This study focused on development and evaluation a questionnaire based on the extended technology acceptance model (TAM) to assess user acceptance of health education videos. The process involved adapting, translating, and validating the instrument to ensure cultural and contextual relevance. Key steps included linguistic adaptation, expert review, and comprehensive psychometric testing to confirm the tool’s validity and reliability. Validation processes included the content validity index (CVI) and the face validity index (FVI), which confirmed the relevance and appropriateness of the items. Exploratory factor analysis (EFA) was conducted on a sample of 345 participants to ensure adequate statistical power. The questionnaire evaluated constructs, such as social interaction, informativeness, perceived ease of use, perceived usefulness, attitude towards use, and help-seeking information in the context of user acceptance. Descriptive statistics showed high mean scores for social interaction, informativeness, video attitude, perceived usefulness, perceived ease of use, and help-seeking intention (4.13–4.63), indicating positive user perceptions, while low mean scores for intrusiveness (1.35–1.70) reflected minimal negative experiences. Kaiser-Meyer-Olkin (KMO) values (0.676–0.798) and significant Bartlett’s test results (p < 0.0001) confirmed sample adequacy and strong interrelationships among variables. Principal component analysis revealed strong factor loadings (> 0.6) across all constructs, supporting the questionnaire’s validity and reliability. Reliability analysis demonstrated high internal consistency, with Cronbach’s alpha exceeding 0.7 across constructs. The findings confirm the questionnaire’s validity and reliability in evaluating user acceptance of health education videos, underscoring its importance in guiding the development of effective educational content.
There is a lack of data on candidate selection for Ophthalmology postgraduate training programmes, underscoring the need to explore the use of admissions tools in this process. This study examines the validity evidence for the multiple mini interview (MMI) administered by the Malaysian Universities Conjoint Committee of Ophthalmology and its association with candidates’ performance in ophthalmology. A mixed-method triangulation design was utilised, in which secondary candidate exam data and MMI scores were analysed using Pearson’s correlation on the intake of 2017–2020, alongside open-ended comments using a phenomenological approach to explore stakeholders’ experiences. There was a positive correlation between the total MMI score and the total Part 2 score (r = 0.232, p < 0.05). When components of the exam were separated, this positive correlation was stronger for the Part 2B, long case, and short case components (r = 0.306, p < 0.001). There was no significant correlation between pre-entrance basic science examination (BSE) scores with total MMI scores (r = 0.132, p = 0.112). Overall, the stakeholders believed the MMI improved the student selection process but suggested omitting simulated patients, standardising marking criteria, and providing frequent updates to the MMI questions. The MMI has shown a significant association with the performance of ophthalmology postgraduate students. This provides further evidence of its utility in improving the selection methods currently practised for advanced specialty training in ophthalmology Malaysia.
Curriculum co-creation is a collaborative process where students and faculty jointly design curricula and pedagogical strategies. While it promotes innovation, engagement, and mutual learning, there is limited methodological detail on how students are actively involved, particularly in health professions education. This scoping review aims is “to explore existing literature to identify key components of cocreation” where students and faculty share decision-making in curriculum, assessment, and teaching methods. The guiding research question is: “What key components of co-creation in higher education are reported in the literature?” The review will follow the Joanna Briggs Institute (JBI) methodology, using a three-phase search strategy across Scopus, PubMed, Google Scholar, and ScienceDirect. It will include qualitative and quantitative peer-reviewed articles, dissertations, and grey literature published in English over a period of 10 years. Studies involving passive student roles, unpublished or non-English sources, will be excluded. Extracted data will be synthesised to identify core components of co-creation. Findings will inform the development of a structured implementation framework and be disseminated through medical education journals and conferences.
