11th International Medical Education Conference

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2016
11th
International Medical Education Conference
Integrating Culture and Values
into Health Professions Education
20 - 22 April 2016
Kuala Lumpur, Malaysia

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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
2015 - Arkendu Sen and Lakshimi Selvaratnam, Monash University Sunway Campus,
Malaysia
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
Integrating Culture and
Values into Health
Professions Education.

3
• Ankur Barua
School of Medicine
• David Chong Weng Kwai
School of Pharmacy
• Patricia Matizha
School of Health Sciences
• Hasnain Zafar Baloch
E-Learning
• Liong Siao Lin
IMU Centre for Lifelong
Learning
• Kasturi Ramaningal
IMU Centre for Education
• Zamzuri Mohd Ghazali
IT Department
• Er Hui Meng (Secretary)
Teaching and Learning
Assessors - IMU-RHIME
Innovations
• Hla Yee Yee (Myammar)
• Ray Peterson (Australia)
• Judy McKimm
(United Kingdom)
• Dujeepa Samarasekera
(Singapore)
• Richard Fuller
(United Kingdom)
• Craig Zimitat (Australia)
• Andrew Linn (Australia)
• Ardi Findyartini
(Indonesia)
• Lakshimi Selvaratnam
(Malaysia)
Organising Committee
• Stefan Kutzsche (Chair)
• Vishna Devi Nadarajah
(Deputy-Chair)
• Er Hui Meng
• Sheila Rani Kovil George
School of Medicine
• Snigdha Misra
• Srinivasan Ramamurthy
School of Pharmacy
• Hasnain Zafar Baloch
E-Learning
• Low Chiew Yeong
Marketing
• Nor Zamielia binti
Zainuddin
Marketing
• Gan Hua Li
Finance
• Zulkepli Din
Facilities and Management
• Yeoh Mee Choo
Facilities and Management
• Janet Foo Wei Sum
Learning
• Liong Siao Lin
Learning
• Catherine Arokiasamy
• Mari Kannan Maharajan
School of Pharmacy
• May Kuan Ming Gal
Student Services
• Norul Hidayah
binti Mamat (Secretary)
Secretariat
• Norul Hidayah
binti Mamat (Secretary)
• Liong Siao Lin
Learning
• Catherine Arokiasamy
• Janet Foo Wei Sum
Learning
• Kasturi Ramaningal
Scientific Committee
• Vishna Devi Nadarajah
(Chair)
• Stefan Kutzsche
(Deputy-Chair)
• Allan Pau Kah Heng
School of Dentistry
• Winnie Chee
• Joachim Perera
School of Medicine
• Sharifah Sulaiha
School of Medicine
• Hanan Omar
School of Dentistry
11th
International
Medical Education Conference
(IMEC-2016)

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Contents
1 Patricia Matizha 2 Hanan Abdel Khalek El Sayed Omar
3 Er Hui Meng 4 Kasturi Ramaningal 5 Vishna Devi Nadarajah
6 Janet Foo Wei Sum 7 Stefan Kutzsche
8 Hasnain Zafar Baloch 9 Ankur Barua
10 David Chong Weng Kwai
Not in the photo: Allan Pau Kah Heng, Winnie Chee,
Joachim Perera, Sharifah Sulaiha, Liong Siao Lin,
Zamzuri Mohd Ghazali
ORGANISING COMMITTEE
SCIENTIFIC COMMITTEE
1 Sheila Rani 2 Stefan Kutzsche
3 Mari Kannan Maharajan 4 Srinivasan Ramamurthy
5 Norul Hidayah binti Mamat 6 Snigdha Misra
7 Hasnain Zafar Baloch 8 Yeo Mee Choo
9 Janet Foo Wei Sum 10 Gan Hua Li 11 Zulkepli Din
Not in the photo: Vishna Devi Nadarajah,
Er Hui Meng, Low Chiew Yeong, Nor Zamielia binti
Zainuddin, Liong Siao Lin, Catherine Arokiasamy,
May Kuan Ming Gal
Advertisements 2
Welcome Message from the President 6
Welcome Message from the Vice-Chancellor 8
Welcome Message from the Conference Chair 10
Keynote Address 12
Plenaries 13
Conference Venues 15
Pre-Conference Workshops 16
Pre-Conference Programme 26
Main Conference Programme 28
Free Paper Sessions 37
Instructions to Chairpersons 39
Oral Presentations Abstracts 40
Teaching, Learning and Assessment Methods (OTA) 42
Work-place Learning and Faculty Development (OWF) 50
Professionalism and Ethics (OPE) 57
Cultural Competence and Globalisation (OCG) 62
Poster Presentations Abstracts 68
Teaching, Learning and Assessment Methods (PTA) 70
Faculty Development (PFD) 89
Work-place Learning (PWP) 95
Curriculum Development (PCD) 104
Professionalism and Ethics (PPE) 109
Cultural Competence and Globalisation (PCG) 120
IMU-RHIME Innovations (IR) 128
Acknowledgements 135
Advertisements 136
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WELCOME MESSAGE
FROM THE PRESIDENT
International Medical University (IMU)
Tan Sri Dato’ Dr Abu Bakar Suleiman
President, International Medical University
It is my privilege and my pleasure to welcome delegates from almost 30 countries to
the 11th
International Medical Education Conference 2016. This exciting conference
is designed to assist you to explore the interaction between culture and values and
their application to health professionals` education programmes and strategies.
It will bring together health professional educators, clinicians, researchers and
others in an international forum, enabling the exchange of the latest advances in
health professions education.
Globally, higher education continues to undergo fundamental changes, not least because
the world itself undergoes unprecedented change. Universities face the huge challenge of
remaining relevant and influential in the societies they seek to serve and inform.
Cultural and value oriented education around the world is influencing individuals and
processes that support and enable our health professions education system.
That means in a global context it is important to develop, implement or expand existing
competency-based and practice-oriented resources for promoting the development and
enhancement of skills related to cultural competency. For all health professions educators,
regardless of their practice setting, cultural competence is essential for effective teaching
and learning. Students should be grounded in cultural awareness and cultural sensitivity
to develop and practice culturally competent care to meet the health needs of diverse
patient populations.
IMEC 2016 invites you to discuss the status of cultural competency in health professions
education and training in their respective disciplines. We will consider the changing
of behaviors, attitudes, and policies necessary to address cultural competence that is
warranted to meet educators of health professionals` increasing responsibility to prepare
students to work with a progressively more diverse population.
IMU has gained a significant reputation as a University wholly focused on health
professions and health sciences education. With this conference we hope to continue
whet your appetite, both for the scientific details as well as the multitude of supplementary
activities on offer. Enjoy the conference and think about how you can strengthen the field.
We look forward to seeing you at our main campus in Kuala Lumpur!

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WELCOME MESSAGE
FROM THE VICE-CHANCELLOR
International Medical University (IMU)
Professor Abdul Aziz Baba
Vice-Chancellor, International Medical University
I am delighted to welcome all delegates to the 11th
International Medical Education
Conference (IMEC) 2016. Since its inception, IMEC has been a forum for educators,
professionals and students from a variety of health disciplines and countries to refresh
their knowledge and explore innovations pertaining to Health Professions Education.
IMEC also offers networking opportunities providing delegates with the opportunity to
meet and interact with leading health educators, researchers and colleagues promoting
research collaborations in areas of mutual interest.
The theme of IMEC 2016 ‘Integrating Culture and Values into Health Professionals
Education’ has been selected recognising the importance of the intersection of culture
and values with health, illness and health care. Many countries are experiencing rapid
demographic shifts resulting in an increasingly diverse population groups. It is thus
important for health professionals to be grounded in cultural awareness and sensitivity.
They need to be equipped with the knowledge, skills and attitudes to be culturally
competent in order to deliver culturally appropriate and specifically tailored health care
to population groups with diverse values, beliefs and behaviours.
IMEC 2016 will explore topics around this important issue, including guiding principles
and standards for cultural competence education and training of Health Care
professionals. I believe there is much we can learn and share as how best to integrate
cultural competence education and exposure to cultural diversity into the curricula of
health professions programs.
I hope you will find the conference fruitful and productive. Please take a little extra time
to explore beautiful and multicultural Kuala Lumpur.

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WELCOME MESSAGE FROM
THE CONFERENCE CHAIR
11th
International Medical Education Conference
(IMEC 2016) Organising Committee
Associate Professor Dr Stefan Kutzsche
Conference Chair, IMEC 2016
On behalf of the Organising and Scientific Committee, I am honored to welcome you
to participate in the 11th
International Medical Education Conference 2016 (IMEC `16).
I am delighted to welcome educators, trainers, consultants, administrators, managers,
and policy makers as well as representatives from the licensing and accreditation
organisations and other partners.
In the global atmosphere, rules, culture, national identity and social factors change across
regions. The culture of our region draws on the plural society. Cultural reflections and
awareness on values in a rapidly growing multi-ethnic population impact the way learners
participate in education. Our task for the next years will be to explore demographic
changes on preparing culturally competent health personnel. IMU has been at the
forefront of health professions education initiatives since IMEC started over a decade ago
and is utilising resources to plan and prepare health care workers in a cross-cultural context.
This year’s conference will offer insights into the influence of culture and values into
health professions education. We need to promote cultural competency as a specific
standard of care expected from all health care professionals and organisations that
serve their communities; and we must all ensure that cultural competence education is
appropriately and fully included as part of basic professional education and continuing
education requirements.
Thought-gripping keynote speakers will provide an exciting platform for the latest
innovations in the field. The conference will provide an excellent concurrent program
delivered through plenaries, symposium, interactive forum, debate, workshops,
and free paper presentations led by a diverse faculty who are experts in the field.
As the only international conference in health professions education in Malaysia,
IMEC brings together delegates from 24 countries and is a driver of collaboration and
innovation. By attending this conference, we will provide an opportunity for networking
and socialising with friends and colleagues from many countries and cultures. Along the
main theme, “Integrating culture and values into Health Professions Education”, have a
look for new or reimagined evidence. We look forward to seeing you at the conference!

