Prosiding K-Novasi 2021
Clinical Pharmacy Training in COVID-19 Pandemic: Design and
Acceptance of Virtual Clerkship
Mohd Makmor-Bakry*, Ernieda Md Hatah, Noraida Mohamed Shah, Chandini Menon
Premakumar, Siti Azdiah Abdul Aziz, Adliah Mhd. Ali
Pusat Kajian Pengurusan Berkualiti Ubat-ubatan, Fakulti Farmasi, Universiti Kebangsaan Malaysia,
Kuala Lumpur
*Corresponding author: [email protected]
ABSTRACT
The COVID-19 pandemic disrupts clinical pharmacy training. Virtual clinical pharmacy clerkship has the
potential to overcome this challenge and is useful to support the traditional clinical pharmacy training during the
pandemic period. The aim of this study was to describe the design of a virtual clinical pharmacy clerkship and
assess pharmacy students’ perception on the online training. The design of the virtual clinical pharmacy clerkship
was based on the working nature of pharmacists in a clinical environment. A total of 74 final year pharmacy
students underwent the online training sessions. A questionnaire survey was applied to rate the training quality
and the students’ experience. Physical observation and data gathering skills were identified as the dominant skills
and included in the online platform. The educational tool consisted of demonstration videos, simulated wards, and
clickable simulated patients. More that 74% of students perceived the virtual clerkship as important and useful in
developing their clinical pharmacy skills. The virtual clinical pharmacy clerkship is a possible effective approach
to fulfil the clinical pharmacy skill training requirement during the COVID-19 pandemic.
Keywords: virtual, clinical, pharmacy, clerkship, online, COVID-19
INTRODUCTION needed for the final year pharmacy students at the
Faculty of Pharmacy, UKM. Effective clinical
Virtual pharmacy simulation introduced for pharmacy training should cover all stipulated skills
community pharmacy practice have shown a described in Bachelor of Pharmacy Programme
positive impact on students’ performance (Mak et al. Standard (Pharmacy Board of Malaysia, 2018).
2021). Developing clinical pharmacy skills through Another two important elements that required
simulation teaching and learning have shown consideration were the course objectives and
benefits and support motivation of learning by technical requirements as suggested by the current
students (Makmor-Bakry et al. 2013). The COVID- report (Li et al. 2021). The first version of the online
19 pandemic significantly disrupts clinical educational tool focused on clinical
pharmacy training. Thus, virtual clinical pharmacy pharmacokinetics service. The aim of this study was
clerkship has the potential to overcome this to describe the design of a virtual clinical pharmacy
challenge and is useful to support the traditional clerkship and assess pharmacy students’ perception
clinical pharmacy training during the pandemic on the online training.
period, as there is limited access to hospitals as well
as other health and educational facilities including METHODS
the clinical pharmacy simulation laboratory. Virtual
simulation based course able to enhance student The design of the virtual clinical pharmacy clerkship
required skills and provides a similar experience as was based on the working nature of pharmacists in a
a traditional approach (Darr et al, 2021). clinical environment setting. From November 2020
to January 2021 when in-hospital training was not
A trial virtual clinical pharmacy clerkship was
designed and implemented to fulfil the training
237
possible, 74 students attending the fourth year of the Prosiding K-Novasi 2021
Bachelor of Pharmacy programme at UKM
underwent the online training sessions. Each session Figure 2. Virtual ward platform with click-able picture and
focused on three cases, over a duration of 2 hours online medical record buttons
and was divided into introductory briefing, virtual
patient-based training, and debriefing. One-week Fifty students (68%) completed the
post training, students voluntarily filled in an 11- questionnaire: 31 (90%) believed the in-ward
item questionnaire survey to rate the quality of the experiential learning can be delivered fully through
training module and their experience. Results were virtual clerkship sessions, 39 (78%) agreed to
reported as percentages or with numeric ratings include the virtual clerkship as one of the teaching
ranging from 1 (Strongly Disagree) to 5 (Strongly and learning methods, and 45 (90%) felt the virtual
Agree). clerkship session enhanced their understanding on
effective delivery of the clinical service. Majority
RESULTS (96%) of the students had no difficulty using the
We identified physical observation and data virtual platform, 47 (94%) indicated the online
gathering skills as the dominant skills for effective approach was sufficiently interactive and 37 (74%)
provision of clinical pharmacokinetics service. The felt confident to deliver clinical pharmacokinetics
first version of the online training module was services. Overall, 47 (95%) students were happy
designed on a powerpoint-show platform utilising with the learning experience through the virtual
royalty-free pictures available in the public domain. clerkship session.
