3. Introduction
• Education for health can profoundly
influence sustainable development in terms
of human welfare and lifestyle.
• Mankind cannot achieve sustainable
development when there are recurrent
chronic diseases.
• Mankind cannot maintain their population
without a reactive health care system and
healthy lifestyle.
5. MBBS Curriculum in
University of Malaya
• Content of the medical course is divided
into three main strands.
THE SCIENTIFIC
BASIS OF DISEASE
MBBS
PROFESSIONAL
AND PERSONAL
DEVELOPMENT
DOCTOR,PATIENT,
HEALTH AND SOCIETY
(DPHS)
6. PHASE OF STUDY SCIENTIFIC BASIS DOCTOR, PATIENT
HEALTH AND
SOCIETY (DPHS)
PERSONAL AND
PROFESSIONAL
DEVELOPMENT (PPD)
Phase I
Normal Human Body
& Its Function
(52 weeks)
Core
And
Systems
Community
Medicine
Behavioural
Science
Communication
Skills
Community
Family Case
Studies (CFCS)
Attitude, Character
and Ethics (ACE)
Management
Electives
Phase II
Body’s Reaction to
Injury
(52 weeks)
Phase III
Practice-Based
Medicine
(142 weeks)
7. MBBS Curriculum
Timeline
Phase I The Normal Human Body and its Function
Phase II The Body’s Reaction to Injury
Phase IIIA CLINICAL POSTINGS
Phase IIIB CLINICAL POSTINGS
Phase IIIB CLINICAL POSTINGS
YR 1
YR 2
YR 3
YR 4
YR 5
Introduction to
clinical practice
Phase Two
Elective
Phase Three A
Elective
8. New Integrated Curriculum:
Elective Programme
• Phase Two Elective
• Enable students to learn skills and
knowledge that is not in the formal
curriculum
• Improve student interaction with patient
and community
9. Elective programme:
The past
• Aimed to study the impact of health on
human population.
• Projects were inflexibly structured within the
formal curriculum.
• Lack of diverse approaches in the
understanding of medicine from a
traditional viewpoint.
10. Traditional and complementary
medicine (T&CM) in Malaysia
• Multi-cultural society consisting of Malays
(and indigenous people), Chinese and
Indians.
• T&CM is deeply embedded in the
respective cultures and influences their
health care practices.
• Ministry of Health (MOH) formed the
Traditional and Complementary Medicine
Division (T&CMD) in 2004 to ensure highly
regulated qualified practices.
11. Elective programme:
New policy
• 2012: the elective programme was
restructured to
• Broaden students’ perspective in dynamic
changes in healthcare without prejudice.
• Aimed at medical students to value and
affirm their traditional knowledge in health
advocacy.
12. Elective programme:
New policy
• Grouping: Five to six students per group
• 43 groups (2012)
• 34 groups (2013)
• In 2013, each group consisted of members
from different races and genders.
13. Elective programme:
New policy
• Each group was free to choose their
research interests and was advised to look
for preferable and appropriate supervisors.
• E-learning platform provided guidelines:
Writing
proposal
Project
presentation
Report
Ethics
application
14. Elective programme:
New policy
• Students presented their oral or poster presentations
by the end of the elective programme.
• Student organised the event:
• Monitored by two faculty coordinators.
Logistics
Tables, chairs,
poster boards
etc
Equipment
Projector,
public address
system etc
Programme
events
Presentation
orders, flow
etc
Session
moderators &
judges
16. Assessment:
Poster presentation
• Poster presentation assessed two major
aspects
• Total: 40 marks
Poster Aspect (30 marks)
a. Organisation
b. Design
c. Content Oral Aspect (10 marks)
a. Presenters’ personal styles
b. Delivery
c. Timing
17. Assessment:
Oral presentation
• Oral presentation assessed two major
aspects:
• Total: 40 marks
Power Point Aspect (30 marks)
a. Story board
b. Design
c. Content
d. Evidence of learning
Oral Aspect (10 marks)
a. Presenters’ personal styles
b. Delivery
c. Timing
18. Assessment:
Based on additional presentation methods
• Students’ oral presentations may have
included:
• Separate rubrics were designed.
Brochures
Live
demonstrations
Sketches
20. Examples of projects
• Acupuncture: concepts and benefits
• Efficacy of foot reflexology as an alternative
medicine
• Quranic verses: secrets of healing
• Solat from medical perspective (Poster)
• Modern Qigong and its benefits
• T’ai Chi and its benefits to our health (Video)
• How Yoga affects the psychological
aspects of the practitioners
21. Discussion:
Key to successes
• As the event organisers, students adopted
independency.
• The process of organising this event helped
students in developing sense of belonging
22. Discussion:
Key to successes
• One of the key successes was learner
autonomy.
• Students were free to choose their project
topics and select their desirable supervisors.
• Students seemed to truly enjoy the
experience in
• video production
• field work
23. Discussion:
Key to successes
• Learner autonomy does not mean students
to be left on their own.
• The programme would not have been
successfully conducted without a close
monitoring from the two faculty
coordinators.
24. Discussion:
Areas for improvements
• Some students still chose to research into
clinical sciences:
• Influenced by their supervisors in deciding
the project title, or
• Students have no originality in opinions
• Unless students recognise the importance of
T&CM, they would not choose to explore
T&CM.
25. Conclusion
• Through practicing learner autonomy,
medical students became active learners.
• Students learnt multicultural interchanges,
leadership and teamwork, sharing of
resources and research skills.
• This policy could be seen as a starting point
for students to develop interest in balancing
uses of both modern health science and
T&CM in sustaining desirable human lifestyle.
26. End -Thank you
Medical Education & Research Development Unit (MERDU),
Faculty of Medicine, University of Malaya, Malaysia.
Dean
Deputy
Dean
Head
MERDU
Academic, administrative & support staff