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This plenary will explore the topic of physical learning spaces and culture – can the design
of physical learning spaces be an expression of organizational culture, priorities and the
hidden curriculum? Learning spaces are to be found of various scales: classrooms, informal
learning spaces within buildings, campus and the integration of a campus into the overall
urban fabric. What do they tell us about organizations; in partic ular what can current
physical spaces at health professional schools tell about culture, values and hidden curricula?
Physical learning spaces as an expression of culture, underlying assumptions of learning,
and organizational priorities will be explored and analyzed from an anthropological
perspective. The topic will be addressed through the architectural history from the
medieval monastic university tradition to design of contemporary universities and teaching
hospitals in the era of massification of higher education.
The overall question is: - how can the design of physical learning spaces be used as an
active strategy in expressing and verbalizing the vision and mission of a specific institution
in health professions education.
Plenary 1
Physical Learning Environment as a Storyteller:
Cultural Impact of Physical Learning Spaces in
Health Professions Education
Jonas Nordquist | Sweden
Plenary 2
Can Coaching Transcend Cross Cultural
Barriers in Personal and Professional
Development?
Ben Furman | Finland
The increasingly popular word ‘coaching’ has many definitions. My personal favourite
is “the art of asking useful questions”. But what are useful questions? What makes
questions useful? I suggest that useful questions are questions that the patient perceives
as empowering as well as respectful and appreciative of their culture and values. In the
words of the late medical sociologist Aaron Antonovsky, the father of the salutogenesis,
a widely used theory of health and well-being, useful questions are questions that
promote the patient’s ‘sense of coherence’, or the experience that his or her life is
comprehensible, manageable and meaningful. In this presentation I will explore the
topic of useful questions, or interviewing strategies, that help medical staff to empower
patients and families utilizing their cultural, personal and religious resources.
Medical education has been successful in producing doctors who understand the science
behind healthcare and who have the necessary clinical skills. Other required competences,
however, have been neglected. An analysis of this and the move to competence/outcome-
based education has featured at previous IMECs and at IMEC 2015 I argued that there was
a need for an authentic curriculum with a move from the ivory tower to the real world.
Doctors must have the necessary abilities to meet the demands of the population they serve.
In this presentation at IMEC 2016 I focus on what this means in terms of cultural competence
and the increasing need for cultural awareness, cultural knowledge and cultural sensitivity in
healthcare settings. I argue that cultural competency now has a recognised legitimacy and
should be firmly embedded in the education programme in terms of the curriculum planning,
the specified learning outcomes, the teaching and learning approaches, the assessment and
the professional accreditation and standards.
We need to decide where we want to be on the cultural competence framework between
mono-cultural where one’s own culture is central to reality and intercultural where one sees
the world relative to other cultures. Cultural competence is often explored in terms of race,
ethnicity and religion. It should, however, also take account of different cultures within
medicine and the medical specialities and the relationship with other healthcare professions.
In meeting the needs for cultural competence in the curriculum we should consider moving
in the direction of medical schools without boundaries.
Professor Ronald Harden
University of Dundee, United Kingdom
KEYNOTE ADDRESS
Cultural Competency in the
Real World and the School
Without Boundaries
Plenaries

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Conference Venue
Pre-Conference
20 April 2016, Wednesday
Pre-Conference Workshops PBL Room 1.06.01, 1.06.14, 1.06.16 &
1.06.18, Level 1
Lunch Dewan Canselor, Level 4
Main Conference (Day 2)
21 April 2016, Thursday
Welcoming, Opening & Keynote Address Auditorium 2, Level 4
Interactive Forum 1 Auditorium 2, Level 4
Plenary 1 & 2 Auditorium 2, Level 4
Refreshment & Networking Dewan Canselor, Level 4
Poster Viewing Foyer, Level 4
Free Paper Sessions 1, 2 & 3 PBL Rooms 1.06.14, 1.06.16 & 1.06.18, Level 1
Welcome Reception & Student Performance Dewan Canselor, Level 4
Main Conference (Day 3)
22 April 2016, Friday
Plenaries 3 & 4 Auditorium 2, Level 4
IMU RHIME Presentation Auditorium 2, Level 4
Interactive Forum 2 Auditorium 2, Level 4
Symposium & Debate Auditorium 2, Level 4
IMU Faculty versus Students’ Debate Dewan Canselor, Level 4
Presentation of Oral, Poster &
IMU-RHIME Awards Auditorium 2, Level 4
Refreshment & Networking Dewan Canselor, Level 4
The organisational culture of health professional institutions will strongly influence
achievements in the education mission of an institution, including its administrative
efficiency and structure, teaching commitments and degree of excellence and,
importantly, the student-teacher relationship. In 20th
century medical education,
a top-down approach prevailed as the organisational culture in many medical schools.
Ethnic culture, on the other hand, can have a profound influence on the outcomes
of patient care; moreover, the need to “comfort” dis-eased patients (or their family
members) “always” makes it imperative for the inclusion of such “value-based” topics
in the educational preparation of medical students to graduate as the new generation
of medical practitioners in the 21st
century.
This presentation will review the influence of the two ‘cultures’ and their respective roles
in 21st
century medical education- the era of evidence-based medicine (EBM) and best
evidence medical education (BEME).
Plenary 3
The Impact of Organisational and Ethnic
Cultures in Medical Education
Matthew Gwee Choon Eng | Singapore
Plenary 4
Assessment of Cultural Competence and
Values for Health Professionals
Lambert Schuwirth | Australia
Much of assessment is aimed at understanding whether the candidates have understood
what is correct or true. Most of our examinations start from the assumption that this
correctness or truth is independent of the context. For most knowledge and for part of
the problem solving aspects of medical competence this is a useful starting point but
there are many other domains in which there is no single truth or in which the truth
changes with the context. How do you assess this then, how do you design assessment
that focusses on adaptability rather than on stability of concepts. In this presentation I will
approach this from a cultural and cognitive perspective and try to show how assessment
that focusses at such adaptability could still be reliable and valid, just in a different sense.

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Pre-Conference Workshops
Workshop 1
Cultural Competency and the Ten Questions to
Address When Planning a Curriculum
Ronald Harden | United Kingdom
Time : 0900 – 1200
Venue : PBL Room 1.06.14, Level 1
Synopsis
The importance in medical education of cultural competence has now been recognised
with an emphasis on cultural knowledge, cultural awareness and cultural sensitivity
as expected by the public and professional accrediting bodies. The workshop explores
what this means in terms of the education programme. The workshop is interactive and
explores the implementation of a cultural competence curriculum in different contexts
in relation to ten questions*: (1) the needs which the medical school aims to meet,
(2) the specified expected learning outcomes, (3) the curriculum content, (4) the sequence
and organisation of the student’s learning, (5) the educational strategies adopted,
(6) the teaching and learning methods and opportunities provided, (7) the assessment
approaches, (8) the education environment, (9) the communication about the curriculum
to staff and students, (10) management of the curriculum
Workshop 2
Integrating Culture and Values into the Curriculum
Design and Implementation
Matthew Gwee Choon Eng | Singapore
Time : 0900 – 1200
Synopsis
Healthcare delivery and medical education are two inter-dependent systems. In more
recent years, medical practice in the healthcare delivery system has focused much more
on the need for patient-centred care, teamcare of patients to enhance patient safety and
global healthcare requiring greater intercultural understanding by, both, patients and
doctors. Thus, medical education must equip students with the requisite professional
competencies (the knowledge, skills and attitudes) to deliver healthcare which can match
the demands and needs of patients and the community as identified for practice by
the healthcare delivery system. In this context then, it becomes imperative for medical
education to include in the design of the medical curriculum aspects relating to the
integration of culture and values for student learning and acquisition of the required
professional competencies.
This workshop will elaborate on the integration of culture and values in the design of the
undergraduate medical curriculum through hands-on activities by participants and brief
resource sessions.

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Workshop 3
Developing Cultural Cognizance in Clinical and
Communication Skills for Undergraduate Students in
Sow Chew Fei & Sharifah Sulaiha | Malaysia
Time : 0900 – 1200
Synopsis
The challenge health professionals faced in the new decade is in adapting to the fast
changing and growing healthcare system that goes beyond borders. The phenomenon of
healthcare professionals dealing with dilemmas whether to be cultural blind or cognizance
in their day to day practice is real and sometimes overwhelming. Providing culturally and
linguistically competent health care to these patients has the potential to reduce racial
and ethnic disparities in health and health care services and to improve the nation’s overall
health outcomes.
Students are expected to embrace cultural competency to adapt to the growing diversity
of the society. Cultural competency is the set of values and principle which demonstrate
behavior, attitudes, policies and structures that enable the multicultural diversity to
work effectively. Thus, incorporating this cultural competency into our clinical and
communication skills teaching is essential to help our students find and value their own
voices, history and cultures to enable them to work efficiently with the society.
In this workshop, participants will be encouraged to search for balance taste to the
blending of evidence based medicine and cultural respect. In the effort to enhance patient
safety component, simulation in teaching has been popular as a tool in the process to
deliver our curriculum content, especially in clinical and communication skills.
The aims of workshop are to assist participants in:
1. Gaining better understanding of the definition of cultural cognizance in the context of
their own teaching learning environment
2. Applying the knowledge about integration group theory vs multiculturalism in health
profession education
3. Developing innovative activities that help implement and assess cultural and linguistic
competence in the undergraduates of health profession education
Workshop 4
Shifting Focus from Problems to Solutions - How to
Teach Healthcare Students to Work in a Way that
Respects Patients’ Beliefs, Values and Worldview
Ben Furman | Finland
Time : 0900 – 1200
Synopsis
The best way to teach health care students interviewing techniques methods, is to offer
them opportunities to try them out with each other. When students interview each other
using solution-focused questions, they get a first hand personal experience of how well
designed questions work to bring out the best of people.
In this workshop you will learn the nuts and bolts of how to teach solution-focused
interviewing and conversation techniques to health care students.
Solution focused interviewing is based on specific respectful questions that increase hope,
build cooperation, and tap into the existing rousources of the patient, his family and
his cultural heritage.

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Workshop 5
Developing Assessment Methods for Cultural
Competence and Values for Health Professionals
Lambert Schuwirth | Australia
Time : 1400 – 1700
Workshop 6
Physical Learning Space as a Storyteller:
Culture, Priorities and the Hidden Curriculum
Jonas Nordquist | Sweden
Time : 1400 – 1700
Synopsis
Is there one single instrument that would test cultural competence and values or does it
require a programme of assessment with various instruments. If so, what does this mean?
In this workshop I will address the issues concerning the assessment of competencies
(including cultural competence and values) and work with the participants on developing
a framework for a programmatic approach to the assessment of cultural competence.
Synopsis
Physical space has been neglected in its impact on the success of learning.
Health programs are accommodated in traditional didactic learning spaces:
lecture theatres, seminar rooms, and separate buildings for academic disciplines.
Hospitals have limited provision for student learning. Yet learning patterns and
educational methods have been transformed. What can physical learning spaces tell us
about the culture of an organization, its priorities and the hidden curriculum? How can
the design of physical learning spaces be used to communicate the espoused vision and
mission of a health professional school?
After attending this workshop you should be able to:
• Analyse contemporary learning spaces in your university from a cultural perspective
• Prepare a visionary brief for the design of learning spaces to align with your universities
espoused vision and values
This workshop will be highly interactive and is intended for anyone interested in exploring
how physical learning spaces can be seen as an expression and extension of organizational
culture and values.