The educational tool consisted of demonstration
videos (Figure 1), simulated wards, and clickable CONCLUSIONS
simulated patients (Figure 2). Virtual clinical pharmacy clerkship is a feasible
and effective approach to fulfil the clinical
Figure 1. Clerkship briefing page with click-able demonstration pharmacy skill training requirement during the
videos COVID-19 pandemic. The nature of pharmacy
practice allowed the adaptation of in-hospital
practice to be converted to an online training
module. Students had a good experience and were
supportive towards the online teaching and learning
approach.
238
REFERENCE Prosiding K-Novasi 2021
[1] Darr, A.Y., Kyner, M., Fletcher, R., & Yoder, A., educational outcomes through effective use of the
(2021) Comparison of Pharmacy Students' virtual simulation MyDispense, Currents in
Performance in a Laboratory Course Delivered Live Pharmacy Teaching and Learning, 13, 739-742.
Versus by Virtual Facilitation. American Journal of
Pharmaceutical Education, 85, 8072. [4] Makmor-Bakry, M., Azmi, N., & Ali, A.M.
(2013). Mannequin-Simulator as a New Teaching
[2] Li, J. T., Ng, E. E., & Lee, V. W. (2021). The and Learning Method in Performance-Based
Use of Virtual Reality in Pharmacy Education in Pharmacotherapy. Indian Journal of Pharmaceutical
Hong Kong: Lessons Learnt. In Frontiers in Education and Research, 47, 1-5.
Education, 6, 5.
[5] Pharmacy Board of Malaysia (2018). Standards
[3] Mak, V., Fitzgerald, J., Holle, L., Vordenberg, on Approval and Recognition of Pharmacy
S.E., & Kebodeaux, C. (2021) Meeting pharmacy Programme, Ministry of Health Malaysia.
239
Prosiding K-Novasi 2021
What happens post- pandemic?: Adaptation of assessment in University
Malaya Medical Programme (UMMP)
[1]Nurashikin Moh Dat, [1]Nur Shahidah Mardhiyyah Alwi, [1]Asma Aziz, [1]Nurul Atira Khairul
Anhar Holder, [1]*Wei-Han Hong, [1]Jamunarani Vadivelu, [1]Jessica Grace Cockburn
[1]Medical Education & Research Development Unit (MERDU), Faculty of Medicine, University Malaya,
Kuala Lumpur
*[email protected]
ABSTRACT
Medical education experienced a robust change in assessing students during the pandemic, given the restrictions and
limitations involving students, patients, academic staff and administrators. Written assessment took a change from being
administered physically to online platform where the assessments are proctored manually. OSCEs were conducted in the
presence of standardised patients and students conduct history taking sessions virtually with videos being recorded. VCAs
are used for clinical postings assessments. All these involved enormous effort and preparation from administrators, academic
staff and students at large to ensure the scheduling, connectivity and fairness of assessment are well organized. However,
the challenges in conducting assessments in this fluid situation includes connectivity issues, resistance in adaptation,
insufficient of equipment for assessments, fatigued examiners, inadequate training of the examiners, student honesty, and
laborious hours spent to setup and test the platform for online assessment. Numerous efforts were taken to ensure the
challenges are overcome in ensuring progression of students in medical school. Despite the challenges, the assessments
format here is recommended given the current pandemic situation. The university will enhance the reliability, validity and
ensure students’ integrity by introducing an e-proctoring tool for online assessments.
Keywords: Assessments, Virtual clinical assessment, Medical programme, COVID-19 pandemic, Medical education
INTRODUCTION Assessment is one of the critical components in any
educational programme. The objectives of assessment in
The rapid spread of covid-19 virus has impacted and UMMP are to foster students’ learning as well as to assess
caused massive changes in medical school systems in students' achievement.
terms of assessment and also in teaching and learning
(Elzainy, El Sadik, & Al Abdulmonem, 2020). Medical The pre-clinical years’ assessments in UMMP
Education and Research Development Unit (MERDU) consist of formative and summative assessments based
is a unit under the Faculty of Medicine which implements on the following four themes:
and monitors the University Malaya Medical Programme
(UMMP). Many medical schools including University a. Personal and Professional Development (PPD)
Malaya (UM) are committed to quickly change the b. Basic Clinical Sciences (BCS)
method of assessment from traditional face-to-face into c. Patient-Doctor (Pt-Dr.)
online assessment. Considering that the online d. Population Medicine (Pop Med.)
