Imec 2015 programme book

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Pantone 542 C
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2015
10th
International Medical Education Conference
22 – 24 April 2015
International Medical University
Bukit Jalil Campus
Kuala Lumpur, Malaysia
Collaborating for 21st
Century Skills
WORK
PREPAREDNESS

About IMEC
The International Medical Education Conference (IMEC) is a forum for forging and
renewing friendships between educators of healthcare professions from around
the world; a platform to exchange ideas and experience and showcase innovations.
It is usually held in March/April every year for two days (to coincide with the
Annual Academic Council of the IMU), preceded by Pre-Conference workshops
the day before. The theme changes with each Conference and this year’s theme is
Work Preparedness – Collaborating for 21st
Century Skills.
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-2008 to fulfill two objectives:
(1) to encourage innovations in medical education (medical = health professions)
(2) to recognise innovations by academics which otherwise might go unnoticed
The award honours Professor Ronald Harden who played a crucial role in the inception
of the International Medical University; and is a prestigious award because Ron is widely
accepted as a “guru“ in medical education worldwide. It carries a rolling trophy and
cash prize of RM2,000.
Past Winners
2008 - John Paul Judson, International Medical University, Malaysia
2009 - Thanikachalam, Sri Kumar Chakravarthi, A.Tay and Vijay Singh,
International Medical University, Malaysia
2010 - Julie Chen, Diane Salter and LC Chan, University of Hong Kong
2011 - (VI AMEA Congress) - Arkendu Sen and Lakshimi Selvaratnam,
Monash University Sunway Campus, Malaysia
2012 - (15th
Ottawa Conference) - Maria Ahmed, Imperial College London,
United Kingdom
2013 - Muhamad Saiful Bahri Yusoff, Mohd Hamil Yaacob, Syed Hatim Noor
and Abd Rahman Esa, University Sains Malaysia, Kelantan, Malaysia
2014 - Romesh P Nalliah, Harvard School of Dental Medicine, Massachusetts,
United States of America

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Going Green
Mobile Conference App
We at the International Medical University have gone mobile. In
addition to the print version of the Programme and Abstract Book, we
also provide an electronic version in the pdf format on the conference
website (http://www.imu.edu.my/imec). On this occasion we are
considering how to go green for the future and are testing the Guidebook
(http://www.guidebook.com). This app is compatible with iPhones, iPads,
iPod touch, and Android devices. Windows Phone and Blackberry users
can access the same information through the mobile site at Guidebook.
To obtain the guide, please follow one of the methods below:
• Download ‘Guidebook’ from the Apple App Store or the Android
Marketplace.
• Visit http://www.guidebook.com/getit from your mobile device
browser.
• From the Guidebook application, tap “Download Guides” and then
“Redeem Code”.
• Enter the code IMEC2015 and the guide will download to your device.
• Limited to 200 users only.
WiFi Access
WiFi name : IMEC2015
Password : imec2015@imu

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10th
International
Medical
Education
Conference
(IMEC-2015)
SCIENTIFIC COMMITTEE
Kang Yew Beng (Chair)
Vishna Devi Nadarajah
Joachim Perera
Stefan Kutzsche
Hla Yee Yee
Srinivasan Ramamurthy
Nazimah Idris
Edward Russell Crowther
Khoo Suan Phaik
Lim Swee Geok
Haider Abdulameer Al-Waeli
Chia Chee Fen
Catherine Arokiasamy
Liong Siao Lin (Secretary)
ADVISORY MEMBERS
Yong Rafidah Abdul Rahman (CUCMS)
Nafeeza Mohd Ismail (UiTM)
ASSESSORS - IMU-RHIME
INNOVATIONS
Ray Peterson (Australia)
Hirotaka Onishi (Japan)
Ed Peile (United Kingdom)
Trudie Roberts (United Kingdom)
Chris Stephens (United Kingdom)
Richard Hays (Australia)
ORGANISING COMMITTEE
Vishna Devi Nadarajah (Chair)
Kang Yew Beng
Allan Pau Kah Heng
Pilane Liyanage Ariyananda
Chen Yu Sui
Winnie Chee
Er Hui Ming
Muneer Gohar Babar
Stefan Kutzsche
Gan Hua Li
Janet Foo Wei Sum
Liong Siao Lin
Low Chiew Yeong
Hasnain Zafar Baloch
Zamzuri Mohd Ghazali
Nor Zamielia
Yeo Mee Choo
Wong Ann Nee
Zulkepli Din
Chia Chee Fen (Secretary)
SECRETARIAT
Janet Foo Wei Sum
Liong Siao Lin
ADVISOR
Victor Lim

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SCIENTIFIC COMMITTEE
Front row (from left): Vishna Devi Nadarajah, Kang Yew Beng and Hla Yee Yee
2nd
row (from left): Edward Russell Crowther, Haider Abdulameer Al-Waeli, Liong Siao Lin, Lim Swee Geok,
Srinivasan Ramamurthy and Stefan Kutzsche
3rd
row (from left): Chia Chee Fen, Catherine Arokiasamy and Khoo Suan Phaik
Not in the photo: Joachim Perera and Nazimah Idris
ORGANISING COMMITTEE
Front row (from left): Pilane Liyanage Ariyananda, Liong Siao Lin, Wong Ann Nee, Low Chiew Yeong, Er Hui Ming,
Janet Foo Wei Sum, Catherine Arokiasamy and Kang Yew Beng
2nd
row (from left): Chia Chee Fen, Winnie Chee, Yeo Mee Choo, Nor Zamielia, Chen Yu Sui and Gan Hua Li
3rd
row (from left): Allan Pau Kah Heng, Vishna Devi Nadarajah and Lorenzo Christopher
Back row (from left): Stefan Kutzsche, Zulkepli Din and Hasnain Zafar Baloch
Not in the photo: Muneer Gohar Babar and Zamzuri Mohd Ghazali

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Contents
Welcome Message from The President 2
Welcome Message from The Chairperson 3
Keynote Address 4
Plenaries 5
Conference Venue 7
Pre-Conference Workshops 8
Pre-Conference Programme 14
Main Conference 15
Free Paper Concurrent Sessions 18
Instructions To Chairperson(s) and Presenters 20
Oral Presentation Abstracts
Clinical Skills (OCS) 21
Communication Skills (OCOS) 23
Information Technology Proficiency (OITP) 26
Personal & Professional Development (OPPD) 28
Professionalism & Ethics (OPE) 36
Working as a Team (OWT) 37
Work Preparedness (OWP) 40
Poster Presentation Abstracts
Clinical Skills (PCS) 42
Communication Skills (PCOS) 49
Entrepreneurship (PEP) 52
Information Technology Proficiency (PITP) 54
Personal & Professional Development (PPPD) 55
Professionalism & Ethics (PPE) 67
Working as a Team (PWT) 68
Work Preparedness (PWP) 72
IMU-RHIME Innovations 75
Acknowledgements 87

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2
WELCOME MESSAGE
FROM THE PRESIDENT
International Medical University (IMU)
Tan Sri Dato’ Dr Abu Bakar Suleiman
President, International Medical University
It is my pleasure to welcome all delegates to the 10th
(IMEC) 2015 held at the International Medical University (IMU), Kuala Lumpur. The IMEC is
organised annually at the IMU with the aim of bringing together educators, health professionals
and health professions students to deliberate on views and trends in health professions education
apart from sharing of ideas and establishing research collaborations.
The theme of IMEC 2015 is ‘Work Preparedness - Collaborating for 21st
Century Skills’. Work
preparedness is both a crucial and timely concept. There has been ongoing debate on the role
universities play in graduating work-ready health professionals. When available, feedback from
prospective employers and workplace suggests gaps in work preparedness. However at present,
how engaged are future employers in university education, and is it time for more effective
collaboration? Collaboration amongst stakeholders in health professions education is key to
ensuring 21st
century healthcare professionals are more than competent and are able to meet the
needs of both the patients and community they work in.
Frenk et al., (2010) through the Lancet Commissions Report, advocate educational reforms
in health professions education, to address gaps in the equity of quality health services across
countries. This report, I suggest, is a "must read" and be reflected upon one’s own context in
health professions education. The report proposes reforms in instructional methods that lead
to transformational learning and importantly to interdependence in education, whereby there
is increased congruence between education and health systems, guided by outward looking
global trends and collaboration. This report relates to and confirms the increasing professional
and social expectations across a broad range of skills and competencies that the 21st
century
health professionals should have. Institutions will necessarily need to look to triage the acquisition
of these competencies and attitudes downstream to the learners early, from the educational
environment to the professional work environments.
I believe that the IMEC 2015 will be a platform for open sharing and debate on both barriers
and successes of work preparedness and collaboration. The conference will also help stimulate
ideas for implementation in your own institutions. Work preparedness is very important given the
importance of patient safety and our accountability to society. It is our responsibility to develop
practical and achievable actions for implementation through education and practice.
I also hope you enjoy the conference and multicultural Kuala Lumpur.

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Prof Vishna Devi Nadarajah
Chairperson, Organising Committee
Warmest welcome to all delegates of IMEC 2015. We are happy to host you here at the
International Medical University (IMU) and the multicultural city of Kuala Lumpur, Malaysia. The
year 2015 marks the anniversary of the 10th
IMEC and the commitment of the IMU in promoting
education research amongst health professions, and encouraging innovations and collaborations
for both Malaysia and the region. IMEC is also the product of the successful partnership IMU has
with its partner schools as IMEC is always held immediately after the Academic Council (a yearly
meeting of the IMU partner school deans/ representative) and this convention continually draws
good support from the council members who participate as speakers, judges, chairpersons and
delegates.
The theme for IMEC 2015 is “Work Preparedness: Collaborating for 21st
Century Skills”. Both
the organising and scientific committee selected this theme as work preparedness is clearly an
important aspect for practice in the healthcare system. Given the changing trends and expectations
within healthcare, we ask, with whom does the responsibility of work preparedness rest? Will
relevant stakeholders collaborate to ensure that health professionals are work ready? IMEC 2015,
we hope will be the platform for discussions and debates on educational evidence, innovations
and collaborations related to work preparedness. We have included sessions on tales of ill-
preparedness and its concerns, what the regulatory bodies can inform us about enhancing work-
readiness, how the commercial nature of business has juxtaposed itself on healthcare and how
to in a balance between these sectors. IMEC 2015 will also provide opportunities for educational
innovators to present their innovations for the Ronald Harden Innovation in Medical Education
Award. We encourage all delegates to take the opportunity to network and participate in all IMEC
activities including the workshops, plenaries, forums and presentations of research papers.
Work preparedness is both a crucial and a timely concept, and collaboration amongst stakeholders
is key to ensuring that 21st
century healthcare professionals are more than competent. We would
like to thank you for your support in IMEC 2015 and we hope that you will share both the
messages and outcomes of this conference with others.
WELCOME MESSAGE
FROM THE CHAIRPERSON
(IMEC) 2015 Organising Committee

