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1860796876635242496
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INTELEK Repository
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| collection |
Online Access
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https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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2013-08-03 22:32:57
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Restricted Document
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10520
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UniSZA
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1. Elizondo-Omana RE, N-Lo’ Pez SG, Garcia�Rodriguez MDLA. Dissection as a teaching tool: past, present and future. Anat Rec B New Anat. 2005;285B:11-5. 2. Lempp HK. Perceptions of dissection by students in one medical school: beyond learning about anatomy: A qualitative study. Med Educ. 2005;39:318–25. 3. Prince KJAH, Scherpbier AJJA, Van Mameren H, Drukker J, Van der Vleuten CPM. Do students have sufficient knowledge of clinical anatomy? Med Educ. 2005;39:326–32. 4. Sugand K, Abrahams P, Khurana A. Anatomy of anatomy: a review for its modernization. Anat Sci Ed. 2010;3:83–93. 5. Silén C, Wirell S, Kvist J, Nylander E, Smedby O. Advanced 3D visualization in student-centred medical education. Med Teach. 2008;30:115-24. 6. Hu A, Wilson T, Ladak H, Haase P, Fung K. Three-dimensional educational computer model of the larynx: voicing a new direction. Arch Otolaryngol Head Neck Surg. 2009;135: 677-81. 7. Marker DR, Juluru K, Long C, Magid D. Strategic improvements for gross anatomy web-based teaching. Anat Res Int. 2011;212: 1-9. 8. Turney BW. Anatomy in a modern medical curriculum. Ann R Coll Sur Engl. 2007;89:104-7. 9. Custers EJ, Ten Cate OT. Medical students’ attitudes towards and perception of the basic sciences: A comparison between students in the old and the new curriculum at the University Medical Centre Utrecht, The Netherlands. Med Educ. 2002;36:1142–50. 10. Bergman EM, Prince KJAH, Drukker J, Van der Vluten CPM, Scherpbier AJJA. How much anatomy is enough?. Anat Sci Ed. 2008;1:184-8. 11. Drake RL. Anatomy education in a changing medical curriculum. Anat Rec. 1998;253:28- 31. 12. Heylings DJA. Anatomy 1999–2000: the curriculum, who teaches it and how?. Med Educ. 2002;36:702-10. 13. Prince KJAH, Van Mameren H, Hylkema N, Drukker J, Scherpbier AJJA, Van Der Vleuten CPM. Does problem based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Med Educ. 2003;37:15-21. 14. Ellis M. Medico-legal litigation and its links with surgical anatomy. Surgery. 2002;20: i�ii. 15. Newble D, Cannon RA, & Kapelis ZA. A handbook for medical teachers: Kluwer Academic Publishers.2001. 16. Dent JA, Harden RM. A practical guide for medical teachers (3rd ed.): Elsevier Churchill Livingstone. 2009. 17. Al-hazimi A, Al-hyiani A, Roff, S. Perceptions of the educational environment of the medical school in King Abdul Aziz University, Saudi Arabia. Med Teach. 2004;26:570-3. 18. Al-Hazimi A, Zaini R, Al-Hyiani A, Hassan N, Gunaid A, Ponnamperuma G, Karunathilake I, Roff S, Mcaleer S, Davis M. Educational environment in traditional and innovative medical schools: A study in four undergraduate medical schools. Educ Health,2004;17:192-203. 19. Varma R, Tiyagi E, Gupta J. Determining the quality of educational climate across multiple undergraduate teaching sites using the DREEM inventory. BMC Med Educ.2005;5:8. 20. Said NM, Rogayah J, Arzuman H. A study of learning environments in the Kulliyyah (Faculty) of Nursing, International Islamic University Malaysia. Malays J Med Sci. 2009;16:15-24. 21. Thomas BS, Abraham RR, Alexander M, Ramnarayan K. Students' perceptions regarding educational environment in an Indian dental school. Med Teach. 2009;31: 185-8. 22. Arzuman H, Yusoff MSB, Chit SP. Big Sib students' perceptions of the educational environment at the School of Medical Sciences, Universiti Sains Malaysia, using Dundee Ready Educational Environment Measure (DREEM) Inventory. Malays J Med Sci. 2010;17:40-7. 23. Roff S, McAleer S, Harden RM, Al-Qahtani M, Ahmed AU, Deza H, Groenen G, Primparyon P. Development and validation of the Dundee ready education environment measure (DREEM). Med Teach. 1997;19:295-9. 24. McCuskey RS, Carmichael SW, Kirch DG. The importance of anatomy in health professions education and the shortage of qualified instructors. Acad Med. 2005;80:349-51. 25. McLahlan JC, Patten D. Anatomy teaching: ghosts of the past, present and future. Med Educ. 2006;40:243–53. 26. Louw G, Eizenberg N, Carmicheal SW. The place of anatomy in medical education: AMEE guide 41. Med Teach. 2009;31:373– 86. 27. Hasan T, Ageely H, Bani I. Effective anatomy education: A review of medical Literature. Rawal Med J. 2011;36:225-9. 28. Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77:81-112. 