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Workshop 7
Workshop on Pre-Admission Non-Academic
Conditions for Health Care Programmes
David Mabin & Clare Mackenzie Ross | United Kingdom
Time : 1400 – 1700
Workshop 8
Telling New Stories: Powerful Tool in
Health Education
Haesun Moon | Toronto
Time : 1400 – 1700
Synopsis
Doctors are expected by their patients, the public and regulatory authorities in the
countries in which they work to uphold the highest standards of professional conduct
during their working lives. Medical students learn and adopt those standards within
the cultural context in which they undertake their professional training. Individual
institutions have developed schemes through which these non-academic credentials of
potential medical students are assessed. Although there is no uniformity in this, common
themes run through those schemes to assess personal characteristics such as honesty,
probity and trustworthiness and ensure that students have no significant criminal record
before entering medical school. In addition to expecting high standards of academic
achievement, many medical schools impose “non-academic conditions” on students
as part of their admissions processes. How these are conducted and what is required
varies, but generally they include criminal records checks, health screening, assessment
of physical and emotional capacities, personal references and affirmation by successful
applicants that they will abide by institutional codes of conduct, which are usually based
on the values determined by regulatory authorities.
There are challenges posed by cultural diversity and differing legal and ethical frameworks,
when applying these pre-admission non-academic criteria across national borders. We
intend to define those barriers, determine best practice and propose solutions to promote
consistency and equity amongst international medical schools.
Aims of the Workshop:
1. To gain a better understanding of the diversity of approaches to non-academic
conditions imposed by institutions in different countries
2. To define the practical barriers in applying the non-academic conditions, particularly
those which may give rise to inconsistency and inequity in pre-admission procedures
3. To explore and share best practice in this area
Synopsis
This workshop is a highly engaging and hands-on workshop for those who are in direct
service with patients, management/leadership, and clinical education in healthcare
settings. In this workshop, participants will be introduced to “telling new stories” as a
“new way of telling stories” in health education. The versatility of storytelling can be
applied in one’s professional practice working with patients, students, colleagues and
teams alike.
During the workshop, participants will learn:
• Necessary conditions of solution-focused dialogue
• Strategies to transform tales of troubles to stories of success
• Steps of constructing (medical) narratives from the perspectives of best hopes,
resilience, and positive differences

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Pre-Conference

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Pre-Conference Programme
Time Workshop Event Venue
0800 -
0900
Registration
(Workshops 1 - 4)
Foyer, Level 1
0900 -
1200
1
Cultural competency and the
ten questions to address when
planning a curriculum
Ronald Harden, United Kingdom
PBL Room 1.06.14,
Level 1
2
Integrating culture and values
into the curriculum design and
implementation
Matthew Gwee Choon Eng,
Singapore
PBL Room 1.06.16,
Level 1
3
Developing cultural cognizance in
clinical and communication skills
for undergraduate students in
health professions education
Sow Chew Fei & Sharifah Sulaiha,
Malaysia
PBL Room 1.06.18,
Level 1
4
Shifting focus from problems to
solutions - how to teach health
care students to work in a way
that respects patients’ beliefs,
values and world view
Ben Furman, Finland
PBL Room 1.06.01,
Level 1
1200 Lunch
Dewan Canselor,
Level 4
20 April 2016, Wednesday
* Registration Desk will be open for the Main Conference from 2.00pm onwards on Wednesday, 20 April 2016
* Posters to be up by 4.30pm on 20 April 2016
Time Workshop Event Venue
1300
Registration
(Workshops 5 - 8)
Foyer, Level 1,
Level 1
1400 -
1700
5
Developing assessment methods
for cultural competence and
values for health professionals
Lambert Schuwirth, Australia
PBL Room 1.06.14,
Level 1
6
Physical learning space as a
storyteller: Culture, priorities and
the hidden curriculum
Jonas Nordquist, Sweden
PBL Room 1.06.16,
Level 1
7
Workshop on pre-admission
non-academic conditions for
health care programmes
David Mabin & Clare Mackenzie Ross,
United Kingdom
PBL Room 1.06.18,
Level 1
8
Telling new stories: Powerful tool
in health education
Haesun Moon, Toronto
PBL Room 1.06.01,
Level 1

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Main Conference
Day 2

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Main Conference Programme
21 April 2016, Thursday (Day 2)
Time Chairperson Event Venue
0800 -
0840
Registration Foyer, Level 4
0840 -
0845
Welcome by Conference Chair
Stefan Kutzsche, Malaysia
Auditorium 2,
Level 4
0845 -
0900
Opening Address
Tan Sri Abu Bakar Suleiman, Malaysia
Auditorium 2,
Level 4
0900 -
0945
Vishna Devi
Nadarajah
Keynote Address
Cultural Competency in the Real
World and the School without
Boundaries
Ronald Harden, United Kingdom
Auditorium 2,
Level 4
0945 -
1045
Hanan Omar
Interactive Forum 1
The Road to Service Learning:
Cross-cultural Competence and
Cultural Communication in
Different Service Learning settings
What can the students learn
in culturally diverse volunteer
involvement
(eg: volunteerism in emergencies and
post-disaster/ Conflict situation)
Shalimar Abdullah , Malaysia
Cross cultural competence and
cultural communication in service-
learning - IMU Cares
Ong Kok Hai, Malaysia
Education as the Cultural Practice for
Student Empowerment and Social
commitment, the Lao Experience
Manveer Singh Bal, Malaysia
10 min per speaker + 20 min discussion at the end
Auditorium 2,
Level 4
1045 -
1115
Refreshments & Networking
Dewan Canselor,
Level 4
1115 -
1200
Winnie Chee
Plenary 1
Physical Learning Environments as
a Storyteller: The Cultural Impact
of Physical Learning Spaces in
Jonas Nordquist, Sweden
Auditorium 2,
Level 4
1200 -
1300
Free Paper Session 1
PBL 1.06.14, Level 1
1300 -
1400
Lunch & Networking
Closed door meeting of the Malaysian
Health Professional Educators
(by invitation only)
Auditorium 2,
Level 4
1330 -
1430
Poster Viewing Foyer, Level 4
1430 -
1530
1530 -
1630
1630 -
1715
Stefan
Kutzsche
Plenary 2
Can Coaching Transcend Cross
Cultural Barriers in Personal and
Professional Development?
Ben Furman, Finland
Auditorium 2,
Level 4
1730 -
1900
Welcome Reception & Students’
Performance
Dewan Canselor,
Level 4

I M E C 2 0 1 632 33
Main Conference
Day 3

I M E C 2 0 1 634 35
Main Conference Programme
0830 -
0915
Er Hui Meng
Plenary 3
The Impact of Organisational
and Ethnic Cultures in Medical
Education
Matthew Gwee Choon Eng, Singapore
Auditorium 2,
Level 4
0915 -
1030
Victor Lim
IMU-Ron Harden Innovation in
Medical Education (IMU-RHIME)
presentations
1) Development and Evaluation
of a Video Intense, Context
Specific, Multimedia
Training Program for Africa:
Ophthalmology (IR 01)
Chris O’Callaghan University
College London, United Kingdom
2) Effectiveness of Flipped
Classroom and Traditional
Classroom in Improving
Knowledge Gain and
Higher Order Thinking, an
Experimental Study (IR 02)
Manisha Parai, Universiti Tunku
Abdul Rahman, Malaysia
3) Accelerating Innovation and
Reform in Indigenous Health:
The Leaders in Indigenous
Medical Education (LIME)
Network as a Community of
Practice (IR 03)
Papaarangi Reid1
, Odette Mazel2
,
Shaun Ewen2
, Caitlin Ryan2
and
Erin Nicholls2
1
University of Auckland, Auckland,
New Zealand
2
University of Melbourne,
Melbourne, Australia
Auditorium 2,
Level 4
0915 -
1030
4) Management rounds – By the
students for the students and of
the student, will teacher’s role
get abandoned? (IR 04)
Shavindra Dias, University of
Peradeniya, Sri Lanka
5) Live Online Virtual Electronic
Problem Based Learning
(LOVE-PBL) as Alternative to
Face-to-Face PBL via Google
Hangout (IR 05)
Hazwanie Hashim, Er Hui Meng,
Pran Kishore Deb, Wong Pei Se and
Lee Mun Sun
International Medical University
(IMU), Kuala Lumpur, Malaysia
Auditorium 2,
Level 4
1030 -
1100
Refreshment & Networking
Dewan Canselor,
Level 4
1100 -
1200
Srinivasan
Ramamurthy
Interactive Forum 2
Leadership in Health Professions
Education (HPE), Integrating
Culture and Values
Dick Churchill, United Kingdom
Abdul Aziz Baba, Malaysia
Katharine Boursicot, Singapore
Auditorium 2,
Level 4
22 April 2016, Friday (Day 3)