assessments have never been used before in the UMMP,
it has become more challenging for students, academic Before pandemic, question vetting are done
staff and administrative staff to conduct the assessments physically in MERDU where both written and practical
online (Toquero, 2020). assessments are conducted physically in the Exam hall
and Dissection Hall respectively. Meanwhile for
MERDU has suggested alternative online platforms to formative assessment (refer Table A), all students must
conduct the assessments via Microsoft Teams (MST), submit a hardcopy of their assignment to MERDU signed
ClassMarker and Spectrum (UM’s official e-learning by their respective tutors. Whereas for Objective
platform). However, online assessment has its own flaws Structured Clinical Examination (OSCE), the question
including its reliability of online system, network vetting is conducted in MERDU with an appointed team
connectivity and also honesty from the students (Choi et and the assessments are conducted in the Exam Ward with
al., 2020) the involvement of standardized patients as the subject.
ASSESSMENTS FOR PRE-CLINICAL YEARS
(YEAR 1 AND YEAR 2)
240
Prosiding K-Novasi 2021
CHANGES OF THE ASSESSMENT FORMAT start time. All instructions and information for the
students are posted via Bulletin Board which is an
Assessment Assessment Before After pandemic official platform of communication with the students.
Type Format
pandemic ASSESSMENT FOR CLINICAL YEARS (YEAR 3,
YEAR 4, AND YEAR 5)
Formative Written, Practical, Physical Online via MST,
assessment Clinical (i.e. Spectrum, and There are four components of assessments during the
Clinical Days) ClassMarker clinical years which are; (i) Written assessment, (ii)
Workshop, Clinical assessment (i.e. history taking, physical
Assignments. examination and short viva), (iii) Attitude (i.e.
attendance, behaviours, completion of e-logbook), and
Summative Written, Practical, Physical Online via MST, (iv) Evaluation (completion on time of scheduled
assessment Clinical (i.e. OSCE) Spectrum, and evaluations).
ClassMarker
Following the pandemic, vettings are now conducted
Table A. Changes of the assessment format online via MST as the administrative staff is working
from home and also to reduce the risk of Covid-19
Following the pandemic, all formative assessments infection. Students also take the assessment online via
are implemented online using MST, ClassMarker, and ClassMarker. By implementing online written
Spectrum as the medium. Students are instructed to plan assessments, many things need to be considered and
and record their own clinical videos based on the managed in a very short time; e.g. testing the platform,
instructions given by MERDU and submit it via guiding and teaching both staff and students on the
MST. For summative assessments, question vetting are platform, technical assistance and monitoring, manual
conducted physically in MERDU and sometimes online keying-in of questions and answer options into the
via MST during movement control order (MCO). In platform. Some precautionary measures were taken for
comparison to before the pandemic, the written the online written assessment. This includes non-
assessments are now conducted online via ClassMarker. disclosure agreement of assessment content, randomised
positions of questions and answer options, give sufficient
A detailed instruction for online assessment is given time for students to attempt for the assessments
to the students by MERDU where they are required to
switch on their webcam during assessment. Students are For clinical assessment before the pandemic, students
divided into several groups where invigilators are have their physical clinical assessments on-site with real
appointed and assigned to each group. To avoid any patients in exam ward or department ward. However,
misconduct behaviour, invigilators are tasked to match after the pandemic, clinical assessments were changed
and check the students’ picture with their matric number into online virtual clinical assessment (VCA) via MST.
and identity card. There were several preparations made for VCA. Firstly,
it is important to educate and train all staff in MERDU.
For OSCE, question vetting are conducted in MERDU Secondly, the need to train all the administrative staff,
with the OSCE team and the assessments are conducted clinical coordinators and assessors within the clinical
online via MST. However, the involvement of the departments (i.e. University of Malaya Medical Centre
standardised patients (SPs) are not allowed during the (UMMC). Finally, to provide an information &
assessments to minimise the risk of Covid-19 infections. technology (IT) team to standby for support on any
technical assistance or troubleshooting.
There are two types of question for online OSCE:
a) Video submission of clinical examination via MST Some adjustments were made to implement the VCA
including replacing real patients with SPs or examiners
one day prior to the exam. Students are required to themselves to act as the patient. Together with that, no
record and submit a video of their clinical examination involvement of real patients are considered where it is
performed based on the scenarios given. On the substituted with possible written scenarios. All
assessment day, the examiners will assess all of the assessments are recorded and saved for documentation
students' video recordings. and audit purposes.
b) On the assessment day, live online interactive history
taking sessions are conducted with students and How is VCA conducted?
