IIUM Medical Journal Malaysia

Concept Posters as a Reflective Learning Tool in the Foundation Course of MBBS Graduates: Experiences from a medical college in Andaman and Nicobar Islands, India

Manju Chenicherry — 2026-03-03

INTRODUCTION: The National Medical Council (NMC), Government of India, introduced the Foundation Course (FC) to orient first-year MBBS students to the medical programme. FC has gone through many changes since its implementation and needs to be evaluated to assess its impact. However, conventional assessments may fail to capture collaborative processes and reflective depth among students. This study evaluated the use of concept posters combined with reflective writing as a pedagogical tool within the FC at a medical college in the Andaman & Nicobar Islands (A & N Islands). MATERIAL & METHODS: A convergent mixed-methods study was conducted among 109 first-year MBBS students at a medical college in the Andaman & Nicobar (A & N Islands). Students were assigned to 10 demographically balanced groups and asked to collaboratively create and present concept posters on five FC modules. Assessment was done with a structured questionnaire as well as reflective follow-ups after concept poster presentation sessions. The reflective write-ups were assessed using the ‘DEAL’ (Describe, Examine, and Articulate Learning) framework. RESULTS: In most modules namely waste management and Basic Life Support (BLS); high alignment was seen between expected and perceived scores. Attitude, Ethics, and Communication (AETCOM)-related subdomains, such as communication and time management, however, showed significant discrepancies. Reflective writing revealed weak critical analysis but a clear expression of personal learning. CONCLUSION: Concept posters and reflective writing effectively facilitated collaborative and reflective learning in the FC, therefore supporting the objectives of Competency-Based Medical Education (CBME) of early professional identity development and competency integration.

A Case-Control Study to Assess Vision-Related Quality of Life in Patients With and Without Diabetic Retinopathy from a Multiethnic Population in Malaysia

Saurabh Shrivastava — 2026-03-03

INTRODUCTION: Diabetic patients are exposed to information regarding diabetic eye complications and may therefore be aware of visual function problems even when diabetic retinopathy (DR) is absent or minimal. Hence, it is important to assess vision-related quality of life (VRQL) even in patients with no orminimal DR and preserved visual acuity. MATERIAL AND METHODS: This observational, matched case-control study involved diabetic patients aged above 45 years. The VRQL was measured by the 25-item National Eye Institute Visual Function Questionnaire (NEI VFQ-25, version 2000). Multiple linear regression analysis was performed to compare VRQL between cases and controls after adjusting for age and gender. RESULTS: After adjustment for age and gender, cases had a significantly lower general health score than controls (mean difference -16.33; 95% CI -19.99 to -13.45; p<0.001). Near-activity scores were also significantly lower among cases (mean difference -5.32; 95% CI -8.23 to -2.41;) p<0.001). Although cases demonstrated a lower composite VRQL score, the difference was not statistically significant (b -0.71, 95% CI -3.57 to 2.15;p>0.05). CONCLUSION: This study showed VRQL is more strongly associated with visual acuity than with the stage of diabetic retinopathy. Hence, we recommend comprehensive counselling regarding vision-related issues to all patients with diabetes.

Development and Validation of an Interprofessional Dental Ergonomics Educational Module for Implementation into Dental Curriculum

Meenakshi S — 2026-03-03

INTRODUCTION: Musculoskeletal diseases (MSDs) are associated with prolonged uncomfortable postures and repetitive actions. The purpose of this study was to develop and validate a structured interprofessional dental ergonomics (IDE) module that could be added to the dental curriculum to address these issues. MATERIALS AND METHODS: The study comprised three phases: i) Needs assessment, ii) Instructional module development, and iii) Validation. Guidelines, relevant literature, and the findings of the needs assessment served as the foundation for the ergonomic module development, which comprised 6 units: i) human factors and ergonomics, ii) basic dental ergonomics, iii) operator positioning, iv) dental team ergonomics, v) workstation design, and vi) ergonomic practices like working smart and short breaks. The module content validity index and reliability were evaluated and verified by 7 experts. 103 dental professionals represented by 42 dental practitioners, 35 dental students, and 26 faculty members, completed a self-administered questionnaire on IDE. RESULTS: Overall, 87% of respondents valued microbreaks, 92% strongly agreed that ergonomics should be taught in schools, and 57% said that MSDs affected their day-to-day job. The expert panel firmly agreed that the module could improve knowledge and that it was acceptable. The module's good content and face validity were supported by the validation findings. CONCLUSION: The developed IDE module demonstrated both useful content and face validity. Dental students' knowledge, comprehension, and skills to prevent MSDs can be improved by incorporating this into dentistry education, supporting better health and well-being.