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4
KEYNOTE ADDRESS
Authentic Learning - from Ivory Tower to the
Real World
Prof Ronald Harden
University of Dundee, United Kingdom
“Consider the fact that maybe… just maybe… beauty and worth aren’t found in the makeup bottle,
or a salon-fresh hairstyle, or a fabulous outfit. Maybe our sparkle comes from somewhere deeper
inside, somewhere so pure and authentic and REAL, it doesn't need gloss or polish or glitter to shine.”
— Mandy Hale, The Single Woman: Life, Love, and a Dash of Sass
Authenticity and relevance of the curriculum is very much on today’s agenda in education in the
healthcare professions. We see a move away from the university as an ivory tower where what is
emphasised is the theory and technical aspects of the subject to a broader vision of ‘education for
capability’ where the student is prepared as an individual for their work as a doctor, equipped to meet
the needs of the population which they will serve.
The concept of an authentic curriculum to meet this need has attracted much attention with
relevance being seen as a key feature. In the FAIR (Feedback, Activity, Individualisation, and Relevance)
model for effective learning, relevance is widely acknowledged as most important. Indeed, student
perception of relevance is the strongest predictor of student motivation and student engagement in
the curriculum.
Authenticity and relevance, however, must not be interpreted superficially, serving only as window
dressing.In thispresentation,theconceptofauthenticityis exploredthroughthe‘authenticcurriculum’
quadrant. The quadrant describes curriculum design and the students’ learning experiences in terms
of their intrinsic value (relevance) and their instrumental value (the extent to which the content is
immediately useful and applied in practice). The top right quadrant represents learning experiences
that have both intrinsic and instrumental value. Students engage in learning in a real-life or simulated
context that reflects the expected learning outcomes or expected entrustable professional activities
(EPAs). In the top left quadrant, what is covered in the programme appears superficially as relevant,
but the instrumental value of the content is not demonstrated by allowing the student to see in
practice the value and usefulness of their experiences. The bottom right quadrant identifies areas of
student activity which are not relevant and contribute little to the student’s mastery of the specified
learning outcomes. Student experiences represented in the bottom left quadrant are neither relevant
nor have instrumental value.
Consideration of the ‘authentic curriculum’ quadrants highlights what is meant by authenticity and
the problems faced in implementing an authentic curriculum to prepare a student for practice as a
healthcare professional.
It is important in an authentic curriculum to communicate to students the value of each learning
experience and subject covered by illustrating how it is directly applicable to medical practice and how
a mastery of it can help them become a better doctor. Students, if they are to be prepared for work as
a doctor, should be “enculturated” into the medical profession and the earlier this is done the better.

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Plenaries
Plenary 1
Work Readiness in Relation to Longitudinal Integrated
Community Based Curricula
Ian Wilson Australia
Longitudinal integrated curricula (LIC) in medicine are becoming more widely used. The University
of Wollongong (UOW), a new medical school, is one of three in the world where every student
undertakes a 12 month longitudinal curriculum. This presentation will describe the UOW
programme and where the LIC fits. It will then describe the outcomes of longitudinal curricula,
particularly in relation to work readiness. The focus will then shift to the positive results we have
achieved in UOW.
Plenary 2
Leadership, Management and Followership:
Key Skills for the Health Workforce
Judy McKimm United Kingdom
Increasingly, international healthcare organisations are looking for health professionals to be able
to lead and manage in complex situations. Research indicates clearly that organisational success
and good health outcomes are closely linked to effective leadership and management. In this
presentation, Judy presents some of the research evidence behind this shift, explores the key
knowledge, skills and behaviours healthcare organisations and patients expect from their leaders
and discusses some core leadership, management and followership concepts which help move
our understanding forward in terms of educational and curriculum provision.
Plenary 3
Tales of “Ill-preparedness” in the Health Professions
Victor Lim Malaysia
In many countries around the world medical practice is regulated in order to protect the interest
of the public. The mandate of these regulatory bodies is to protect, promote and maintain the
health and safety of the people through ensuring proper standards for the medical profession.
In Malaysia this function is undertaken by the Malaysia Medical Council (MMC) which has
disciplinary jurisdiction over all registered medical practitioners. Among its primary functions
are the maintenance of the medical register, the accreditation of medical programmes and the
regulation of the ethics and conduct of medical practitioners. The MMC has issued a Code of
Professional Conduct which outlines the outer limits of conduct that will make a practitioner liable,
after proper inquiry, to be found guilty of infamous conduct in a professional respect. Forms of
infamous conduct fall under 4 main headings (i) Neglect or disregard of professional responsibilities
(ii) Abuse of professional privileges and skills (iii) Conduct derogatory to the reputation of the
medical profession and (iv) Advertising, canvassing and related professional offences. The Code
is supplemented by other publications including guidelines on Good Medical Practice. Generally
the MMC does not concern itself with matters that give rise to action in the civil courts unless
the doctor’s conduct has involved such a disregard of his professional responsibility as to raise a
question of infamous conduct. Practitioners commit these offences because of a combination of

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factors that include a lack of responsibility and accountability, avarice, poor communication skills
and a lack of familiarity with the code. Undergraduate medical education in Malaysia should
include the learning of the Code of Professional Conduct using case studies to demonstrate how
this Code is enforced in Malaysia.
Plenary 4
Jefferson Longitudinal Study of Medical Education
Outcomes
Joseph Gonnella United States of America
The Jefferson Longitudinal Study of Medical Education Outcomes was developed based on the
premise that medical schools have an obligation to monitor their educational outcomes. It retrieves
data from the most comprehensive, extensive, and uninterrupted longitudinal database of its
kind maintained in one medical school. It was implemented in 1970 with the intention to track
all Jefferson students throughout their medical education and professional careers. Data were
collected retrospectively for those who matriculated between 1964 and 1970, and prospectively
from 1971 to date. It now includes data for 11,661 individuals from 51 medical school classes. The
Jefferson Longitudinal Study has so far inspired 200 peer-reviewed publications.
The database includes demographics, personal qualities, performance measures in medical school,
medical licensing examinations and board scores, responses to matriculation and graduation
questionnaires, programme directors’ ratings of clinical competence in residency, and career
follow-up surveys. The Longitudinal Study is routinely updated for all graduates using data from
local sources and professional organisations at the national level. Follow-up data also include
career outcomes from the national professional organisations such as faculty appointments,
board certification, practicing specialty, and periodic alumni surveys. Important statistics retrieved
from the Longitudinal Study database on demographics, performance on licensing examinations,
geographic location, specialty, evaluations of clinical competence in residency, and perceptions of
students and graduates on medical education at Jefferson are routinely prepared for the College’s
annual report.
In response to the need to assess professionalism and professional development of doctors-in-
training, we developed instruments to measure important aspects of professionalism in medical
education and practice, such as orientation toward empathic engagement in patient care (Jefferson
Scale of Empathy), interprofessional collaboration and teamwork (Jefferson Scale of Attitudes
Toward Physician-Nurse Collaboration, Jefferson Scale of Attitudes Toward Physician-Pharmacist
Collaboration, and Jefferson Scale of Attitudes Toward Interprofessional Collaboration), and
orientation toward lifelong learning (Jefferson Scale of Physician Lifelong Learning).
In this seminar, I will describe in detail the Jefferson Longitudinal Study and will give examples
of educational outcome assessments. Also, I will present information about the development,
psychometrics and findings related to each of the outcome measures of empathy, teamwork, and
lifelong learning.

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Pre-Conference
22 April 2015, Wednesday
Pre-Conference Workshops : PBL Room 1.06.14, 1.06.16 & 1.06.18, Level 1
Pre-Conference Forum : Lecture Theatre 3, Level 4
Lunch : Dewan Canselor, Level 4
Main Conference (Day 1)
23 April 2015, Thursday
Welcoming, Opening & Keynote Address : Auditorium 1 & 2
Interactive Forum 1 : Auditorium 1 & 2
Plenary 1 & 2 : Auditorium 1 & 2
Poster Viewing : Foyer, Level 4
Free Paper Sessions 1, 2 & 3 : Auditorium 1, Level 4
PBL Rooms 1.06.14, 1.06.16 & 1.06.18, Level 1
Refreshments & Networking : Dewan Canselor, Level 4
Welcome Reception & Student Performance : Dewan Canselor, Level 4
Main Conference (Day 2)
24 April 2015, Friday
Plenaries 3 & 4 : Auditorium 1 & 2, Level 4
IMU RHIME Presentation : Auditorium 1 & 2, Level 4
Refreshments & Networking : Dewan Canselor, Level 4
Interactive Forum 2 : Auditorium 1 & 2, Level 4
Symposium & Debate : Auditorium 1 & 2, Level 4
Presentation of Awards : Auditorium 1 & 2, Level 4
Conference Venue

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8
Pre-Conference Workshops
Workshop 1
Bringing Education Skills to the Workplace
Stefan Kutzsche & Sivalingam Nalliah, Malaysia
Time: 0900 – 1200
Venue: PBL Room 1.06.14
Synopsis
The hospital ward provides an excellent site for health professions education as it provides a real-life situation
for appreciation of disease, its impact on the patient and community and enables students to observe and learn
from direct exposure to pathology and treatment. Informal teaching - learning activities are fairly common in
present day settings where students gain new knowledge and experience through practical tasks and clinical
reflection.
At our workshop we will discuss how medical teachers can use a work-based and patient-oriented learning and
teaching approach to deliver outcomes related to basic medical and clinical sciences.
The workshop offers an understanding of both formal learning as the main route to professional competencies
and qualifications required for entry into practice as is required in regulated professions, and informal learning
acquired through experience in work and life. The latter exposes one to appreciate the health professionals’
integrated roles addressing ethics, patient safety, risk management, and clinical governance.
The workshop will also engage participants by introducing simple assessment and evaluation methods of
clinical patient-oriented learning.
PROGRAMME
Time Activities
0900 – 0910 Welcome and Introduction
0910 - 0945
Session 1
Planning for Clinical Education: Formal and Informal Approaches
0945 - 1030
Session 2
Expansive and Restrictive Learning Environments
1030 - 1045 Coffee
1045 - 1115
Session 3
Dispositions of Individual Learners and Teamwork Learning
1115 - 1145
Session 4
Workplace Community Cultures and Practices which Influence Learning
1145 - 1200 End of Workshop (Feedback and Reflection)
1200 Lunch

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Workshop 2
Reflective Practice that Leads to Preparedness for Work
Khoo Suan Phaik & Haider Abdulameer Al-Waeli, Malaysia
Time: 0900 – 1200
PROGRAMME
Time Activities
0900 - 0915
Welcome and Introduction -
Ice-Breaking Session
0915 - 0945 Session 1 and Discussion
0945 - 1030 Group Assignment
1030 - 1045 Coffee
Time Activities
1045 - 1115 Session 2 and Discussion
1115 - 1145
Group Presentation and
Discussion
1145 - 1200
Lesson Conclusion /
(Feedback and Reflection)
1200 Lunch
Synopsis
The value of the practice of reflection is widely recognised in many disciplines. However, its application in
the healthcare curriculum is relatively new and remains to be brought out to the fore. This merits further
scholarship, especially now more than ever before. For purposes of accreditation and acceptance by the patients
and community they serve, a healthcare professional is increasingly being judged in addition to and beyond the
contents of its discipline alone. In this context. For students to be able to connect the educational environment
with the working experience is invaluable and translates into work preparedness. Therefore supervisors/mentors
play an all-important role in making reflective writing/practice relevant and successful for work preparedness
for their students.
Through the workshop the participants will be able to :-
• understand the order and rationale of reflective practice which leads to work preparedness
• learn how to nurture their students’ reflective capabilities in order to develop insight within and beyond the
academic arena e.g. education, work environment, attitudes etc.
• mobilise ideas to stimulate their students in bringing practical experiences into their learning sites (e.g. lecture
hall/clinical chair side or bedside etc.)
• learn how to develop within their students, the application of what they learn at their learning sites,
be critical of the offered learning sites/education and of their own position and attitude
• develop, use and evaluate students’ reflective portfolio
If you are faculty/professionals/healthcare individuals/groups with roles such as supervisors, teachers, preceptors
with particular interests in reflective practice which would translate into work preparedness then this workshop
is designed for you!