I M E C 2 0 1 636 37
1200 -
1300
Snigdha
Misra
Symposium
Reflection on Strategies to
Promote Cultural Diversity and
Values in Health Professions
Education. What Future Work
and Resources are Needed?
Perspectives from Different
Countries.
Ardi Findyartini, Indonesia
Jennifer Perera, Sri Lanka
Richard Fuller, United Kingdom
15 min per speaker + 15 min discussion at the end
Auditorium 2,
Level 4
1300 -
1430
Lunch, Networking & Poster Viewing
Dewan Canselor,
Level 4
1430 -
1530
Allan Pau
IMU Faculty Versus Students’
Debate
Can Universities be truly diverse?
IMU Faculty: Jananezwary Kanapathy,
Omar Pervez & Seow Liang Lin
IMU Students: Goh Ni Kol,
Arjun Gopal & Bryan Homi Mehta
Auditorium 2,
Level 4
1530 -
1630
Sheila
Rani
Plenary 4
Assessment of Cultural
Competence and Values for
Health Professionals
Lambert Schuwirth, Australia
Auditorium 2,
Level 4
1630 -
1700
Presentation of Oral, Poster &
IMU-RHIME Award & Closing
Auditorium 2,
Level 4
1700 -
1730
Refreshment & Networking
Dewan Canselor,
Level 4
Chairperson Sow Chew Fei Hanan Omar Gnanajothy
Ponnudurai
Venue PBL Room 1.06.14
(Level 1)
PBL Room 1.06.16
(Level 1)
PBL Room 1.06.18
(Level 1)
Themes Teaching, Learning
and Assessment
Methods (OTA)
Work - Place
Learning and
Faculty
Development
(OWF)
Professionalism
and Ethics
(OPE)
1200 - 1210 OTA 1 OWF 1 OPE 1
1210 - 1220 OTA 7 OWF 2 OPE 2
1220 - 1230 OTA 3 OWF 3 OPE 3
1230 - 1240 OTA 4 OWF 4 OPE 4
Chairperson Sharifah Sulaiha Hui Meng Er Joachim Perera
(Level 1)
PBL Room 1.06.16
(Level 1)
PBL Room 1.06.18
(Level 1)
and Assessment
Methods (OTA)
Work - Place
Learning and
Faculty
Development
(OWF)
Cultural
Competence and
Globalisation
(OCG) & Work -
Place Learning
and Faculty
Development
(OWF)
1430 - 1440 OTA 5 OWF 5 OCG 5
1440 - 1450 OTA 6 OWF 6 OCG 6
1450 - 1500 OTA 2 OWF 7 OCG 7
1500 - 1510 OTA 8 OWF 8 OWF 9
Free Paper Concurrent Sessions
21 April 2016, Thursday

I M E C 2 0 1 638 39
Instructions To Chair Person
Chairpersons (Plenary sessions)
• Introduce the speaker to the audience
• Ensure keeping 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.
(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 & two judges for the short-listed paper session
• Introduce the speaker/speakers to the audience.
• Ensure keeping the suggested time (8 minutes’ presentation; 2 minutes Q & A)
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 Q & A)
• 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
Chandramani
Thuraisingham
Ankur Barua Patricia Matizha
(Level 1)
PBL Room 1.06.16
(Level 1)
PBL Room 1.06.18
(Level 1)
and Assessment
Methods (OTA)
Cultural
Competence and
Globalisation
(OCG)
Professionalism
and Ethics (OPE)
& Work - Place
Learning and
Faculty
Development
(OWF)
1510 - 1520 OTA 9 OCG 1 OPE 5
1520 - 1530 OTA 10 OCG 2 OPE 6
1530 - 1540 OTA 11 OCG 3 OPE 7
1540 - 1550 OTA 12 OCG 4 OWF 10

I M E C 2 0 1 640 41
Oral Presentation
Abstracts

I M E C 2 0 1 642 43
Teaching, Learning and
Assessment Methods
ABSTRACT NUMBER: OTA 01
The Development of Epistemological
Belief of College Students in Problem
Based Learning Curriculum: A
Quantitative Study
Dwi Rahayu, Widana Primaningtyas
and Veronika Ika Budiastuti
Sebelas Maret University, Surakarta,
Central Java, Indonesia
Background
Epistemological belief (EB) of the student is
related to success in study and conceptual
understanding of science. The good
educational system facilitates students to
become critical thinkers and become long
life learner. Problem Based Learning (PBL)
is one of the educational curricula that are
being widely used. This study aimed to
find out the influence of PBL towards the
development of students EB.
Methods
This was a cross-sectional survey using
Schommer epistemological belief
questionnaire (EBQ). The score of EBQ
gathered from 130 students in the first
year of college (not influenced by PBL
yet) compared to the score of the same
students in their fourth years of college
(after influenced by PBL). The data was
analyzed with paired t-test and Spearman
Correlation test.
Results
There were 12 subcategories of EBQ, only
4 (avoid ambiguity, knowledge is certain,
seek single answers and learning is quick)
of the subcategories showed significant
improvement of maturity. There were
very low correlation between PBL and
subcategory seek single answers and
the other 3 subcategories showed low
correlation. This probably because: we
used hybrid PBL, culture differences and
difference of lecturers’ maturity according
to EBQ score.
Conclusions
Continual evaluation and upgrading of
the PBL system is needed, until we can
improve students’ EB significantly.
A Summarizing Strategy for Clinical
Case Presentation in Internal Medicine;
Usefulness and Acceptance
Mohamed Rifdy Mohideen
International Medical University,
Clinical School Batu Pahat, Johor, Malaysia
Background
A clinical summary is a metacognitive skill
highlighting the main points of a clinical
case and is often the starting point for
a bedside teaching discussion and case
presentations. A structured summary
creation skill is not formally taught during
the medical course.
Methods
A one-page printed document providing
a guideline for creating a summary was
provided to all students during the first
week of a 5-week Internal Medicine
posting in IMU Clinical Schools of Batu
Pahat and Kluang. The four-line theme
included identification information,
presenting complaints and system
review, physical examination findings
and investigation and management.
Students were shown how to create a
summary during their first clinical session
and practised thereafter throughout
the posting. At the end of the posting,
students were asked to respond to a brief
survey on its usefulness, content, usage
and effectiveness.
Results
Seventy eight students responded to the
survey. The majority of students strongly
agreed with the structure (72%) and its
order (77%) and found it very easy to
remember (64%). Thirty one percent of
students used it all the time, 43% most
of the time and 11% occasionally. A
structured summary was considered very
useful by 92% and 71% would use it in
other postings or in the future.
Conclusions
A structured summary was considered
by the majority of students to be useful,
easy to create and transportable to other
postings. Students perceive that this
training is beneficial if introduced early
in the clinical course.
Ultrasound Imaging in Practical
Anatomy Teaching for Medical
Students: A Case Study from
University of Sharjah, UAE
Nermine Nosseir,
Mohammad Elhassan Abdalla and
Abdulmunhem Obaideen
University of Sharjah, Sharjah,
United Arab Emirates
Background
Determining the exact anatomical site
of a lesion is crucial for a physician and
for anyone who performs an invasive
procedure on a patient. Anatomy is
also a pivotal subject in order to pass a
medical examination and to make the
right diagnosis. Much debate has arisen
about how to teach anatomy in medical
schools between those that favour
dissection of human cadavers and those
that encourage newer teaching modalities.
One of the recently used modalities is the
living anatomy through ultrasonography.
Ultrasonography is a safe, non-invasive
and versatile imaging modality used widely
in clinical practice. The aim of this research
was to measure the students’ perception
towards learning anatomy by using
ultrasonography performed by students
within practical anatomy courses.
Methods
An action research adopting the
John Kotter’s eight-stage process for
transformational change was used in
order to introduce ultrasound within
the anatomy practical course for year 3
medical students. 63 students participated
in the training course program in three
successive weeks; each week has a
specific anatomical topic. During each
week students are allocated in 4 groups
they are allowed to observe the practice
of the clinical tutor and then each of
them uses the ultrasound instruments to
demonstrate the anatomical structures
under a supervision of the clinical tutor
(live Anatomy). Evaluation of the change
was done using the Kirkpatrick model
(Level 1). The reaction was measured by
a questionnaire and through focus group
discussion.
Results
Content analysis followed themes provided
by the researcher revealed students
high satisfaction toward the program;
96% of participants found the program
useful. 80% of participants stated that
the program correlate between theory
and practice and 95% recommended the
implementation of the program in other
anatomy courses.
Conclusion
Teaching anatomy using imaging
ultrasound in practical session as adjunct
modality can be an effective learning
method of learning anatomy.

I M E C 2 0 1 644 45
Evaluation of the Implementation of
Simulation-Based Learning in Fourth
Year Medical Students of Atma Jaya
Catholic University of Indonesia
Rhevensa Santoso, Tommy Tanumiharja,
Nurul I. Hariadi and Natalia Puspadewi
Atma Jaya Catholic University of Indonesia,
Jakarta, Indonesia
Background
Healthcare providers must achieve and
maintain the required competency in
providing services to patients. In medical
education, simulation- based learning
(SBL) is often used to facilitate training and
assessment of procedural clinical skills and
even interpersonal skills. This study aims
to assess the impact of SBL toward the
student’s procedural and teamwork skills.
Methods
Twenty two study participants were taken
from the fourth year students of Atma Jaya
Catholic University of Indonesia, School of
Medicine using quota sampling. The SBL
was implemented as a 2-day workshop.
Participants were grouped into teams of
4 or 5 people and given a pretest and
posttest to assess the theoretical aspect
of clinical skills, and assessment of case
simulation using an Objective Structured
Clinical Examination (OSCE) and Team
Observed Structured Clinical Examination
(TOSCE) for their clinical and
teamwork skills.
Result
There was an increasing trend in the
participant’s knowledge after the
intervention albeit not significant (p=
0.071). Also, there was a significant
increase in their clinical skills (p < 0.001)
and teamwork skills (p < 0.001).
Conclusion
Use of SBL in medical education really
helps in developing the student’s clinical
and teamwork skills. It can also help the
students to grasp the theoretical aspect of
the clinical skills to a smaller extent.
Increasing the human interaction in SBL by
grouping the students and asking them to
perform a certain skill as a team is really
helpful to facilitate both the procedural
and interpersonal skills.
Preferences and Influential Factors on
Digital and Printed Course Materials
among UniKL RCMP MBBS Students
Giriyappanavar C R,
Muhammad Firdhaus bin Pazil,
Shahirah Binti Jaffridin and
Mohammad Danial Bin Azmi Sukri
Universiti Kuala Lumpur Royal College of
Medicine Perak, Ipoh, Perak, Malaysia
Background
University Kuala Lumpur Royal College of
Medicine Perak (UniKL RCMP) introduced
the usage of e-learning system to
implement a fully integrated and digitally
up-to-date program for the students in
December 2009. Unfortunately, student’s
preference and attitude regarding this
new course materials have not yet been
established. Therefore, we conducted
this study to assess the preferences and
influential factors on course materials
among UniKL RCMP students particularly
the MBBS students. The purpose of this
paper is to explore the preferences of
students for digital and printed course
materials and the factors that influence
this preference.
Methods
A cross-sectional survey was conducted
by distributing a questionnaire among
UniKL RCMP MBBS students. A total of
109 responses were obtained and analyzed
using chi-square.
Results
From the results of this study, students
prefer to receive both digital and printed
course materials. However, preference for
one or the other, 22% preferred printed,
whereas only 10% preferred digital course
materials. In term of a type of task, most
respondents preferred digital course
materials in performing keyword searches
while the highest number of respondents
preferred printed course materials for
in-depth reading to gain understanding.
Respondents favoured both digital and
printed course materials with the task of
reading and taking notes. In comparing
multiple documents, no clear preference
was observed. Five out of 11 factors were
found to be significantly influential in
determining student’s preference.
Conclusion
The results of this research support the
view that the students still prefer printed
course materials instead of digital, with the
majority of respondents demonstrating a
preference to receive both, rather than one
or the other. Year of study, type of task,
the ability to easily annotate and highlight
documents, the ability to easily keyword
search and cost play a significant influence
in determining student’s preference.
Level of Acceptance and Effectiveness
of Mind-mapping as a Tool for Revision
of the Immunity Topic among
Dental Students
Soon Siew Choo1
, Mona MI Abdalla1
and Mahmoud S. Mohdy2
1
MAHSA University, Kuala Lumpur, Malaysia
2
University Malaya, Kuala Lumpur, Malaysia
Background
The vastness of Immunity topic within
the Physiology subject has always been
deemed difficult and overwhelming to
grasp amongst most dentistry students.
This experimental method of mind
mapping as a revision tool was carried
out to evaluate the level of acceptance
and effectiveness of mapping out the
overall Immunity subtopics amongst these
students in understanding the complete
picture of immunity.
Methods
The mapping was done at the end of
the three Immunity lectures, as per the
curriculum for 70 year-one dental students.
Contrary to asking the students to develop
their own mind maps, the lecturer revised
the topic by constructing the map together
on the white-board; re-emphasising,
re-clarifying, and reinforcing the gist in
Immunity to them. A questionnaire using
the Likert scale was used to gauge their
acceptance while a pre-test and post-test
were given to examine the effectiveness
of this method of revision. Data was
subsequently analysed by using the SPSS
version 22.
Results
The dental students’ acceptance of the
revision using mind mapping technique
was reflected by the high overall mean
of 4.0±0.4. For 62 (90%; mean 4.4±0.6)
students, mind-mapping helped them
identify and rectify their misconceptions as
well as re-enforcing their understanding of
Immunity. Based on the mean of 4.2±1.0,
students expressed the desire to have
mind-mapping for all the other Physiology
topics, as a summative end-lecture activity.
The post-test compared to its pre-test;
revealed a significant increase in their
scores, confirming its effectiveness as a
method for summative revision to enhance
recall in studying Immunity.

