Prevalence of Carpal Tunnel Syndrome Among the Faculty of Computer Science and Information Technology (FCSIT) Undergraduate Students in UNIMAS and Its Association with Computer Usage

Carpal Tunnel Syndrome (CTS) is the most common type of nerve entrapment and it is due to the compression of the median nerve which passes through the carpal tunnel in the wrist. Previous research had found that the development of CTS is related to the prolonged use and repetitive movement of the wrist such as typing. Thus, this research is conducted to determine the prevalence of CTS among the Faculty of Computer Science and Information Technology (FCSIT) undergraduate students in UNIMAS and its association with computer usage. To achieve the study’s objective, a quantitative cross-sectional study was conducted to assess the prevalence of CTS and its association with computer use among UNIMAS FCSIT undergraduate students. The data was collected by distributing a self-administrated questionnaire through online platforms. The questionnaire contained 4 main sections, which consisted of the respondent demographic information, respondent’s computer usage and knowledge on computer ergonomics, Patient Rated Wrist Evaluation (PRWE) and Boston Carpal Tunnel Syndrome questionnaire (BCTQ). The collected data were analysed by using SPSS statistical software version 21. A total of 338 responses from UNIMAS FCSIT students with a mean age of 22.04 were collected; 59.5% of the respondents were females and 40.5% were males. Among the 338 respondents, about 90.8% were healthy with no pre-existing medical condition while only 3.8% of them were diagnosed with CTS prior to this study. Next, most of the respondents had average knowledge on computer ergonomics. (28.4%). According to the PRWE result, most of the respondents had minimal pain (44.1%). For the BCTQ severity score result, most of the respondents showed minimal CTS symptoms (42%) while for the BCTQ function score, up to 60.7% of the respondents did not show CTS symptoms. Other findings of our study showed that there was no relationship between CTS and computer usage either in terms of daily duration on computer use, years on computer use or knowledge on computer ergonomics. In conclusion, there is minimal correlation between computer usage and the risk of developing CTS

Elements of effective anatomy teaching from the perspective of medical students

Previous research shows that effective anatomy teaching depends on several factors including the teaching approaches and lecturers' behaviour. However, evidence is scarce on effective teaching in anatomical sciences education. Therefore, this study aims to identify the elements of effective anatomy teaching from the perspective of medical students. A qualitative study was conducted by using a focus group discussion involving 52 medical students from one public medical school in Malaysia. The interview data were transcribed, converted into electronic format, and analysed using thematic analysis via the ATLAS.ti software. The analysis produced three themes, namely: (1) lecturer’s attributes and behaviour; (2) teaching approaches and strategies; and (3) teaching support. Each theme overlies several sub-themes that reflect a considerable number of effective teaching elements. In general, there are thirteen effective teaching elements generated, namely, (1) experience teacher; (2) self-confidence; (3) passionate teaching (4) teaching effort; (5) teachers’ character; (6) integrating different approach; (7) group activity task; (8) good lecturing strategies and techniques; (9) teaching and learning through visual modalities; (10) intraclass activity; (11) teaching tools and facilities; and (12) supplementary teaching session; and (13) online related learning. The findings of this study serve as a foundation for producing effective teaching guidelines that can enhance anatomy teaching in the future

Investigating the Benefits of Integrated Anatomy Instruction: A Cognitive Load Theory Perspective

Declining anatomy knowledge of junior doctors has been linked to clinical error judgement and medicolegal litigation. To overcome the problem, anatomy educators have introduced many teaching initiatives during undergraduate study that might promote anatomy knowledge acquisition and retention, including anatomy teaching using integrated instruction. Anatomy instruction can be integrated in terms of its contents and teaching approach. Learning from integrated anatomy instruction allows students to relate anatomy subjects with different subdisciplines and to comprehend related clinical context for future application. On the other hand, the integrated approach for anatomy teaching caters to different types of learning styles, therefore ensuring optimal learning. Nevertheless, causal relationships between integrated anatomy instruction and student learning has never been explicitly explored. Hence, this article aims to unearth the elements of integrated anatomy teaching that promote learning through instructional design theory, namely, cognitive load theory (CLT)

Elements of Effective Teaching in Higher Education : Implication to Anatomy Education