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Workshop 3
Selecting the Right Students – Devising your Process
Ian Wilson, Australia
Time: 0900 – 1200
Synopsis
The workshop will explore the desired outcomes of medical student selection. It will examine the effectiveness
of the different methodologies and then develop a matrix of outcomes against selection methodology.
PROGRAMME
Time Activities
0900 - 0920 Welcome and Introduction
0920 - 0930 Select for or Teach? (Large Group Discussion)
0930 - 0950 What Sort of Students Do You Want for Your Course? (Small Groups)
0950 - 1010 Report Back and Discussion (Large Group)
1010 - 1030 Selection Methods and Predictive Ability (Presentation)
1030 - 1045 Coffee
1045 - 1130 Matching Method and Required Outcome (Small Groups)
1130 - 1150 Report Back and Discussion (Large Group)
1200 Lunch

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Workshop 4
Evaluating Students’ Competence to Practise as a Healthcare Professional
Ronald Harden, United Kingdom
Time: 1400 – 1700
Synopsis
Six questions will be explored in relation to the specification of the expected competencies. The development
of a blueprint with assessment approaches and the implementation in practice.
• Why the student should be assessed – summative, formative, and impact on learning.
• What is assessed – the move to outcome- or competency-based assessment and the development of
entrustable professional activities (EPAs).
• How the student is assessed – the examiner’s toolkit including performance assessments such as the OSCE.
• When the student should be assessed – at the beginning, during, or at the end of the course.
• Who should do the assessment – peer assessment and self-assessment?
• Where an assessment should be carried out – in the classroom and on the job.
PROGRAMME
Time Activities
1415 - 1445
The Importance of Assessment: Why Assess a Student’s Competence to
Practise?
1445 - 1515 Approaches to the Assessment of Competence to Practise
1515 - 1545 Tea
1545 - 1615 Implementation of the Approaches in Practice
1615 - 1700 Conclusion and Take Home Message

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Workshop 5
Redesigning Education to Survive the Second Machine Age
Jai Mohan & Zaid Ali Alsagoff, Malaysia
Time: 1400 – 1700
Synopsis
Biomedical knowledge is growing at an unprecedented rate. Just-in-case professional education provides too
shallow an education and needs to be replaced by just-in-time and just-for-me systems of assessing knowledge
and developing health professional competencies. Personalised genomics, nanotechnology, automation,
robotics, embedded sensors, telemedine, telemonitoring, artificial organs, 3D printing of biomaterials and
drugs, full physiological simulations, artificial intelligence, electronic decision support systems and mobile
medical apps are some of the new technologies that have been or are being introduced in health practice.
Traditional education has changed little in the past decades and the need to understand and utilise these
tools (and newer ones) for the benefit of the healthcare client is not satisfactorily addressed in the curriculum.
Educational technology, simulations and gamification technologies can be used to address the needs of the
health professional in facing and benefitting from these developments.
PROGRAMME
Time Activities
1415 - 1500
Review Challenges Arising from Rapid Increase in Biomedical Knowledge
and New Medical Technologies; Review Opportunities and Benefits of New
Medical Technologies
1500 - 1545
Review Educational Technologies and Their Contribution to Supporting Just-
In-Time and Just-For-Your Health Professional Education and Collaboration
1545 - 1615 Tea
1615 - 1645
Review Existing Health Professional Education and Its Redesign to Meet these
New Challenges

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Workshop 6
Introduction to Educational Leadership
Judy McKimm, United Kingdom
Time: 1400 – 1700
Synopsis
This workshop provides an introduction for those working in health professions education to key leadership
theories, issues and strategies for change. It is designed to meet the needs for those at all stages of their
career and aims to stimulate thinking about how best to manage, lead and follow in times of change and
development.
PROGRAMME
Time Activities
1400 - 1415 Welcome and Introductions
1415 - 1500
What is Leadership?
Theory Introduction
Small Group Activity
1500 - 1545 Leadership and Management – What is the Difference?
1545 - 1615 Tea
1615 - 1645 Developing Yourself as Leader – Challenges and Opportunities

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Pre-Conference Programme
22 April 2015, Wednesday
Time Workshop Event Venue
0800 - 0900 Registration Foyer, Level 1
0900 - 1200
1 Bringing Education Skills to the Workplace
Stefan Kutzsche & Sivalingam Nalliah, Malaysia
PBL Room 1.06.14
2
Reflective Practice that Leads to Preparedness
for Work
Khoo Suan Phaik & Haider Abdulameer Al-Waeli, Malaysia
PBL Room 1.06.16
3
Selecting the Right Students – Devising Your
Process
PBL Room 1.06.18
1200 - 1230 Lunch
Dewan Canselor,
Level 4
1230 - 1400
Pre-Conference Forum - Changing Health
Environment in Malaysia: Lessons for Educators
and Accreditors
(Open to All Registered IMEC Workshop and
Conference Participants)
Joseph Gonnella, USA
Milton Lum, Malaysia
Amir S Khir, Malaysia
Nafeeza Mohd Ismail, Malaysia
Lecture Theatre 3,
Level 4
1400 - 1700
4
Evaluating Students’ Competence to Practise
as a Healthcare Professional
PBL Room 1.06.14
5
Redesigning Education to Survive the Second
Machine Age
Jai Mohan & Zaid Ali Alsagoff, Malaysia
PBL Room 1.06.16
6 Introduction to Educational Leadership
PBL Room 1.06.18
*Posters to be up by 1630 on 22 April 2015 – Foyer, Level 4

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Main Conference Day 1
Time Chairperson Event Venue
0800 - 0840 Registration Foyer, Level 4
0840 - 0845
Allan Pau
Welcome by Organising Chair
Vishna Devi Nadarajah, Malaysia
Auditorium 1 & 2,
Level 4
0845 - 0900 Opening Address
Abu Bakar Suleiman, Malaysia
0900 - 0945
Joachim
Perera
Keynote Address
Authentic Learning: From “Ivory Tower”
to the Real World
0945 - 1045
Stefan
Kutzsche
Interactive Forum 1
Preparing for the Workplace: Who is Responsible?
University’s Perspective: Richard Hays, Australia
Employer’s Perspective: Ted Mohr, Malaysia
Learner’s Perspective: Maryam Raya Ibrahim Rasheed, Malaysia
1045 - 1115 Refreshments & Networking
Dewan Canselor,
Level 4
1115 - 1200 Er Hui Meng
Plenary 1
Work Readiness in Relation to Longitudinal
Integrated Community Based Curricula
Auditorium 1 & 2,
Level 4
1200 - 1300
Free Paper Session 1
4 parallel sessions; 1 session dedicated to 5
shortlisted oral papers
(Refer to Free Paper Concurrent Sessions for respective venues)
Auditorium 1 & 2,
Level 4
PBL Room 1.06.14
PBL Room 1.06.16
PBL Room 1.06.18
1300 - 1400
Lunch & Networking
Note: Closed door meeting with Malaysian Health Professional
Educators (by invitation only)
Dewan Canselor,
Level 4
1330 - 1430 Poster Viewing Foyer, Level 4
1430 - 1530
Auditorium 1 & 2,
Level 4
PBL Room 1.06.14
PBL Room 1.06.16
PBL Room 1.06.18
1530 - 1630
Auditorium 1 & 2,
Level 4
PBL Room 1.06.14
PBL Room 1.06.16
1630 - 1715 Winnie Chee
Plenary 2
Leadership, Management and Followership:
Key Skills for the Health Workforce
Auditorium 1 & 2,
Level 4
1730 - 1830 Welcome Reception & Students’ Performance
Dewan Canselor,
Level 4

I M E C - 2 0 1 5
16
Main Conference Day 2
24 April 2015, Friday
0830 - 0915
Pilane
Liyange
Ariyananda
Plenary 3
Tales of “ill-preparedness” in the Health
Professions
Victor Lim, Malaysia
Auditorium 1 &
2, Level 4
0915 - 1030 Hla Yee Yee
IMU-Ron Harden Innovation in Medical Education
(IMU-RHIME) Shortlisted Presentations
1. Does One-to-One Mentoring Programme
Work for Medical Students? - Development,
Implementation and Experience (IR 11)
Yera Hur, A Ra Cho, Kunil Kim, Daun Song, Wonmin Hwang,
South Korea
2. Development, Standards Setting and Testing
of a Web-based Gamified Application for Script
Concordance Test for Odontogenic Pain (IR 14)
Shekhar Bhatia, Sunil Mutalik, Sobia Bilal, Praveen G Patil,
Hasnain Zafar Baloch, Malaysia
3. Engaging Next Generation Medical Students
in Active Learning Through an Ecosystem
of Multi-Touch Smart Table Technology
and Collaborative Software Solutions in an
Innovative Smart Lab (IR 15)
A. Sen, Lakshmi Selvaratnam, Malaysia
4. Students in the Director’s Seat: Promoting
Critical Thinking and Benchmarking Using
Student Generated Online Formative
Assessment (IR 16)
Seow Liang Lin, Suzanna Mihailidis, Grant Townsend,
Hanan Omar, Haider Al-Waeli, Malaysia & Australia
Auditorium 1 &
2, Level 4
Dewan Canselor,
Level 4
1100 - 1200
Muneer
Gohar Babar
Interactive Forum 2
“Cash and Caring”: Entrepreneurship in Healthcare
Professions
Alumni’s Perspective: Mark Cheong, Malaysia
Academic’s Perspective: Chris Stephens, United Kingdom
General Practitioner’s Perspective: Valuyeetham Kamaru Ambu, Malaysia
Chiropractor’s Perspective: Edward Russell Crowther, Malaysia
Auditorium 1
& 2,
Level 4
1200 - 1300 Jade Chow
Symposium
Patient Complaints: What Regulatory Agencies
Can Tell Us About Enhancing Work Preparedness
Oral Health Division, MOH: Elise Monerasinghe
Pharmaceutical Services Division, MOH: Abida Haq bt Syed M Haq
Nursing Board Malaysia: Liong Sie Fung
Auditorium 1 &
2, Level 4
1300 - 1430 Lunch & Networking
Dewan Canselor,
Level 4

