Developing Interprofessional Learning Package for Undergraduate Students in Faculty of Medicine, Universiti Kebangsaan Malaysia Medical Centre (UKMMC)

Abstract

Introduction: In Malaysia, the concept of Interprofessional Learning is not yet established, however it has begun to develop over the past few years. Methods: Three scenarios were developed for undergraduate students from medicine, nursing and emergency medicine; Acute Myocardial Infarction (AMI), Chronic Obstructive Pulmonary Disease (COPD) and trauma. The Interprofessional Learning Package (IPLP) adopted scenario-based learning and hybrid simulation; mannequin and simulated patient which focused on patient management. Each session employed experiential, interactive and contextualised sessions. The created learning sessions required the students to work in a small interprofessional team. The IPLP was validated by a panel of experts. Results: Content analyses were carried out for analysing the strategies that were performed during the development process. Focused group discussion showed that nursing students had positive views towards interprofessional learning. Document analysis on the curriculum showed that there were loopholes where the programmes needed to improve and expose students to interprofessional learning in order to achieve the faculty learning outcomes. Literature review gave an idea on the creating of the scenario and panel experts' input was also important as it reflected the created scenarios which were common sense and logically designed. Conclusion: This study managed to developed the Interprofessional Learning (IPL) package with simulation and scenario approached which can encourage students to learn with, from and about other programmes as well as managing a patient as a team.

BioMet-Think Aid: A Learning Package to Enhance Student Practical Experience in Basic Biochemistry and Metabolism

“…The previous approach to the practical was to circulate the manual book prior to the practical session for the students to understand the experiment protocols followed by a briefing by relevant lecturers on the day of the practical. As they are new to the university life, the traditional approach by giving brief explanation and laboratory manual prior to the experiments are the main mode of delivery and these are considered to be a passive endeavour as the students are instead expected to put in their own effort for their better understanding (Karim et al 2017). However, as several problems arise from this approach, a new paradigm shift has been taken involving inventing a learning package that contains several teachings approaches and learning tools.…”