I M E C 2 0 1 646 47
Conclusions
Mind-mapping proved to be an acceptable
method by the dental students in
consolidating their knowledge in Immunity
after a series of lectures. The marked
improvement in their post-test proved
that mind-mapping was effective in
complementing the lectures in achieving
the desired learning outcomes in Immunity.
Tracking Preclinical Students’
Performance in OSCE: Problems,
Feedback and Remediation
Joong Hiong Sim,
Anushya Vijayananthan,
Azura Mansor, Nur Amani,
Natasha Tajuddin and Nuryana Idris
University of Malaya, Kuala Lumpur,
Malaysia
Background
To get the most out of OSCE, it should
be implemented early in the curriculum.
This study aimed to track preclinical
students’ performance in three successive
OSCEs and to identify areas that required
remediation.
Methods
The first cohort of our new medical
curriculum (n=179) took Year 1 OSCE
(5 stations, 6 minutes/station, 2 minutes
feedback by examiners) in July 2014. They
(n=172) subsequently took Year 2 OSCE1
in December 2014 and OSCE2 in April
2015. Students were assessed on two
categories of tasks: Category A (student-
patient interaction), Category B (clinical
skills). A student must be satisfactory in ≥
4/5 stations for a pass in Category A and
≥ 3/5 stations for a pass in Category B. To
pass the OSCE, a student must pass both
the categories. For each OSCE, frequency
and percent passes were computed.
Mean scores for Category A and Category
B were also calculated. Examiners’
comments were sorted by station
and analysed.
Results
Overall, 174/179 students (97.21%),
157/172 (91.28%) and 150/172 (87.21%)
passed Year 1 OSCE, Year 2 OSCE1 and
OSCE2 respectively. In terms of categories,
students scored well in Category A for the
three OSCEs, with mean percent passes
of 95.31%, 96.72% and 96.51% for
Year 1 OSCE, Year 2 OSCE1 and OSCE2
respectively. For category B, students
performed well in Year 1, with a mean
score of 88.83%. However, Year 2 OSCE1
saw a decrease in mean score of Category
B (76.63%). Year 2 OSCE2 recorded similar
trend, with mean score of 75.12%.
Conclusions
Students consistently performed well in
Category A. While students’ performance
in Category B was commendable in Year
1, they encountered difficulties in Year 2.
Nevertheless, OSCE examiners’ comments
provided valuable feedback on specific
areas students could improve. Early
detection of students’ difficulties in OSCE
is crucial. Remediation with emphasis
on clinical skills for problem students is
essential to prepare them for
clinical clerkship.
Flipping the Flipped Classroom:
Reinforcement of Student Engagement
by Providing a Continuum of Learning
Sufyan Akram,
Farqad Abdulhadi Abdulqadir and
Hasnain Zafar Balouch
International Medical University, Bukit Jalil,
Background
The concept of flipped classroom has been
represented/illustrated in mixed results. It
has been lauded by many as a pedagogical
model that promotes student engagement.
Pre-reading or listening to recorded
lectures before the face-to-face session has
been shown to improve learning outcome.
However, provision of pre-reading material
does not equate with actual pre-reading
being done. Most of the studies were done
have noticed a lack of student compliance.
Compliance with pre-reading among
medical students is low due to lack of
time and forgetfulness. The objectives of
our interventions are to enhance student
engagement in the learning process by the
following steps:
1) To make pre-recorded i-Lectures
more engaging
2) To add a formative quiz and active
feedback session during the
face-to-face session
3) To provide a continuum of learning by
keeping students engaged even after
the face-to-face session
Methods
We identified some topics in the nervous
system module. An introductory i-lecture
(not more than fifteen minutes duration)
was recorded and uploaded in e-platform,
along with reference powerpoint slides.
Students were being asked to go through
the content before coming to the actual
session. Face-to-face session was divided
into two parts. During first session a
clinical case study was discussed, building
upon the concepts which were presented
in the recorded short lecture. Concepts
which were identified by students that
needed more explanation were elaborated
upon. Second part of the lecture
comprised of an interactive formative quiz
in the classroom (using Kahoot platform).
Results
Based on the results of this quiz, areas
which required further discussion/
explanation were identified. An online
interactive message board (using Padlet
wall) was created and students were asked
to post questions/comments. The lecturer
continued to engage with the students
via online message board by responding
to their questions. An additional benefit
that we noted with this approach was
involvement of quiet students through the
online message board.
Transforming Traditional Learning in
Orthopaedics Using Mobile Technology
for Delivery of Education and Training
Goh Kian Liang,
Ahmad Zulhairi Abdul Rahman,
Mohd Ariff Sharifudin,
Mohd Shukrimi Awang and
Ardilla Hanim Abdul Razak
International Islamic University Malaysia,
Selangor, Malaysia
Background
The role of mobile applications in medical
education is gaining momentum due to
the rise of digital natives. Hence, there
is a need to bridge the use of mobile
technology and traditional education to
support the undergraduate orthopaedic
training in our institution particularly in the
perspective of Islamic medical practice. The
use of mobile technology will foreseeably
increase the students’ performance in
term of practical skills, interpersonal
communication and self-directed learning.
Methods
A mobile app, OrthoBoard, was created
with web technology designed to run on
multiple platforms. The content consisted
of Basic Orthopaedic Skills (BOSC), Basic
Trauma and Resuscitation Skills (BTRC)

I M E C 2 0 1 648 49
and Islamic Input in Orthopaedic (IIIO).
The BOSC and BTRC sections contained
information on different aspects of
practical orthopaedic skills and knowledge,
basic concepts of trauma and resuscitation
respectively. The IIIO section introduced
the basic Islamic concept in medical
practice and methods of performing
prayers for hospitalised patients. Two
cohorts of fourth-year medical students
were included, where the mobile app was
used as an intervention tool in one group.
Mini-CEX assessment was used to gauge
the students’ performance and Mobile
Application Rating Scale was used to
assess their perception of the app.
Results
Fifty-seven students were assessed, 33 in
the pre-intervention and 24 in the post-
intervention group. Analysis showed that
the post-intervention group performed
consistently better in the mini-CEX
assessment in the area of history taking,
physical examination, communication,
organization and clinical care (p < 0.05).
Overall, 74% of the students perceived
that the app was good or excellent and
will continue to use the app to benefit
their study.
Conclusions
This mobile app is unique as it caters
specifically to our orthopaedic curriculum
and the first app to integrate Islamic
medical curriculum. Ultimately, we hope
to make medical education engaging,
fun and dynamic for the medical students.
Formative Assessment Made
Enjoyable
Padmini Venkataramani and
Tharam Sadanandan
Universiti Kuala Lumpur Royal College of
Medicine Perak, Ipoh, Perak, Malaysia
Background
Enjoyable formative assessments
would help 21st
century learners in
medical schools who face an explosion
of information. Students are already
burdened with end of clerkship and
summative assessments. Additional
formative assessments at the end of
teaching sessions may be unwelcome.
In UniKL RCMP, most of the classroom
sessions during the clinical years are
in the form of student-led tutorial
and seminar presentations. Formative
assessment is crucial to understand
whether students have grasped the
basic concepts, as all topics cannot be
assessed during summative examinations.
Why use innovation? In this digital age,
most students carry smartphones. If the
formative assessment is an enjoyable
activity using smartphones as a game,
it may be more acceptable to students.
House officers in Malaysia spend four
months in paediatrics as part of their
compulsory training. Ensuring that
students had a sound knowledge of basic
concepts in paediatrics would probably
ensure better patient care.
Method
‘Kahoot!’ which is available free of cost,
uses technology to administer quizzes,
discussions or surveys. It is a game-based
classroom response system, played by
the whole class of any size, in real time.
MCQs stored in ‘Kahoot’ by facilitators are
projected on the screen. Students answer
the questions with smartphones or tablets.
Students receive immediate feedback
with correct answers. Feedback from the
students for the quiz is also available.
Results
We are presenting our experience
using Kahoot online quiz for formative
assessment. More than 80% students gave
positive feedback. The immediate feedback
during the game may help students to
understand better.
Conclusion
Formative assessment is important to
prevent gaps in knowledge of basic
concepts. A game-like environment may
be less stressful to students burdened with
assessments. Hence, such useful platforms
may be worthwhile adopting for
formative assessments.
Back to Basics: Fostering the Spirit
of Physicians as Educators through
Innovative Elective on Medical
Education
Nurul I. Hariadi,
Natalia Puspadewi, V. Dwi Jani
Juliawati and Elisabeth Rukmini
Atma Jaya Catholic University of Indonesia,
Jakarta, Indonesia
Background
Physicians and education are inseparable
as our professional title, doctor, originates
from the word ‘docere’ (to teach) and
lifelong learning is imperative for us.
Medical education as a distinct discipline
has only been developing recently in
Indonesia. Students have minimal exposure
to medical education as a field of study,
and may not be aware of career options in
or related to this area.
Method
A 5-week elective on medical education
was conducted at School of Medicine,
Atma Jaya Catholic University of Indonesia
in August-September 2015 with 52
fourth-year students to introduce basic
concepts in medical education and build
up experience in planning, implementing,
and evaluating educational designs in
various settings. The elective consisted
of topics on learning and education in
medicine as well as research and writing
in medical education. They were taught
through various methods including
working groups and mentoring sessions
that had not been previously implemented.
Principles and skills of synthesis and
dissemination of ideas, constructive
feedback, inter-professional education,
and professionalism were integrated.
Students were assessed through group and
individual projects of syllabus and lesson
plans, community and patient education
tools, popular or scientific pieces on
medical education or medicine, reflective
writing, and 360-degree assessment.
Results
Analysis of reflective writing showed
that over 80% of 52 students thought
favourably of their experience. 50-75%
believed that the elective enlightened and
helped them to become adult learners.
50-75% would recommend the elective to
other students. Most of the students who
completed evaluation form (n=51) rated
working group (77%), case-based learning
(69%), field study (67%), skills lab (59%),
and workshop (59%) as clearly effective.
The topics rated as most interesting for
students were community education
(63%), inter-professional education (50%),
and patient education (33%).

