Education in Medicine Journal

Anatomy has been taught predominantly in the preclinical years. However, little guidance exists for medical educators in designing appropriate assessments of anatomy knowledge. In general, medical schools implement and determine their own curricula and methods of assessment. The purpose of this scoping review is to examine the breadth of literature regarding the utility of anatomy assessments, which will be reported whether they have been investigated in terms of validity, reliability, practicality, feasibility, cost-effectiveness, and educational impact in the included resources. This scoping review will be conducted using the Joanna Briggs Institute (JBI) scoping review guideline, and its protocol is outlined to systematically map the utility of anatomy assessments in preclinical undergraduate medical curricula over the past 20 years. Primary data will be searched from relevant studies, review articles, and grey literature sources between 2002 and 2023. The resource searching will be performed using the three-step search strategy, namely review search, study selection, and evidence charting, which will involve four electronic databases and two independent reviewers. As secondary research, this review does not require ethical approval. The review will not only permit better comparisons of anatomy assessment and foster meaningful evaluation of both medical students and teaching establishments to take place in the anticipation of ensuring the constructive alignment in anatomy education but also produce important information on the quality of anatomy assessment in the context of the undergraduate medical curriculum. The findings will be disseminated through journals and conferences targeting anatomy educators worldwide.

Aspalilah Alias

Razif Abas

Ker Woon Choy

Kah Hui Wong

Siti Nurma Hanim Hadie

The Utility of Anatomy Assessment in Preclinical Undergraduate Medical Curriculum: A Scoping Review Protocol

本科医学预科课程中解剖学评估的实用性：范围综述协议

Recently, the authors had a situation in a mobile chat group (WhatsApp) when a medical lecturer was asking what value a human papillomavirus (HPV) test adds to the pap smear for cervical cancer screening. The field experts in the group replied with detailed, erudite explanations. Soon after, another lecturer posted an answer from GPT-3 based chatbot. Despite needing more depth of an expert’s reply, the chatbot gave concise answers, reframing complex medical jargon in plain English without losing crucial medical information, and more. They were easier to understand. All these with the leisure of a human-like engagement. This narration is one of countless news related to ChatGPT, which have been making headlines, academic journals included, to illustrate how the large language model technology may have disrupted conventional educational practice. One discriminatory element distinguishes this technology from all its predecessors; it is not trying to mimic a human response but responding like a human. In this writing, we navigate discussion based on the most fundamental aspect of assessment, its purpose. We revisit the concept of fidelity from the field of simulation to explain how the technology may have rejuvenated the purpose of assessment for learning (formative assessment). Then, we articulate several associated challenges in the conduct of the high-stake assessment of learning (summative assessment). We conclude with an emphasis on the purposes as the guiding principles that remain the same despite the changes in the landscape on the conduct of the assessment.

Mohd Salami Ibrahim

Nurulhuda Mat Hassan

From Chatbots to Mind-bots: Navigating Assessments in the Advent of ChatGPT

从聊天机器人到心灵机器人：在ChatGPT时代导航评估

The existence of a good clerkship system and quality lecturers will undoubtedly enhance the medical students’ knowledge and skills that align with their competencies. This study aimed to evaluate the achievement of surgical competence based on the expectations of students following clinical clerkships in a surgical department. This study included medical students who participated in a clinical clerkship in the surgical department using a mixed method with a sequential explanatory design as a quantitative approach. Pre- and post-tests were also used to assess changes in student knowledge, qualitative results were obtained from focus group discussions (FGD), and standardised questionnaires were used to assess student skills expectations and achievements. The results showed a significant increase in students’ knowledge after participating in a clinical clerkship, with a mean difference of 3.94 [standard deviation (SD) = 10.67]. However, only three of the skills met students’ expectations during clinical clerkship. This was attributed to a lack of opportunities to practice the skills that students had acquired, the presence of too many students, limited time, and a shortage of practical placements in regional hospitals. Most students perceived the majority of lecturers as nurturing and proficient. However, some lecturers are often occupied with their commitment, resulting in infrequent student interactions. The clinical clerkship system for the Department of Surgery at the Faculty of Medicine, Hasanuddin University effectively enhanced student knowledge, but it needs to be improved to meet their skill expectations.