The ongoing genocide in Gaza—culminating in a humanitarian catastrophe lasting over 400 days— has brought the region’s medical education infrastructure to the verge of collapse. This commentary examines the current state of medical education in Gaza, outlining the severe challenges faced by medical schools, faculty, and students in sustaining academic activities amid displacement, destruction, and resource scarcity. Focusing on Al-Azhar University–Gaza (AUG) as a case study, we highlight emerging initiatives led by displaced Gazan academics in partnership with international institutions aimed at restoring medical training. We conclude with a call to the global medical and academic communities to take urgent, coordinated action to support and revitalise Gaza’s medical education—an essential pillar of its healthcare system and the long-term well-being of its population.
Patient safety education equips future healthcare professionals with the skills to reduce medical errors and improve healthcare outcomes. It involves experiential learning methods (ELMs) to give students practical insights into patient safety principles. ELMs such as role-playing, case studies, and simulation-based learning engage learners with real-world scenarios and promote critical thinking and problem-solving skills essential to patient safety. However, the wide range of ELMs and their effectiveness in enhancing patient safety competencies remain unclear. This scoping review aims to map the diverse range of ELMs used globally in undergraduate medical education for patient safety and to study their impact on the development of knowledge, skills, and behaviours aligned with the WHO Patient Safety Curriculum Guide. The review will follow the Joanna Briggs Institute (JBI) framework and adhere to PRISMA-ScR guidelines. Two independent reviewers, supported by three additional team members, will supervise the study selection and evidence charting processes. The findings will highlight critical factors for integrating ELMs into medical curricula to enhance patient safety education and distribute it through journal publications and conferences targeting educators and policymakers.
Team-based learning (TBL) has become a widely adopted approach for enhancing student engagement and assessment in medical education. Considering TBL as an assessment tool, maintaining academic integrity and ensuring assessment validity are crucial during TBL sessions. In this study, we examined the use of two assessment modalities—audience response systems (ARS) and computer-based testing (CBT)—in a newly established medical school. We explored student and faculty perceptions of these tools and their implications for academic integrity and assessment validity. Using a mixed-methods approach, we gathered data from 240 medical students (92.3% response rate) and conducted focus group discussions with the faculty. ARS obtained a higher global score (34.3±9.26) than CBT (28.3±10.1; p < 0.05), yet no significant difference was noted in TBL performance scores between modalities (CBT = 8.58±1.36; ARS = 8.83±1.60). The results indicated that while student satisfaction was similar across both modalities, ARS were preferred for its ease of use and engagement. However, both students and faculty perceived CBT as a valid tool that better supports academic integrity by reducing opportunities for cheating. The faculty also favoured CBT for its cost-effectiveness, technical reliability, and reduced workload. These findings suggest that while ARS and CBT have their own merits, CBT may better align with institutional goals of ensuring fairness and rigour in assessments. This study provides insights that could inform broad discussions on the effectiveness and implementation of assessment tools in medical education.
The COVID-19 pandemic necessitated a shift from traditional face-to-face (F2F) learning to online and blended learning modalities in medical education. This study evaluates engagement and academic performance in radiology among medical students in online versus blended learning. A cross-sectional study was conducted among the medical students who completed a two-week radiology posting at Universiti Malaysia Sarawak (UNIMAS) from 2020 to 2023. Data were collected through questionnaires assessing student enjoyment, preferences, perceived helpfulness of learning methods, and learning outcomes, followed by tests on knowledge retention and interpretation skills. A total of 433 students participated: 179 in the online group and 254 in the blended group. The mean age was 23.5 years, with 70.7% being female. In the online group, 57% enjoyed virtual learning, and 65.4% found asynchronous sessions helpful. In the blended group, 76.8% enjoyed F2F learning, and 82.7% found F2F sessions beneficial. Both groups reported satisfactory knowledge acquisition and adequate clinical skills. The E-learning Enrichment and Advancement Platform (eLEAP) was positively perceived. Both groups achieved comparable test performance with a median score of 4; however, the online group had a slightly higher mean score (p = 0.006). Both online and blended learning approaches were well received, with high satisfaction and positive perceptions of the learning experiences. Both methods have their own merits: online learning offers greater flexibility, while blended learning is preferred for interactions and practical components. The positive feedback and comparable performance suggest both methods are effective in radiology education. Future research should explore optimising the online and F2F components to enhance learning outcomes further.