I M E C 2 0 1 650 51
Conclusion
Most students also felt apprised of
physicians’ role as educators and the
capacities in which it could be applied.
Innovative Way to Learn Episiotomy
Repair
Sheila Rani Kovil George,
Thiruselvi Subramaniam,
Aida Lina Alias, Pathma Ramasamy,
Rosalind Loo Chi Neo and
Sivalingam Nalliah
International Medical University, Clinical
School Seremban, Negeri Sembilan,
Malaysia
Background
Episiotomy repair is an essential skill which
clinical students must master. Currently,
the synthetic perineum (SP) is used. The
objective of this study is to compare two
learning methods for episiotomy among
medical students during skills session
Method
A pilot study involving 27 semester 8
students using the chicken drumstick
instead of the SP was conducted and
contrasted with the experience of 7
semester 9 students using SP. The cohort
of 27 students accessed pre-designed
videos and power point presentations
followed by a demonstration of episiotomy
repair on the SP and then the chicken
drumstick. The students then practiced
on the chicken drumstick. Their ‘near
authentic feel’ included learning
‘episiotomy’ repair, reinforcing suturing
skills, importance of documentation,
selection of sutures, needles and proper
disposal of sharps.
Results
All 27 students consented to participate
in a questionnaire where knowledge, skills
and attitude were incorporated with a
Likert scale of 1 to 4 where 1 was strongly
disagree and 4 was strongly agree. Under
knowledge, the median score of agree
was 33% and strongly agree was 67%.
Under skills, the median score of strongly
agree was 100 %. Under attitude, the
median score of agree was 33% and
strongly agree was 67%. The Focus Group
had learnt using the SP shared by 5-6
students, leading to fragmented learning.
They felt that the SP did not give them the
confidence because of sharing, ‘incised’
and re-used synthetic perineum did not
give the authentic feel and therefore not
the best option for learning.
Conclusion
The use of the chicken drumstick to
practice episiotomy is effective and
economically viable option enabling
students to gain an authentic experience,
enhancing their suturing skills and ability
to handle instruments compared to
conventional learning with the SP.
Work-Place Learning
and Faculty
Development
ABSTRACT NUMBER: OWF 01
Comparison of Health Students’
Perceptions and Expectations of
Their Educational Environment
Teamur Aghamolaei1
,
Mandana Shirazi2
, Ideh Dadgaran3
,
and Amin Ghanbarnejad1
1
Hormozgan University of Medical Sciences,
Bandar Abbas, Iran
2
Tehran University of Medical Sciences,
Tehran, Iran
3
Guilan University of Medical Sciences,
Rasht, Iran
Background
Understanding the strengths and
weaknesses of educational environment
can help managers to improve the
educational system. The aim of this
study was determining the gap between
students’ perceptions and expectations
of the educational environment at Health
School of Hormozgan University of Medical
Sciences in Iran.
Methods
In this cross-sectional study, a total of 250
health students were studied. To determine
the students’ perceptions and expectations
they filled out a questionnaire included 56
pairs of five point Likert scaled items with
six domains including school atmosphere,
teaching and learning, teachers, students’
self-perception, educational facilities and
equipment and the physical environment.
Descriptive statistics and paired t-test were
used to evaluate and analyze the data by
SPSS ver.19.
Results
In all of the domains of educational
environment, the students’ expectations
of the educational environment were
significantly higher than their perceptions
(p<0.001). The gaps between the students’
perceptions and their expectations in
school atmosphere, teaching and learning,
teachers, students’ self-perception,
educational facilities and equipment and
physical environment domains were
-1.42, -1.00, -1.03, -.49, -1.53, and
-1.16 respectively.
Conclusion
Students’ expectations have not been
fulfilled and to achieve the ideal level,
proper planning and effective efforts with
emphasis on facilities and equipment and
school atmosphere domains should be
implemented.
Concept Mapping Care Plan Versus
Traditional Care Nursing Care Plan
towards Nursing Students’ Clinical
Decision Making Ability in a Tertiary
Hospital, Malaysia
Ho Siew Eng1
, Nabishah Mohamad2
,
Chung Hing Teck3
and Widad Osman3
1
International Medical University,
Bukit Jalil, Kuala Lumpur, Malaysia
2
Universiti Kebangsaan Malaysia,
Selangor, Malaysia
3
Open University Malaysia
Background
Clinical decision making ability in nursing
is an important skill nurses need to be
a competent nurse. The purpose of this
study was to compare the clinical decision-
making ability of Bachelor of Nursing
students who use a concept mapping care
plan and traditional nursing care plan.
Methods
A quasi-experimental pre-test and post-
test research design with a purposive
sampling. A 40-items, Jenkins’ Clinical
Decision Making in Nursing Scale (CDMNS)
questionnaire used to measure the four
subscale scores: search for alternatives and
options scale, canvassing of objectives and
values scale, evaluation and re-evaluation
of consequences scale, and search for
information and unbiased assimilation
of new information scale. A total of 102
nursing students participated; 54 control
group (traditional nursing care plan),
and 48 in the treatment group
(concept mapping care plan).

I M E C 2 0 1 652 53
Results
Findings showed the mean for CDMNS
total scores of treatment group pre-test
(115.23 ± 16.82) and post-test (129.13
± 7.32); control group pre-test (124.24
± 12.71) and post-test (145.67 ± 10.13)
respectively. Canvassing of objectives
and values in the control group reported
mean and standard deviation of (8.907 ±
4.77) and treatment group (3.416 ± 6.79)
with (t=4.67; p=0.001), which showed a
significant difference. The total CDMNS
score showed significant difference
between control group (21.425 ± 16.38)
and treatment group (13.895 ± 14.99)
with (t=2.41; p=0.018).
Conclusion
Both traditional and concept mapping
nursing care plan were found to be
effective in improving nursing students’
clinical decision making ability. The
findings in this study demonstrated that
traditional nursing care plan was still better
accepted by the participants and
clinical instructors.
Psychiatrists Better at Therapy, or
Better Psychiatrists with Therapy?
A survey of Competencies in
Psychotherapy and Impact on
Clinical Care
Lim Wen Phei1
and Lim Yong Hao2
1
Tan Tock Seng Hospital, Singapore
2
HOMER, National Healthcare Group,
Singapore
Background
In 2010, Singapore adopted the US-based
psychiatry residency programme, heralding
major changes in the curriculum. This
included the unprecedented introduction
of psychotherapy training, an evidence-
based treatment for various psychiatric
disorders. Recognising the need for
outcome evaluation, this study aims to
explore the impact of psychotherapy
training on core competencies in psychiatry
and psychotherapy.
Method
This exploratory mixed-method study used
3 sources of data: 1) an anonymous online
survey measuring knowledge, attitudes
and confidence in psychotherapy, pre-
post one academic year for all trainees
(n=62), 2) de-identified data of workplace-
based assessments of the 6 ACGME-I
and psychotherapy competencies for
residents (n=15) who went through their
psychotherapy posting, and, 3) focus
group discussions (n=10) with residents
(R3) who completed their psychotherapy
posting.
Results
Descriptive statistics, effect sizes and
graphs were used in exploratory analyses.
Senior residents were more confident in
all aspects of psychotherapy compared
to ASTs (Cohen’s d from 0.07 to 1.11).
R3 also showed increased confidence
in all aspects psychotherapy pre-post
their psychotherapy postings. Positive
correlations between progression in
psychotherapy competencies and
progression in patient care competencies
also suggested that the benefits could
translate into clinical practice. This was
supported by findings on improvement in
how residents communicate and interact
with patients from the focus
group discussions.
Conclusion
Psychotherapy training has resulted in
improved confidence in psychotherapy,
and core competencies in psychiatry.
Further evaluation of the impact on
patient care and integration in clinical
practice will strengthen understanding of
psychotherapy on clinical care outcomes.
Preparedness of the Faculty for Team-
Based Learning: Liking, Disliking and
Suggestions for Improvement
Abdus Salam, Siti Mariam Bujang,
Mohammad Arif Kamarudin,
Mohamad Nurman Yaman and
Harlina Halizah Siraj and
Nabishah Mohamad
Universiti Kebangsaan Malaysia (UKM)
Medical Centre, Kuala Lumpur, Malaysia
Background
Faculty development is an integral part
of institutional development. This paper
highlights liking, disliking and suggestions
of faculty on a Team Based Learning (TBL)
faculty development workshop.
Method
This was a qualitative survey on a 2-days
TBL faculty training workshop held at UKM
Medical Centre Malaysia in September
2014. From different disciplines 39 UKM
faculties were attended, whom were
provided an article on TBL to read on it
day-before the workshop. On day-1 of
workshop, after introductory session, there
were hands-on exercises in small groups
and performed individual and group
readiness assurance test (RAT). Individual
participants answered items on a RAT
first; later group members discussed and
answered the same RAT items in groups.
Video on TBL was demonstrated in the
afternoon. On day-2, one representative
from each group had shown how their
lecture can be converted into TBL. At
the end of workshop, feedback from the
participants was obtained by open-ended
questionnaires which were then collected;
compiled and thematic analysis was done.
Result
Participants liked the lively and informal
discussions through which they got a
new technique to teach students more
interactively. However, they disliked too
short demonstration and short notification
given them to read pre-assigned material
and suggested for more workshops with
more practical demonstration before
its implementation.
Conclusion
Faculty preparedness TBL workshop at
UKM Medical Centre is found positive.
However, educational managers should
address the needs of the faculty by
linking between theory and practice while
organizing developmental workshops
aimed to a sustainable organizational
development.
The Validity and Reliability of a Good
Tutor’s Criteria Questionnaire
Zulaika Nur Afifah, Briandani
Subariyanti and Ari Natalia Probandari
Sebelas Maret University, Surakarta,
Central Java, Indonesia
Background
The tutorial is the main process in the
problem-based learning (PBL). In PBL, a
tutor is playing the most important role in
stimulating student learning. The objective
of this study is to provide the validity and
reliability of a questionnaire for assessing
the criteria of good tutor in tutorial
process.
Methods
This research used the qualitative research
method. Its samples were taken randomly
and consisted of 50 lecturers, and 50
students in second and third years of
the Faculty of Medicine, Sebelas Maret
University. The data of research were
collected through in-depth interview with
quasi-structured questions. Data were
utilized through several steps: listing,
analysing, writing the criteria, and content
validation.