17
I M E C - 2 0 1 5
1430 - 1530 Allan Pau
IMU Faculty versus Students’ Debate
Motion: The University is Not Able to Prepare
Graduates for 21st
Century Skills
IMU Faculty: Keivan Ahmadi, Haider Abdulameer Al-Waeli & Peter
Roman Paul Diakow
IMU Students: Goh Zhong Ning Leonard, Helen Thong Yen Sim &
Lalina Priya Murugan
Auditorium 1 &
2, Level 4
1530 - 1630
Khor Geok
Lin
Plenary 4
Jefferson Longitudinal Study of Medical Education
Outcomes
Joseph Gonnella, USA
Auditorium 1 &
2, Level 4
1630 - 1700
Vishna Devi
Nadarajah
Presentation of Poster, Oral & IMU- RHIME Award
& Closing
Auditorium 1 &
2, Level 4
Dewan Canselor,
Level 4

I M E C - 2 0 1 5
18
Chairperson Jennifer Perera Yeoh Peng Nam Khor Geok Lin Jade Chow
Themes
Clinical Skills
(OCS)
Personal &
Professional
Development
(OPPD)
Work
Preparedness
(OWP)
Professionalism
& Ethics (OPE)
IMU-RHIME
Innovations
(IR)
PBL Room
1.06.14
PBL Room
1.06.16
PBL Room
1.06.18
Auditorium
1 & 2, Level 4
1200 - 1212 OCS 01 OPPD 01 OPE 01 IR 01
1212 - 1224 OCS 02 OPPD 02 OPE 02 IR 02
1224 - 1236 OCS 03 OPPD 03 OWP 01 IR 03
1236 - 1248 OCS 04 OPPD 04 OWP 02 IR 04
1248 - 1300 OCS 05 OPPD 05 OWP 03 IR 05
Venue
Time
Chairperson
Edward
Crowther
Srinivasan
Ramamurthy
Khoo Suan Phaik Nazimah Idris
Themes
Personal &
Professional
Development
(OPPD)
Working
as a Team
(OWT)
Working
as a Team
(OWT)
Clinical Skills
(OCS) &
Communication
Skills (OCOS)
IMU-RHIME
Innovations
(IR)
PBL Room
1.06.14
PBL Room
1.06.16
PBL Room
1.06.18
Auditorium
1 & 2, Level 4
1430 - 1442 OPPD 06 OWT 01 OWT 06 IR 06
1442 - 1454 OPPD 07 OWT 02 OCS 06 IR 07
1454 - 1506 OPPD 08 OWT 03 OCOS 01 IR 08
1506 - 1518 OPPD 09 OWT 04 OCOS 02 IR 09
1518 - 1530 OPPD 10 OWT 05 - IR 10
Venue
Time
Free Paper Concurrent Sessions

19
I M E C - 2 0 1 5
Note: OCS: Oral Clinical Skills, OCOS: Oral Communication Skills, OITP: Oral Information Technology Proficiency, OPPD: Oral Personal & Professional
Development, OPE: Oral Professionalism & Ethics, OWT: Oral Working as a Team, IR: IMU-RHIME Innovations
Chairperson Winnie Chee Monica Broome Chen Yu Sui
Themes
Personal & Professional
Development (OPPD)
Information Technology
Proficiency (OITP)
Communication Skills
(OCOS)
IMU-RHIME Innovations
(IR)
PBL Room 1.06.14 PBL Room 1.06.16
Auditorium
1 & 2, Level 4
1530 - 1542 OPPD 11 OITP 01 OCOS 03
1542 - 1554 OPPD 12 OITP 02 OCOS 04
1554 - 1606 OPPD 13 OITP 03 IR12
1606 - 1618 OPPD 14 OITP 04 IR13
1618 - 1630 OPPD 15 OITP 05 IR17
Venue
Time

I M E C - 2 0 1 5
20
Instructions To Chairperson(s)
and Presenters
Chairpersons (Plenary Sessions)
• Introduce the speaker to the audience
• Ensure keeping to the suggested time
• Open the floor for discussion
• Give some concluding remarks
• Present the token of appreciation to the speaker
Chairperson (Interactive Forum)
• Introduce the speakers to the audience
• Ensure keeping the suggested time (10 minutes to
each speaker; 20 minutes for floor discussion)
• Present the token of appreciation to the speakers
Chairpersons (Free Paper Sessions)
[Please be present at least 10 minutes before the scheduled time. There
will be a student helper to keep the time & four judges for the short-listed
communication session]
• Introduce the speaker / speakers to the audience
• Ensure keeping the suggested time (8 minutes for
presentation; 4 minutes for QA)
Chairperson (IMU-RHIME Award)
• Briefly explain the background of the IMU-RHIME
Award
• Introduce the panel of judges
• Inform the rules and regulations (10 minutes for
presentation and 5 minutes for QA)
• Introduce the speakers
• Open the floor for questions after each presentation
• Inform the audience that the winner will be declared
at the presentation of award ceremony
Chairperson (Student Debate)
• Brief introduction to the topic
• Introducing the speakers
• Winding up the debate and thanking the speakers
Presenters (Oral)
• Submit the Power Point presentation to the
Secretariat on the afternoon of Wednesday,
22 April 2015 or latest by 0830 on Thursday, 23
April 2015
• Give a note to the Chairperson for him/her to
introduce you
• 8 minutes for presentation (first bell at 7 minutes;
stop at second bell)
• 4 minutes for QA
Presenters (Poster)
• Posters to be up by 1630 on Wednesday, 22 April
2015
• Authors of posters to man their posters between
1330 - 1430 on 23 April 2015

21
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Clinical Skills (OCS)
ABSTRACT NUMBER: OCS 01
Medical Teachers’ Attitudes Towards
Simulation-Based Medical Education in Riyadh,
Saudi Arabia: Opportunities and Challenges
Shabnam Ahmed, Fahmi Al Senani,
Muhammad Ahmed and Muhammad Zafar
King Saud Bin Abdul Aziz University for Health
Sciences, Riyadh, Saudi Arabia
Background
Quality care and patient safety are key aims of Saudi
government health policy. This demands that medical
education should equip future professionals with
the necessary skills whilst not putting patients at
any risk. One approach to this is simulation-based
medical education (SBME), which universities are
integrating into their programmes. However, there is
little empirical work done to identify any generic or
specific contextual barriers faced by medical teachers
as they adopt this innovation. This study has explored
the attitudes of medical teachers towards SBME in an
attempt to identify any practical implications.
Methods
The study used a questionnaire and focus group
discussions (FGDs). The 17-item questionnaire
with five-point Likert scale was designed by the
investigators. After testing for validity and reliability,
it was administered to a sample of 130 teaching
staff in four medical institutes of Riyadh. The data
was analysed using SPSS. Two groups of ten faculty
members each participated in a follow-up FGD to
further explore the implications of their favourable/
unfavourable attitudes towards SBME.
Results
The response rate was 90.7%. The mean score for
general attitude towards SBME was 66.5 (S.D=±12).
There was no significant relationship between
attitude score and gender; age, teaching experience,
curriculum background, training in simulation,
and availability of technology. Only 10% of the
participants reported regular integration of simulation
in teaching. The FGD did reveal some of the barriers,
including: lack of formal training, limited knowledge
of simulation methods, curriculum design, time
constraints, and lack of technical support and past
stressful experiences.
Conclusion
Medical teachers attitude towards SBME seem
generally positive but actual implementation of the
strategy is low. Expansion of a simulation based
medical curriculum in Saudi Arabia would benefit
from formal training of faculty in simulation, acquiring
trained technical staff and meaningful integration of
SBME in the curriculum.
OSCE for Year 1 Medical Students: Too Early or
Just The Right Time?
Joong Hiong Sim, Yang Faridah Abdul Aziz,
Azura Mansor, Anushya Vijayananthan,
Nur Amani Ahmad Tajuddin, Omar A,
VadiveluJand Hassan H
University of Malaya, Kuala Lumpur, Malaysia
Background
In our new medical programme, objective structured
clinical examination (OSCE) was introduced to Year
1 medical students to assess their competency in the
clinical skills taught. The aim of this paper was to
assess Year 1 medical students’ readiness for OSCE.
Methods
179 Year 1 medical students (mean age=19.5)
took a 5-station OSCE as a formative assessment.
Students were assessed on two categories of tasks
taught during their clinical sessions. Category A
assessed communication skill and professionalism
while Category B assessed history-taking, physical
examination, and procedural skills. The score sheet
contained checklists, global ratings and examiner’s
feedback. A student must score at least satisfactory
in ≥ 4/5 stations for a pass in Category A and ≥ 3/5
stations for a pass in Category B. A pass in both
Category A and Category B was needed to pass the
OSCE. Students’ scores were recorded, processed
and analysed. Examiners’ feedback on students’
performance during OSCE was also examined.
Results
174/179 students (97.21%) passed the OSCE.
Overall, percentage of passes in Category A ranged
from 88.83% to 100.00%, with a mean of 95.31%.
For Category B, percentage of passes ranged from
79.33% to 100.00%, with a mean of 88.83%.
Although examiners’ feedback pointed to specific
areas students could improve, their feedback was
generally favourable.
Oral Presentation Abstracts