Neuromyths are ideas about the brain that, whilst based on a kernel of truth, are applied inaccurately. This is especially relevant in education, where such myths are prevalent and can undermine progress by distracting educators from using evidence-based approaches. In this study, we explored the prevalence of neuromyth beliefs among a sample of secondary school teachers, university lecturers, and university students with a medical and health sciences backgrounds in Malaysia. Participants were recruited via opportunity sampling through email and asked to complete a questionnaire containing ‘neuromyth’ and ‘neurofact’ statements. Results show that all groups demonstrated a high level of belief in these myths, similar to rates found internationally. Group-level differences were found, with university lecturers believing fewer myths than the teachers and students. We found a significant relationship between the number of myths believed and the number of facts known about the brain, indicating that science knowledge could be a protective factor.
Patient and public involvement (PPI) as ‘experts with experience’ has a significant role within the healthcare system, particularly during the pandemic when direct patient contact was limited. Thus, this study aimed to reach a consensus among Malaysian medical educators on the important characteristics and factors influencing PPI in undergraduate medical education. A Delphi study was conducted on 59 medical educators in a two-round survey using a 25-item questionnaire. Fuzzy-Delphi technique was used to analyse the results from the second-round survey. An item was accepted as a consensus if the threshold value (d) was < 0.2, the consensus percentage (c) was > 75%, and the fuzzy score (fs) was > 0.5. The medical educators reached a consensus on 16 out of 25 items, comprising PPI activities (4 items), safety measures taken by the faculty (3 items), pressing issues (2 items), motivations for involvement (2 items), the importance of PPI (3 items), and issues with PPI during the pandemic (2 issues). Despite agreeing on most items, the discrepancies in the remaining nine items indicated the need for a cohesive framework to guide PPI in Malaysian medical education.
Disaster medicine training is essential for healthcare professionals and encompasses classroombased education, tabletop exercises, drills, and field exercises. Advancements in technology, such as the development of extended reality modalities, have led to the emergence of virtual reality (VR) as an effective educational tool. This is particularly relevant with regard to disaster response medicine (DRM), enhancing experiential learning and preparedness. Accordingly, this study evaluates the feasibility of integrating VR into DRM training. As such, a cross-sectional study was conducted among emergency department doctors. Participants engaged in a VR-based scenario for emergency response training and provided feedback through a 5-point Likert scale questionnaire assessing usability, personal experience, and adverse events. Furthermore, a quantitative performance matrix was employed to evaluate participant performance levels. A total of 70 participants volunteered for the study, of whom 38 (54.3%) were male, and 32 (45.7%) were female, with a median age of 33. Notably, 49 participants (70%) had no prior VR experience. Over 80% reported the VR system was easy to use, relevant to real-life scenarios, and beneficial to their field, while more than 90% believed it could enhance professional performance. Meanwhile, the most common adverse event was visual discomfort (30%), followed by dizziness, with fewer reports of headaches, fatigue, nausea, stomach awareness, and postural instability. Despite these effects, 60% of participants exceeded the 80% performance benchmark. Moreover, VR-based training in DRM demonstrated high usability, realism, and effectiveness in skill enhancement. Nevertheless, with optimised exposure times and userfriendly interfaces, VR can serve as a viable, immersive tool to complement traditional DRM training while minimising adverse effects.