I M E C 2 0 1 654 55
Results
The results showed that the questionnaire
has valid criteria and 0,961 in Cronbach’s
Alpha reliability. A total of 56 criteria
consisting of 10 on tutor’s preparation
before tutorial, 19 on stimulating the
discussion, 21 on implementing PBL
indicators, 6 on tutor’s characteristics.
Conclusion
The good tutor’s criteria’s questionnaire
was found to be valid and reliable, making
it suitable for evaluating tutors in the
tutorial process. The quality of the tutorial
process is very much affected by the
tutors’ role in facilitating discussions.
Thus, having good tutors is essential for
the PBL system to progress well.
PBL Triggers in Relation to Students’
Generated Learning Issues and
Predetermined Faculty Objectives:
Study in a Malaysian Public University
Nurul Hidayati Ruslai1
and
Abdus Salam2
1
International Islamic University of Malaysia
(IIUM), Petaling Jaya, Malaysia
2
Universiti Kebangsaan Malaysia (UKM)
Medical Centre, Kuala Lumpur, Malaysia
Background
Foundational elements of problem
based learning (PBL) are triggers, tutors
and students. Ineffective triggers are
important issues for students’ inability to
generate appropriate learning issues. The
objective of this study was to evaluate PBL
triggers and to determine similarities of
students’ generated learning issues with
predetermined faculty objectives.
Methods
It was a retrospective study conducted
in 2014 analysing all 24 PBL-triggers
used at Centre for Foundation Studies,
International Islamic University Malaysia,
in four semesters during two consecutive
years 2011 and 2012. Triggers were used
as textual and illustration format equally in
each semester. Total 16 PBL-triggers with
highest and lowest achieving similarities
of learning issues with predetermined
faculty objectives were selected equally
from each semester and format. The
trigger quality and learning issues related
to predetermine faculty objectives were
analysed and presented as mean and
percent distribution.
Results
Mean similarities score of students’
generated learning issues were 3.4 over
5 predetermined faculty objectives which
was 68%, varied from 58% to 79%. More
than 70% similarities were generated from
five textual and four illustrated triggers,
while <70% similarities observed from four
illustrated and three textual triggers.
Conclusion
Whatever the trigger formats in PBL,
it is the designing considering influential
variables that influence higher outcomes.
Triggers should have planned clues that
lead students to generate issues correlate
with faculty objectives. Educational
institution should emphasize on training
needs of faculty at regular interval to
develop and re-in force teachers’ skills
in trigger design, thereby to promote a
sustainable educational and organizational
development.
Effect of Positive Reappraisal on
Perceived Stress and Psychological
Well being among University Students
See Sher Rene and
Nicole Chen Lee Ping
International Medical University, Bukit Jalil,
Background
In the past literature, it has been
shown that the prevalence of stress
among students’ especially Malaysian
undergraduates is high. Thus, there
is a need to implement stress coping
interventions to improve students’
psychological well being as well as
reducing stress among the undergraduate
students. In this study, positive reappraisal
was chosen as a positive psychology
intervention as through past researches
it has been associated with improved
psychological well-being as well as
stress adjustment.
Methods
The present study investigated the effect of
positive reappraisal on perceived stress and
psychological well-being among university
students. It was a quasi-experimental
design involving 50 undergraduates. Their
levels of perceived stress and psychological
well-being were measured using the
Perceived Stress Scale-10 and Flourishing
Scale respectively. T-test analysis was used
to analyse the data.
Results
The findings of this study demonstrated
that there was a significant effect of
positive reappraisal on perceived stress.
However, there was no significant effect
of positive reappraisal on psychological
wellbeing. From the findings, it can
be implied that the effects of positive
reappraisal on psychological wellbeing may
be affected by some other contributing
factors such as an individual difference,
limitation of single intervention as well as
cultural differences.
Conclusion
Overall, this study serves to demonstrate
that positive reappraisal has the potential
in decreasing perceived stress.
Provision of a Course Guide as a
Learning Tool for 4th Year Medical
Students
Rodolfo C. Ng
Angeles University Foundation School of
Medicine, Pampanga, Philippines
Background
Adult Learners like medical students are
considered responsible, autonomous,
experiential and reflective in their pursuit
for learning. This contention, however,
is not always true because problems
encountered at AUF School of Medicine
during Paediatric clerkship include failure
to track their learning and monitor their
learning tasks and consistent low passing
marks in comprehensive examinations
for the past 6 years. This prompted
the department to develop a course
guide that is uniquely both a study and
a training guide to serve as solution
to these pressing problems. The aims
of this study are: (1) To determine the
perceived learning experiences from the
two comparative study groups rotating
at the Department of Paediatrics; (2) To
determine the differences of the two
groups in their cognitive performances
based on the comprehensive examinations
after their rotations; (3) To determine the
differences of the two groups in their
clinical competency performance based
on residents’ rating, clinical learning tasks
appraisal and their perceived level of
competency after their rotations.
Methods
A causal-comparative research design
was conducted involving 14 fourth year
medical students as the “control” group
and 12 students as the “exposed” group
with the innovation.

I M E C 2 0 1 656 57
Results
Focus group discussion shows a favourable
learning experience from the “exposed”
group. The same group showed favourable
cognitive performance from the results
of comprehensive examination. However,
their clinical learning appraisals and
perceived level of competency were
varied in ambulatory, hospital and nursery
settings. The “exposed” group showed
also better clinical performance from
residents’ evaluations and found the
course guide very helpful.
Conclusion
To date, provision of a course guide
shows an encouraging result that it can
be developed and implemented as added
learning tool for 4th year medical students.
their children.
Improving the Quality of
Undergraduate Medical Lectures
Khaled Al Dossari, Ahmed Al Ansari
and Abdulrrahaman Al Theyab
Prince Sattam Bin Abdul-Aziz University,
Al-Kharj, Saudi Arabia
Background
Assessing the quality of clinical lectures
is an important part of the medical
education improvement process. It is
essential that any tools used to evaluate
the quality of clinical teaching are tested
for both reliability and validity, especially
considering their potential use for teacher
promotion and evaluation.
Methods
An online-based questionnaire was
developed using a combination of
previously published surveys for assessing
clinical lectures. Questionnaires were
distributed amongst students, who were
asked to complete the 12-item survey
evaluating their professors on the quality
of their teaching methods.
Results
Starting and ending the lecture on time
received the highest number of excellent
ratings and the lowest number of very
poor ratings overall. The item that
received the lowest scores of excellent
was that of assessing the ability of the
lecturer to change their teaching style
to convey information in a different way
when necessary. This item also received
the highest number of very poor ratings.
Satisfaction levels in different categories
were found by determining percentage of
students who rated aspects of lectures as
excellent.
Conclusion
It is essential that medical schools
constantly review the quality of the clinical
lectures that are provided to students,
keeping up to date on the latest teaching
methods in order to provide the utmost
quality education to their future physicians.
A Pilot Study on Longitudinal
Communication Skills Rating Tool
for Teachers and Patients/ Surrogate
Patients for Use in Routine Practice
and in OSCE Examinations
Carmen Wong, Shekhar Kumta and
Samuel Yeung Shan Wong
The Chinese university of Hong Kong,
Shatin, Hong Kong
Background
There are a wealth of communication
rating scales that have been used for
research and for educational purposes,
however, such tools assess the student
in the whole consultation and do not
allow for the progressive nature or the
segmented way in which communication
skills within a consultation are taught or
within the Chinese cultural context.
Methods
A short communications skills tool (ABIM)
with 6 items were trialled by surrogate
patients in OSCE examinations. Focus
groups were conducted on the use of tool.
A new tool was developed based on the
original tool and suggestions. This tool was
then piloted across a variety of settings.
Focus groups and analysis of the tool was
performed. Students received feedback
on their communication assessment and a
questionnaire was conducted on students.
Results
Thematic analysis of focus group of the
initial questionnaire revealed overlapping
concepts, difficult in assessment, non-
applicable items, difficult to complete
in time and overlap of a content of
consultation and communication. A
shorter 3 item assessment tool was piloted.
Focus groups of assessors and students
found items easier to identify problems for
further improvement. The pilot assessment
had over 95% completion in both clinic
and OSCE settings.
Conclusion
This pilot tool demonstrates the ease of
use for surrogates and consists of fewer
items for rating, takes a shorter time to
complete and can be used in a variety of
settings including clinics, long and short
OSCEs and student feedback. There is
potential for this tool to be adopted across
all medical years of training.
Professionalism
and Ethics
ABSTRACT NUMBER: OPE 01
Can Medical Student On-call Reflective
Reports Indicate Their Sensitization to
Soft Skills?
Pilane Liyanage Ariyananda
International Medical University Clinical
School, Seremban, Negeri Sembilan,
Malaysia
Background
Professionalism and communication skills
are essential qualities of a good doctor
and these attributes need many soft skills.
However, in most medical schools, there
is a gap with respect to instructions and
assessments of soft skills compared to
emphasis that is given to hard skills. This
study looks at a way of reducing this gap
using student reflective reports (SRRs).
Method
IMU 3rd year (Semester 6) students write
two SRRs during their 7-week posting
in Internal Medicine at Hospital Tuanku
Ja’afar, Seremban. They are expected to
write an individual reflection of what they
have experienced in the hospital medical
ward during their evening on-call sessions.
100 consecutive SRRs from April 2013
to January 2016 were analysed to see
whether students have been sensitized to
a variety of soft skills.
Results
83 students (83%) had reflected at least
on one positive experience which could
help to integrate an identifiable soft skill. A
breakdown of soft skills they reflected on
more frequently are: empathy 27 (27%),
communication skills 23 (23%), teamwork
14 (14%), motivation 14 (14%), accurate
self-assessment 11 (11%), self-regulation
9 (9%) and self-confidence 6 (6%).

