Medicine
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This repository contains the published and unpublished research of the Faculty of Medicine by the staff members of the faculty
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Item IMoCC - Measure of cultural competence among medical students in the Malaysian Context.(Informa Healthcare, 2021) Chandratilake, M.; Nadarajah, V. D.; Mohd Sani, R. M. B.ABSTRACT:Cultural beliefs and practices impact heavily on health outcomes of patients. Doctors' ability to deal with such issues in clinical practice, i.e. cultural competence, is widely studied in the west. It has yet to be given due importance in non-western contexts. This study aimed to develop a valid and reliable measure of cultural competence in the Malaysian cultural context and to assess cultural competence among Malaysian medical students. Thirty-five cultural issues faced by Malaysian doctors were identified with a series of interviews to develop a preliminary tool. The responses of students to these cultural issues were evaluated against the extent of inquiry and advocacy based on a theoretical framework of cultural competence. The responses were subjected to statistical analysis to determine the internal structure of the tool and to reduce the number of items in the tool. The final tool (IMU Measure of Cultural Competence - IMoCC) comprised of 22 issues, which deemed to be reliable in the second round of testing. In both tools, student cohorts demonstrated an acceptable level of cultural competence with room for improvement. However, they appeared to learn how to deal with cultural issues primarily through informal means and not in the formal curriculum. KEYWORDS: Cultural competence; health professions; professionalism; undergraduate.Item Identifying poor concordance between the 'planned' and the 'hidden' curricula at a time of curriculum change in a Sri Lankan medical school using the Dundee Ready Education Environment Measure(South-East Asian Association for Medical Education, 2009) Chandratilake, M.; de Silva, N.R.INTRODUCTION: Often there is a ‘hidden’ curriculum running alongside the planned curriculum as published in official statements of a medical school. The two aspects of the curriculum may not be in concordance, especially in a phase of change. In this study Dundee Ready Education Environment Measure (DREEM) was used as the tool to determine the level of concordance between two curricula. METHOD: The DREEM questionnaires were administered face-to-face to two batches of undergraduate medical students of Faculty of Medicine, University of Kelaniya, Sri Lanka. One batch was the first group to follow the integrated curriculum and the other was the last group to follow the discipline-based curriculum. RESULTS: The total scores of both batches indicated a reasonably positive overall perception of the education environment, but still with considerable room for improvement. The scores of third year male students for the domains of student perception of learning and teaching were significantly lower than their female colleagues and the seniors, thus indicating where interventions should be prioritised. By analysing the responses to individual items, a collection of items which were perceived negatively by both batches of students were identified. The items represented all domains with variable degree. DISCUSSION: In addition to its multiple utilities, a careful and deep interpretation of the DREEM results can be used to identify a group affected specifically by the educational environment, possibly caused by a lack of concordance between the planned and the hidden curricula of the same institution.