Double-Edged Sword: The Impact of Devices and Screen Time on Medical Students' Health and Academic Performance

Takkella Nagamma — 2026-03-03

INTRODUCTION: Devices, including mobile phones and the internet, have emerged as essential tools for communication, information sharing, and entertainment. However, excessive use may have negative impacts on health and academic outcomes. This study aimed to examine the association between screen-time, academic performance, and health-related outcomes among medical students. MATERIALS AND METHODS: A cross-sectional study was conducted among medical students. A total of 249 students consented to participate in the study. The study utilised a validated questionnaire in which students were asked to indicate their device usage patterns on a scale of 1-5, where 1 represented ‘least frequent use’ and 5 represented ‘most frequent use.’ The data were analysed using SPSS software. RESULTS: In our study, 100 (40%) participants spent more than 5 hours online daily, 108 (43%) spent time on the devices for learning purposes, 129 (52%) for leisure use, and 148 (59%) spent time on the devices for social networking. 149 (51%) participants said ‘yes’ to using devices in classrooms to play games, listen to songs, and communicate with family members. Participants experienced backache (162, 65%), headache (160, 64%), eye irritation (145, 58%), numbness in the fingers due to over-texting (87, 35%), and sleep disturbances (152, 61%). CONCLUSION: This study demonstrates that excessive screen time among medical students is associated with adverse physical health outcomes nd sleep disturbances. While digital devices support academic activities, increased awareness and targeted institutional strategies are required to promote balanced and healthy usage.

Interprofessional Education: Exploring the Perspective of Psychology and Physiotherapy Students at a Malaysian Private University

Vinothini Padmanathan — 2026-03-03

INTRODUCTION: Interprofessional education (IPE) is an essential component of healthcare training, designed to foster collaboration and improve patient outcomes by enabling students from different disciplines to learn with, from, and about each other. This study explores the perspective of healthcare students on IPE, focusing on their experiences, perceived benefits, challenges, and recommendations for improvement. MATERIALS AND METHODS: Using a qualitative research approach, semi-structured interviews were conducted with physiotherapy and psychology study participants to gain insights into their engagement with interprofessional learning. RESULTS: The findings revealed that participants generally recognize the value of IPE in enhancing communication skills, teamwork, and understanding of different professional roles. However, challenges such as limited structured opportunities for collaboration and misconceptions about the programme among other healthcare students were also identified. Participants suggested the need for more integrated and practical IPE experiences to bridge the gap between theory and practice among healthcare profession students. CONCLUSION: This study highlights the importance of refining IPE programmes to better prepare healthcare students for effective interprofessional collaboration in healthcare settings.

ChatGPT as an Assessment Tool for MBBS Physiology Exams: A Comparative Study on MCQ and SAQ Answering Efficiency

Rekha Prabhu — 2026-03-03

INTRODUCTION: ChatGPT, a language model, is well-known for its capacity to generate human-like responses, but its use in medical education, particularly in assessment contexts, is underexplored. The aim of this study was to evaluate the efficiency of ChatGPT as an assessment tool in medical physiology examinations by comparing its performance in answering MCQs and SAQs. The findings of this study may impact the use of AI in medical education in a constantly digitised academic environment. MATERIALS AND METHODS: The study evaluated the performance of ChatGPT in answering 30 multiple-choice questions (MCQs) and 12 short-answer questions (SAQs) from each of the four physiology blocks. The questions were chosen from previous block exams to ascertain consistency. Two independent evaluators assessed the correctness and relevance of responses from ChatGPT using the answer key. The mean marks obtained by first-year medical students for 120 MCQs and 48 SAQs were compared with those of ChatGPT. RESULTS: ChatGPT performed better than first-year medical students in MCQs in all block exams and the difference in marks was statistically significant in blocks 1, 2, and 3. In SAQs, ChatGPT also performed better than the students in most questions. Students scored better in SAQ 11 in block 2, SAQ 12 in block 3 and SAQ 1, 2, 5 in block 3. CONCLUSION: ChatGPT is an effective AI tool for answering medical physiology questions. However, its performance varies across some MCQs and SAQs, indicating potential limitations in reasoning, contextual interpretation, and application-based problem-solving.

Comparative Evaluation of ChatGPT and Microsoft Copilot in Solving Clinical Vignette- style multiple-choice questions (MCQs) in Physiology

Rekha Prabhu — 2026-03-03

INTRODUCTION: Large language models (LLMs) are increasingly used by MBBS students as supplementary resources for exam preparation. The objective of this study was to evaluate the performance of ChatGPT and Microsoft Copilot in answering clinical vignette-style physiology MCQs from widely used resources for the United States Medical Licensing Examination (USMLE). MATERIALS AND METHODS: Fifty clinical vignette-style physiology multiple choice questions (MCQs) from the various USMLE question banks were submitted to ChatGPT and Microsoft Copilot to choose the correct option. The performance of ChatGPT and Microsoft Copilot was assessed using the provided answers in the question bank. Two experienced physiologists independently reviewed the explanations provided by ChatGPT and Microsoft Copilot for each MCQ. The explanations were rated between one to three points based on whether the answers were completely incorrect, partially correct with inaccurate information, or correct with adequate information. RESULTS: ChatGPT and Microsoft Copilot both correctly answered 48 and 47 out of 50 questions, reflecting a 96% and 94% accuracy rates respectively. One MCQ each on hypothyroidism and arrhythmia was incorrectly answered by both ChatGPT and Microsoft Copilot. For two MCQs, the explanations provided were inaccurate by ChatGPT and Microsoft Copilot provided inaccurate explanations for four of the MCQs. CONCLUSION: ChatGPT and Microsoft Copilot both demonstrated more than 90% accuracy in answering case-based MCQs from the USMLE Step 1 resources. Their incorrect option choices MCQs on hypothyroidism and inaccurate explanations for some MCQs highlight cautious use of AI by students.