I M E C - 2 0 1 5
22
Conclusion
Based on students’ scores in OSCE and examiners’
qualitative feedback, Year 1 medical students
appeared to be ready for OSCE. Introducing OSCE
to Year 1 medical students seems to be timely and
appropriate to prepare them for a smooth transition
to clinical years.
Early Identification of ‘Academically Weak
Medical Students’ and Remediation Measures
Effectively Improve Students’ Performance
Sheila Rani Kovil George, Sharmini Gangadaran
and Sivalingam Nalliah
International Medical University, Seremban, Malaysia
Background
Current summative assessment of clinical students
helps identify academically weak clinical students
so that remediation can be instituted. Utilising all
academic results derived from assessment at end
of semester 6,7 and the final MBBS exams (FPE 1
2), this study aims to evaluate if remediation given
to academically weak students improves their final
academic scores ( MBBS Part 1).
Methods
Three cohorts of student viz. C2/11, C1/12 and
C2/12 were selected. Academically weak students
were identified from performance in Semester 6 and
7 evaluation and remediation given. Their follow
performance at the final MBBS Part 1 (FPE 1 and 2)
was assessed to determine if early identification and
remediation impacted their performance.
Results
Out of 30/68 in Cohort C2/11 who were weak in
Semesters 6 and 7 (34.1%), only 7 remained weak
in FPE 1 (10.3%), 4 failed FPE1 (5.9%) and 5 failed
FPE 2 (7.4%). In cohort C1/12, 24/76 were weak in
Semesters 6 and 7 (31.6%); 6 remained weak in FPE
1 (7.9%), 8 failed FPE 1 (10.5 %) and 4 failed FPE 2
(5.3%). There were 47/88 weak students in Cohort
C2/12 (Semesters 6 and 7 (53.4%); 12 remained
weak in FPE 1(13.6%) and 6 failed FPE 1(6.8%). This
cohort is currently appearing for their FPE 2.
Conclusion
Early identification and remediation clearly improved
students’ performance and resulted in smaller
percentage identified as weak or failed in their FPE.
Candidates who failed FPE 1 or 2 were from correctly
identified as weak in Semester 6 and 7.
Note: FPE - Final Professional Exam.
Evaluation of a Business Teaching Round Model
as an Effective Learning Environment
Ramji Narayanan and Stefan Kutzche
International Medical University, Kuala Lumpur,
Malaysia
Background
Final year medical students acquire clinical skills
through involvement with real patients. Learning
through apprenticeship by “shadowing” junior staff is
hampered by the vagaries of these doctors’ schedules
while, during ward rounds, students may be left on
the fringes, or suffer unenthusiastic consultants.
Business teaching rounds (BTR), which emphasise
that students must be thoroughly familiar with and
closely follow the patients allotted to them, appears
to be an attractive alternative.
Purpose
To evaluate student learning outcomes of BTR in a
surgical unit at IMU Clinical School Batu Pahat.
Methods
In a pilot study, a total of 24 (twenty-four) semester
10 medical students were invited to fill in a
questionnaire, relevant to their clinical posting. The
19-item questionnaire focused on the structure
of BTR, promotion of self-directed learning,
understanding and achievement of clear learning
outcomes, improvement of communication and
clinical reasoning skills, management skills, and
opportunities for developing and reflecting on
personal behaviour.
Results
All students agreed and completed the questionnaire.
A majority welcomed BTR as a positive learning
environment helping to improve their reflective
learning ability, clinical reasoning and patient
management skills as well as their non-surgical
soft skills. They appeared unsure whether BTR was
superior compared to traditional bedside teaching
rounds and seminars.
Conclusion
BTR, if implemented properly, may offer an effective
learning environment for students to acquire
necessary clinical skills preparatory to their further
career. Differences between BTR and traditional
clinical rounds in providing effective learning guidance
should be studied in a larger cohort.

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Undergraduate Training in Dermatology:
Time to Look Beyond the Class Room Teaching
Raghavendra Rao and Arti Sarda
Manipal University, Manipal, India
Background
Medical graduates should at least be able to diagnose
the common skin conditions and know when to refer
to a dermatologist. Aims and objectives is to assess
the competency of intern to diagnose and suggest
treatment of common skin conditions.
Methods
A prospective objective questionnaire based study
was carried out among 100 interns of a tertiary care
teaching hospital. Clinical photographs of 8 common
skin conditions were shown and they were asked to
diagnose and suggest a modality of treatment.
Results and Conclusion
Only 28% of the study cohort could diagnose the
skin condition correctly and 18% could offer correct
treatment. Though all medical students receive
training in dermatology in the form of formal lectures
(30 hours) and clinical postings (six weeks), we
often find them incompetent to diagnose and treat
common skin conditions. Furthermore, as per the
regulatory body guidelines, dermatology training
is made optional during internship. Only 18% of
interns had enough knowledge to treat common skin
conditions. The majority (74%) of the interns felt the
need for a compulsory internship in dermatology,
preferably of 2 weeks or more. Newer technologies
like computer-assisted learning (CAI) should be
explored to overcome time constraints of face-to-face
learning.
Advanced Skills Propagation and Cadaveric
Higher Education (APACHE)
Rajkumar Chandran, Mah Chou Liang, Avinash
Govindram, Alex Joseph, Kelvin Quek and
Abhishek Jain
Changi General Hospital, Singapore
Background
Airway management skills are fundamental for
anaesthetists. Failures in airway management lead
to complications including hypoxic brain injury and
death. Expertise in this field includes knowledge,
skills and individual attitudes. Combination of these
characteristics cannot be trained on patients.
Method
We have developed a comprehensive airway
management workshop consisting of hands-on
simulation-based training followed by airway skills
training on cadavers. The high fidelity simulation
workshop uses Simbionix bronch mentor VR
simulator. This responds to real-time clinical
manoeuvres, and allows trainees to experience
critical scenarios in a safe environment. Participants
also train with other advanced airway equipment like
intubating LMAs, video-laryngoscopes and fibre optic
scopes on mannequins. The cadaveric workshop
offers a unique opportunity for airway practitioners
to interact and practise on human tissue without
the clinical risks associated with practising on live
patients. Evident from the feedback, Combination of
this training on simulators, mannequins and cadavers
provides an experience which goes beyond the basic
levels of skills training. On Likert scale of 7, Course
ability to train participants was 6.375, Likelihood
of recommendation received 6.81. Significant
improvement in various aspects of skill, confidence
and comfort in dealing with difficult airways and use
of equipment were also seen.
Conclusion
Simulator training followed by cadaver training can
appropriately integrate simulators into the learning
curve and maintain the benefits of both training
methodologies. This course has proved to improve
airway management expertise and has served as a
true bridge between classroom learning and real-life
clinical experience.
Communication Skills
(OCOS)
ABSTRACT NUMBER: OCOS 01
Using Video Scenarios to Teach 1st
Year Medical
Students in Presenting Concise Case Summaries:
Can We Enhance Their Preparedness for Clinical
Work?
Michael S Wan and Jane Givney
University of Notre Dame, Australia
Aims
Clinical skills teaching for pre-clinical medical
students are usually focussed on the process of
history taking, and does not emphasise summarising
the history. Clinical teachers in the senior years have
the impression that students are not sufficiently
prepared to present a concise, contextualised and

I M E C - 2 0 1 5
24
clinically relevant summary. The aim of the study
was to look at whether a specifically designed video
scenario could prepare them to focus on capturing
clinically relevant positive and negative symptoms,
significant risk factors, and to present the history
incorporating these, thus showing the application of
clinical reasoning.
Method
In 2013, the School prepared a specific video
showing both a sub-standard and an exemplary
way of presenting a summary of a cardiovascular
system history to a Consultant. During a clinical skill
session, the video was shown to all 1st
year medical
students, followed by tutor-led practice, discussion
and immediate feedback. At the year-end clinical
OSCE, the presentation of a similar “chest pain”
history summary was assessed and marked using a
standardised rubric. The performance of the 2013
cohort was compared with that of the 2012 cohort
(where no such specific video was delivered) using the
same station content and marking criteria. The mean
and standard deviation (SD) of the scores of both
years were analysed statistically using the Student’s
t- test.
Results
The overall total summative examination mean score
and SD were similar for 2012 and 2013 (p = 0.66,
not statistically significant). The 2013 cohort’s mean
score and SD for the specific OSCE station on history
taking were 92% + 14%. The 2012 cohort’s mean
score and SD were 62% + 19%. The t-test was highly
statistically significant at P0.0001
Conclusion
While the evidence is limited, it appears that using
specific video scenarios to teach 1st
year medical
students’ history summary presentation can enhance
their preparedness for clinical work.
How Do Students Perceive and Regulate
Emotions During Stages of MBBS Course?
An Analytical Study
Monica U and Subhashree AR
Sree Balaji Medical College and Hospital, India
Introduction
It is usually observed that medical students undergo
tremendous emotional stresses both positive and
negative during various stages of the MBBS course.
There is a high rate of suicide among them. The
capacity to regulate emotions is particularly important
during and after they encounter of a stressor.
Identification of various stressors helps in framing
coping strategies.
Objectives
This study is aimed to analyse the strategies students
follow when they are exposed to positive and
negative emotional experiences during various stages
of the MBBS course.
Methods
The study was approved by institutional ethical
committee. After receiving informed consent, the
medical students at various stages of MBBS were
asked to complete a questionnaire on personal
data. A One-time survey on emotional regulation
of 400 first, second and final year medical students
was conducted in Sree Balaji Medical College and
Hospital, Chennai using a pretested questionnaire.
The outcome was measured by the Beck Depression
Inventory. The results were tabulated and analysed.
Results
Students were able to perceive both positive and
negative emotional experiences. Perception of
emotional suppression was found to be statistically
significant in comparison to emotional re appraisal.
Statistically significant numbers of students feel that
they are not able to cope up with negative emotions.
Conclusion
Stress in medical students is common and is process
oriented. Emotional regulation is considered
important to cope up stress. This study highlights
the various ways students regulate their positive
and negative emotions and signifies the importance
of framing strategies to improve on the emotional
stability among them for their mental well-being.
The Utility of Films, for the Teaching of
Concepts in Psychiatry to Medical Students
Shavindra R Dias
University of Peradeniya, Sri Lanka
Introduction
Film is an audio-visual medium. Films portraying
a mentally ill person could be explored in teaching
medical students. Unseen facets like carer burden,
occupational deterioration, treatment compliance,
alternative treatment modalities could be taught,
with an added advantage of entertainment. Ethical
concern of confidentiality is irrelevant. Film could be
viewed repeatedly for clarifications.

