Language in Medicine: A Necessity or Redundancy for Medical Undergraduates?
Introduction: Apart from having relevant basic knowledge, Malaysian medical students' readiness to learn medicine is contentious in terms of their motivation, maturity and learning behaviours. An introductory module referred to as the Language in Medicine (LiM) has been designed and implemented for...
| Publicado en: | International Medical Journal Vol. 27; no. 5; pp. 607 - 612 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Japan International Cultural Exchange Foundation
oct2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=145984571&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145984571 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13412051 23J1 jtl: International Medical Journal issn: 13412051 maglogo: N pubinfo: dt: oct2020 vid: 27 iid: 5 pid: 29386 pub: Japan International Cultural Exchange Foundation artinfo: ui: 145984571 145984571 145984571 145984571 ppf: 607 ppct: 5 formats: fmt: @attributes: type: P tig: atl: Language in Medicine: A Necessity or Redundancy for Medical Undergraduates? aug: au: Shuh Shing Lee Chan Choong Foong Siew Kit Choon Vadivelu, Jamuna affil: Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore sug: subj: Education, Medical Unified Medical Language System Student Attitudes Program Evaluation Human Students, Undergraduate Psychosocial Factors Feedback Questionnaires Online Education Curriculum Data Analysis ab: Introduction: Apart from having relevant basic knowledge, Malaysian medical students' readiness to learn medicine is contentious in terms of their motivation, maturity and learning behaviours. An introductory module referred to as the Language in Medicine (LiM) has been designed and implemented for students before they progress to learn about basic and clinical sciences. This study explores users' perspective towards the LiM module. Methods: The eight-week LiM module encompasses four main themes, which are: (a) Icons in Medicine; (b) Good science, bad science; (c) Traditional cure and socio-cultural values; and (d) End of life issues. The implementation was based on a flipped classroom. Students' feedback was collected using a self-administered questionnaire in the Moodle platform. Results: The analysis reported average ratings for lectures, online lessons and site visits to be 5.15, 4.68, and 4.94, respectively, over 6.00. Students' feedback toward the online lessons verified the benefits of flipped classrooms, where students prepared for lectures via online lessons at their own pace. Conclusion: LiM is a flipped-classroom introductory module that helps to reduce students' shyness, and to foster a greater understanding of values in medicine, before students' progress to learn about basic and clinical sciences. The analysis of the data has identified shortfalls, which require further work to improve the module. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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