The Objective Structured Clinical Examination (OSCE) has been incorporated into the Indian Competency-Based Medical Education (CBME) framework. However, key issues remain with the high-quality implementation of the OSCE-style assessment in undergraduate university examinations, as opposed to postgraduate examinations. The integration of workplace-based assessment with Entrustable Professional Activities (EPAs) within a competency-based framework marks the next stage in the development of competency and training assessments. EPAs are useful for bridging the gap between medical training and clinical practice, enabling trainees to apply their proficiencies while empowering them through autonomy in safe patient management. A balanced competencyand workplace-based approach may also help address logistical challenges and fill the gaps associated with OSCEs. It charts the path ahead for the dynamic assessment of attributes, such as professionalism and workplace communication, thereby adding flexibility to the training and evaluation process. Faculty development incorporating adaptive instructional delivery would help strategise for longterm success and achieve holistic real-time evaluation.
Mastery of anatomy is crucial for medical students throughout their preclinical and clinical training. In Malaysian universities, anatomy is incorporated into the first two years of preclinical medical education. However, concerns have emerged about the adequacy of anatomical knowledge among clinical students at Universiti Putra Malaysia (UPM). This study examines clinical medical students’ perceptions of their anatomy curriculum. A cross-sectional study was conducted with 279 clinical medical students at UPM, employing a universal sampling method. Data were collected through a self-administered online questionnaire, divided into four sections: sociodemographic characteristics, adequacy of anatomy teaching coverage, perceptions of teaching methods, and perceptions of anatomy assessments. The questionnaire’s reliability was confirmed using Cronbach’s alpha. Data analysis utilised descriptive statistics, ANOVA, Chi-square tests, and multiple linear regression. With a response rate of 69.88%, 116 completed questionnaires were analysed. Normality tests indicated non-normal distribution for teaching coverage adequacy and anatomy assessment data. Descriptive analysis revealed that most students perceived adequate teaching coverage in most systems but noted deficiencies in musculoskeletal and clinical correlation classes. Practical sessions were preferred for learning and retaining anatomy knowledge, while early clinical exposure was deemed less beneficial. Multiple regression analyses revealed no significant differences in perceptions across sociodemographic factors. The current anatomy curriculum at UPM is generally well-received by clinical medical students, with practical sessions particularly effective. These findings suggest that strengthening practical-based anatomy sessions and aligning teaching with student preferences could improve learning outcomes and curriculum effectiveness.
Mental health is critical to academic and personal success, prompting an investigation into how mental health problems impact academic performance. This study aims to identify the triggers of mental health problems among pharmacy students in Southwest Nigeria, assess how students perceive the effects of these challenges on their academic engagement, and evaluate existing provisions to help students address these challenges. A cross-sectional survey was conducted among 200- to 500-level pharmacy students from public and private universities in the region, with a sample size of 577. Data were collected using pretested, semi-structured questionnaires and summarised using descriptive statistics (frequencies and percentages). Principal component analysis (PCA) was applied to group mental health triggers into thematic components. Spearman’s rank-order correlation was used to examine the relationship between students’ perceived effects on mental health and academic performance indicators. PCA identified five interpretable components that captured the structure of mental health triggers: academic pressure (25.44% variance), financial difficulties (11.88%), social and cultural adjustment (10.01%), psychological distress (7.92%), and lifestyle or health-related factors (7.08%). Students who reported that their mental health impacted their academic performance were more likely to struggle with task completion, focus, organisation, and class participation (p < 0.001). Most students had not accessed mental health services; only 10.6% had seen a therapist, and 14.2% had engaged with a counsellor since admission. Pharmacy students in Southwestern Nigeria face a range of academic, financial, social, and psychological stressors that affect their mental well-being and academic engagement. Despite these challenges, the use of support services remains low. Strengthening mental health awareness, early intervention, and access to counselling may improve students’ academic outcomes and emotional resilience.