25
I M E C - 2 0 1 5
Background
The general objective was to explore the utility of films
to convey a holistic view regarding the experiences
of the mentally ill and their carers’ to students.
Specific objectives were to reinforce basic concepts
in psychopathology, to demonstrate behavioural
changes, to identify different modalities of treatments
including religious-cultural therapies and attitude of
the society towards the mentally ill.
Methods
Descriptive cross sectional study comprising a
qualitative and quantitative wing. Sample of the
fourth year medical students (n=210) were selected
after completing their one month of psychiatry
clinical appointment.
Results
All students identified the mentally ill from their
behaviour changes. Psychopathologies were identified
and named by 75-100%. Available modes of
treatment were identified by 97%. The focus groups
revealed that student understood the experience
of the patient, in terms of prodrome, how others
labelled the behaviour as abnormal, role of religious-
cultural therapies prior to allopathic treatment and
why the family resorted to do so. The deterioration
of social and occupational commitments, the carer
burden and attitude of the society was appreciated.
Conclusion
Selected films could be explored for teaching medical
students psychopathology experience of the patient,
family and the carers in a specific socio-cultural milieu.
Correlation of Student-centred Learning
with Class Performance, Student Learning
Motivation and Team Work: A Meta-analysis
and Systematic Review
Pricilia Tanoto1
, Cindy1
, Dwijani Juliawati1
,
Elisabeth Rukmini
1
Atma Jaya Catholic University of Indonesia,
Indonesia
Background
Health education teaching and learning approaches
change toward student-centred learning (SCL) from
time to time but lecturers are reluctant to implement
it because they have been teaching for decades using
the teacher-centred learning approach. Lecturers need
solid evidence on how SCL may increase students’
performances. This study aimed to investigate through
a meta-analysis and systematic review on how SCL
impacts the class performance. In the meta-analysis,
we intended to find the overall correlation between
any SCL approaches and students’ performance in
medical and health professions education.
Methods
We used Proquest, Springerlink, BMC BMJ open
access, and Google Scholar to search literature.
Literature was selected based on the criteria:
(1) Empirical study in medical and health profession
education
(2) The research reported a correlation number
(3) The article was published in peer-review journals
(4) The article was published between 2000-2013.
By reading abstracts and further searching from the
references lists, we found 12 publications that met
the criteria for inclusion. For the systematic review,
we found 33 articles.
Results
12 studies in meta-analysis there were only 4 studies
which reported that SCL have no effect on class
performance. None of the articles reported any
negative impact. We used Comprehensive Meta-
Analysis (CMA) software to analyse the data and
found r = 0.46 and 95% CI: 0.32-0.57. From 33
studies in the systematic review, we found that SCL
improves aspects such as communication skills, team
work, and learning motivation.
Conclusion
SCL can improve class performance by about 46%. In
addition, the systematic review has shown that that
SCL method is superior in improving soft skills such
as communication skills, team work, and learning
motivation.

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26
Information Technology
Proficiency (OITP)
ABSTRACT NUMBER: OITP 01
Mobile Learning Readiness Among Medical
Undergraduates and Lecturers in Faculty of
Medicine and Health Sciences, UPM
Faridah Idris, Rafidah Hod,
Amy Syakirah Furzane and Tan Chun Han
University Putra Malaysia, Selangor, Malaysia
Background
Mobile learning (m-learning) is a type of learning
model that allows the learners to experience learning
anywhere and anytime using mobile technologies. It
has been recognised as one of the Critical Agenda
Projects (CAP) and Key Result Area (KRA) for
Malaysia’s Ministry of Education. The objective of
this study is to determine the m-learning readiness
in Faculty of Medicine and Health Sciences, Universiti
Putra Malaysia.
Methodology
The study was done from April to August 2014
involving the lecturers and medical undergraduates.
Questionnaires containing a series of questions were
distributed to assess m-learning readiness based on
four aspects: basic, skills, budget and psychological
readiness. The respondents were considered as ready
if they fulfil the readiness criteria for all the four
aspects of readiness. Association of readiness with
gender, ethnicity and clinical/preclinical years were
analysed using chi-square test.
Results
Only 22.2% of medical undergraduates and
8.9% lecturers are fully ready for m-learning. For
undergraduates, younger age (21 and below) and pre-
clinical years showed more readiness in comparison
with older age and clinical years. No significant
association was found for the lecturers.
Conclusion
The findings showed m-learning readiness among
medical undergraduates and lecturers was quite low.
As m-learning is still relatively at the infancy stage in
medical curriculum in Malaysia, respondents probably
are not certain as how best to engage in m-learning.
All the aspects of readiness should be highlighted and
improved to ensure the success of the implementation
of m-learning in the medical schools.
A Comparative Analysis of Undergraduate Case
Based Learning in Oral Pathology Using Light
Microscopy, Photomicrographs and Virtual
Microscopy
Ajay Telang1
, Nynke de Jong2
and
Jan van Dalen2
1
Penang International Dental College, Penang,
Malaysia
2
Maastricht University, Netherlands
Background
Oral Pathology is traditionally lecture based
with practical teaching involving the use of light
microscope to identify histopathology features for
diagnosis. This approach was found ineffective
in improving clinicopathologic correlation skills
and was modified to Case Based Learning (CBL)
two years ago along with introduction of virtual
microscopy. This study was done to identify if the
introduction of virtual microscopy in CBL has led to
long term clinicopathologic correlation and evaluate
the perception of learners towards the use of light
microscopy, photomicrographs and virtual microscopy
in CBL.
Methods
89 dental students from year 5 (semester 1),
year 4 (semester 2) and year 4 (semester 1) were
included as part of the study. Students were
stratified randomisation based on their previous
university scores and divided into groups based on
the histopathology media for the performance test
i.e. either light microscopy or photomicrographs or
virtual microscopy. The test included five case based
scenarios for which correct final diagnosis was to be
given. Written response instrument comprising of
sixteen questions with a 5-point Likert rating scale
and five open ended questions.
Results
Students across all years had the highest mean scores
for the virtual microscopy (M=1.8, SD=0.9) and
lowest for light microscopy (M= 0.9, SD= 0.9). A two
way ANOVA showed that change in histopathology
media has a significant effect on the CBL scores
(p=0.02). The questionnaire study showed learner’s
(85%) first preferred virtual microscopy for CBL
followed by photomicrography (45%) and light
microscopy (33%). 86% felt the introduction of
virtual microscopy improved their clinic-pathologic
correlation skills.

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Conclusion
Histopathology media significantly affects CBL scores
and the best scores are with virtual microscopy. There
is a strong positive perception of virtual microscopy
in CBL as it enriches learning experience and is well
accepted by the students.
Design and Evaluation of Technology-Enhanced
Learning in Medical Humanities
Kyong-Jee Kim1
and Kyunghee Chun2
1
Dongguk University School of Medicine, South Korea
2
Yeungnam University School of Medicine, South Korea
Background
There is a call for transforming the teaching and
learning of medical humanities from the traditional
method of lecturing to more active learning (Gordon
Evans, 2010). Technology-enhanced can be
effective in promoting active learning in medical
humanities (Kemp Day, 2014). This study aims
to design a technology-enhanced learning using
e-learning modules to promote active learning in a
medical humanities course and conduct formative
evaluation of them.
Methods
E-Learning modules on four different topics on
medical ethics were developed using a goal-based
scenarios (Schank Cleary, 1995) approach to
support technology-enhanced learning. Each module
encompasses a scenario in which students perform
a task using learning resources given in the module
in order to introduce them to concepts related to
the topic. Students take this module in a self-study
format before they come to class so they come
prepared for group discussions during the class.
These e-learning modules were implemented in a
medical humanities course for 2nd
year students in
the six-year undergraduate medical programme at
Yeungnam University medical school in South Korea.
A 14-item questionnaire was developed for formative
evaluation on these modules, which was adopted
from the instrument developed by Rego and Ozolins
(2007). A factor analysis was conducted to analyse
the data.
Results
50 students completed the questionnaires (89.2%
response rate). Two factors were identified with
eigenvalue greater than 1: (1) the learning activities
in the e-learning modules were useful, (2) learning
resources and the structure of this module was
helpful for self-study.
Conclusion
This technology-enhanced learning approach using
e-learning modules can be effective in promoting
active learning in medical humanities. This technology-
enhanced learning approach can also be considered
flipped classrooms, in which traditional lectures are
replaced with self-study using e-learning modules
and students engage in active learning during class.
“e-LAP in Med School” – e-Learning -
Awareness, Attitude and Practice Among
Medical Students
Chythra R. Rao, Kirthinath Ballala and Uttam Kumar
Manipal University, Karnataka, India
Background
It is acknowledged that education of undergraduate
medical students will be enhanced through the use
of computers. 1 E-learning is becoming increasingly
popular as a tool to aid teaching and learning in
medical education. 2 The utility of such e-learning
mode for medical education is questionable in terms
of feasibility and achievement of skills. So, the current
study among medical students was designed to assess
basic awareness, attitude and practice regarding
e-learning.
Methods
A cross-sectional study was conducted among medical
students of third semester at Kasturba Medical
College, Manipal University, Manipal. After having
obtained Ethics Committee clearance and consent
from the students, they were interviewed to obtain
data regarding socio-demographic characteristics,
knowledge, and attitude and practices pertaining to
teaching and learning through e-mode in medical
college.
Results
A total of 182 students of 3rd
semester MBBS course
participated in the study, among whom males were
85 (46.7%) and females constituted 53.3%. All the
students owned computers/mobile for internet access
and 50% believed they were competent in the usage
of gadgets. Awareness about various e-learning
materials like video clips, online problem solving
ranged from 25-75%. Three-fourths of the students
preferred textbooks and 40% preferred classroom
teaching as compared to internet and journals.
Nearly 80% were utilising e-learning either currently
or formerly. Although half of them enjoyed learning
through e-mode, only 40% agreed that e-learning
increased productivity.

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Conclusion
Awareness about e-learning methods was good
among medical students. Most of the students
preferred to have a combination of traditional lectures
with online classes.
Use of Electronic Devices by the Students of
UniKL RCMP and its Influence on Academic
Performances
ATM Emdadul Haque, Sandheep Suganthan,
Osman Ali
Universiti Kuala Lumpur Royal College of Medicine
Perak, Malaysia
Background
The availability and the use of electronic devices
among students of higher education have been
continuing to grow. The devices connect the users to
the world instantly, allow access to information and
enable interactivity with others. The uses of these
devices are playing an important role especially in
their academic lives. This study is therefore designed
to identify the types of devices used by the students,
purpose of their use, and influence on their academic
performances.
Methods
A questionnaire was developed and its content
validity was tested by a survey expert. About 300
questionnaires were later distributed among the
available Year-1, Year-2 and Year-3 students, and 230
completed questionnaires were collected back from
the participants. The data collected were inserted
in the SPSS (version 17.0) programme and analysed
accordingly.
Results
Descriptive analysis showed that 71.7% of the
respondents were female, 68.7% were in 20-21 age
groups, and 42.2% were from Year-1, 42.6% were
from Year-2 and the rest from Year-3. 65.7% of the
respondents admitted that they used to use electronic
devices in the class room, and 89.6 % of which use
smartphone. Among the smartphone users, about
48% scored 65% marks in their last exam. It has
also been found that the students’ performance was
directly associated to the use electronic devices for
academic purposes.
Conclusion
In this study, students’ learning behaviour with
electronic devices especially smartphones was
explored, and the data indicated that they want more
access to the academic-friendly devices. The smart
use of electronic devices therefore helps improve the
academic performance of the students.
Personal Professional
Development (OPPD)
ABSTRACT NUMBER: OPPD 01
Student Leadership Development Opportunities
in the International Medical University Medical
programme
Nazimah Idris and Abdul Aziz Baba
Malaysia
Background
Student leadership development has been related
to certain types of college experiences, for example
leadership training sessions, student engagement
in college activities and interactions with peers
and faculty. This survey aims to study the students’
engagement in college activities that could be
contributory to student leadership development.
Methods
This is a cohort study using a research questionnaire,
developed from a review of the literature. Two
cohorts of students in the IMU MBBS programme
were invited to participate in this research. The first
group were students who have completed their pre-
clinical Phase of the programme while the second
group were the students in the final semester of the
programme who would have almost completed the
IMU MBBS programme. The selection of participants
enabled the observation of leadership development
opportunities as the student progress through the
medical programme.
Results
A total of 166 students participated in this study. 123
(74.1%) students had held some form of leadership
positions while in IMU and 69.7% of students
reported that they were comfortable being a leader.
College activities identified to be significantly related
to the comfort and confidence of being a leader were
academic engagement activities of ‘working with
other students on school work outside of class’ and
social engagement activities of ‘participating in events
sponsored by student groups’ and ‘participating
in community service activities organised by the
university’.