29. Korf H-W, Wicht H, Snipes RL, Timmermans J-P, Paulsen F, Rune G, Baumgart-Vogt E. The dissection course – necessary and indispensable for teaching anatomy to medical students. An Anat. 2008; 190:16—22. 30. Rajkumari A, Das BK, Sangma GTN, Singh YI. Attitudes and views of first year medical students towards cadaver dissection in anatomy learning. Calicut Med J. 2008; 6: 1- 6. 31. McNulty JA, Sonntag B, Sinacore JM. Evaluation of computer-aided instruction in a gross anatomy course: a six-year study. Anat Sci Educ . 2009;2:2-8. 32. Epstein RM. Assessment in medical education. N Engl J Med. 2007; 356:387-96. 33. Biggs J. What the student does: teaching for enhanced learning. Higher Educ Res Dev. 1999; 18:57–75. 34. Streiner LD, Norman GR. Health Measurement Scales: A Practical Guide to Their Development and Use (4th ed.). New York: Oxford University Press. 2008. 35. Yusoff MSB. Reliability and validity of the Adult Learning Inventory among medical students. Educ Med J. 2011;3: e22-e31. 36. Yusoff MSB, Yaacob MJ, Naing NN, Esa AR. Psychometric properties of the Medical Student Well-Being Index among medical students in a Malaysian medical school. Asian J. Psychiat. 2012. in press. doi: 10.1016/j.ajp.2012.09.001
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4552-01-FH02-FPSK-14-01313.pdf
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oai_dc
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https://intelek.unisza.edu.my/intelek/pages/view.php?ref=10520
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10520 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=10520 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 5 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in Guest 2013-08-03 22:32:57 4552-01-FH02-FPSK-14-01313.pdf UniSZA Private Access The Need to Have a Valid and Reliable Tool to Measure the Anatomy Education Environment Education in Medicine Journal Anatomy is an important knowledge for medical practice. Insufficient anatomy knowledge leading to errors in identification of anatomical structures during medical practices has been reported in many countries. Many medical students seem to have difficulties in learning anatomy and retaining the knowledge for future practice, thus this might reflect the possible flaws in anatomy education. In order to achieve optimum anatomy education environment and to close the gaps in education, measuring the students’ perception on anatomy teaching and learning is a pre-emptive measure needed by educationists. At present, there is no valid and reliable inventory available to specifically evaluate the anatomy education environment. Therefore, this article highlights the importance of having such inventory. 5 3 81-85 1. Elizondo-Omana RE, N-Lo’ Pez SG, Garcia�Rodriguez MDLA. Dissection as a teaching tool: past, present and future. Anat Rec B New Anat. 2005;285B:11-5. 2. Lempp HK. Perceptions of dissection by students in one medical school: beyond learning about anatomy: A qualitative study. Med Educ. 2005;39:318–25. 3. Prince KJAH, Scherpbier AJJA, Van Mameren H, Drukker J, Van der Vleuten CPM. Do students have sufficient knowledge of clinical anatomy? Med Educ. 2005;39:326–32. 4. Sugand K, Abrahams P, Khurana A. Anatomy of anatomy: a review for its modernization. Anat Sci Ed. 2010;3:83–93. 5. Silén C, Wirell S, Kvist J, Nylander E, Smedby O. Advanced 3D visualization in student-centred medical education. Med Teach. 2008;30:115-24. 6. Hu A, Wilson T, Ladak H, Haase P, Fung K. Three-dimensional educational computer model of the larynx: voicing a new direction. Arch Otolaryngol Head Neck Surg. 2009;135: 677-81. 7. Marker DR, Juluru K, Long C, Magid D. Strategic improvements for gross anatomy web-based teaching. Anat Res Int. 2011;212: 1-9. 8. Turney BW. Anatomy in a modern medical curriculum. Ann R Coll Sur Engl. 2007;89:104-7. 9. Custers EJ, Ten Cate OT. Medical students’ attitudes towards and perception of the basic sciences: A comparison between students in the old and the new curriculum at the University Medical Centre Utrecht, The Netherlands. Med Educ. 2002;36:1142–50. 10. Bergman EM, Prince KJAH, Drukker J, Van der Vluten CPM, Scherpbier AJJA. How much anatomy is enough?. Anat Sci Ed. 2008;1:184-8. 11. Drake RL. Anatomy education in a changing medical curriculum. Anat Rec. 1998;253:28- 31. 12. Heylings DJA. Anatomy 1999–2000: the curriculum, who teaches it and how?. Med Educ. 2002;36:702-10. 13. Prince KJAH, Van Mameren H, Hylkema N, Drukker J, Scherpbier AJJA, Van Der Vleuten CPM. Does problem based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Med Educ. 2003;37:15-21. 14. Ellis M. Medico-legal litigation and its links with surgical anatomy. Surgery. 2002;20: i�ii. 15. Newble D, Cannon RA, & Kapelis ZA. A handbook for medical teachers: Kluwer Academic Publishers.2001. 16. Dent JA, Harden RM. A practical guide for medical teachers (3rd ed.): Elsevier Churchill Livingstone. 