Research Journal of Pharmacy and Technology

Myat San Yi ¹, Khin Than Yee ¹, San San Oo ², Vidya Bhagat ², Soe Lwin ¹, Mi Mi Khaing ¹, Thidar Soe ¹, Myat Moe Thwe Aung ², San Thitsa Aung ²

Affiliations
1 Universiti Malaysia Sarawak, MY
2 University Sultan Zainal Abidin Kuala Terengganu, Terengganu, MY

Abstract

Bedside teaching is one of the most important modality of clinical teaching method in the presence of a patient which delivers practical essentials to the budding doctors. It emphasis on training medical students, residents and internes in history taking and physical examination skills which play a vital role in getting the diagnosis. Indeed, medicine is learned by the bedside teaching rather than classroom teaching stated by an eminent personality Sir William Osler. In the past few decades the significance of the bedside teaching is gradually fading off with the advancement in the medical technology. Most educators were confused about role of bedside teaching; number of researches is popping up with this regard. The aim of the current study was to determine how the first clinical year students perceive and reflect on bedside teaching method in their first encounter and to identify the different attitudes towards learning. It was a cross-sectional, questionnaire based study. One hundred and two, year three medical students of first clinical year from Universiti Malaysia Sarawak (UNIMAS), chosen for the study using convenience sampling method. The study showed that the students were satisfied in most of the categories of BST. The study explored students expectations like “to get more information over the topic as much as possible” and can assess their preference such as “if know the topic beforehand”, “more interactive” and “delivered take home message”. The negative feedback like ‘stressful’ and ‘boring’ also helped the teachers how to engage the learners during the BST. This study will help to assess the satisfaction of students or the most important stakeholders of our university regarding their learning process. This feedback from the students supports the effort to improve in teaching method so that teachers can produce best professionals in the field. It is a beneficial and reliable study in terms of perspectives in developing the best teaching methods.

Keywords

Bedside Teaching, Feedback, Medical Students, Satisfaction.

Full Text

     

Tin Moe Nwe ¹, Mary Tang Ing Yien ², Izzah Qashrina bt Mahiden ², Timothy Imban anak Jowel ², Aamir Hamzah Bin Juma’adee ², Khin Than Yee ³, Marina Kapitonova ¹, Soe Lwin ⁴, Swe Swe Latt ⁵

Affiliations
1 Department of Basic Medical Sciences, Faculty of Medicine and Health Sciences, UNIMAS., MY
2 Faculty of Medicine and Health Sciences, UNIMAS., MY
3 Department of Paraclinical Sciences, Faculty of Medicine and Health Sciences, UNIMAS., MY
4 Department of Obstetrics and Gynaecology, Faculty of Medicine and Health Sciences, UNIMAS., MY
5 Unit of Community Medicine, AIMST University, Faculty of Medicine, Kedah., MY

Abstract

Introduction: The entire world is having a crisis on the attitudes and challenges faced by people in the e-learning areas. Online learning or e-learning carries the definition of having the education through an online basis. It is realized that online learning establishes various kinds of conceptions and barriers in achieving academic goals. Purpose: This study aims to assess the attitudes and challenges faced by the UNIMAS pre-clinical medical students concerning their academic achievements based on online medical education using e-learning systems. Methodology: In this study, the attitudes of students regarding the challenges faced by respondents and their experience during e-learning are measured. In the online survey conducted among pre-clinical medical students, the sample population was selected through convenience sampling technique taken from Year 1 and 2 medical students of UNIMAS, the data collected concerning their opinion about the experience during e-learning and the challenges faced by them. The sample data collected were statistically analysed using the T-test and Chi-Square test. Results: The results showed few significant correlations of some attitudes towards online learning and the challenges with regard to various socio-demographic factors. The results suggest that some socio-demographic factors affect the attitudes and challenges faced directly or indirectly. Most of the UNIMAS pre-clinical medical students showed a neutral attitude towards online learning while facing moderate challenges in this matter. There was no significant association between the majority variables of the socio-demographic with the respondents' attitudes except for the internet connectivity. Ethnicity and internet connectivity showed a true relationship with the challenges faced by the respondents during online learning. Conclusion: The study concludes no evidence of significant negativity among the students' attitudes with regard to their demographic background and internet connectivity. Although there were students who had faced difficulties with regard to online learning. The study suggests that online learning should have facilitated approaches in achieving total learning activities of students around the world, preparation of competent technical personnel, funding of facilitation, and collaboration between universities, specifically in developing countries.

Keywords

Attitude, challenges, online learning, pre-clinical medical student.

Full Text

     

Khin Than Yee ¹, Helmy Bin Hazmi ¹, Tin Moe Nwe ¹, Mya Mya Thwin ², Mon Mon Yee ³, Mi Mi khaing ⁴, Soe Lwin ¹, Myat San Yi ¹

Affiliations
1 Faculty of Medicine and Health Science, University Malaysia Sarawak, Sarawak, MY
2 Medical Faculty, University Sultan Zainal Abidin, Kuala Terengganu, MY
3 Newcastle University Medicine Malaysia, Johor,, MY
4 Faculty of Medicine, SEGi University Sibu Clinical Campus, Sarawak,, MY

Abstract

Introduction: In modern medical education, with its transformational changes, teacher-centered learning is transformed into student-centered learning. This shift has escalated so fast with momentum, and its value in teaching and learning has been evaluated in many ways. In the current scenario, problem-based learning (PBL) is a well-recognized effective method of teaching and learning. The credit goes to McMaster University in Hamilton, Ontario, Canada, for the establishment of PBL. In Malaysia, many medical schools have applied this method in their curriculum, one of which is University Malaysia, Sarawak (UNIMAS), which has also adopted PBL in its undergraduate curriculum since 1996. Purpose: The aim of this study is to determine the students’ acceptance of PBL and its positive and negative impact on their learning. Methodology: It was a cross-sectional study conducted to determine the acceptance of the students of PBL. The study population is selected using convenience sampling of 140 out of 148 pre-clinical year-2 students who were exposed to the PBL method, the focus group discussion (FGD) was conducted based on pre-framed questions to know the impact of PBL on the students’ learning. Results: Results showed that the respondents had the satisfaction and accepted PBL. Sixty students from 6 PBL groups were involved in FGD. Feedback from FGD revealed their difficulties with the conduction of 1st session of PBL, for instance, problems in searching resources, new learning environments and peers from different regions. There were positive responses spelled by the subjects that the PBL has improved their communication skills, critical thinking, and self-esteem. Conclusion: Overall the PBL has proved beneficial evidenced a positive impact on the learning process of medical students.

Keywords

Problem-based learning (PBL), acceptance, impact, focus group discussion (FGD)

Full Text