizedinto4groupsnamely:advocators,followers,resistersandblockersbyusingwill/skillmatrix.Then,focusgroupdiscussion(FGD)wasdoneontheresisterandblockergroupinSeptember2018.AfterFGD,thefeedbackofthoseeducatorswasagainassessedbystructuredquestions.
Results Itwasfoundthat70%(n=80)oftheparticipantswereadvocators,2%(n=2)werefollowers,1%(n=1)wasaresisterand27%(n=31) were blockers on educational reform. WhenFGDwasdonetotheresisterandblockergroup(n=32),itwasfoundthat,althoughtheyhaveenoughskillintraditionalteaching,theywereweakin21stCenturyactiveteaching-learningmethodologies.
ConclusionItcouldbeconcludedthatfacultydevelopmentprogramespeciallyon21stCenturyteachinglearningstrategiesplaysa crucial role in the success of educational reform.
KeywordsReadinesstoEducationalReform,FacultyDevelopment.
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EP-FRC05International Health Experiences: Future Proofing our Students
Elise Moore and Anna IaconneGlobal Educational Exchange in Medicine and the Health Professions (GEMx), Australia
Background Internationalhealthexperiences(IHE)in students’ education is crucial in the developmentofculturalcompetencyoffuturedoctorsandhealthcareproviders.IHEsprovidestudentswithdeeplearningandcognitivedevelopmentinrelationtoculturaldifferenceswhileencouragingcivicengagement.Culturalcompetencyiscrucialindeliveringqualityhealthcaretoourdiversecommunities.
Discussion ToencouragemorequalityinternationalhealthexperiencesandtoassistwiththemanagementandfacilitationofIHEs,GEMx(theGlobalEducationalExchangeinMedicine and the Health Professions) was developedbytheEducationalCommissionforForeignMedicalGraduates(ECFMG).
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GEMxisafacilitatorofstudentexchangesthroughpartnershipswithschoolsandthroughintra-institutionalpartnershipswithin medical associations around the world.SinceNovemberof2013GEMxhasexpandedtoincludeIHEsamongcommittedregionalassociationsindisciplinesinmedicine,nursing,pharmacy,ophthalmologyandpost-graduateresidentexchangesacrossAfrica,LatinAmericaandAsia.In2017ECFMGcarried-outpost-IHE’ssurveyson35GEMxstudentsfromAfrica.90%saidtheIHEprovidedthemwithglobalexposuretodifferenthealthcaresystemsandculture.ThisstatisticsupportsStrange.H.&Gibson.Hfindings.(fromBournemouthUniversityandUniversityofFlorida)ontheimpactofaninternational elective can be on a student.
Conclusion GEMx’sefforttomakeIHEsmoreaccessiblehas seen an additional 241 students undertake anIHEsince2013.Theseexperienceshaveallowedthemtogrowholisticallyasahealthprofessionalwhichprovidesthefoundationstoimprovedglobalhealthcare.
Professionalised Teaching Workforce
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EP-PTW01Here We are, in Your Role…Facilitator’s Experiences as Simulated Participants
Meghana Sudhir, Richard Ormonde, and Deema Majjan Mohammed Bin Rashid University of Medicine and Health Sciences, United Arab Emirates
BackgroundSimulatedpatientshavebeenusedeffectivelytoteachcommunicationandphysicalexaminationskillstomedicalstudents,residents,andpracticingphysiciansfornearlyfourdecades.Howmuchemphasishasbeengivenforcoachingandpracticingthescenario?Haveweputasideenoughtimeforpreparationofsimulatedpatients?ThispresentationsharestheexperiencefromourUniversity,wherefacilitatorsdidtheroleofsimulatedparticipantsaspartofaworkshop.
MethodTheworkshophad4simulationexperiencesinwhicheachgroupoffacilitatorgotexposedto1experience.Thescenariotitled‘RushHour’had10participantsinwhich5playedtoroleofsimulatedparticipantsand the other 5 were the candidates. It wasamasscausalityscenarioinwhichthesimulatedparticipantshadtoplayvariousroles–someaspatients,someasrelatives,someasparamedicsetc.Therewasone
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EP-PTW02A Five-Step Strategy to Develop Constructivism in Students during Their Clinical Posting
Kallyan Kishore DebnathAIMST University, Malaysia
ObjectivesToincreaseawarenessofdeveloping‘constructability’andrelatedtechniquesamongthemedicalstudentsandeducators.
BackgroundThegoalofmedicaleducationistobuildindependent,self-aware,self-monitoring,self-regulated,competent-and-confidentprofessional,whereproficiencyrequirestobeactedresponsivelyinmanycritical,sensitiveandambiguoussituations.Thepracticeofprinciplesofconstructivismisofutmostimportanceinachievingthishigher-orderlearningoutcome.Intheconventionalwayoflearning-&-teaching,studentsmainlyplayapassiverole,whichlargelyinvolvesreceivingoffactualknowledge,wherethescopeofcognitivepracticesislimited.Asaresult,mostofthestudentsdevelopatendencytogeta‘pass’,justbymemorisingthefacts.Nodoubt,apoor-qualityassessmentsystemisconsideredasoneofthereasonsbehindthis,butanattempttochangethissystemovernightcouldcompromisethefacevalidityoftheassessmentmethodfromthestakeholders,especiallyfromthestudents’pointofview.Therefore,itisessentialtomakeachangeinstudents’learningbehaviourandattitude,andthat’spossibleonlyifourteachingmethod/behaviourtakestherequired
SPasmediapersonnel.AlltheSPsgot30minutesofscenariopreparationtimewheretheygotthescenarioforthefirsttimeandpracticedtheroles&logisticsinrunningthescenario.
ResultThescenariowascompletedin10minutesattheEmergencyDepartment.Someofthecommentsduringdebriefingfromthefacilitators who did the role of simulated patientswere:“Itisnoteasy,SPsneedlotsofpractice”“Itisdifficulttoswitchroles” “Ithoughtitiseasytoplayscenario;butallthemovement,makeup,acting,coordinationitrequirestraining”.Itwasunanimouslyagreedthattimeandeffortneedstobeputasideforworkingwithstandardizedpatientswithvariousscenarios.
DiscussionClearly,giventhispotentiallevelofinvolvementinmedicaltraining,itiscriticaltorecruit,trainanduseSPsappropriately.
Conclusion Awellwrittenscenariowithwell-definedobjectives&role,dedicatedtimeforcoaching&practicingtheroleareimportantinthesuccessoftheSPProgram.
KeywordsSimulation,SimulatedParticipants,SimulatedPatients,Scenarios.