Teaching anatomy is a challenging task to anatomists as they need to stimulate students’ three dimensional visualisation ability. Despite the needs for lecturers to be competent in instructional design and delivery, many anatomists are unsure about elements of effective teaching as the fundamental work on this area is scarce. Since anatomy is mainly taught in the higher education institutions, it is pertinent to find a comprehensive definition and framework of effective teaching in universities that could be adapted into anatomy teaching. Hence, we performed a scoping review to unearth the features of effective teaching in higher education using the five-stage framework of Arksey and O’Malley, namely identification of research question, identification of relevant study, selection of suitable study, data charting, and result collating and reporting. Three databases (Google Scholar, Scopus and PubMed) were searched using two search terms with a Boolean combination: “effective teaching” and “higher education.” The initial pool of 1,708 topics was assessed for duplication, and study eligibility was evaluated using inclusion and exclusion criteria. Data were abstracted from 14 original articles by two independent researchers and a thematic analysis was performed. Findings revealed the following categories of effective teaching elements, which have been proven effective in the achievement of learning outcomes: (a) pragmatic teaching, (b) learning support, and (c) optimised classroom management. Each theme overlies several sub-themes that reflect substantial numbers of effective teaching elements. The review provides evidence that a teacher’s role is not limited to teaching but includes the provision of support to students and management of the classroom environment to optimise learning. This article previews the utilisation of these teaching elements in anatomy education and its implication to future medical education

Elements of Effective Teaching in Higher Education: Implication to Anatomy Education

Teaching anatomy is a challenging task to anatomists as they need to stimulate students’ threedimensional visualisation ability. Despite the needs for lecturers to be competent in instructional design and delivery, many anatomists are unsure about elements of effective teaching as the fundamental work on this area is scarce. Since anatomy is mainly taught in the higher education institutions, it is pertinent to find a comprehensive definition and framework of effective teaching in universities that could be adapted into anatomy teaching. Hence, we performed a scoping review to unearth the features of effective teaching in higher education using the five-stage framework of Arksey and O’Malley, namely identification of research question, identification of relevant study, selection of suitable study, data charting, and result collating and reporting. Three databases (Google Scholar, Scopus and PubMed) were searched using two search terms with a Boolean combination: “effective teaching” and “higher education.” The initial pool of 1,708 topics was assessed for duplication, and study eligibility was evaluated using inclusion and exclusion criteria. Data were abstracted from 14 original articles by two independent researchers and a thematic analysis was performed. Findings revealed the following categories of effective teaching elements, which have been proven effective in the achievement of learning outcomes: (a) pragmatic teaching, (b) learning support, and (c) optimised classroom management. Each theme overlies several sub-themes that reflect substantial numbers of effective teaching elements. The review provides evidence that a teacher’s role is not limited to teaching but includes the provision of support to students and management of the classroom environment to optimise learning. This article previews the utilisation of these teaching elements in anatomy education and its implication to future medical education

The Perception Of Medical Students In Clinical Years Towards Bedside Teaching In Universiti Malaysia Sarawak (UNIMAS)

This study was done to survey on the different perceptions among medical students toward bedside teaching that includes both the pros and cons of this type of learning method. A 130 clinical year students (Year 3, Year 4, Year 5) from Faculty of Medicine and Health Science (FHMS) of Universiti Malaysia Sarawak (UNIMAS) participated in this study. Questionnaires consisted of three different sections were distributed and the collected data were analyzed using Analysis of Variance (ANOVA) test. From the study, it was found that, clinical year students had perceived differently regarding the bedside teaching mainly on three aspects. These includes the care given by students to their patients, the increased risk of exposure to diseases, and more than 1 lecturer per group during teaching (P<0.05). Majority of the students agreed that bedside teaching is the most straight forward method to convey knowledge, promoting better understanding, encouraging active learning, developing better clinical skills and nurturing crucial ethical aspects. Students also agreed that bedside teaching in UNIMAS can be improved by respecting confidentiality of patients, summarising each discussion session, encouraging feedback and using simple terms during teaching session,. As conclusion, from this study, it was found that there were a few different in the perceptions toward bedside teaching between clinical year students of UNIMAS