Twelve tips for conducting team-based learning session online in synchronous setting.

INTRODUCTION: COVID-19 pandemic has challenged the educators to creatively develop teaching and assessment methods that can work effectively and efficiently while maintaining the social distancing and avoiding the gatherings of the classrooms and examination halls. Online approach has emerged as an effective alternate for classroom teaching. AIM: To equip faculty with tools to conduct TBL session online, synchronously, effectively and efficiently. METHODS: We examined the published literature in the area of online teaching and combined it with our own experience of conducting TBL sessions online. RESULTS: We created 12 tips to assist faculty to facilitate an effective and engaging TBL session online. CONCLUSIONS: Applying these 12 tips while facilitating a TBL-online session will ensure the full engagement of students in the process of active learning.

Twelve tips for effective lecturing in a PBL curriculum.

BACKGROUND: Retaining lectures in problem-based learning (PBL) curriculum places new demands on lecturers. In addition to subject knowledge, the lecturers must know the overall aims of the lectures, their context in the course, their relation to the subsequent examinations and the underlying educational philosophy. AIM: Aim of this communication is to propose ways that will transform the traditional didactic lectures into PBL-compliant teaching/learning sessions. METHODS: Insights from the self-experience and that of colleagues and the feedback from students are synthesised with current literature regarding best teaching practices to develop these tips. RESULTS: These tips, ranging from involving students in the learning process to a routine practice of reflection after delivering a lecture, highlight methods of preparing and delivering lectures that follow the educational philosophy underpinning the PBL approach. CONCLUSION: We believe that these tips by advancing the driving force for meaningful learning will transform the didactic lectures of traditional curriculum to interactive sessions that would enhance understanding, augment critical thinking and promote self-directed learning among students.

Twelve tips for developing an integrated curriculum.

BACKGROUND: Integration of curriculum is meant to make the teaching/learning activities meaningful; however, the interpretation of 'integration' varies in different institutions and among individuals. Many medical schools find it hard to change their existing curriculum or develop a new integrated curriculum mainly because of lack of will, infrastructure and understanding the process of change. AIM: Drawn from experience, these 12 tips relating to staff development, establishing working groups, organizing the teaching/learning materials under themes and developing some innovative teaching/learning and assessment strategies, are the techniques that a teaching institution can use to change the existing curriculum to an integrated one or develop a new curriculum. CONCLUSION: Knowing about the different levels of integration and steps for developing an integrated curriculum can make it easier to integrate an existing curriculum or develop a new one.

Core curriculum and special study modules at the Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak.

INTRODUCTION: The Faculty of Medicine and Health Sciences (FMHS), follows a problem-based learning, integrated and community-based curriculum which reflects the specific needs of doctors working in Sarawak. Using paediatrics as an example, this paper describes the process of development of core content (knowledge, procedural and communication skills, attitudes), additional knowledge and special study modules at the FMHS. OBJECTIVES: In 2003, the Department of Paediatrics and Child Health conducted a workshop to evaluate and update its 5-year-old curriculum. METHODS: The wise-men approach was adopted. Local and guest academicians (including members of the Department of Community Medicine and Basic Health Sciences), consultants, registrar, house officer and nursing staff of the Paediatric Department of Sarawak General Hospital (SGH), paediatric nursing lecturer and members of Medical Education Unit were involved. The review was based on three approaches: Problem/Task-based learning; Spiral curriculum; Outcome-based education. RESULTS: Core content and additional knowledge topics were modified. The special study modules were retained, but their duration was reduced. It was recommended that the curriculum should be reviewed at regular intervals. DISCUSSION: To select the core content and additional knowledge topics, clear and specific criteria were developed. Some topics were dropped, others were added, and some were moved from core to the additional knowledge section. CONCLUSION: It was a rewarding activity. The reviewed curriculum was received well by both the students and faculty. The enthusiasm and cooperation extended, especially by the faculty at SGH in the implementation of this curriculum, was remarkable.

Clinical experience of medical students in a developing country.

OBJECTIVE: This paper compares the clinical experience in acute conditions of the undergraduate students of a medical school from a developing country (Malaysia) with those from a developed country (UK). METHODS: This study was conducted at the School of Medical Sciences, Universiti Sains Malaysia (USM). Through questionnaire survey enquiry was made about 27 acute medical conditions (i.e. conditions related to internal medicine, paediatrics, and psychiatry), 15 acute surgical conditions (i.e. conditions related to general surgery, orthopaedics, ophthalmology, otorhinolaryngology, gynaecology and obstetrics), 15 surgical operations and 26 practical procedures. The results obtained were compared with published data from the UK. RESULTS: Acute medical conditions were seen by higher number of the USM students but with less frequency than the British students. The USM students saw practical procedures more frequently than the British students did, but almost an equal number performed these procedures independently. The British students attended surgical operations more frequently than the USM students did. CONCLUSION: Given the limitations of comparison (epidemiological, cultural and geographical differences, conventional curriculum (in the British medical schools) vs. problem based learning curriculum (in the Malaysian medical school)) the overall clinical experience of the medical students in the USM and the UK was comparable. The USM students had more opportunities to observe cases and procedures but "hands on" experience was similar to that of the British students.

Complications of bacteriologically confirmed typhoid fever in children.

To find the incidence, markers and nature of complications of typhoid fever, we studied 102 children with cultures positive for Salmonella typhi in a cross-sectional study, prospectively, over a period of almost 5 years. All isolates were sensitive to commonly used antibiotics. One third of these children developed complications which included: anicteric hepatitis, bone marrow suppression, paralytic ileus, myocarditis, psychosis, cholecystitis, osteomyelitis, peritonitis, pneumonia, haemolysis, and syndrome of inappropriate release of antidiuretic hormone (SIADH). Twelve children developed multiple complications. If hepatitis is excluded from the complications, the rate of complications in bacteriologically confirmed cases of typhoid fever drops to 11 per cent. These complications were not related to: the age or sex of patients, duration of illness before admission, use of antibiotics before admission, nutritional status, level of 'O' or 'H' titre, presence of IgM or IgG antibodies, or treatment with chloramphenicol or ampicillin. Children with splenomegaly, thrombocytopenia or leukopenia were more likely to develop complications.

The undergraduate curriculum of Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak in terms of Harden's 10 questions.

The curriculum of the Faculty of Medicine and Health Sciences (FMHS) is designed particularly to cater for the health needs of the State of Sarawak, Malaysia. The framework of the curriculum is built on four strands: biological knowledge, clinical skills, behavioural and population aspects. The training is community based and a graduate of FMHS is expected to possess the ability to deal with many ethnic groups with different cultures and beliefs; expertise in tropical infectious diseases; skills to deal with emergencies such as snakebite and near drowning; qualities of an administrator, problem-solver and community leader; and proficiency in information and communication technology. The content of the curriculum strives for commitment to lifelong learning and professional values. The FMHS has adopted a 'mixed economy' of education strategies and a 'mixed menu approach' to test a wide range of curriculum outcomes. The FMHS fosters intellectual and academic pursuits, encourages friendliness and a sense of social responsibility and businesslike efficiency.