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EP-PTW03Assess the Relationship in between Self, Peer and Teacher Assessment in Assessing of Clinical Skills of Undergraduate Nursing Curriculum Anuradha Rathnayake, Marabe K and Edissuriya D University of Peradeniya, Sri Lanka
IntroductionInthecontextofpeerassistedlearning(PAL)studentsassestheirpeers’levelofknowledgeandskills.Bothpeerteacherandthepeerlearnerarebenefittedbytheprocess.PublishedresearchevidencecannotbeidentifiedwithregardstothepeerassistedlearninginclinicaleducationamonghealthcareprofessionalsinSrilankancontext.
Objectives Toassesstherelationshipbetweenself,peerandteacherassessmentinassessingclinicalskillsoftheundergraduatenursingcurriculum.Methodology:Descriptiveinterventionalstudywasadopted.65Nursingundergraduateswhowereregisteredforthe2ndand3rdacademicyearoftheFacultyofAlliedHealthSciences,UniversityofPeradeniyawereselectedwithoutsampling.ParticipantswererequestedtoperformIntravenous(IV)DrugadministrationprocedurethroughIVcannula.Basedonsameprevalidatedguideline,twoteachers,twopeers,andundergraduatearerequestedtofillthechecklistduringorjustaftertheprocedure.DatatabulatedonSPSSversion23andanalyzedwithnonparametric
initiativefirsttoenableourstudentstoplayanactiveroletowardsdevelopingtheirabilityof construction.
MethodHere,asimpleteachingmethodhasbeendescribed (how-I-do-it) from author’s perspectivethatdoesnotneedanyadditionalresources,whatisneededisjusttochangethetechniqueorstyleofteachingandappropriatemotivation.Ithasfocused on certain skills and activities that mayimprovestudents’thoughtprocesseswhilethey’reinaclassroomenvironmentorbedsideinreal-patientenvironment.Thistechniqueisbasedontheconceptsofverticalintegration(tocorrelatebetweenbasicandclinicalscience),activeparticipationofstudentsininteractivediscussions,informedhistory-takingandreflection. Theissuesofend-of-postingassessment andonlinesupporthavealsobeenconsidered here.
ConclusionTeaching-&-learningisthemostimportantcomponentofthecurriculum.Whatevermaybethebasisofourcurriculumdesign(outcome,processorpraxis),wemustgiveour utmost attention to what our students arelearningandhowthey’relearning.Theabovestrategywillmakethemconfidentinapplyingtheircognitiveskillsinrealworldpractice,andthroughself-evaluation,theywilllearntotakesomeresponsibilityfortheirownlearning.Throughouttheprocess,they’llplaytheactivelearner’srole,whereastheteacher’srolewillmainlybeguidingandsupportingthewholeprocess.Thisisbeingpracticedbytheauthorduringstudents’clinicalpostingandappearstobeeffectiveasreflectedbythestudents’feedback.
KeywordsFive-Step,Strategy,Constructivism,Clinical.
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statisticalmethods.Friedmantest,followedwithposthocWilcoxonsignranktestwasconducted.Spearmancorrelationwasadoptedtoassessthestrengthrelationship.
ResultsTherewasastatisticallysignificantdifferenceinperceiveddependingonteacher,peerandself assessment methods as χ2(2)=111.02,p=0.000.PosthocanalysiswithWilcoxonsigned-ranktestswasconductedwithaBonferronicorrectionapplied,resultinginasignificancelevelsetatp<0.017.Median(IQR)perceivedeffortlevelsfortheteacher,peerandselfassessmentwere1.12,1.90,2.98,respectively.Significantdifferencescanbeidentifiedinbetweenallthecategoriesasteacherassessmentandpeerassessment(Z=-5.703,p=0.000),Peerassessmentandselfassessment(Z=6.879,p=0.000),teacher assessment and student assessment(Z=6.903,p=0.000).ASpearman’srank-order correlation was run to determine therelationshipbetweeneachcategory.Therewasastrong,positivecorrelationbetweenteacherassessmentandpeerassessmentmarks,whichwasstatisticallysignificant(rs=0.732,p=.000).Moderatecorrelationcouldbeidentifiedinbetweenpeerassessmentandselfassessment(rs=0.514,p=.000)andteacherassessmentandselfassessment(rs=0.429,p=.000)
ConclusionStrongpositivecorrelationcanbeidentifiedwithteacherassessmentandpeerassessmentwithregardstotheassessment.Staffdirectedpeerassessmentcanbeimplementedinclinicaleducationinthenursingundergraduatecurriculum.
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Openness to Education Innovation
ABSTRACT NUMBER:
EP-OEI01Promoting Resilience in Medical Students through Assessment: An Insight from A Narrative Review
Majed Wadi, Muhamad Saiful Bahri YusoffandAhmadFuadbinAbdulRahim Universiti Sains Malaysia, Malaysia
BackgroundAssessmenthasbecomemoreextensivenotonlyineducationbutineverysphereoflife.Themedicaltrainingimposesahighlevelofstressandanxietythatismainlyduetoexaminations/tests,indicatingthatthereissomethingtoberemediedinthecurrentpractice/systemofassessment.Thisstudyaimedtoidentifyeitherfactors/causesoftestanxietyorresiliencerelatedtoassessmentpractice.
MethodsA narrative literature review was done usingdifferentdatabasessuchasPubMed,CIHAHL,ERIC,andProQuest.Thetermsusedwere“causes/factors/sources”of“test”anxiety,resilience,students,andeducationalassessment. All these terms were tested asMeSHandCINAHLheadings.Relevantarticleswereextractedforfurtherevaluation.
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havebeenincorporatedtoincreasestudents’interestinthesubjectmatterandenhancetheirlearning.OnesuchtechniqueisusingPreandpost-testtechniquewhichhasshownanincreaseinstudentlearningwhenused.So,thisstudywasundertakentoknowthestudentperceptionsonpreandpost-testtechniquewhichwehaveusedduringourroutine medical lectures.
MethodThisstudywasdoneduringourroutinelectureto91Medicalstudents.Beforestartingtheclass,apre-testquestionnairewasgivenandlaterafterfinishingtheclasssamepost-testquestionnairewasgiven.IntheendstudentperceptionbasedonLikert’sscalewastakenandanalysed.
Results99%studentsagreedthatpreandpost-testtechniqueofteachinghaveapositiveimpactontheirlearning.98%studentsagreedthatthistechniquehelpsthemtorememberbettertheconceptstaughtintheclass.92%studentsagreedthatthistechniquemakesthemalertinclass.94%studentsagreedthatthistechniqueshouldbeusedregularly.90%studentsagreethatthistechniqueofteachingisbetterthantraditionalclass.
ConclusionThestudentsfeelpreandpost-testtechniqueswhenusedintraditionallecturesenhancestudentinterestandlearning.