2009. 17. Al-hazimi A, Al-hyiani A, Roff, S. Perceptions of the educational environment of the medical school in King Abdul Aziz University, Saudi Arabia. Med Teach. 2004;26:570-3. 18. Al-Hazimi A, Zaini R, Al-Hyiani A, Hassan N, Gunaid A, Ponnamperuma G, Karunathilake I, Roff S, Mcaleer S, Davis M. Educational environment in traditional and innovative medical schools: A study in four undergraduate medical schools. Educ Health,2004;17:192-203. 19. Varma R, Tiyagi E, Gupta J. Determining the quality of educational climate across multiple undergraduate teaching sites using the DREEM inventory. BMC Med Educ.2005;5:8. 20. Said NM, Rogayah J, Arzuman H. A study of learning environments in the Kulliyyah (Faculty) of Nursing, International Islamic University Malaysia. Malays J Med Sci. 2009;16:15-24. 21. Thomas BS, Abraham RR, Alexander M, Ramnarayan K. Students' perceptions regarding educational environment in an Indian dental school. Med Teach. 2009;31: 185-8. 22. Arzuman H, Yusoff MSB, Chit SP. Big Sib students' perceptions of the educational environment at the School of Medical Sciences, Universiti Sains Malaysia, using Dundee Ready Educational Environment Measure (DREEM) Inventory. Malays J Med Sci. 2010;17:40-7. 23. Roff S, McAleer S, Harden RM, Al-Qahtani M, Ahmed AU, Deza H, Groenen G, Primparyon P. Development and validation of the Dundee ready education environment measure (DREEM). Med Teach. 1997;19:295-9. 24. McCuskey RS, Carmichael SW, Kirch DG. The importance of anatomy in health professions education and the shortage of qualified instructors. Acad Med. 2005;80:349-51. 25. McLahlan JC, Patten D. Anatomy teaching: ghosts of the past, present and future. Med Educ. 2006;40:243–53. 26. Louw G, Eizenberg N, Carmicheal SW. The place of anatomy in medical education: AMEE guide 41. Med Teach. 2009;31:373– 86. 27. Hasan T, Ageely H, Bani I. Effective anatomy education: A review of medical Literature. Rawal Med J. 2011;36:225-9. 28. Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77:81-112. 29. Korf H-W, Wicht H, Snipes RL, Timmermans J-P, Paulsen F, Rune G, Baumgart-Vogt E. The dissection course – necessary and indispensable for teaching anatomy to medical students. An Anat. 2008; 190:16—22. 30. Rajkumari A, Das BK, Sangma GTN, Singh YI. Attitudes and views of first year medical students towards cadaver dissection in anatomy learning. Calicut Med J. 2008; 6: 1- 6. 31. McNulty JA, Sonntag B, Sinacore JM. Evaluation of computer-aided instruction in a gross anatomy course: a six-year study. Anat Sci Educ . 2009;2:2-8. 32. Epstein RM. Assessment in medical education. N Engl J Med. 2007; 356:387-96. 33. Biggs J. What the student does: teaching for enhanced learning. Higher Educ Res Dev. 1999; 18:57–75. 34. Streiner LD, Norman GR. Health Measurement Scales: A Practical Guide to Their Development and Use (4th ed.). New York: Oxford University Press. 2008. 35. Yusoff MSB. Reliability and validity of the Adult Learning Inventory among medical students. Educ Med J. 2011;3: e22-e31. 36. Yusoff MSB, Yaacob MJ, Naing NN, Esa AR. Psychometric properties of the Medical Student Well-Being Index among medical students in a Malaysian medical school. Asian J. Psychiat. 2012. in press. doi: 10.1016/j.ajp.2012.09.001
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| spellingShingle |
The Need to Have a Valid and Reliable Tool to Measure the Anatomy Education Environment
|
| summary |
Anatomy is an important knowledge for medical practice. Insufficient anatomy knowledge leading to errors in identification of anatomical structures during medical practices has been reported in many countries. Many medical students seem to have difficulties in learning anatomy and retaining the knowledge for future practice, thus this might reflect the possible flaws in anatomy education. In order to achieve optimum anatomy education environment and to close the gaps in education, measuring the students’ perception on anatomy teaching and learning is a pre-emptive measure needed by educationists. At present, there is no valid and reliable inventory available to specifically evaluate the anatomy education environment. Therefore, this article highlights the importance of having such inventory.
|
| title |
The Need to Have a Valid and Reliable Tool to Measure the Anatomy Education Environment
|
| title_full |
The Need to Have a Valid and Reliable Tool to Measure the Anatomy Education Environment
|
| title_fullStr |
The Need to Have a Valid and Reliable Tool to Measure the Anatomy Education Environment
|
| title_full_unstemmed |
The Need to Have a Valid and Reliable Tool to Measure the Anatomy Education Environment
|
| title_short |
The Need to Have a Valid and Reliable Tool to Measure the Anatomy Education Environment
|
| title_sort |
need to have a valid and reliable tool to measure the anatomy education environment
|