ABSTRACT
@#Introduction: Designing an engaging teaching strategy that enhances the clinical application of anatomy knowledge is important for effective learning. Hence, this study was carried out to evaluate the outcomes of team-based learning (TBL) approach on students’ learning during gross anatomy practical classes. Method: A randomised-controlled trial was conducted on 215 pre-clinical year medical students, who were divided into TBL and control groups. Both groups attended the same anatomy lecture before the practical session. The TBL group underwent three phases of activities, which were pre-practical assignment (Phase-1), individual and team readiness assurance tests followed by a debriefing session (Phase-2), and group application task (Phase-3). Concurrently, the control group received a reading material as their pre-practical assignment and attended a practical session in the form of an anatomy model demonstration. Pre- and post-practical assessments were measured 30 minutes before and after the practical sessions. The students’ cognitive engagement and motivation were also measured after the practical sessions. Results: The TBL group among the Year-1 students outperformed the control group in all the test performance measures. The TBL group of the Year-1 students was also found to have greater improvement of test scores compared to their control counterparts. The TBL group was found to have significantly higher cognitive engagement scores only among the Year-2 students. However, the internal motivation scores were not significant in both cohorts. Conclusion: These results indicate that the TBL session contributes positive outcomes to students’ learning in anatomy context.
ABSTRACT
@#Introduction: Accurate provisional diagnosis in the Emergency Department (ED) is important as it has a significant impact on safety. It also affects the patients’ treatment, length of stay and cost of treatment. The data on the accuracy of making diagnosis made by ED doctors is scarce and most results vary with different countries. This study was conducted to evaluate the accuracy of the diagnosis made by the ED doctors in Hospital Universiti Sains Malaysia (USM) and the factors contributed to the discrepancy. Method: This was a retrospective cross-sectional study conducted in Hospital USM from May 2016 to December 2017. Medical records of the patients who were admitted to the hospital were selected using simple random sampling methods. The folders were reviewed and the association within the categorised diagnosis accuracy was analysed using the ICD-10 classification. The sample size was 180 cases, and cases were divided into two main categories. The factors associated with the unmatched diagnosis from both patients and provider were then measured using multiple logistic regressions. Results: Hospital USM Emergency Department had 15.6 per cent of unmatched diagnosis and 84.4 per cent of matched diagnosis. No difference between age and gender in making accurate diagnosis. The odds of having unmatched diagnosis in patients from the green zone are 4.2 times higher compared to the red zone. Conclusion: ED Hospital USM has a high diagnostic accuracy, especially involving the patients in red zone and yellow zone.