Keywords Learning,Pre-test,Post-test.
ResultsConsiderable factors were found to increase testanxietyand/orpromoteresilience.Thesefactors were distributed to four areas of the assessmentsystem;planning,construction,implementation,andconsequences.Factorspromotingresiliencehadbeendistributedfurthertofourresiliencecompetencies.
ConclusionRe-lookingattheassessmentprogramandcontrollingthesefactorswillultimatelyreducetestanxietyandimprovestudents’resilience.Hence,wecanreachtotheultimategoal;graduatingsafedoctorswiththehighestlevelofwell-being,whoareabletodealwithworkplaceadversitiesandchallenges(i.e.resilience).
KeywordsResilience,TestAnxiety,EducationalAssessment/Measurement.
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EP-OEI02Pre and Post-Tests during Routine Medical Lectures: Medical Students’ Perceptions on its Effectiveness for Learning
ChandniGupta,VikramPalimar and Pragna Rao Kasturba Medical College, India
BackgroundItisobservedthatexclusiveuseofthelectures in the classroom restrains students learningandtheylosetheirconcentrationafter15-20minutes.So,manytechniques
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ABSTRACT NUMBER:
EP-OEI03Medical Students Perception on Ethics and Communication Module on Dealing with Death
VikramPalimar,ChandniGupta and Pragna RaoKasturba Medical College, India
BackgroundFortheoveralldevelopmentofmedicalprofessional,theaffectivedomaincomprisingofattitude,communicationandethicsneedstobetaught.AnEthicsandcommunicationmodule“DealingwithDeath”istaughtto9thsemesterMBBSstudents.Presentstudywasundertakentoknowtheperceptionofsaidmoduleamongstthestudents.
MethodsStudywasconductedon81undergraduatestudentsof9thsemesterwhoattendedthesaidmoduleatKasturbaMedicalCollege,Manipal.TheywererequiredtofillaquestionnairebasedonLikert’sscaleandwasanalysed.
ResultsMorethanhalfoftherespondentsfeltroleplaywasthebestmethodofteachingthismodule.Thismodulehadapositiveimpactonmorethan90%ofthestudents.Morethan90%feltempathyandcompassionisarerequiredwhiledealingwithdeath.Halfofthestudentsfeltempathyandcompassionwhiledealingwithdeathcanbetaughttomedicalstudents.Morethan80%feltthismodulehelpsthemindeveloping
patientcenteredcare.Morethan75%feltsuchmodulehelpthemtobecomeagooddoctor.Morethan95%ofthestudentsfeltthat medical students should know about Euthanasia and end of life issues.
ConclusionStudentsfeelthatsuchmoduleonethicsandcommunicationshouldbetaughtintheir curriculum.
KeywordsCommunication,Death,Ethics.
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EP-OEI04Openness to a Paradigm Shift in Medical Education Assessment – A Case Study
Elina TorThe University of Notre Dame, Australia
BackgroundIn2017theSchoolofMedicineFremantle(SoMF)beganmovingtowardsaparadigmshifttooptimisethelearninganddecisionfunctions of assessments.
MethodConsistentwithbestpracticeoffirstdoing,thenwatchingandthinking,amulti-year(2017–2020)actionresearchprojecthasbeeninplacealongsidethestagedroll-outofprogrammaticassessmentforlearning(PA)frameworkintheSoMFsince2017.Theaimoftheactionresearchistoauthenticallyconstruct theories of action to account for ongoingreflectiononexperience.ThefocusofthispresentationistousetheSoMFcontexttofurtherunderstandingofthe
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natureandpredictabilityofthechallengesinshiftingtheparadigmunderpinningassessmentinmedicaleducation,asofissuesthatariseindealingwiththem.
ResultsThisisanintermediatequalitativereportingtotrackthecourseofthemovetowardsPA,fromachangemanagementperspective.Overall,therearegoodstrategiesinplace,activeworkunderway,accompaniedby reflectiononwhatworks.Definitivetheories ofaction,evencommitmenttotheoverallPAdesign,however,remainworkinprogress.
Conclusion Acknowledgingactiontakesprecedenceinthefast-pacedworldofmedicaleducation,thesteeringcommitteeforPAintheSoMFwillforgeaheadandcontinuetofigurethingsoutasitgoesalong.
KeywordsProgrammaticAssessment;MedicalEducation;ChangeManagement.
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EP-OEI05Can the Traditional Clinical Assessment Section of the Undergraduate Examinations be Replaced by Objective Structured Clinical Examination (OSCE)? Vasanthi Pinto and Chathura Rathnayake University of Peradeniya, Sri Lanka
BackgroundOSCE,designedwithspecificobjectivesandanobjectivemarkingschemeiscustomarilyusedtotestclinicalcompetence.Useofthistechniqueforaclinicalspecialtywhichtestsawideextentofclinicalaswellastheoreticalknowledgeandskillsischallenging.Thetraditional clinical assessment method withhistory,examinationandinvestigationfollowedbyadiscussionisstillwidelyusedinthecurrentsetup,whichcanhaveproblemswithpatientandexaminervariations,needofmanpower.Theextenttowhichthesetwomethodscorrelatewarrantsaninquiry,theresultsofwhichcanbeusedtodesigntheexamformat.TherelationshipbetweentheOSCEandtheclinicalassessmentmethodforaveryclinicalspecialitylikeobstetricwasinvestigatedinthisstudy.
MethodFiverandomlyallocatedsamples,eachwith40subjectswereexposedtoanidenticalclinicaltrainingandendofplacementOSCE.Allfourgroupswerethensubjectedtoatraditionalclinicalassessmentwithrandomlyselectedlivepatientsandtwoexaminerspercandidate.Theexaminerpoolconsistedof40examiners.Themeanofthemarksoftheall4groupswerecalculated(60.8)andcorrelatedwiththemeanofOSCE(62.19).Nosignificantdifferencewasobservedwithapvalueof0.19.Theindividualsampleswereanalysedwithindependentsamplettestshowednodifferencewiththepvalueof0.73,1.22,0.94,and0.77,0.91correspondingly.
ConclusionTheclinicalexaminationofobstetriccanbereplacedbyawell-structuredOSCEexaminationwhichhasmarkedlyreducedexaminerandpatientvariationandmanpower.
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EP-OEI06Measures of Effective Clinical Supervision: Testing the Skill -based Model for Effective Clinical Supervision (SMECS) for Multi Dimensionality
TabassumZehra1,RukhsanaZuberi1, Syeda Kauser Ali1 and Claudio Violato2
1Aga Khan University, Pakistan 2Wakeforest School of Medicine, USA
PurposeClinicalsupervision(CS)isrecognizedasasetofdistinctiveprofessionalactivitiesandisshiftingtocompetency-basedclinicalsupervision.Theobjectiveofthisstudywastoidentifyfactorsthatfacilitateorhindertheprocessofclinicalsupervision.Furthermore,tohaveabetterunderstandingoftherelationshipbetweenself-efficacy,residents’learningenvironmentandClinicalSupervisorcompetencethroughresidentandsupervisorresponses.