I M E C 2 0 1 658 59
Students mentioned sensitization to more
soft skills, though as “one-off reflections”
and those include; time management,
conflict management, building bonds,
conscientiousness and trustworthiness.
Conclusions
Above findings demonstrate that it
is feasible to use SRRs as evidence of
sensitization to soft skills. Therefore,
we need make good use of it.
SWOT Analysis on Feasibility of
Introducing Culture of Whistleblowing
as a Part of Patient Safety for Medical
Practitioners in Malaysia: Results of a
Focus Group Discussion
Davendralingam Sinniah,
Sivalingam Nalliah,
Ismail Abdul Sattar Burud,
Esha Das Gupta,
Chandramani Thuraisingham and
Surinder Singh
International Medical University Clinical
School Seremban, Negeri Sembilan,
Malaysia
Background
Following the Public Interest Disclosure Act
1998, GMC introduced its Good Medical
Practice Guidelines that expect all doctors
take appropriate action to whistleblow
about patient safety. Doctors are expected
to promote a culture for staff to raise
concerns openly and safely. Although the
Malaysia Whistleblower Protection Act 711
was promulgated in 2010, a culture of
whistleblowing has yet to be developed in
Malaysian medical practice. MMC has yet
to provide guidelines for its doctors.
Objective
This study examines the strengths,
weakness, obstacles, and threats to the
introduction of a culture of whistleblowing
as a part of patient safety for medical
practitioners in Malaysia.
Method
A focus group comprising academic staff
from different medical disciplines of IMU
Clinical School Seremban conducted a
SWOT analysis on the possible introduction
of a culture of whistleblowing as part of
patient safety at MOH hospitals.
Results
• Improves doctor performance, patient
outcomes involving patient safety
• Sets overriding duty or principle for
doctors to report and administration to act
• Provides necessary reassurance, support
to raise concerns
• Patient interest overrides personal and
professional loyalties Weakness
• Not normal, routine part of clinical
governance at MOH hospitals
• No mechanism in place
• Resistance by doctors, management
• No assurance of legal protection against
victimization or dismissal
• Many factors that place patient at risk
are inadequate premises, equipment etc.;
this imposes responsibility on doctor
• No guidance on culture Opportunities
• Whistleblower Protection Act in place
• Awaits MMC guidelines
• MOH can easily introduce culture from
top-down Threats:
• Contracts may prevent or restrict
whistleblowing
• Negative effect on working-relationships
and career
• Failure to report, places doctor’s
registration at risk
• Whistleblowers may face ligation.
Conclusion
MMC needs to provide guidelines with
respect to protected disclosures and
patient safety for Malaysian practitioners
akin to those provided by the GMC.
Whistleblowers must be protected
for this culture to flourish. The aim of
whistleblowing must be corrective and
not punitive.
Knowledge, Awareness and Practice of
Ethics among Doctors in Tertiary Care
Hospital
Surjit Singh, Pramod Kumar Sharma,
Bharti Bhandari and Rimplejeet Kaur
AIIMS Jodhpur, Rajasthan, India
Background
With the advancement of Health care
and Medical research, doctors need to
be aware of the basic ethical principles.
This cross sectional study is an attempt
to assess the Knowledge, Awareness and
Practice of Healthcare Ethics among health
care professionals.
Methods
After taking written informed consent, a
standard questionnaire was administered
to 117 doctors. No personal information
was recorded on the questionnaire so as to
ensure the confidentiality and anonymity
of participants. Data analysis was done
using SPSS version 21.
Results
Opinions of consultant and Senior
Resident (SRs) on issues like, adherence
to confidentiality; paternalistic attitude
of doctors (doctors should do their best
for the patient irrespective of patient’s
opinion); doctor’s decision should be final
in case of disagreement and interest in
learning ethics were statistically significant
(p-value < 0.05).
However, no difference was reported
among them with respect to patient
wishes, informing patient regarding wrong
doing, informing close relatives, seeking
consent for children and patients’ consent
for procedures. Moreover, no significant
difference was observed between the
two groups with respect to practice
of healthcare ethics. Surprisingly, the
response of clinical and non-clinical faculty
did not differ as far as awareness and
practice of ethics was concerned.
Conclusion
Significant difference was observed in
the knowledge, awareness and practice
of ethics among consultants and SRs.
Conferences, symposium and workshops
etc. on healthcare ethics may act as a
mean of sensitising doctors, and thus
will help bridging this gap and protect
the well-being and confidentiality of the
patients. Such an effort may bring about a
harmonious change in the doctor-patient
relationship.
Medical Students’ Perspectives
on Professional Learning and
Development through Early Clinical
Exposure in Medicine Faculty, Islamic
University of Indonesia
Mohamad Rahman Suhendri
Islamic University of Indonesia, Yogyakarta,
Indonesia
Background
Professionalism is a core competency in
the medical profession and has become
a critical issue in medical education.
Therefore, undergraduate programs all
over the world invest greatly in teaching
and assessing medical professionalism
in their curricula. Numerous studies
investigate how this competency is taught
and learned. Professional learning for
second year students of Islamic University

I M E C 2 0 1 660 61
of Indonesia is delivered through early
clinical exposure. Students visit centres
for primary community health care and
identify patients to seek and analyse
infectious disease cases regarding
aetiology, pathophysiology and risk factors.
The purpose of this study is to explore
how early clinical exposure contribute to
professional learning and development in
second year medical students’ of Islamic
University of Indonesia.
Methods
To determine students’ perception related
to professional learning and development
which was conducted by in-depth
interview pertaining to what they have
learned and the impact of their experience
through early clinical exposure in daily life.
Major themes were identified.
Results
A total of 10 medical student participated
in the study. The major aspects of
professionalism that they have learned
were communication, commitment to
excellent, compassion, respect, and
sensitivity to diversity. In addition, results
revealed an impact of their learning on
daily life as they tend to maintain their
attitude and self-respect, care for the
environment, respect with other people
around them, gratitude, and modesty.
Conclusion
Early clinical exposure is one of the
effective strategy to teach and develop
professionalism for medical student.
The Changing Colours of Medical
Professionalism across the Spectrum of
Stakeholders Perspectives
Junaid Sarfraz Khan1
, Vikram Jha2
and Helen O’Sullivan2
1
University of Health Sciences Lahore,
Lahore, Pakistan
2
University of Liverpool, Liverpool, UK
Background
One of the aims of Medical Education
is to facilitate the development of
appropriate professional values and ethics
in the health professionals. Even though
medical professionalism is fundamental to
medical practice, the concept of medical
professionalism remains somewhat
intangible; largely dependent on the
environment, peers, social interactions,
prevailing trends and cultures, etc. To date
no universal definition of professionalism
is applicable to all settings and context.
Considerable variability exists in the
understanding of this key concept
amongst educators and practitioners alike.
Method
This is a prospective qualitative study
undertaken in the province of Punjab,
Pakistan in 2014-2015 to understand the
variability in the understanding of the
term “medical professionalism” amongst
various groups of healthcare providers,
i.e. doctors, nurses and allied health
professionals as well as students, patients
and general public, making relevant
connections to context society and culture.
A total of 35 focus group discussions
were conducted in 5 categories. Each
focus group discussion contained 8-12
participants. 10 focus group discussions
with faculty members, 8 with mixed-class
medical students, 6 with mixed-class allied
health sciences students, 5 with allied
health sciences teachers, 4 with nurses
and 5 with patients belonging to different
socio-economic background.
For each group discussions were
terminated when data saturation was
achieved. The data was entered into
“NVivo 9” and thematic analysis was
done.
Results
Themes that emerged included
multidimensionality, contextual relevance,
socio-cultural influence and porosity
of concept which were common for all
groups. Based on the relative positioning
of each group along themes a conceptual
model was developed that will be
presented.
Conclusion
Medical Professionalism means separate
things to different groups of health
professionals in the same context as well
as separate things to the same group of
health professionals in varying context.
Interaction of various groups constructs
a flexible professional identity within a
particular setting.
Medical Professional Identity
Transformation: Role of Societal
Values, Cultural Norms, Economics,
Space and Time
Junaid Sarfraz Khan
University of Health Sciences, Lahore,
Pakistan
Background
Project Professionalism Punjab was
launched by the University of Health
Sciences Lahore Pakistan in January 2015.
Professional and ethical attitude and
behaviour is the major principle behind all
healthcare issues. All over the world, there
is a move to understand professionalism
in the regional, socio-economic and
geo-political context and to develop
that understanding amongst our present
and future healthcare professionals. The
aim of the project is to foster medical
professionalism identity in medical
students and medical professionals. The
objective of the study is to examine and
understand the development of concepts
of professionalism across the learners’
lifespan as students, postgraduate trainees
and faculty; understand the influence
of the environment, society, culture,
economics, education, parenting, space
and time, in essence the social fabric
on the development of the medical
professional identity.
Methods
Since January 2015, each month,
a caricature sequence, an image and a
video-clip is uploaded on the University
website www.uhs.edu.pk. Students,
faculty members, patients and medical
administrators are encouraged to submit
narratives of 500-1000 words to the
University providing real life examples
if possible. The stories/ descriptions are
analysed in the light of the objectives of
the study.
Results
287 narratives were received over 13
months analysed by a group of medical
educationists and behavioural scientists
to identify if the writer was able to
make relevant abstracts of and concrete
connections to professional behaviour
with examples of best behaviour learned
through human development stages
from birth to present within loco-regional
context and influence of the same in
professional identity transformation.
Conclusion
A component of professional identity
is derived from society. Professional
behaviour is derived from the behaviour
of the society and culture molded around
constraints of time, space and economics;
this in turn is modified to fit the
professional environment and requirement.

11th International Medical Education Conference

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11th International Medical Education Conference