Puberty to womanhood module: an Interprofessional approach for reproductive health education among adolescent schoolgirls

Roopashree Shenoy — 2026-03-03

INTRODUCTION: Adolescents in India lack knowledge of reproductive health and hygiene and often enter puberty completely unprepared. There is a growing need to incorporate programmes to educate schoolgirls to adopt healthy practices and attitudes towards reproductive health. MATERIALS AND METHODS: A validated ‘Puberty to womanhood’ module was prepared by an interprofessional team. A workshop for 402 adolescent girls was conducted on menstrual health and hygiene. MCQs consisting of questions about menstruation and hygienic menstrual practices were administered as a pre-test and two post-tests (immediately and three months post-workshop). Another questionnaire about menstrual health behaviour was also administered as a pre-test and three months post-workshop. Paired t-test and McNemar’s test were used as appropriate, and p<0.05 was considered statistically significant. RESULTS: Assessment of the module revealed significant improvement in knowledge of menstruation and hygienic menstrual practices immediately after the workshops (p<0.001). There was a significant decrease in knowledge about menstruation three months post-workshop (p<0.001), with no significant change in the test score of hygienic menstrual practices. A significant improvement in practices during menstruation (p<0.001) was observed in participants who reported cleaning their genitalia at every visit to the toilet, using a single sanitary pad for more than 10 hours and disposing the used pads in dustbins (p=0.048). CONCLUSION: The inclusion of the ‘Puberty to womanhood’ module enhanced and reinforced knowledge about menstruation and the appropriate hygienic practices during menstruation.

Comparative Analysis of Four AI Platforms for Orthopedic Education: Evaluation of Accuracy and Explanation Quality

Simerjit Singh — 2026-03-03

INTRODUCTION: Artificial Intelligence (AI) systems are increasingly used in medical education, which requires integrative clinical reasoning. Despite their rapid adoption, little is known about the comparative performance of different AI platforms in solving scenario-based orthopaedic multiple-choice questions (MCQs) and providing high-quality explanatory feedback. We evaluated four AI platforms; ChatGPT, Perplexity, Claude, and Gemini; on their ability to answer 45 validated orthopaedic MCQs accurately and provide clear, logical explanations. MATERIALS AND METHODS: Each platform received the same 45 MCQs under standardized conditions. Correctness was scored out of 45, and the explanation quality was scored on a scale of 0 to 90 using a structured rubric. Pairwise comparisons were conducted using one-way ANOVA and Tukey's post hoc tests. A composite score, comprising 70% correctness and 30% explanation weightage, further contextualized overall performance. RESULTS: ChatGPT and Perplexity demonstrated higher correctness scores than Claude and Gemini. Explanation quality ranged from 80% (72/90) for ChatGPT and Perplexity; to 63% (57/90) for Gemini. Both correctness and explanation quality scores were positively correlated (r=0.84, p<0.01). Composite scores paralleled these findings, placing ChatGPT and Perplexity above Claude and Gemini. CONCLUSIONS: The results highlight that AI platforms vary substantially in accuracy and the clarity of their explanations, thus underscoring the importance of carefully selecting a platform when integrating AI into orthopaedic education. Educators should consider that the significant inter-platform variability in correctness and explanation quality observed in this study has important implications for orthopaedic education.

Exploring Mental Health Professionals’ Perceptions and Acceptance of AI-based Screening Tools

Chandini — 2026-03-03

INTRODUCTION: Artificial intelligence (AI) is being widely incorporated into healthcare, including mental health screening, showing promise for improving efficiency, early detection, and accessibility. Capturing mental health professionals' perceptions and acceptance of AI in mental health screening is essential for its ethical and effective implementation. MATERIALS AND METHODS: This qualitative study, using purposive sampling, explored the views of psychiatrists, clinical psychologists, psychiatric social workers, and postgraduate psychiatry trainees. In-depth, semi-structured interviews were conducted to collect data on participants' attitudes toward AI, perceived usefulness, ease of use, trust in AI-generated assessments, and ethical concerns. Thematic analysis was used to analyse the interviews. RESULTS: A cautiously optimistic attitude among mental health professionals regarding the use of AI in mental health screening emerged from the thematic analysis. Key themes included AI as a supportive but limited tool; irreplaceable clinical judgement; conditional trust in AI based on the context and complexity of cases; ethical and privacy concerns; the need for empirical validation; and concerns regarding clinical safety due to potential false positives and negatives. CONCLUSION: The potential of AI to improve access and efficiency in screening, particularly for triage purposes, was acknowledged by mental health professionals. However, trust in AI was conditional and depended on transparency, empirical evidence, and preservation of clinician oversight. AI in mental health screening was viewed as a tool to support, not replace, clinical expertise.