MethodsAdescriptivesurveydesignandcensussamplingtechniquewasused,includingallresidentsregisteredwithPostgraduateMedicalEducation(PGME)atAgaKhanUniversity(AKU)andallfulltimeclinicalsupervisors.Differentself-administeredquestionnaireswerecompletedbytheresidentsandSupervisors.Residentevaluationsbysupervisorsandsupervisors’evaluationsbyresidentswerealsoobtained.Descriptiveanalysiswasconductedwithfactorandregressionanalysiswith80%level
ofsignificance(p-value<0.05).ResponseswereappliedtoaCSModeltodevelopatheoretical framework.
ResultsResidentsandCSresponserateswere74.38%and74.04%,respectively,withCronbach’s αof0.97and0.92,respectively.MaximumresponseswerereceivedfromR2(87.5%)followedbyR1(77.6%).SubscaleI,Self-EfficacyhadaCronbach’sαof0.85,SubscaleIIPHEEMhadaCronbach’sα of 0.95andSubscaleIIISupervisorEvaluationhad a Cronbach’s αof0.93.Regressionanalysisshowedsignificantrelationship (p=0.000)betweenself-efficacyandlearningenvironmentandbetweenself-efficacyandsupervisorevaluation.Majorityoftheclinicalsupervisors(37.5%)hadanexperienceoftenormoreyearsofteachingexperience.Majorityofthesupervisors(62.5%)hadattendedtheIntroductoryShortCourseinHealthProfessionsEducation(ISC-HPE),amandatorycourseforallincomingfacultymembersatAKU.Responsesshowedthat i) structuredclinicalsupervisionwasneeded;ii) seniorresidentself-efficacylevelswere higherthanthoseofjuniorresidents;iii)formalsupervisor-residentrelationship wasessentialforaconducivelearning environment; iv) CSself-evaluationswerehigherthan residents’evaluationsoftheirsupervision, andwereunawareofthedifferingneeds at different resident levels. Factor analysiselicitedthree,twoandonefactor forthethreeResidentsSurveysubscales. One factor was elicited for the Supervisor’sQuestionnaire.Regression analysisshowedcorrelationsbetween residentself-efficacy,learningenvironment andsupervisorevaluations.Atheoretical frameworkwasdevelopedforamulti- factorialCompetency-basedCSModel.
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applicantshaveincreaseddramaticallyinlast5years;in2018534sattheUKFPSJT.Analysisshowsnon-UKstudentsscorelowerthanUKstudents.TheSJTmonographstates“applicantshaveknowledgeandinsightintothejobrole”and“youdonotneedtorevise”.WhilstsomeforeignmedicalschoolsteachGeneralMedicalCouncil(GMC)accreditedcurricula,studentscannotobserveUKpractice.WeprovidedNUMedstudentswithseminarstoimprovepreparednessfortheSJTandnarrowthegapbetweennon-UKandUKstudents.
MethodStudentsregisteredforSJT(57)wereinvitedtoaseminar,51consentedtostudy.Mixedmethodsdatawascollectedusingvisualanaloguescalesandfreetext.Respondentsprovidedapercentagescoretofourquestionsassessingtheirpreparednesspreandpost-session.Thesessionimpact,individualquestion,gender,ethnicity,ageandhoursofstudyonthemeanpercentagescoreweremodelledusinglogisticregression.
ResultsAsignificantpositiveeffectacrossallquestions(43%,48%,42%,31%)wasidentified.Hoursofself-studywasstatisticallysignificant(p=0.0032)forperceptionofpreparedness.Gender,ageandethnicitywerenot.Thematicanalysisyieldedareaswherestudentsfeltleastconfident;timemanagement,GMC/UKbestpractice,rankingquestions.
ConclusionTheseminarimprovesstudents’perceptionsofpreparedness.TheyfeltleastconfidentaboutprioritizingscenariosandGMCguidance,reflectingtheirlackofexposuretoUKsystems.Thesefindingscanguidecurriculumandsessiondesignforfutureassessmentpreparation.
ConclusionThestudyconfirmsthatCSisamultidimensionalprocess,andconfirmstheinterrelationshipofresidentandclinicalsupervisorfactorsthatfacilitateorhindereffectiveCSprocesses.AtheoreticalframeworkforCompetency/Outcomes-BasedEffectiveClinicalSupervision(COBECS)wasdeveloped,andbasedonthisafacultydevelopmentprogrammeisproposed.
KeywordsClinicalSupervision,Competency-BasedClinicalSupervision,PostgraduateMedicalEducation,ClinicalSupervisor,Resident,Self-Efficacy,LearningEnvironment,SupervisorDevelopment.
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EP-OEI07Levelling the Playing Field. Can a Specially Designed Seminar Improve Foreign Students’ Perceptions of Their Preparedness at Newcastle University Medicine Malaysia (Numed) for the Situational Judgement Test (SJT) for the United Kingdom Foundation Program (UKFP)?
Roberta Morris, Hannah Wilkins, Richard Morton, Daniel Smith and Julie Platt Newcastle University Medicine, Malaysia
BackgroundTheSJTisamandatoryclinicalaptitudetestforUKFPapplicants,alsousedforselectionintospecialtytraining.Non-UKuniversity
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ResultsTheresultsofunivariateanalysisshowedthatthevastmajoritystudents(90.4%)statedthattheirtutorialgroupdiscussionswereeffective.Meanwhile,formthreeaspectsofevaluatingeffectiveness,theyarecognitive,motivationalanddemotivational,studentsperceivedsuchaspectsareimportanttodevelopeffectivenessinPBLtutorial,respectively88.2%,94.4%and69.7%.
ConclusionIngeneral,tutorialgroupdiscussionsattheMDSP-AndalasUniversityiseffective.
KeywordsPBLTutorial,Effectiveness,TGEI.
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EP-OEI08Perception of Medical Students in Andalas University on the Effectiveness of Group Dynamics in Problem-Based Learning Tutorial
KenziAhmadHasyaputra, ZellyDiaRofindaandLailaIsrona Andalas University, Indonesia
BackgroundTutorialdiscussionisaveryessentialthinginPBLapproach.Inthisdiscussion,studentscaninteractamonggroupmembersandgetadeeperunderstandingoftheproblemasareferenceforlearning.Suchmethodhasbeenwidelyusedinhealthprofessioneducation around the world and has beenappliedintheMedicalDoctorStudyProgram(MDSP)ofAndalasUniversitysince2004.Thisstudydescribesthestudents’perceptionsregardingtheeffectivenessofgroupdiscussionsinthePBLtutorial.
