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

Every effort has been made to ensure the accuracy of the information given in this brochure but it is subject to alteration without notice. The University reserves the right to alter or delete any of the information included at any time and it shall not be bound by any errors or omissions and cannot accept liability in respect thereof. Please consult the Department of Student Services and Marketing for the most up-to-date information.

Published by the Marketing & Communications Department, IMU. 001/2019/03

AMEA2019

www.imu.edu.my/amea

[email protected]

#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


•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

The 4th Industrial Revolution: Creating A New World For Health Professions Education AMEA 2019

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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


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 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



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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



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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



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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



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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



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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



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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


28 29

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


28 29


0900-1200

Workshop 4 –Supporting Learners’ Successful Transitions Throughout Health Professions Curricula Through Better Use of Technology-Captured Data

Viktoria Joynes &RichardFuller United Kingdom


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


30 31


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


30 31

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


32 33


32 33

Main Conference

Day 2


34 35

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


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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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


36 37


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


36 37


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


38 39


38 39

Main Conference

Day 3


40 41

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


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


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


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


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



FreePaperSessions


42 43

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


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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

O-FRC09 Core Elements of Medical Professionalism among Medical Students and Faculty Members


1 National University Science and Technology, 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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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


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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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


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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ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

O-OEI05 Effectiveness of a 3-Dimensional Mobile Augmented Reality Application in Undergraduate Anatomy Teaching Anudeep Singh1 and Maher Abu Mosameh2


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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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


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.

ABSTRACT NUMBER:

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

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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


1 National University Science and Technology, 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.

ABSTRACT NUMBER:

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.

ResultsLearningneedforProjectwritingskillwasthehighest4.67Â±0,64(p=0.043),andtheneedforUsingtechnologyfortrainingwasthelowest3.73Â±1,04(p=0.091)amongparticipants.Lecturers,participatinginthestudyhaveidentifiedtheirlearningneedsin6chapters:Teachingmethods,Curriculumdevelopment,Clinicaltrainings,Assessment,ResearchmethodsandCareerdevelopment.Fromtheresult,in2017-2018,3trainingswereorganized.1.MedicalEducationtrainingThetraining

isdedicatedfornewfacultymemberstogivepedagogicalapproachesandgeneralsatisfactionlevelwas6.9byglobalrating.

2.CompetencybasedtrainingThetrainingisdedicatedforclinicalteachersand87percentofallparticipantsrateditmostsatisfyinginthepracticalimportanceofthetraining(averagescore7,62Â±0,25)byglobalrating.

3.FacultydevelopmenttrainingTheTrainingtoTeachersProgramaimstoinstructestablishedMongoliandoctorsandlecturersinmodernteachingtechniquesemphasizedatHarvardMedicalSchool.

ConclusionThetrainingsarebeneficialwhentheyarebasedontheneed.ThetrainingsprovidedbytheFacultyDevelopmentCenterweremore effective for lecturers and senior lecturers.

KeywordsFacultyDevelopment,NeedsAssessment,LearningSatisfaction.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

O-PTW04 Teaching the Humanities in Undergraduate Medicine Using Social Media

KeanGheeLim,BrendaChin HueyZienandFooKenYong


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


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.

ABSTRACT NUMBER:

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


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


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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.


ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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.


ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

P-OEI04 Augment Reality in Laboratory: A Step towards Technology Enhanced Learning Manisha Pandey, Rohit Kumar Verma, Hira Choudhury, MohdFadzilBinZainalAnuar andHasnainZafarBaloch


BackgroundAugmentedreality(AR)hasbeengainingmuch attention in the research world in the recentyears.ARhasthepotentialtochangelocationandtimingoflearning,tointroducenewandadditionalwaysandmethods.CapabilitiesofARtechnologymaymakeclassesmoreengagingandinformative.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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


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.

ABSTRACT NUMBER:

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



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Creatingaconducivelearningenvironmentthroughsuchteachingapproachisequallycrucialinenforcingeffectivelearning.Conductingdebriefingsessionsimmediatelyfollowinghomevisitsshowspositiveoutcome. This could be considered as a promisingtoolforlearningandteaching,consideringpriortrainingforfacilitatorsforeffective outcome.

KeywordsDebriefing,Participation,ReflectiveLearning.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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

ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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


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

ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.


ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:


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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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.

ABSTRACT NUMBER:

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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ABSTRACT NUMBER:

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


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


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

TheOrganisingCommitteewouldliketothankthe followingfortheirgenerosityandsupporttowardsmakingthe

10th Asian Medical Education Association (AMEA) Symposium a success:


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Notes


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Notes


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Mystery GiftWe are pleased to announce a reward for the AMEA 2019 delegates. Visit ALL the 10 exhibition booths at the conference to collect the stamps for your mystery gift redemption. The reward is limited to one item per delegate on a first-come-first-served basis and while stocks last.

Delegatesareencouragedtovisittheboothsofthe10exhibitors(asindicatedbytheirlogos)duringthebreakstolearnmoreabouttheirproductsandservices.

HowtoqualifyfortheMYSTERYGIFT?1.Collectalltenstamps2.Fillindetailsonthebackpage

Fillinyourdetailsandcollectyourmysterygiftattheregistrationcounterinfrontoftheauditorium.

Name

Organisation

Email Address

MobileNumber

AMEA 2019

144

AMEA 2019

144

AMEA 2019

144

10T

H AS

IAN

ME

DIC

AL

ED

UC

AT

ION

AS

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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

Every effort has been made to ensure the accuracy of the information given in this brochure but it is subject to alteration without notice. The University reserves the right to alter or delete any of the information included at any time and it shall not be bound by any errors or omissions and cannot accept liability in respect thereof. Please consult the Department of Student Services and Marketing for the most up-to-date information.

Published by the Marketing & Communications Department, IMU. 001/2019/03

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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

10 asian medical education association (amea) symposium · 7 sarmishtha ghosh 8 suhaila sanip 9...

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