Higher education institutions aim to prepare students for employment, but a gap often exists between educational curricula and employers’ needs. Internships can help bridge this gap, and many programmes require students to complete one before graduation. The study assessed the impact of a two-month internship preparation programme on 45 fourth-year students at a Saudi health sciences institution. Using a pretest-posttest control-group design, students completed an online survey that assessed their level of confidence and knowledge in two groups (control and experimental). Data analysis was performed using Statistical Package for Social Sciences (SPSS), including descriptive statistics and the Mann-Whitney U test. Pre-assessment indicated lower confidence in professional interviews (41%) and curriculum vitae (CV) writing (32%), despite high confidence in teamwork and ethics. Post-programme, the percentage of students reporting sufficient knowledge to start the internship increased from 30% to 76%, and those with adequate skills rose from 46% to 85%. Similarly, median confidence scores for CV development and interview handling significantly improved from 3 to 4 (p < 0.001). The control group showed no significant changes. Most students (64%) reported that their needs were met, and 97% recommended programme continuation. The study’s findings underscore the crucial role of such programmes in equipping future health professionals with essential skills and competencies.
Bedside teaching is crucial for developing competent physicians, and its effectiveness hinges on the lecturer’s conduct. This study investigated the perceptions of year 4 and year 5 clinical students at Universiti Kebangsaan Malaysia (UKM) regarding lecturers’ characteristics in bedside teaching. This cross-sectional study employed purposive sampling with 85 year 4 and year 5 UKM medical undergraduates from the 2022/2023 session. Participants completed a self-administered, Brownadapted questionnaire, which included demographic data and a 20-item Likert-type scale assessing clinical teacher characteristics. These characteristics were categorised into professional competence, lecturer-student relationships, and personal attributes. A one-way ANOVA test assessed perceptive changes between year 4 and year 5 students, with p < 0.05 indicating significance. All three categories of lecturer characteristics were perceived as important by the students. While professional competence and personal attributes remained consistently important across clinical years, the lecturer-student relationship showed a significant increase in perceived importance during the later stages of clinical training (F(1,168) = 5.35, p = 0.022, partial η² = 0.031; mean difference = +0.42, 95% CI [0.06, 0.78]). This study highlights the evolving significance of the lecturer-student relationship as students progress through their clinical years.
Medical student mobility between Malaysia and Indonesia presents a strategic opportunity for regional integration in health professions education. However, clinical placements across borders are often constrained by fragmented regulations, inconsistent assessment practices, and limited institutional interoperability. The current medical curriculum in Malaysia and Indonesia allows formedical student mobility programmes through several initiatives. These programmes can build the students’ personal and professional development for future workplace challenges. This study aims to elucidate what opportunities are available, how policies and regulations shape medical student exchange programmes between Malaysia and Indonesia, and what the enabling factors and barriers are to their implementation. A qualitative descriptive analysis of relevant documents was carried out to answer the research questions. Activity theory was use as the analytical framework to analyse the data. There are many opportunities for student mobility programmes in general, but opportunities specific to medical students are limited. Within the ASEAN region, most opportunities are provided by the ASEAN University Network and Southeast Asian Ministers of Education Organization Regional Centre for Higher Education and Development (SEAMEO RIHED). Some policies and regulations govern and guide mobility programmes and credit transfer into the medical programmes between the two countries. As student mobility is encouraged within the region, a common framework has been established for seamless credit transfer between the sending and host institutions. Visa requirements and sustainable funding are seen as significant challenges that hinder effective implementation. More memorandums of agreement and memorandums of understanding are recommended between Malaysia and Indonesia to enhance medical students’ mobility programmes. Mutual recognition of academic qualifications is also necessary to facilitate student mobility between the two countries.