MethodTheresearchisadescriptivestudywithacross-sectionaldesign.Samplingwasdonebysimplerandomsamplingtechniqueandobtainedasampleof178respondents.DatawascollectedusingvalidatedTutorialGroupEffectiveness Instrument.
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ofthedemographicfactorsandpersonalinvolvement with the CC scores.
ResultsThemeanCCscorewas38.22and49%ofmedicaland42%ofnursingstudentsscoredmorethanthemeanscore.Gender,ethnicity,languagesspoken,academicprogrammeandyearwerenotsignificantlyassociatedwiththescores.Culturalcompetencytrainingandpersonalinvolvementwithculturalactivitiesoreventshavesignificantassociation with the scores.
ConclusionLessthanhalfofthemedicalandnursingstaff has level of CC more the mean scores. ThisstudycanbeusedtoabaselinedatastrengthentheteachingrelatedtoCCinthehealthprofession.
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EP-CG02Residents’ and Faculty’s Perception and Attitudes toward Self-Directed Learning in ACGMEI Pediatric Residency Program-Qatar
Khaled Siddiq1, Manasik Hassan1, Ahmed Essam1, Muna Maarafiya2, Hatim Abdelrahman2 and Ahmed Alhammadi2
1Hamad Medical Corporation, Qatar2Sidra Medicine, Qatar
BackgroundSelf-assessment,self-directedlearning(SDL)isoneofthecornerstonesfornewauraofteaching.Considerasonewaytosupportthetransitionfromundergraduate
Career Guidance
ABSTRACT NUMBER:
EP-CG01Cultural Competence Among the Medical and Nursing Students : Towards the 4th IR Era
FaridahIdris,YeeL.S,NurHamizahM.RandSyafinazAminNordinUniversiti Putra Malaysia, Malaysia
Background 4thIndustrialrevolution(4IR)mainlydrivenbyartificialintelligentandhyper-connectivity.Inthisera,strongeducationinhumanitybecomemoreimportantthanever.Culturalcompetency(CC)canenhancetheprovisionofhealthcareandeliminatetheracial,ethnicandculturaldisparitiesinhealthcare.Culturalcompetenceistheabilitytounderstand,communicatewithandeffectivelyinteractwithpeopleacrossculturesandthiscompetencyisessentialinamultiracialcountrylikeMalaysia.ThisstudyaimedtoassessthelevelofculturalcompetencyamongmedicalandnursingundergraduatesinKlangValley.
Method Thisisacross-sectionalstudydesignamongmedicalandnursingundergraduates.Self-administrativequestionnairewithLikertscalewasusedtomeasurethepersonalinvolvement with cultural activities and self-perceptionofCCamongrespondents.DatawereanalysedwithSPSSversion22 and mean CC score were calculated. Chi-squaretestandlogisticregressionmethodwereusedtofindtheassociation
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theseskills.PostgraduateresidentsdesiremoreguidanceonhowtoengageinSDL.ResidencyprogramsneedtoprovideexpliciteducationduringearlyyearsoftheresidencytrainingonprocessofSDL,whilefacultymodellingofSDLwillmotivatethelearnersandprovideopportunitytodemonstratetheprocess.
Keywords Self-DirectedLearning.
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EP-CG03Bioethics: Perception of the Final Year Students of MBBS (UniKL) Programme
ATM Emdadul HaqueUniversiti Kuala Lumpur Royal College of Medicine Perak, Malaysia
BackgroundBioethicsincludesthestudyof‘whatisrightandwrong’innewdiscoveriesandtechniquesinbiology,andlooksat‘whatshouldbedone’whendealingwithortakingcareofpeopleandotherlivingcreatures”.Medicaleducatorssuggestthatbioethicseducationcancontributesignificantlytothedevelopmentofphysicians’values,interpersonalskillsandsocialperspectivesforthepracticeofmedicine.WorldMedicalAssociationalsostronglyrecommendstoallmedicalinstitutestocompulsorilyincludeethicsandhumanrightsinthecurriculum.InMBBS(UniKL)program,thetopicsofbioethicsarecoveredbothhorizontallyandverticallybutwasneverevaluatedifthecoveragewasadequate.Therefore,thisstudywasdesignedtoidentifythefinalyearstudents’perceptiononbioethics.
topostgraduatelearning.Self-directedlearningissupportingtheconceptoflifelonglearningandisconsideredoneofthemainnew methods in medical education and teaching.Ouraimistoexploreandcompareattitudes,knowledge,andskillsaboutself-assessment,SDLamongpaediatricresidentsandfacultythatcansupporttheresidencyprogramtopromoteresidentsSelf-directedlearningculture.
Methods Across-sectionalsurveyadministeredamongpaediatricresidentsandfacultiesfromJuly-November2016inHamadGeneralHospital,maintertiaryhospitalinQatar.Itincludes;detailsofdemographics,perception,attitudeandexperiencetowardSelf-directedlearningconcept.Questionsofferedobjectiveanswersutilizinga5-pointLikertscalethatcanbeusedtoperformstatisticalanalysis.
ResultsOutof99respondents,50areresidentsand49arefaculties.90%ofrespondentsperceivedlifelonglearningisnecessarytophysicians.TheyalsoperceivedGoodunderstandingofSDL(60%)andhowtoconstructeffectiveIndividualizedLearningPlan(50%)isnecessary.Facultycanassesstheirownskills(80%vs50%,P=0.03),butlesscomfortablehelpingtheirresidentwritegoals(45%vs30%)
ConclusionsFacultiesbelievethatSDLimprovepatientcare.Theycomfortablyidentifytheareaofstrengthandimprovementcomparedtotheresidents(86%vs60%).Residentsand faculties have different attitudes and skillsrelatedtoself-assessmentandSDL.Betterunderstandingofknowledgeandexperiencewillguidetheresidencyprogramonhowbesttoteachandfurtherdevelop
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MethodsThiswasacross-sectionalstudy.Aquestionnairewasdevelopedwith18statements,whichweredividedinto‘Science-technology’,‘Animalinresearch’,‘Humanevalues’,‘Professionalism’,and‘Bioethicsincurriculum’subcategories.Thefinalyearmedicalstudentswereselectedtoparticipateinthisstudyupontheirconsent.Thequestionnairewasdistributedusuallyattheendoftheweeklylectureclasseswhereallthesubgroupsconvene.