Syarif Syarif

Irwin Aras

Suryani As’ad

Nasrudin Andi Mappaware

Budu Budu

Irfan Sugianto

Agussalim Bukhari

Ahmad Taufik Fadillah

Ichlas Nanang

Evaluation of Student Expectations and Clinical Competence Skills Performance during Surgery Clerkship Programme: A Comprehensive Study

外科实习计划中学生期望与临床能力技能表现的评估：一项综合研究

The COVID-19 pandemic served to catalyse and enhance the digital transformation of the clinical medical curriculum at the International Medical University (IMU). This transformation was implemented in three stages; Stage 1: enhancement of the learning management system (LMS), including development of lesson plans and review of learning resources; Stage 2: quality assessment of lesson plans; and Stage 3: curation and creation of learning resources. This systematically implemented transformation received encouraging feedback from students.

Ganeson Malanashita

Sivalingam Nalliah

Aida Lina Alias

Hasnain Zafar Baloch

Enhancing E-learning in the Clinical Sciences Phase of the Medical Programme

增强医学课程临床科学阶段的电子学习

Health problems are complicated, even more so in remote areas. Collaboration has emerged as a solution to this complex problem. Some specific health worker qualities have been identified as related to the success of the collaboration, but the transformation of these qualities into collaborative behaviour remains unclear. An epistemological model of collaborative skills development was built and it was confirmed by the experiences of health workers. A research model based on interpretivism epistemology was also developed. The model was then generated using a qualitative methodology with a coding framework using deductive and inductive approaches based on the literature review and the interviews. Ten previously assigned health workers were interviewed to list their personal qualities and functions to overcome collaboration problems. The specific personal qualities of health workers determine each type of collaboration. The personality of health workers does not affect their collaborative skills with the community but is directly related to interprofessional collaboration skills.

Nuzulul Kusuma Putri

Ilham Akhsanu Ridlo

How Do Health Worker Qualities Affect Collaborative Skills? A Qualitative Study in Rural Indonesia Primary Health Services

健康工作者素质如何影响协作技能？印度尼西亚农村初级卫生服务中的定性研究

Dentistry can be considered a challenging field, with dental students often experiencing high levels of stress and poor mental health. Hence, maintaining mental well-being is important so that dental students can cope with their stressors effectively. Lifestyle factors like physical activity, sleep problems, and addictions impact the levels of mental well-being. This paper aimed to identify the association between dental students’ lifestyle factors and mental well-being. This cross-sectional descriptive study was conducted among all the undergraduate dental students at a university in Malaysia. Data were collected by using a self-administered questionnaire [which included questions on demographic background, lifestyle factors, and the Warwick-Edinburgh Mental Well-being Scale (WEMWBS)] and analysed using SPSS (version 26.0). Out of the surveyed students, 83.2% responded. The mean WEMWBS score for this study population was 46.09 ± 7.93. The results showed that engagement in physical activity positively affected mental well-being scores, while the presence of sleep-related problems was associated with lower mental well-being scores. Encouraging the adoption of healthier lifestyle factors, such as regular physical activity and practising good sleep hygiene along with the intervention of sleep-related problems, could improve mental well-being levels among dental students significantly.

Shea Lee Lim

Noraini Abu Bakar

Nadzirah Ahmad Basri

Salizar Mohamed Ludin

The Association Between Lifestyle Factors and Mental Well-being among Dental Students

牙科学生生活方式因素与心理健康状况的关联

The Multiple Intelligences (MI) Theory by Howard Gardner emphasises that individuals have a unique blend of “capabilities” (“intelligences”), differing significantly from the traditional concept of intelligence measured by conventional intelligence quotient (IQ) tests. This cross-sectional, multiinstitutional study aimed to compare the MI of medical students from three Malaysian medical schools, investigate the effects of demographic factors on the MI of students with diverse cultural and socio-economic backgrounds, and examine the effects of MI on academic performance. The MI Inventory was used to assess the MI of medical students. Path analysis was carried out using the SmartPLS software version 2.0. Inter-institutional differences in MI were observed among the students. University A students (53.51 ± 21.99) scored significantly higher than University B students (46.70 ± 20.34) in the naturalist domain (p = 0.05). University A students also scored significantly higher (58.35 ± 21.30) than University B (50.26 ± 19.49; p = 0.014) and University C students (46.90 ± 21.58; p = 0.008) in the musical/rhythmic domain. In the verbal/linguistic domain, University A students (47.94 ± 21.06) scored significantly higher than University C students (39.05 ± 19.23; p = 0.05). Path analysis highlighted a statistically significant effect of family income on the musical intelligence (β = 0.220, t = 2.005, p &lt; 0.05), a domain closely related to verbal/linguistic intelligence. Students from all three medical schools consistently achieved the lowest score in the verbal/linguistic domain and the highest score in the intrapersonal intelligence domain. These findings suggest the need for interventions to enhance language proficiency among medical students. Emphasising MI would make medical education more comprehensive, ultimately enhancing learning in their academic pursuit.

