Penilaian kualiti penyampaian perkhidmatan pasca siswazah: satu kajian di sebuah universiti awam

Universiti Kebangsaan Malaysia (UKM), merupakan salah sebuah universiti penyelidikan yang menitik berat kualiti perkhidmatan kepada pelajar pasca siswazah. Justeru, keperluan pelajar pasca siswazah terhadap kualiti perkhidmatan yang disediakan perlu diukur bagi mencermin iltizam UKM untuk menjadi antara universiti penyelidikan terbaik di negara ini. Kualiti penyampaian perkhidmatan dan kepuasan pelajar menjadi tunggak keberkesanan universiti. Kualiti penyampaian perkhidmatan yang ditawar kepada pelajar merupakan pembeza utama antara satu universiti dengan universiti yang lain. Oleh itu, kajian ini bertujuan untuk mengenal pasti kualiti perkhidmatan yang melibatkan aspek fizikal sedia ada di UKM. Tinjauan menerusi soal selidik telah digunakan bagi pengumpulan data. Soal selidik telah diedarkan di kalangan 327 orang pelajar pasca siswazah UKM aliran sains. Kajian ini memberi fokus terhadap tiga penyampaian perkhidmatan fizikal iaitu perpustakaan, pusat kesihatan dan hal-ehwal siswazah. Dapatan kajian menunjukkan tahap kepuasan pelajar pasca siswazah terhadap perkhidmatan perpustakaan (min = 3.96), hal ehwal siswazah (3.68) dan pusat kesihatan adalah (3.95) yang berada pada tahap baik. Sementara itu, dapatan kajian juga menunjukkan terdapat perbezaan signifiken terhadap perkhidmatan hal ehwal siswazah antara pelajar pasca siswazah tempatan dan antarabangsa (nilai-p < 0.05). Secara umumnya, dapatan ini menggambarkan pelajar berpuas hati dengan perkhidmatan yang disediakan

A Meta-Analysis of eHealth Interventions on Ischaemic Heart Disease Health Outcomes

Background: Electronic Health (eHealth) interventions as a secondary prevention tool to empower patients’ health in decision-making and behaviour. Objective: With the growing body of evidence supporting the use of eHealth interventions, the intention is to conduct a meta-analysis on various health outcomes of eHealth interventions among ischaemic heart disease (IHD) patients. Methods: Based on PRISMA guidelines, eligible studies were searched through databases of Web of Science, Scopus, PubMed, EBSCOHost, and SAGE (PROSPERO registration CRD42021290091). Inclusion criteria were English language and randomised controlled trials published between 2011 to 2021 exploring health outcomes that empower IHD patients with eHealth interventions. RevMan 5.4 was utilised for meta-analysis, sensitivity analysis, and risk of bias (RoB) assessment while GRADE software for generating findings of physical health outcomes. Non-physical health outcomes were analysed using SWiM (synthesis without meta-analysis) method. Results: This review included 10 studies, whereby, six studies with 895 participants’ data were pooled for physical health outcomes. Overall, the RoB varied significantly across domains, with the majority was low risks, a substantial proportion of high risks and a sizeable proportion of unclear. With GRADE evidence of moderate to high quality, eHealth interventions improved low density lipoprotien (LDL) levels in IHD patients when compared to usual care after 12 months of interventions (SMD –0.26, 95% CI [–0.45, –0.06], I2 = 0%, p = 0.01). Significance appraisal in each domain of the non-physical health outcomes found significant findings for medication adherence, physical activity and dietary behaviour, while half of the non-significant findings were found for other behavioural outcomes, psychological and quality of life. Conclusions: Electronic Health interventions are found effective at lowering LDL cholesterol in long-term but benefits remain inconclusive for other physical and non-physical health outcomes for IHD patients. Integrating sustainable patient empowerment strategies with the advancement of eHealth interventions by utilising appropriate frameworks is recommended for future research

Implementing Formative Assessment at the Workplace: A Retrospective Analyses

[EN] Nurturing formative assessment at the workplace is worthwhile to enhance students’ learning in real performance. Mini Clinical Evaluation Exercise (mini-CEX) is a work based assessment conducted at the community clinic during Family Medicine posting at the Faculty of Medicine of The National University of Malaysia. As part of formative assessment, students would be given immediate feedback after performing the first mini-CEX to improve their performance in the following mini-CEXs examination. This study was designed to evaluate the final year medical students’ achievement in formative assessment at the workplace. A quasi-experimental with repeated intervention methodological design by analysing a the scores of a group of 232 final year medical students who performed in mini-CEX 1 without receiving a feedback (intervention), and the scores after receiving a feedback in mini-CEX 2 and mini-CEX 3. This study was conducted at the Family Medicine Department in Faculty of Medicine, The National University of Malaysia. The data were analysed using the Statistical Package for the Social Sciences (SPSS) Version 19.0. A One-Way Repeated Measures ANOVA was conducted to compare mean scores in three mini CEXs (mini-CEX 1 and mini-CEX 2 and mini-CEX 3). The mean score of the students’ achievement was 5.35±0.84 on the mini-CEX 1; 5.8±0.82 on the miniCEX 2; and 5.79±0.78 on the mini-CEX 3. The ANOVA showed that the mean scores were significantly different, F(2,462) = 34.36, p<0.0005). Further analyses showed that there were significant improvement of the students’ achievement in mini-CEX 2 or mini-CEX 3 compare to mini-CEX 1 (p<0.0005). However, result showed a non-significant improvement between mini-CEX 2 and mini-CEX 3. We concluded the element of feedback at the end of mini-CEX’s in the formative assessment may contribute to the improvement of the students’ achievement. The authenticity of the mini-CEX assessment and the reliability of the mini-CEX scores might explained to the poor students’ achievement. Further analyses are critical to explore the content of the feedback and its relation to the students’ achievement.Awang Besar, MN.; Ahmad, S.; Yaman, MN.; Kamarudin, MA.; Bujang, SM.; Davies, M.; Taras, M. (2015). Implementing Formative Assessment at the Workplace: A Retrospective Analyses. En 1ST INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD' 15). Editorial Universitat Politècnica de València. 613-619. https://doi.org/10.4995/HEAd15.2015.44661361