Results112studentsparticipatedinthisstudy.Cronbach’s αshowedacceptableinternalreliabilityofthequestionnaire.Therewasnosignificantdifferencesofthemeanscoresof‘science-technology’relatedstatementswhencomparedwithdifferentgender,age,ethnicityorreligionsubgroups(‘p’was0.851,0.275,0.691,0.636respectively).Butthereweresignificantdifferencesofthemeans of ‘Animal in research’ statement betweengender(.043)andage(.017);‘Humanevalues’betweengender(.046),‘Professionalism’betweengender(.008)andage(.012);‘Bioethicsincurriculum’betweengender(.041)andage(.026).
ConclusionThisstudyshowstheneedofimprovementinstudents’perceptions,andtheyperceivethatthecurriculuminsufficientlyaddressingtheissuesofbioethics.Well-organizedcontributions in the curriculum can enhance thelearningofbioethicalissuestobecomegoodmedicalpractitioners.
KeywordsBioethics,Perception,Medicalstudents
Early Exposure to The Workplace
ABSTRACT NUMBER:
EP-EEW01Exploring the Relationship between How Prepared Junior Doctors Feel for Their First Foundation Post and Perceived Exposure to Simulation at Medical School
Oluseyi Adesalu1 and Clare Van Hamel2 1Basildon and Thurrock University Hospitals NHS Foundation Trust, Essex, United Kingdom 2Severn Deanery Foundation School, Bristol, United Kingdom
BackgroundIn2018,68.6%ofFoundationYear1(FY1)doctorsintheUKfeltadequatelypreparedfortheirfirstpost.Simulationtrainingisacommonlyusededucationaltoolforstudentstolearntheessentialskillsrequiredtobeajuniordoctor.ThisstudyaimedtoinvestigatetheassociationbetweenFY1doctors’perceivedexposuretosimulationtrainingatmedicalschoolandfeelingadequatelypreparedfortheirfirstfoundationpost.
MethodIn2018,anoptionalsurveywassenttoFY1doctorsintheUKduringtheirfirstfoundationpost.962responseswerereceived,723ofwhichwereUKmedicalschoolgraduates.TheUKmedicalschools(n=32) were ranked and cross-referenced in
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accordancetotheproportionofrespondentsreplying“stronglyagree”or“agree”tothestatements“Iwasadequatelypreparedformyfirstfoundationpost”and“Ihavehadregularsimulationtrainingtopreparemeforclinical work”.
Result72.2%(n=522)ofrespondentsagreedorstronglyagreedthattheyfeltadequatelypreparedfortheirfirstfoundationpost.79.8%(n=577)ofrespondentsagreedorstronglyagreedthattheyhadreceivedregularsimulationtrainingtopreparethemforclinicalwork.70%(n=7)ofthetoptenrankedinstitutionsforpreparednesswerealsointhetoptenrankedinstitutionsforperceivedexposuretosimulationtraining.20%(n=2)ofthebottomtenrankedinstitutionsforpreparednessalsofeaturedin the bottom ten ranked institutions for perceivedexposuretosimulationtraining.
ConclusionThedatademonstratesthatwhilstgreaterexposuretosimulationappearstobeassociatedwithincreasedfeelingsofpreparedness,perceivedlackofexposuretosimulationdoesnotappeartobeassociatedwithfeelinglesspreparedforthefirstfoundationpost.Furtherresearchintoadditional educational methods to be used alongsidesimulation,aswellasexplorationofFY1doctors’beliefsofwhatconstitutes‘regularsimulationtraining’isrequired.
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IMU-RHIME Abstracts
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ABSTRACT NUMBER:
IR01 SimHaL: A Low-Fidelity Simulator of Heart and Lung Signs for Clinical Education
Madawa Nilupathi Chandratilake, DilminiKarunaratne,GaminiWijayarathna, Thashika Rupasinghe and Chamli Pushpakumara
University of Kelaniya, Sri Lanka
IntroductionPatients are the ultimate source of clinical education.Safeguardingthedignityofpatientswhentheyareinvolvedinmedicaleducationisanethicalchallenge.Althoughhi-fidelitysimulationishelpfultheaffordabilityandthe‘lackofhumantouch’aresomeofitsstrongdrawbacks.Theaimofthisprojectwastocombinearealhuman-beingandtechnologyatanaffordablecosttoimprovemedicalstudents’learningexperiencewhileprotectingpatientdignity.
Description of the innovationSimulatorofHeartandLungdiseases(SimHaL)isahybridmodelwhichsimulatespathologicalauscultativesignsonthethoraxofahealthypersonbyusingalow-fidelitysimulationmodule.Thelearner,whoexaminesthechestofthehealthypatientwithamodifiedstethoscopeusingthecorrecttechnique,hearsthesoundspre-determinedbythetutor/instructortosimulateadiseasecondition,e.g.upperlobarpneumonia,ventricularseptaldefect.Duringthestethoscopicexaminationthelow-fidelitysimulatordetectsthepositionofthechest-pieceandtransmitthelung/heart
soundallocatedtotheparticularareaofthechesttotheear-pieceofthestethoscopebasedontutor’sillnessscript.Adatabaseofsignsanduser-interface,animage-trackinganddetectionsoftware,andanimprovisationofastethoscopeasapositionlocator and a receiver of sounds were combinedinSimHaLbymulti-disciplinarycollaborativeteam.ThecostforequipmentwasGBP1500.(Videolink:https://www.youtube.com/watch?v=1UvVssBGXmg)
Results of evaluationBothclinicians(n=6)andstudents(n=20)haveperceivedtheeducationalexperienceandeffectivenessofSimHaLpositively.Theevaluationison-goingtodeterminethevalidityofSimHalbycomparingstudents’abilityofdetectingthesignsinSimHalandinrealpatients.
DiscussionSimHalisateaching/learningandassessmenttoolandamodeofsimulatingcriticallyillpatients.Itsupplementsthetechnology-enhancededucationwithahumanisticcomponent.SimHaLisfinanciallyandtechnicallyaffordabletomedicalschoolsin low-resourced countries.
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IR02 Development and Implementation of an Online Assessment System (OAS)
Hui Meng Er, Vishna Devi Nadarajah, Noraidah Yusoff, Kelly LY Loh and Chin Sheau Yuen
International Medical University, Malaysia
Introduction/BackgroundAssessmentisanintegralcomponentofcurriculumandeducationmanagement,drivenbytheuniversitylearningphilosophyandgovernance.Itenablesjudgementofstudent’slearningoutcomesbasedonasystematiccollection,reviewanduseof assessment information. The entire processiscriticalasitinformsaboutthequalityofteachingaswellasthegraduates.Challengesinassessmentmanagementincludediverseprogrammeneeds,venueconstraint,facultyworkload,andcontinuousgrowthandchangesinassessmentsparticularlyintheareasofpersonalisedfeedbackandqualityassurance.Anonlineassessmentsystemofferssolutionstothesechallenges,includingassessmentblueprinting,turnaroundtimeforresultprocessing,audittrail,psychometric analysisandprovidingfeedbackbased onlearningoutcomes.