Rebecca Shin-Yee Wong

Heng-Loke Siow

Vinoth Kumarasamy

Nazrila Shaherah Fadhlullah Suhaimi

Priscilla Das

Path Analysis of Factors Influencing Multiple Intelligences of Malaysian Medical Students: A Multi-institutional Study

马来西亚医学生多元智能影响因素的路径分析：一项多机构研究

Diagnosing brain death in paediatrics is difficult due to emotional, ethical, and legal weightage. This can easily be resolved in a straightforward case following a series of examinations and investigations to confirm that the condition is irreversible. However, in some cases, consideration of religio-cultural, family preferences, and other contextual factors have to be carefully considered. This is due to challenges in ethical decision making whether to continue the treatment or to set for discontinuation of active management. There should be an emphasis on appropriate communication, resolution of conflicts and also a focus on supporting the family and healthcare providers involved in the care of the patient. This is to avoid misunderstanding of information and allowing continuous discussion on the right way forward. Decision making in a complex situation such as paediatric brain death would require ongoing negotiation based on the best interest and beneficence of the medical actions to avoid ongoing suffering for the patient and his/her family.

Muhammad Amiro Rasheeq Mohd Radzi

Mohd Anas Che Nik

Nursyahirah Anum Mohd Radzi

Nur Aisyah Mior Abdullah

Mohd Assyakir Shamsuddin

Syamila Huda Jusili

Muhammad Hafiz Lutfi Yahaya

Fahisham Taib

Shamini Subramaniam

Ethical Decision Making in a Child with Brain Death

儿童脑死亡中的伦理决策

Effective and engaging learning experiences are crucial in dental education, especially in the field of dental materials science, as previous approaches were largely through didactic teaching. Interactive online modules have emerged as valuable supplemental tools to enhance dental education. It offers interactive elements, promotes active learning, and provides an immersive, self-paced learning environment. This article highlights the use of Gagne’s Nine Events of Instruction as a practical framework to design and implement interactive online modules in the dental materials science curriculum. Gagne’s model provides a structured approach to instructional design, improving students’ engagement and their learning process. The development of interactive online modules follows Gagne’s model, including gaining attention, informing students of objectives, stimulating the recall of prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Students’ perceptions and feedback can be evaluated at the end of the online modules. In short, this article provides a systematic approach to the design and implementation of interactive online modules, ultimately improving the educational outcomes for dental and other health profession students.

Galvin Sim Siang Lin

Chan Choong Foong

Yang Faridah Abdul Aziz

Interactive Online Modules for Dental Education: A Practical Example of Gagne’s Nine Events of Instruction

牙科教育中的互动在线模块：加涅九步教学法的实践案例

Social accountability (SA) in medical education is the obligation to direct health professionals’ education to address the priority health needs of communities. Despite the extensive SA-related literature, trends in its prevalence and scope remain unexplained. This study aimed to analyse trends in SA in medical education publications, information clusters and any paucity in integrating SA into medical education. The PubMed and Scopus databases were searched for publications from 1995 to 2023 without language restrictions. VOSviewer was used to conduct the bibliometric analysis. This study retrieved 1,292 articles on SA in medical education, which showed an increasing trend in SA research year by year. The United States (US) had the most publications (512), and the University of British Columbia had the most publications (n = 39). Bibliographic coupling analysis identified five clusters of information related to SA in medical education: SA indicators and medical school accreditation; medical students’ attitudes towards underserved populations; the role of physicians in translating SA into medical education; the impact of socially accountable medical education; and preparing medical students for achieving SA in medical education. The findings demonstrate a rising trend in SA research in medical education. However, collaboration networks were stronger in developed countries, indicating the need to enhance research networks with developing countries. The five clusters of SA-related information could serve as a foundation for future research. The study highlights the importance of investigating obstacles to the adoption of SA in medical education and implementing initiatives to foster its comprehensive integration.

Publication Information	Publisher: Penerbit Universiti Sains Malaysia，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2019，Proportion of original research papers: ，Self Citation Rate:， Gold OA Rate:

Education in Medicine Journal

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