Competency refers to the combination of knowledge, skills, attitudes, and abilities that an individual must possess to perform tasks effectively and meet specific objectives or standards. Anatomy competency specifically refers to the ability to translate anatomical understanding into safe and accurate clinical practice. In dental education, anatomy is a cornerstone of this competency, supporting essential procedures such as local anaesthesia, surgical planning, and radiographic interpretation. However, inconsistencies in anatomy instruction and a lack of standardised competency frameworks have contributed to variability in students’ clinical readiness. This scoping review protocol outlines the methodology for systematically mapping the literature on anatomy related competencies that support clinical skill development in undergraduate dental education. This review systematically investigates the essential anatomy core competencies underpinning clinical skill development in dentistry and evaluates their contribution to clinical preparedness. The methodology adheres to the Joanna Briggs Institute (JBI) framework and is reported in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. This review will examine the anatomy core competency required for the development of clinical skills in dentistry and their impact on clinical preparedness, guided by the JBI methodology and will be reported using the PRISMA-ScR checklist. Primary studies, reviews, and grey literature published between June 2020 and May 2025 will be retrieved from Scopus, PubMed, and Wiley Online Library databases and included. Only studies involving undergraduate dental students will be considered. Data extraction will capture study characteristics, anatomy content, competency elements, and clinical relevance. Results will be presented in tabular, narrative, and concept map formats to illustrate the relationships between anatomy education and clinical skill development. This will inform curriculum reform and strengthen competency-based anatomy instruction in dental programmes.
Emotional intelligence (EI) involves understanding and managing one’s own emotions as well as those of others. This review explores the functional components of EI that can be developed among medical students, with the aim of informing the design of targeted training modules. The review will include studies involving undergraduate medical students, specifically those evaluating the outcomes of EI training. Both qualitative and quantitative research, including systematic reviews that meet the inclusion criteria, will be considered. A comprehensive search strategy will be applied across multiple databases and additional sources. Data extraction and analysis will be performed independently by multiple reviewers. The findings will be synthesised and presented using diagrams, tables, and narrative summaries, organised by research design, publication year, geographical location, and key results, to address the review questions and research objectives. This scoping review aims to enhance understanding of the trainable components of EI that are relevant to medical education and practice.
Simulation training plays a crucial role in anaesthesia training. However, there is a potential for simulation to induce stress in trainees, which could impact their performance and psychological well-being. Therefore, this systematic review aimed to synthesise research that has considered the stress—both physiological and psychological—associated with participation in simulation activities among anaesthesiology doctors. A systematic search was conducted through five databases to identify relevant articles for inclusion. All the included studies underwent a quality assessment using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD), and data were extracted on relevant variables. Narrative synthesis was employed due to the heterogeneity of the studies included. A total of 19 studies were included. Eleven studies used subjective tools to assess the degree of stress developed, while eight used a mix of subjective and objective tools. Our results demonstrated how simulation training can impact learners’ psychological well-being through the development of stress and other variables related to that type of stress (i.e., performance, memory). High-fidelity simulation training is crucial for anaesthesiologists to master both clinical and non-clinical skills. Psychological and physiological stress often develops during these activities. Whenever stress develops, it could affect participants’ performance, memory, and participation in future activities. Ensuring psychological safety is a crucial tool to optimise learning outcomes. Acknowledging participants’ efforts and avoiding judgement are vital tools to decrease the stress that can develop through these educational activities.
Pursuing a medical degree often requires high levels of commitment due to the considerable workloads students must deal with. This systematic review aims to investigate the numerous benefits and significant challenges of maintaining social relationships while pursuing a medical degree. A systematic review was conducted using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) framework to identify the research outcomes. The PubMed, Embase, Cochrane Library, and Medline databases were searched from 2019 to 2024. Only qualitative articles focusing on medical students and factors leading to success or challenges in project management were included in the review. The primary outcomes comprised the mental health difficulties and psychological distress that medical students face due to social isolation in student accommodation, as well as the increased time spent on digital applications. The secondary outcomes included the shift in learning preferences whereby students prefer accessing online academic information and resources instead of engaging in group-based learning. Out of 300 records, four studies were selected for review. Medical students can find it beneficial to maintain social relationships while pursuing their demanding degrees, as these interactions can help them gain deeper and more nuanced insights into course content.