Description TheOASwasdevelopedthroughaninter-collaborativeeffortamongthefaculty,ExaminationOffice,InformationTechnologyandvendor.Thesystemdesignwasguidedbytheprinciplesofoutcome-
basededucation,strongconstructivealignment,useofappropriateassessmenttools,provisionoftimelyandindividualisedfeedback to students.
ResultsChangemanagementisinevitableduetothechangeofpracticefrompaper-based to online assessments. The initialimplementationchallengese.g.logisticplanning,ITinfrastructure,andstafffamiliaritywiththesystemwereovercomewithsupportfromtheuniversitymanagement.Thesystemhasenhancedtimelypersonalisedfeedbackforstudentsandqualityassuranceofassessmentasaconsequenceofavailabilityofitemanalysis,aswellasauniversityquestionbank.Theadministrativeimprovementincludedeffectivetrackingofexaminationquestionvettingprocesses,adherencetotimelinesforpreparationforexaminationpapers,automatedresultsprocessing,andtimelyresults release.
DiscussionOAShasenhancedtheindividualfeedbacktostudents,henceimprovingremedialsupport.AsOASiscapturingdataononeplatform,thesedatacanbeusedforcontinuousqualityimprovementandevaluationoftheassessmentprogrammesatIMU.Besides,theycanalsohelptoidentifyareasforfacultydevelopment.
KeywordsOnlineAssessmentSystem;PersonalisedFeedback;QualityAssurance.
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ABSTRACT NUMBER:
IR03 Exploring Healthcare Education with an Interactive Augmented Reality Application as a Learning Tool
Sultan Omer Sheriff, Jithendra Panneerselvam, Shelly Arora, Murugesh Kandasamy, Thiagarajan Madeshwaran,MohdFadzilBinZainalAnuar&RadenYusnaidiAdiputra Bin. Alias
International Medical University, Malaysia
IntroductionAugmentedreality(AR),supportstheunderstandingofcomplexphenomenabyprovidinguniquevisualandinteractiveexperiencesthatcombinerealandvirtualinformationandhelpcommunicateabstractproblemstolearners.Throughtheyears,newtechnologieshaveoftenenablednewopportunitiesforeducation.Forexample,decades of research have shown that computertechnologyintheclassroomcanenrichteachingandlearningandbooststudentachievement,comparedtoteachingwithoutsuchaids.Ourprojectisanattempttoimprovethelearningprocessofhealthcare students with an effective alternative to 2Dpictorialcontentandresources.
Objectives •TodesignARondevelopmentofpalateandlipsfortheuseofitwithintheclassroomenvironment(helpingstudentstodiscovernewwaysoflearning).
•TodesignanddeveloptheARmodefortherespiratorydevice(MDI)fortheenhancedlearningamonghealthcarestudents.
Method Forthisproject,researchonthesubjectmatterwasdonebeforegoingintothedevelopmentprocess.Ananalysiswasthenconductedinordertoidentifytheusertargetandit’spotentialforthefutureofteachingandlearningandbytakingintoconsiderationtheoriesoflearning,understandingsofstudentsandtheirneed.
Results Developmentofpalate&lipsAfterthedevelopmentoftheprototypeapp,usabilitytestwasconductedwithpresentCohortDT1/18Semester2dentalstudentsARmodefortherespiratorydevice(MDI)ThefeedbackandsuggestionsforARMDIwastakenfromthepeersandsamewillbeimprovedandapilotstudywillbeconductedamongBPharmstudentstoknowtheimpactoflearningprocess.Theoverallresponsewasreallypositive,belowarefewcommentsgiven:•Theapplooksfulfilling.•I’mexcitedtoseethereleaseofthisapp,hopewecanuseitbeforewegraduate!
•Makeitaccessibleanywhere
Conclusion Augmentedrealityapplicationcould be an effective interactive tool to enhancethelearningexperienceamong healthcare students.
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ABSTRACT NUMBER:
IR04 Developing Research Capacity of Faculty and Students through Project ENEX: A two Pronged Approach
ZarrinSeemaSiddiqui The University of Western Australia, Australia
Introduction Newmodelsofgraduateeducationareemerginginresponsetotheneedtopreparestudentsforcareersinvolvingnotonlyresearchbutalsoteaching,outreach,service,andinterdisciplinarywork.1Whilethereareformalexperiencesembeddedinthecurriculumtodevelopresearchskillsamongthestudents,innovationsarerequiredtoequipstudentswithskillsrelevant to the future needs. On the other hand,facultyisunderconstantpressureforenhancingresearchproductivity.
Description of The Innovation Thisprojectaimstodevelopcapacityand involvement of UWA students as researchersbyengagingthemasresearchassistants.TherearetwophasesofthisprojecttitledENEX.ENreferstoengagestudentswhoareinterestedinvolunteeringtheir time as Research assistants to assistinwritingmanuscripts,literaturereviewsandmanagementofreferences.EXreferstoexchangeofresearchideas,literaturereviewsthatcanbedevelopedasfutureresearchprojects.RecruitmentoftheparticipantsstartedthroughanadvertisementpostedonUWAcareerHubinMay,2018.Theresponsewasgreat.We
haveagroupof18potentialparticipantsasvolunteerresearchassistantswithinfirstthreedays.Threefacetofacesessionswerearrangedinthefirstmonthaspartoftheorientation.Sessiononeallowedstudents to interact with each other and an overviewwaspresentedabouttheprogramandtheprojectsavailableforstudentstochoose.Followingthissession,studentswereprovidedoptiontochoosetheprojectsthat interests them most. In all there were tenprojectswith2–3studentsallocatedtoeachproject.Sessiontwoandthreeofferedworkshopsonresearchmethodsandliteraturereviewwhichwasfollowedbygroupbasedsessionsforeachproject.Thesesessionstargetedthedataanalysis,selectionofjournalsandwriteup.
Evaluation Inlastsixmonthswehavealreadysubmittedfourmanuscriptsandoneisaccepted.RestoftheprojectswillbecompletedbytheendofFebruary.OnestudentwillalsobepresentingataconferenceinJanuary.Fromtheperspectiveofthesupervision,itwasagreatexperiencetomentoragroupofmotivatedstudents.Onapositiveside,italsoallowedmetogetquitefewpapersdonewhichhavebeenpendingforyears.Thereweretwodropoutsforpersonalreasonsbutallstudentsacknowledgedhowmuchtheyenjoyedandlearntaboutresearchandspeciallythefieldofhealthprofessionseducationwiththeirfirstresearchpublicationlistedonthecvs.
