Establishing the measurement and psychometrics of medical student feedback literacy (IMPROVE-FL): A research protocol.

Current feedback models advocate learner autonomy in seeking, processing, and responding to feedback so that medical students can become feedback-literate. Feedback literacy improves learners' motivation, engagement, and satisfaction, which in turn enhance their competencies. However, there is a lack of an objective method of measuring medical student feedback literacy in the empirical literature.

Systematic review of feedback literacy instruments for health professions students.

Successfully managing and utilizing feedback is a critical skill for self-improvement. Properly identifying feedback literacy level is crucial to facilitate teachers and learners especially in clinical learning to plan for better learning experience. The present review aimed to gather and examine the existing definitions and metrics used to assess feedback literacy (or parts of its concepts) for health professions education.

Knowledge, attitude, and practice of virtual consultation among outpatients at a teaching hospital in Malaysia.

Introduction: During the coronavirus disease 2019 (COVID-19) pandemic, the use of virtual consultations has accelerated to ensure continued access to healthcare despite lockdowns and physical distancing measures. We aimed to determine the knowledge (awareness) of, attitude (acceptability) to, and practice (exposure) [KAP] of virtual consultations (VC), the demographic factors associated with poor KAP, and the correlation between the three KAP domains.

Methods: A cross-sectional study, using a convenience sampling technique, was conducted from 13 September, 2021 to 28 November, 2021.

Microlearning and online simulation-based virtual consultation training module for the undergraduate medical curriculum - a preliminary evaluation.

Background: Virtual consultation is a synchronous mode of telemedicine provided remotely via information and communication technology. The projected growth of digitalization in healthcare delivery, however, necessitates medical student training in virtual consultation (VC) to ensure safe and effective patient care. This study describes the implementation and preliminary evaluation of a competency-based VC training module for undergraduate medical students.

Genotypic characteristics of Uropathogenic isolated from complicated urinary tract infection (cUTI) and asymptomatic bacteriuria-a relational analysis.

Background: Uropathogenic (UPEC) is the predominant agent causing various categories of complicated urinary tract infections (cUTI). Although existing data reveals that UPEC harboured numerous virulence determinants to aid its survival in the urinary tract, the reason behind the occurrence of differences in the clinical severity of uninary tract infections (UTI) demonstrated by the UPEC infection is poorly understood. Therefore, the present study aims to determine the distribution of virulence determinants and antimicrobial resistance among different phylogroups of UPEC isolated from various clinical categories of cUTI and asymptomatic bacteriuria (ASB) isolates.

Using document phenomenology to investigate academic failure among year 1 undergraduate Malaysian medical students.

Background: Academic failure is common among medical schools worldwide. However, the process behind this failure itself is underexplored. A deeper understanding of this phenomenon may avert the vicious cycle of academic failure.

Demonstrating the utility of Escherichia coli asymptomatic bacteriuria isolates' virulence profile towards diagnosis and management-A preliminary analysis.

Asymptomatic bacteriuria (ASB) caused by Escherichia coli (E. coli) is a significant condition associated with pregnancy and is considered as prognostic for the development of symptomatic urinary tract infection (UTI). However, treating all ASB increases the use of antibiotics and leads to the development of multidrug resistance (MDR).

Differences between high- and low-achieving pre-clinical medical students: a qualitative instrumental case study from a theory of action perspective.

Background: Poor academic performance and failure can cause undesired effects for students, schools, and society. Understanding why some students fail while their peers succeed is important to enhance student performance. Therefore, this study explores the differences in the learning process between high- and low-achieving pre-clinical medical students from a theory of action perspective.

The perceptions of medical physicists towards relevance and impact of artificial intelligence.

Artificial intelligence (AI) is an innovative tool with the potential to impact medical physicists' clinical practices, research, and the profession. The relevance of AI and its impact on the clinical practice and routine of professionals in medical physics were evaluated by medical physicists and researchers in this field. An online survey questionnaire was designed for distribution to professionals and students in medical physics around the world.

A qualitative study on self-regulated learning among high performing medical students.

Background: Self-regulated learning (SRL) is an important contributing element to the academic success of students. Literature suggests that the understanding of SRL among medical students is obscure as there is still some uncertainty about whether high performing medical students use SRL. This study explored the characteristics of high performing medical students from the SRL perspective to gain a better understanding of the application of SRL for effective learning.

A Malaysian version of learning space preferences: a validation study.

Objectives: This study aimed to validate a Malaysian version of a revised learning space questionnaire, as well as to test the utility of the revised questionnaire as a tool to investigate learning space preferences in a Malaysian medical school.

Methods:   This is a cross-sectional survey. A convenient sample of 310 preclinical students of a public medical school in Malaysia were invited to participate.

Exploring the Cultivation of Self-Regulated Learning (SRL) Strategies Among Pre-Clinical Medical Students in Two Medical Schools.

Purpose: Research has shown that many undergraduate students struggle with self-regulated learning (SRL) in clinical year as they are insufficiently supported by the staff in the early year to prepare them for the transition. Hence, this study aims to find out the SRL strategies and the approaches that could promote SRL among pre-clinical students in two medical schools.

Method: This is a mixed-method study.

Using an integrated teaching approach to facilitate student achievement of the learning outcomes in a preclinical medical curriculum in India.

Today most education institutions around the world have adopted the philosophy of outcome-based education. The emphasis in outcome-based education is achievement of outcomes; hence the curriculum should be designed in a way that it includes the components targeted specifically at achieving these outcomes. A discipline-based approach results in fragmentation of learning and lack of clinical applicability.

Standard setting of objective structured practical examination by modified Angoff method: A pilot study.

Background: The undergraduate curriculum at our institution is divided system-wise into four blocks, each block ending with theory and objective structured practical examination (OSPE). The OSPE in Physiology consists of 12 stations, and a conventional minimum score to qualify is 50%. We aimed to incorporate standard setting using the modified Angoff method in OSPE to differentiate the competent from the non-competent student and to explore the possibility of introducing standard setting in Physiology OSPE at our institution.