Students' perception on anatomy education in Cyberjaya University College of Medical Sciences, Malaysia

Latiff, Atikah Abdul; Kamarzaman, Saheera; Manan, Norhafizah Ab; Rampal, Krishna Gopal; Muniandy, Bala Krishnian

doi:10.4103/jasi.jasi_46_19

Cited by 7 publications

(4 citation statements)

References 25 publications

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“…12,13 Malaysian medical schools follow their individual curricula and radiological anatomy is not documented to be well integrated into anatomy teaching. 14,15,16,17,18 Curricular elements are chosen based on the needs of stakeholders, the feasibility of teaching-learning given the resources, as well as clinical and educational evidence. 19 Hence, this study is aimed at getting feedback to evaluate radiological anatomy teaching in a private medical school in Malaysia to collate the data intended for curricular improvement.…”

Section: Resultsmentioning

confidence: 99%

Contextual, Radiological Anatomy (RA) Learning needs Evaluation for Curricular Improvement

Ansari

Hong

Idris

et al. 2023

imjm

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INTRODUCTION: As a part of the MBBS curriculum review exercise, University of Cyberjaya (UoC), Malaysia had come up with a study to investigate the feedback and learning needs pertaining to radiological anatomy (RA) in pre-clinical teaching. MATERIALS AND METHODS: A single-institutional survey of all five-year medical students was done using an adapted instrument which had both open and close-ended questions on the radiological anatomy teaching received so far and the perception on the teaching methods and content. 405 respondents out of 503 (80%) (year 1=115, year 2= 78, year 3=79, year 4=78, year 5=55) replied. There were totally 136 male and 269 female respondents. RESULTS: Though the overall student learning time (SLT) was adequate, year 3 students (62%) reported inadequate radiological anatomy SLT. Pre[1]clinical students (57.5%) reported more of formal radiological anatomy teaching while clinical students indicated informal teaching (Informal: 15.1 %, Even mix of formal and informal: 56.6 %). Female students reported higher response of adequate SLT (69.1%) and formal teaching (46.9%) compared to males. Small group learning such as gross anatomy practical sessions, problem-based learning, clinical skills teaching, and clinical correlates sessions were recommended. Abdomen and thorax were the most preferred regions where radiological anatomy could be explored further. X-ray followed by CT and MRI were the most favoured radiological modalities to learn topographical anatomy. CONCLUSION: The study provided sound feedback on the existing radiological anatomy teaching practices. Data shows stark contrast between the needs of the students and the current practices indicating that it is quite substantial for curriculum review.

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Section: Resultsmentioning

confidence: 99%

Contextual, Radiological Anatomy (RA) Learning needs Evaluation for Curricular Improvement

Ansari

Hong

Idris

et al. 2023

imjm

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“…Medical students can serve as principal investigators if they have prior research experience, possess the necessary knowledge and skills, receive mentorship and guidance from experienced researchers, and are able to manage time and resources effectively. Teachers and students should carefully consider these factors before deciding whether a medical student is suitable (Latiff et al, 2019). The study of anatomy, biology, and pharmacy are among the fundamental sciences that are frequently taught in a college of medicine's (COM) instruction, along with medical sciences including medicine, surgery, pediatrics, and obsessive.…”

Section: Introductionmentioning

confidence: 99%

Investigate the opinions of the teachers and students regarding the suitability of medical students to serve as the principal investigator - A systematic review

Amudha,

Dhanalakshmi,

Amalraj

et al. 2024

Multidiscip. Rev.

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Determining a principal investigator's (PI) qualification could be complicated particularly for educational institutions. In the learning environment, it is difficult to provide students PI status. Several studies have examined the viability for student’s investigators. The purpose of this research was to discover how professors and students viewed medical students' eligibility for PIs. The institution create a data-based PI eligibility procedure was one of the secondary goals. Teachers and students at Alafia University's College of Medicine (COM) were polled using an investigation that was developed and verified by the study's authors. A total of 135 medical students, 53 academic members, including four administrators, answered. The responses percentages for instructors and students were more than fifty percent and 12%, respectively. Based on 62% of the instructors, medical students can't be PI eligible despite the control of an instructor. According to 77% of the students, they were unqualified to serve as the PI. The findings of the present investigation confirm the widespread university policy that prohibits medical students from acting as principal investigators.

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“…In contrast, vertical integration of anatomy knowledge is achieved through PBL and clinical skills laboratory sessions: preclinical students apply their anatomy knowledge during PBL discussions and while performing procedures on mannequins. Before the COVID-19 pandemic, anatomy in Malaysian medical schools was taught primarily through didactic or interactive lectures, 24 , 25 , 26 and practical sessions using prosected cadaveric specimens and anatomy models. 22 In view of the integrated nature of the medical curriculum and shortages of cadavers, most public medical schools in Malaysia were unable to accommodate cadaveric dissection as a teaching method in the undergraduate anatomy syllabus.…”

Section: Introductionmentioning

confidence: 99%

Clinical students’ reflections on the preclinical anatomy learning experience

Halim

Yusoff

Yaman

et al. 2023

Journal of Taibah University Medical Sciences

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Students' perception on anatomy education in Cyberjaya University College of Medical Sciences, Malaysia

Cited by 7 publications

References 25 publications

Contextual, Radiological Anatomy (RA) Learning needs Evaluation for Curricular Improvement

Contextual, Radiological Anatomy (RA) Learning needs Evaluation for Curricular Improvement

Investigate the opinions of the teachers and students regarding the suitability of medical students to serve as the principal investigator - A systematic review

Clinical students’ reflections on the preclinical anatomy learning experience

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