PdP Portfolio

Penambahbaikan PdP dan Pembangunan Professional

• AUTHENTIC LEARNING

  
  

  
  

  In my course, students are taught both theory and practice where the practical approach is using the real workplace environment. In training medical students, real patient in the real workplace is used. This authentic learning will help the student to apply their knowledge in a real situation, training them in the relevant soft skills, critical thinking and problem solving.

  
  

  In a situation where a real patient is not feasible, a simulated patient is used to act like a real patient. This method is a next-best option for training medical students in clinical skills. 

  
  

  Practice with real patient

  
  

  
  

  
  

  Practice with simulated patient

  
  

  
  

• AUTHENTIC LEARNING EXPERIENCE

  
  

  
  

• GAME-BASED LEARNING WITH KAHOOT

  The use of flipped classroom and game-based learning in teaching have been widely adopted among teachers from primary to tertiary education especially as online learning had become the dominant mode of learning currently. A flipped classroom is defined as “a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem-solving activities in the classroom”. It is a teaching method in which students learn about a topic at home, usually online, and later have discussions in class. It is a student-centred learning where the students can independently learn about the topic based on the materials given before a proper class with a teacher. The

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  My students give positive feedback on the use of Kahoot! during the teaching as demonstrated in the written feedback for the conduct of the class. The prizes for the winners have attracted their interest in Kahoot! use.

  
  

• FLIPPED CLASSROOM

  Another flipped classroom was also done for a prescribing class. Students were provided with two Powtoon videos that they need to watch. Prior to the videos, students need to answer a few questions regarding the topic, after watching the video, students were asked to again answer the questions. A significant improvement in marks was seen after watching the videos. this topic was done fully online as a PTG. 

  
  

  
  

  
  

  
  

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  The three best students which scored the highest marks received their prizes

  
  

  
  

  
  

• My AKRI (UniSZA) Participation in 2022

  This paticipation is about The Health Promotion Project, which is an immersive, face-to-face learning initiative for the Family Medicine BMM 40306 course in the MBBS programme at Universiti Sultan Zainal Abidin. The project supports the course learning outcome of enabling students to discuss and apply preventive activities in primary care. It is designed to move students beyond lecture-based learning by placing them in a real health clinic environment where they plan and conduct health promotion activities for patients and the community.

  
  The project uses experiential learning and authentic workplace practice. Students begin with foundational teaching on preventive activities, then work in groups with lecturers and health clinic specialists to identify relevant health issues, choose appropriate topics, and decide the best method of delivery. Their activities may include health talks, exhibitions, videos, posters, banners, or slide presentations. They are also responsible for planning the budget, preparing materials, liaising with health personnel, and managing the presentation day, while lecturers act mainly as supervisors and facilitators.
  A key strength of the project is its emphasis on meaningful learning across cognitive, psychomotor, and affective domains. Cognitively, students apply knowledge of prevention to real community needs. Psychomotor learning occurs through preparing materials and delivering presentations. Affective learning is developed through communication, interpersonal interaction, teamwork, leadership, creativity, and digital skills.

  
  Student feedback indicates positive impact. Around 90% of students felt the project improved their knowledge of preventive activities, while about 95% reported improvement in practical skills. The project also reportedly enhanced communication skills, interpersonal skills, digital competence, teamwork, and leadership. Overall, the project provides students with hands-on preparation for their future roles as medical doctors while benefiting patients through health education.

  
  

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• AKRI Participation 2024

  
  

  This is about Multi-C Feedback, which is an alternative assessment project designed to evaluate leadership and teamwork among medical students through a Comprehensive Patient Care Project. It addresses a key limitation of traditional theoretical or single-supervisor assessments, which may not adequately capture affective skills such as collaboration, communication, responsibility, and leadership. The project is aligned with the course learning outcome requiring students to display leadership and teamwork with healthcare teams in a multidisciplinary setting.

  
  Adapted from the 360-degree feedback model, Multi-C gathers feedback from several sources, including supervisors, peers, and healthcare team members. Students work in small groups of four to five to provide comprehensive care for a selected patient, involving multidisciplinary professionals such as physiotherapists, dieticians, and other healthcare workers. They are also required to present their project creatively.

  
  The assessment combines formative and summative components. Formative feedback includes peer assessment and healthcare team interaction feedback, delivered through Google Forms and automated workflows that provide students with anonymous feedback for reflection and improvement. Summative assessment includes supervisor evaluation and project presentation using specially designed rubrics.

  
  The project promotes self-awareness, accountability, openness, and continuous improvement. It also reduces assessment bias by incorporating multiple perspectives over a longer period. Its use of online tools makes it cost-efficient, scalable, and reusable. Student feedback and improved group results suggest that Multi-C effectively supports the achievement of learning outcomes while preparing students to become better future doctors and healthcare team members.