Discussion Thebenefitsofparticipatinginresearchasanundergraduatearewelldocumentedforgraduates,institutionsandtheacademiccommunityasawhole.2-3Thisprojectsupportstheneedformoreopportunitiesoutside the formal curriculum as more
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studentsarelookingforvolunteeringandbuildingtheircvswithauthenticexperiences.Anyacademicsorinstitutionplanningtooffersimilarexperienceshouldkeepsomeprotectedtimeforsupportingthe research assistant and if there is some allowanceinformofconferenceregistrationorforthetimecommittedbythestudentwillbeacherryonthecake.
ABSTRACT NUMBER:
IR05 Impact of Mobile Technology Using Animation in Embryology Class at Asia Metropolitan University
Shahnaj Pervin Asia Metropolitan University, Malaysia
Introduction Mobiletechnologieshavethepotentialtoenhanceconceptuallearningofundergraduatestudents.Itisbeneficialfor both teachers and students [2]. Use of animationinembryologyclassstudent’scognitiveknowledgeandclinicalcorrelativecapacitywillbeincreased.
Description of the innovation62year1MBBSstudentofAsiametropolitanuniversityweretaughtwithwell-labeleddiagramsandtheflowchartonfertilizationandimplantation.Inthenextclass students were shown the animation ofthesecondweekofdevelopmentusinganimatedembryologyCDROM“Simbryo”throughmobileortab.Studentslearning
ofbothclassesweretestedby5MCQsrespectivelyandthescoresofboth-testswerecompared.
Results of evaluationAftertheclasswithdiagram,47%,18%,25%and10%studentsscored10,15,5and0respectively.Aftertheanimatedembryologyclassthroughmobile,66%12%,3%,11%and8%studentsgot15,20,25,10and5respectively.Totalmarkswere 25.
DiscussionTheresearchshowedthatalargenumberofthestudenthasansweredcorrectlyinpost-testafteranimatedclassonembryology.Morethan60%studentwrotecorrectansweroftheco-relativeandproblem-solvingMCQsthatwereveryfewafternon-animatedembryologyclasscomparedto animated class.
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ABSTRACT NUMBER:
IR06 Daily Case Discussion as Self-Directed Learning in Clinical Medicine
Mohd Rahman Omar, Suhaila Sanip, Ummi Affah Mahamad, HanaMaizulianaSolehanand UmmuAimanFaisal
Universiti Sains Islam Malaysia, Malaysia
BackgroundDailycasediscussion(DCD)wasintroducedtoclinicalstudentsduringInternalMedicinepostinginFacultyofMedicineandHealthScience,USIM.Itranfor7weeks.Itwasfullyconductedbythestudents(15-20students/group)althoughtheinstructionson how to conduct the sessions were writtenbythelecturer.Thecasesselectionand contents of the discussion came from students’ initiatives. The students also conductedpeerreviewassessment duringsessions.
MethodWe evaluated students’ feedback towards DCDusinganonline21-itemquestionnaires.
ResultsFrom77studentsparticipatedinsessions,only68(88.3%)filledinthequestionnaires.Majority94.1%(64)perceivedthatDCDisbeneficialalthough16.2%(11)wereburdenedbyit.Majority73.5%(50)reportedwerepreparedforthesessions. All(68)feltthethemeofcasesweresuitableand75%(51)feltthecasesselectionbystudentswerefair.Only54.4%(37)students
feltcomfortableinjudgingtheirpeers’presentation.MajorityofthembelievethatDCDhelpthemprepareforclinical(82.4%)andtheory(80.9%)examinations.Themajority(89.7%)feltthatDCDhelpthemunderstand Internal Medicine better. The benefitsofDCDperceivedbythestudentsincludebetteranddeeperunderstanding,improvementofcommunicationandpresentationskills,developmentofself-confidence,improvementofteamworkandteamdynamicsandoptimisationofstudytimeandhelpfulinrevisionforexamination.
ConclusionDCDhasthepotentialtobeanadditionallearningtoolsforclinicalstudentsinvariousclinicaldisciplines.
LimitationThispreliminarystudyislimitedbyitssmallcohortsizeandsingledisciplineimplementation.
KeywordsDailyCaseDiscussion(DCD),Perception,Benefit,CriticalThinking.
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We acknowledge assistance of the following for the review of all abstracts:
Assessors and Judges - IMU RHIME Innovations•MichèleWera,Netherlands
• TrudieRoberts,United Kingdom
• GaryMires,United Kingdom
• SambandamElango,United States
• RichardFuller,United Kingdom
• HlaYeeYee,Myanmar
• NeilOsheroff,United States of America
• RayPeterson,Australia
• IanWilson,Australia
• JudyMcKimm,United Kingdom
Abstracts Assessors• KangYewBeng,Malaysia
• ChenYuSui,Malaysia
• SuhailaSanip,Malaysia
• SharifahSulaihaHjSyedAznal,Malaysia
• NurmanYaman,Malaysia
• GnanajothyPonnudurai,Malaysia
•MadawaNilupathiChandratilake,Malaysia
•MaimunahBtAHamid,Malaysia
• SarmishthaGhosh,Malaysia
CommitteeMembers&JudgesoftheGlobalUniversityMedicalChallenge• NileshKumarMitra,Chair,International Medical University
• HtetHtet,Secretary,International Medical University
• ArunKumar,International Medical University
• ErHuiMeng,International Medical University
• JamesKohKweeChoy,International Medical University
• GaneshRamachandran,MAHSA University
•MamunurRashid,Quest International University, Perak
• YushakAbdulWahab,International Medical University
• EshaDasGupta,International Medical University
• RafidahBintiHOD,Universiti Putra Malaysia
• ShahidHassan,International Medical University
• TunYee,International Medical University
• NorzanaAbdGhafar,Universiti Kebangsaan Malaysia
• PuteriShanazBintiJahnKassim,Universiti Putra Malaysia• PurushothamKrishnappa,International Medical University
Thank you
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Thank youSponsors
•AccessDuniaSdnBhd
•AMBOSSGmbH
•AssociationforMedicalEducationinEurope(AMEE)
•CambridgeAssessmentAdmissionsTesting
•DxRAsiaPacificLtd
•Elsevier(Singapore)PteLtd
•GEMx:GlobalMedicalExchange(ECFMG)
•InsanSaintifikSdnBhd
•LaerdalMalaysiaSdnBhd
•MSIGInsurance(Malaysia)Bhd
•Osmosis
•OTTAWAConference2020
•UnitedAkrabTechSdnBhd
•UniversalITSolutionsSdnBhd
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