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Conclusion
There appears to be sufficient opportunities for IMU
students to be in a leadership position, throughout
the course of the medical programme. Engagement
in college activities that involved interactions with
peers were significantly related to the comfort of
being in a leadership position.
Mental Health Help-Seeking Attitudes of
Medical Undergraduates: Implications For
Future Practice
Carole Chung Mei Choo and
Tahir Mehmood Khan
Monash University, Selangor, Malaysia
Background
Mental health (MH) issues continue to be side-lined
despite evidence of the severe consequences of poor
management. MH issues are misunderstood and
ignored not only by the general public but even by
doctors and medical students. Poor attitudes to MH
help-seeking on the part of medical undergraduates
are likely to impact unfavourably on the MH care of
their future patients.
Objectives
1) Assess the MH help-seeking attitudes of the sample
of medical students
2) Explore the factors that influence these attitudes
3) Recommend several initiatives that may reduce
barriers and facilitate medical students in seeking
appropriate psychological services when necessary.
Methods
This cross-sectional quantitative survey-based study
assessed the MH help-seeking attitudes of medical
students (n = 154) at a private medical school in
Malaysia. Both descriptive and non-parametric
statistics were used to analyse the data.
Results
Significant links were found between gender,
ethnicity, academic level and number of MH
workshops attended and general attitudes towards
help-seeking as well as the 3 subscales (Psychological
Openness, Help-seeking Propensity and Indifference
to Stigma). Ethnicity and stigma are likely to be
important determinants of help-seeking behaviour.
Conclusion
Results generated from the study can potentially
inform medical educators about the provision of
mental health awareness courses to help medical
students view psychological issues and help-seeking
more positively, thereby reducing the MH treatment
gap. Among the long-term benefits could be better
healthcare for future patients.
Can Adherence to Adult Learning Principles
Ensure Personal and Professional Development
Among Medical School Faculty? Experiences
from an Indian Medical School
Reem Rachel Abraham1
, Vinod Pallath1
, Ciraj
AM, K.Ramnarayan2
, Asha Kamath2
1
Melaka Manipal Medical College, Melaka, Malaysia
2
Manipal University, Karnataka, India
Background
In the present study, the authors attempted to
determine whether faculty members at Melaka
Manipal Medical College (MMMC) Manipal Campus,
Manipal University, India perceive adult learning
principles as a pathway for professional development.
We were also interested to explore the correlation
between faculty perceptions of adult learning
principles and professional development at three
levels; individual, interpersonal and organisational
levels.
Methods
A questionnaire comprising items focusing on five
adult learning principles (Active Participation, Relevant
Learning, Safe and non-threatening Environment,
Constructive Feedback, Previous Experiences) was
designed. A second questionnaire focusing on
professional development at three levels: Individual
Level (IL), Interpersonal Level (IPL) and Organisational
Level (OL) were designed. Faculty (n =42) were asked
to reflect on the practices outlined in both these
questionnaires on a 5 point Likert scale.
Results
Comparison of mean values of five adult learning
principles revealed a high mean value for relevant
learning (4.3 ± 0.05) followed by constructive
feedback (3.6 ± 0.84), previous experiences (3.5 ± 99),
safe environment (3.5 ± 0.48) and active participation
(3.5 ± 0.98). Correlation analysis revealed a strong
correlation between active participation and three
levels of professional development (IL; r=0.36,
p0.01, IPL; r=0.38, p0.01, OL; r=0.42, p0.001)
and also between constructive feedback and three
levels of professional development (IL; r=0.34,
p0.02, IPL; r=0.38, p0.001, OL; r=0.42, p0.02).
Conclusion
The present study intends to provide a framework of
professional development which is centred on a few
practices based on adult learning principles.

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30
Flawed Multiple-Choice Questions Put on
the Scale: What is Their Impact on Students`
Achievement in a Final Undergraduate Surgical
Examination?
Ahmad A.A. Abdullah and Mohammed Elnibras
University of Tabuk, Saudi Arabia
Background
Although multiple choice (MC) item-writing
guidelines are popularised and shared in the medical
education literature, violation of these guidelines is
still frequently encountered in summative assessments
in medical colleges. Flawed MC items are said to
affect the students’ performance, distort the results
and decrease the value of the inferences that we
could make out of it.
Aim
To assess the frequency of flawed MC items and their
effects on the students` achievement in our setting.
Methods
We evaluated a summative surgical examination
composed of 100 single-correct answer MC questions
administered to 44 students in November 2014. MC
items which contain one or more violation of item-
writing guidelines are classified as flawed, while
those which do not contain any violation of those
guidelines were classified as standard. Students have
been grouped into high-, mid- and low-achieving
categories. Descriptive and comparative statistics was
done to highlight the results.
Results
Thirty-nine flawed items were identified (39%) which
containintotal49violationsofitemwritingguidelines.
The passing rate on the total scale was 93.2%, while
on the standard scale was 91.8%. Flawed items
have benefit low-achieving students and negatively
influenced the high achieving students. Overall,
flawed items were more difficult, less discriminating
and more reliable than standard items.
Conclusion
The frequency of flawed items in our examination
is high and reflects poor knowledge of item-
writing guidelines among the teaching staff. There
is a genuine need for more training and faculty
development activities to enhance the ability of the
faculties to construct good quality MC items.
Chemistry Content in IMU Bpharm Curriculum:
The Appropriateness and Usefulness to Produce
Graduates Fit-To-Work in Diverse Pharmacy
Profession Sectors
Chun Wai Mai, Ramadas Anitha, Pei Kuan Lai
and Mallikarjuna Rao Pichika
Malaysia
Background
In Malaysia, majority of the pharmacists are working
in community and hospital pharmacies leading
to job saturation in these sectors, and neglected
other sectors such as pharmaceutical industry and
academic. Pharmacy curriculum should be appropriate
to equip the pharmacists with a broader knowledge
and skills for all sectors. Chemistry is a basic yet
pivotal pharmaceutical science subject in pharmacy
curriculum [1]. Therefore, the objective of this study
is to gather IMU pharmacy graduates’ perceptions
on the usefulness and appropriateness of chemistry
knowledge and practical skills acquired in BPharm at
their performance in working place.
Methods
The survey was adopted from Roche VF, et al. [2] and
based on the pharmacy curriculum of International
Medical University (IMU). Qualitative and qualitative
responses were collected and analysed by three
independent investigators who were not the
respondents, and not lecturing in any of curriculum.
The study was completed when the qualitative
feedback from respondents reached saturation.
Results
Almost equal number of pharmacists was invited
from the different pharmacy disciplines:
(1) Industrial and regulatory
(2) Hospital and clinical
(3) Community
(4) Pharmacy academy.
Most of the chemistry topics were rated as essential
by the graduates. Some topics were rated very
relevant (more than 80%) but some topics had only
up to 30% of the graduates agreed that is essential
for a competent pharmacist.
Conclusion
The study concluded that most of the current
chemistry content is still essential in developing
competent pharmacist in their respective disciplines.
This study will be the evidence in conducting
curriculum review, so that the curriculum will better
prepare the graduates. No comment at the moment,
please comment by click the button below.

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Satisfaction of the Graduates from Royal
College of Surgeon of Ireland-University of
Bahrain RCSI-UOB; Feasibility and Psychometric
Analysis for the Graduate Survey
Kathryn Strachan1
and Ahmed Al Ansari2
1
Royal College of Surgeons in Ireland, Ireland
2
Bahrain Defence Force Hospital, Bahrain
Objective
To assess the satisfaction and preparation levels of
graduates of the Royal College of Surgeons of Ireland
University of Bahrain (RCSI UOB).
Methods
The graduate survey was administered to four
groups of graduates of the RCSI UOB who graduated
between the years of 2010-2014. The graduate survey
assessed five major domains and was comprised of
41 items. The RCSI UOB opened its doors in 2004,
with the first class graduating in 2010. The graduate
cohorts used in this study were working in various
countries at the time of survey completion.
Results
Out of 599 graduates, 153 responded to the
graduate survey. The total mean response rate of the
graduate survey was 26%, including 102 females,
44 males, and 7 students who did not indicate their
gender. 49 students graduated in 2012, and 53
students graduated in 2013. Of these graduates,
83 were working in Bahrain at the time of survey
administration, 11 in the USA, 4 in Malta, and 3
in the UK; the total number of countries where
graduates were working was 14. Reliability analysis
found high internal consistency for the total scale
over the instrument (with a Cronbach’s α of 0.97).
The whole instrument was found to be suitable for
factor analysis (KMO = 0.853; Bartlett test significant,
p 0.00). Factor analysis showed that the data on the
questionnaire decomposed into five factors, which
accounted for 72.3% of the total variance: future
performance, career development, skills development,
graduates as collaborator, and communication skills.
Conclusion
The survey results found that graduates of the RCSI
UOB programme are generally satisfied with their
experience at the university and feel well-prepared
to join the field and to compete with graduates of
competing universities. Furthermore, the graduate
survey was found to be a reliable instrument and we
provided some evidence to support.
IMU Medical Students’ Perception of
Their Training on Patient Safety Culture,
Teamwork, Error Disclosure and Experience
with Professionalism Comfort Expressing
Professional Concerns, and Safety Behavioural
Intent Item in Preparation for Their Workplace
Kyin Win, Davendralingam Sinniah,
San Thidar Mon and Moti Lal
International Medical University, Seremban, Malaysia
Background
Five main domains for patient safety: (i) safety culture,
(ii) teamwork, (iii) error disclosure, (iv) experience with
professionalism comfort expressing professional
concerns and (v) safety behavioural intent item have
been identified as important to the training of medical
students (MS) in preparation for their workplace.
Feedback from MS on these aspects of their training
would be of valuable assistance to the planning and
delivery of a dynamic medical curriculum.
Objectives
Theobjectiveofthisstudyistoascertaintheperception
of IMU MS of their training in the five main domains
of patient safety (5MDOPS) in preparation for their
career as doctors.
Methods
The 32-item questionnaire developed by Liao et
al. (2014)1 for their survey on MS’ training on the
5MDOPS was adopted for purposes of this study to
determine the perception of IMU Semester 10 MS
about their training in the 5MDOPS using a 5-point
Likert scale. The results were analysed to determine
whether the training in the 5MDOPS has achieved
desirable outcomes.
Results
83 of 88 (94%) of IMU Semester 10 MS gave informed
consent to participate in this study. 70% of MS had a
positive perception of their training on safety culture;
74% on teamwork; 45% on error disclosure; 43%
on professionalism comfort expressing professional
concerns and 75% on Safety behavioural intent item
respectively.
Conclusion
IMUSemester10MShaveadiversepositiveperception
of their training on the 5 MDOPS in preparation
for their future career as doctors. This spectrum of
feedback is valuable in targeting areas that need
emphasis for on-going curriculum development.

