Introduction: Poor understanding and knowledge about thalassaemia has been associated with a poor attitude towards the disease as a whole. Thus, it is the aim of this study to explore the poor attitude and misconceptions about thalassaemia among the parents of thalassaemic patients. Methods: This study was conducted over a six-month period. Five focus group sessions (5-6 per group) involving different sets of parents of thalassaemia patients attending the Paediatric Clinic of Tengku Ampuan Afzan Hospital, Kuantan, Pahang, Malaysia was carried out. Results: The study reveals that misconceptions associated with thalassaemia are still prevalent as shown in our study. Misconceptions that we encountered were related to the underlying cause, sign and symptoms, blood transfusion therapy and iron chelation therapy. Such incorrect knowledge was observed among parents coming from different educational backgrounds and socioeconomic status. As a result of misconceptions parents opt for alternative medicine or to seek treatment from traditional healers for thalassaemia. Conclusions: Several misconceptions still continue despite the nationwide campaign on screening programme to increase awareness about the disease. More effort is needed to improve the knowledge of the parents of thalassaemic patients as they have direct influence on the supervision of the management of thalassaemia patients.

Introduction: Case method (CM) as a teaching methodology to promote active learning of students has been successfully employed in a number of fields. In the Medical Programme of International Islamic University Malaysia (IIUM) we examined the application of CM in the teaching of basic medical sciences by integrating knowledge in these disciplines into the clinical sciences in a large group of students. Methods: This study involved Phase I preclinical medical students (Years 1 and 2). Thirteen CM modules were developed. A content-expert facilitator led a two-hour session for each of the modules which involved a class of about 130 students. Following such an implementation, the perception of students towards CM was studied through a self-administered questionnaire and focus group discussion. Results: More than 70% of these students agreed that CM sessions made efficient use of time. The structure promoted learning and helped develop problemsolving skills. CM sessions also provided opportunities for tutor participation and feedback. About 80% of Year 1 students and 60% of Year 2 students preferred to have both Problembased Learning and CM incorporated into the medical curriculum of IIUM. Findings of the focus group discussion are discussed. Conclusions: CM has a role in the teaching of the applied aspects of various disciplines of basic medical sciences.