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32
Students’ Perspectives Towards the Methods
and Outcomes of Feedback in Clinical Teaching
Mohamad Nurman Yaman, Low Pui Ching
Patricia, Ahmad Fakhzan Alias, Nabilah Nooree
and Nurlina Abdullah
UKM Medical Centre, Kuala Lumpur, Malaysia
Background
Feedback is a performance-based evaluation of
medical students in clinical teaching, which can
lead to improvement and reflection. Students
have acknowledged the importance of feedback.
However, inappropriate feedback methods have
caused dissatisfaction among students resulting in
the interference of learning process. The aim of this
study was to identify the methods and outcomes
of feedback given by supervisors from students’
perspectives.
Methods
This qualitative study involved seven randomly
selected fourth year medical students. A semi-
structured guide was used during interview sessions
which were recorded and transcribed, followed
by thematic content analysis. The pattern in data
was used to develop codes. The relationship and
differences among the codes were identified and
analysed.
Results
The results were categorised into methods and
outcomes. Methods of giving feedback identified
were face-to-face (one-to-one, group), written and
others. The most preferred method was private face-
to-face sessions especially when it was about private
issues or negative remarks. Group feedback was seen
as sharing sessions between students and supervisors.
Written feedback was not preferred unless it was
detailed. Students’ feedback could produce positive
or negative outcomes. Positively, students welcomed
any feedback given to them. Majority of them agreed
that feedback could encourage improvement in their
performance. There were some feedbacks that were
non-supportive and demotivating which students
perceived as ineffective, stressful and depressing.
Conclusion
This study highlighted that methods of giving
feedback could be interactive and directed. However,
privacy should be kept in certain circumstances.
Learners’ acceptance towards these methods could
lead to improvement and motivation.
Drug Promotional Literatures: Educative or
Misleading for Young Medical Graduates and
Students?
Abdullahi Rabiu Abubakar,
Shabbir Ahmad Sheikh and Mainul Haque
Universiti Sultan Zainal Abidin, Terengganu, Malaysia
Background
Drug promotion (DP) in the hospital is growing
amazingly. High level of competition exists among
pharmaceutical companies in the quest for
prescription. However, large number of medical
representatives promotes their drugs in an unethical
way which may pose challenges to the physicians for
rational selection of drug; especially young graduates
and medical students. DP is done mainly through
the use of drug promotional literatures (DPLs) which
if not regulated may cause harm to the patient and
enormous loss of resources.
Objectives
This study aimed at assessing the DPLs as per WHO
criteria 1988.
Methods
Two hundred and thirty five drug promotional
literatures were collected from different public and
private hospitals of Kuala Terengganu, Malaysia. One
hundred and forty that met the inclusion criteria were
evaluated according to WHO criteria.
Results
Among the 140 DPLs 58.6% presented single dose
medications, 41.4 % fixed dose combinations.
However, only 49.3% literatures stated the drug side
effects and major adverse drug reactions; only 45%
gives precaution, contraindications and warnings;
and only 25% provided the major interactions. In
addition 32.9% literatures made false claim and
catchy statement. Also, 40.7% presented irrelevant
pictures. In contrast, 55.7% showed relevant charts
and 52.1% have relevant tables.
Conclusion
The research finding has shown that none of the DPLs
have fulfilled the WHO criteria. They also contain
false claim and catchy statement. Hence forth drug
regulatory agencies must work proactively to ensure
compliance by drug companies. Therefore, both
physicians and medical students require skills on how
to evaluate DPLs.

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Dundee Ready Education Environment Measure
as an Evaluation Tool for Medical School in
Indonesia
Janet Apryani and Elisabeth Rukmini
Atma Jaya Catholic University of Indonesia,
Indonesia
Background
Dundee Ready Education Environment Measure
(DREEM) can be utilised to evaluate medical school’s
curriculum based on students’ perceptions. DREEM
has been used in various studies and adapted
in various languages, one of which is in Bahasa
Indonesia version. School of Medicine Atma Jaya
Catholic University of Indonesia implemented a new
curriculum in 2012 and utilised the Indonesian version
of DREEM for its evaluation.
Objectives
The aims of this study were to test Indonesian version
of DREEM, to obtain and compare DREEM total score
from first, second and third year of medical students.
Methods
A quantitative study involved 264 medical students
from the first, second and third year, using the
Indonesian version of DREEM. This version of DREEM
has 21 items with total score of 84, measuring five
domains: students’ perceptions of teachers; students’
academic self-perceptions; students’ feelings about
career and approaches to learning; students’ social
self-perceptions; and students’ perceptions of
teaching.
Results
Realibity test showed good Cronbach Alpha
Coefficient (0.877). There were no significant
difference of DREEM’s total score between the first,
second and third year students (p=0.195). Total score
ranged from 34.67 to 68.33 with an average score
of 53/84 (63%) which meant the evaluation of the
curriculum tends to be positive.
Conclusion
Indonesian version of DREEM with its 21 items shown
to be reliable as a measurement tool. There were no
difference of DREEM’s total score between the first,
second and third year students. Evaluation of the
curriculum tends to be positive at each level.
Evaluation of an Experiential Learning Initiative
on Community Oral Health Needs Assessment
and Health Promotion
Vimi Sunil Mutalik and Allan Pau
Malaysia
Background
Experiential learning is characterised by a high level
of active involvement in a learning situation. In this
initiative, we created an experience in a residential
care home to engage our students’ in learning about
community oral health promotion.
Methods
We used Kolb’s cyclical model to design this initiative
in which the platform was a community service for
institutionalised elders. Monthly visits were made to a
residential care home by professionals from different
specialities who were accompanied by students.
This paper reports on the experience of the dental
students who made four visits in a year. Students’
learning outcomes were to carry out a dental needs
assessment, and design, implement and evaluate
health promotion activities. A qualitative evaluation
of the students’ experience was carried out. Salient
comments were mapped against eight characteristics
of experiential learning (Chapman et al., 1995).
Results
24 (80%) of 30 students responded. Most commonly,
students reported that the experience provided a
mixture of content and process, e.g. learning about
“appropriate oral geriatric care instructions for
the elderly…” and going through the process of
“Working with the classmates, and also lecturers,
trying to solve some problems and able to share the
knowledge we all have.” Most students perceived
that the experience allowed them to create emotional
investment, e.g. “Being able to give back to the old
folks by providing….” and “Bringing laughter and
joy to the residents with having simple conversations,
fulfilling their wishes and showing performances…”
Students reflected on learning outside one’s perceived
comfort zone, e.g. “Able to step out of campus and
encounter all the different people…. (R15)”.
Conclusion
This community service learning initiative featured
the characteristics of experiential learning. The results
indicated that the students had explicit awareness
and understanding of what was learned.

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Working To Learn or Learning to Work? Year
2 Medical Students as Healthcare Support
Workers
Dubras, Louise, Rose and Deborah
University of Southampton, United Kingdom
Background
Reviewing our Undergraduate programmes provided
the opportunity to consider the impact of transitions
on learning. Transitions can be stressful and impede
learning, though if well managed they can be a time
of learning intensity. We aimed to reduce the number
of transitions and reduce their negative impact. We
believe that facilitating continuous effective learning
will produce graduates better equipped to transition
to work. We have introduced compulsory shifts
as a Healthcare Support worker (HCSW) in year 2,
to help smooth the transition into hospital wards
for students, and help develop workplace centred
professional behaviour. I am reporting a small pilot
(SP) and a large pilot (LP).
Methods
Volunteer students undertook shifts as HCSWs: SP 4
shifts (n=12); LP 6 shifts (n=56). Ward staff provided
written feedback to each student after each shift and
overall. Each student attended 3 facilitated tutorials to
share and reflect on their experiences and feedback.
Evaluation was undertaken by electronic survey with
questions requiring responses on a 5 point Likert
scale and free text comments.
Results
• 100% (SP); 62% (LP) had learned “substantially or
quite a bit” about their role as a medical professional
in a multiprofessional team
• 90% students reported increased appreciation of
the importance of full work attendance.
• All students (LP) had learnt the importance of
professionalism at work.
• All had been able to practice and recognise
the importance of effective and respectful
communication with colleagues.
Conclusion
Early evaluation demonstrates students’ positive
attitudes towards the workplace and the relevance
of their learning.
Shadowing and Simulation Prepares Students
Well in Becoming Junior Doctors –
An Evaluation Study
Jan Man Wong
Royal London Hospital, London, United Kingdom
Background
Norwich Medical School of University of East Anglia
(UEA) has been regarded as the best medical school
in preparing students in becoming junior doctors
according to the compulsory General Medical
Council National Training Survey. Compared to other
medical schools, UEA uniquely had an extensive
10-week shadowing block, Advanced Life Support
and Acute Life-Threatening Events Recognition and
Treatment as part of the final year curriculum. This
study is to explore students’ perspectives on parts of
the curriculum they regard they benefited most – in
passing finals, becoming a junior doctor and going
on call.
Methods
Pilot-tested questionnaires with qualitative and
quantitative elements were sent out to current
foundation programme junior doctors of the
medical school. This included Likert scale ranking
and item questions regarding aspects involved in
the curriculum. Grounded theory was sought for
qualitative elements quantification of the numbers of
rankings was assessed.
Results
Seventeen responses were received, of which all
have already been on-call. All valued the shadowing
module highly, ranking it in top 3 elements of ‘made
me feel prepared in becoming a junior doctor’.
On answering questions pertaining on-calls, there
was a split in whether the simulation courses than
shadowing module prepared them better. Other
elements were suggested to be beneficial were the
early clinical contact, good communication skills
teaching and regular prescribing skills practice. They
all unanimously agreed that ALERT and ALS should
be compulsory in the final year curriculum.
Conclusions
Shadowing and simulation are valued highly in
current junior doctors as crucial elements in increasing
preparedness of becoming junior doctors. Both
elements are suggested to become compulsory in all
medical schools in the UK.

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