examiners via MST (Ashokka et al., 2020). Several
channels are created by MERDU administrative staff One specific Team is created for Year 4 VCAs using
for each examiner tasked to assess the students during MST. Each department will have their own channels
the assessment day. Students are divided into several inside this team. For instance, in the Psychological
groups. The examiners will then call in the students Medicine department. They have three channels that
one by one into their channel and repeat the same belonged to the department (i.e. PSYCH MED Exam
process for the next group session until they finish
their allocated students. In addition to that, students
are instructed to register at a specific time and are
called in via MST to ensure that their connections are
secure and stable 30 minutes prior to the assessment
241
Wing A, PSYCH MED Exam Wing B, and PSYCH MED Prosiding K-Novasi 2021
Exam Wing C). Within each channel, there will be three
rooms (schedules). There will be 2 assessors in-charge they felt unfamiliar with, some of the academic staff felt
and 4-5 students assigned to each exam room. reluctant to do it.
Administrative staff from clinical departments will
personally invite students into the specific channel and (iii) Insufficient equipment for assessment (cable, old
room as scheduled. laptop, adapter)
Examiner Time Stude Matric No. Exam Exam Another challenge that we face during an online
nt M001 Wing Room assessment is poor infrastructure or insufficient
equipment to be used for the assessments (Farooq,
name Wing 1 Rathore, & Mansoor, 2020). For example, in the OSCE,
A the examiners are required to bring their own laptop with
Prof. Dr. A 9.00am – S1 MST installed. But, some examiners are having an old
9.30am version of laptop which is incompatible to download and
use the application. Unstable connections occurred while
Prof. Dr. A 9.40am - S2 M002 Wing 1 using Wi-Fi also affecting the process of the assessment.
10.10am A 1 With the insufficient cable and adapter to connect to the
1 local internet, assessments were delayed as the examiner
Assoc. Prof. 10.20am – S3 M003 Wing 1 needs to take some time to connect to the internet.
A
Dr. B 10.50am (iv) Fatigued examiners
Assoc. Prof. 11.00am – S4 M004 Wing In an OSCE, the examiners are also required to play the
A role of standardised patient (SP) since we are unable to
Dr. B 11.30am provide the SP due to the current pandemic. Moreover,
examiners are required to examine at least 20 to 35
Assoc. Prof. 11.40am- S5 M005 Wing students per assessment which makes them exhausted.
Dr. B 12.10pm A
(v) Inadequate training of the examiners on how to
Table B. Example of VCA’s timetable conduct OSCE online
The third and fourth components are attitude Previously, the assessments were conducted physically
evaluation and submission of evaluation. Attitude and the examiners were being trained multiple times
evaluation is conducted using a hardcopy form when where most of them were fully trained on how to conduct
assessing the students whereas, evaluation is conducted the assessment. Since the assessments have been fully
via Spectrum. For both attitude and evaluation, there are switched to online, we have to provide constant assistance
no changes on the implementation before and after the to the examiners as many are experiencing this for the
pandemic. first time.
RESULTS AND DISCUSSION (vi) Student honesty
Challenges faced during the implementation of online Before attempting the online assessments, students are
assessment required to read and sign the non-disclosure agreement
provided by MERDU. Extra invigilators are appointed to
(i) Internet connection & students and examiner ensure the candidates are being monitored for suspicious
connectivity issues: behaviour that may indicate cheating while also to carry
out several inspections to avoid any malpractice
Upon conducting virtual assessments, a stable internet behaviour (Saleem, Saleem, & Batool, 2021).
connection is very crucial (Azlan et. al., 2020). Since the
platform is being accessed by both students and (vii) Laborious hours to setup and test the platform for
examiners at the same time, it caused the website to online assessments
receive tons of permission to access which resulted in
congestion during the assessment. Consequently, some Preparation for an online assessment requires a lot of time
of the students are unable to finish their assessments as and effort compared to the physical assessments
the website hangs. Buzzetto-More & Alade, 2006). Once the vetting are
finished, the question needs to be uploaded manually into
(ii) Resistance to adapt to new assessment format the ClassMarker. This process of manual keying in all of
the questions and answer options is immensely time
Since the assessment format has been converted to virtual consuming and requires more attention to avoid any
assessments, some academics find it hard to adapt to the mistakes.
new format because they are unfamiliar with technology
(Alruwais, Wills, & Wald, 2018) and are used to do it
physically. Moreover, they need to learn using the new
format in a short period of time (O’Doherty et al.,
2018). However, since there are a lot of new terms that
242
Lessons learnt Prosiding K-Novasi 2021
In light of this new modern way of online assessments, Azlan, C. A., Wong, J. H. D., Tan, L. K., Huri, M. S. N.
we found that we tend to stretch our imagination in A., Ung, N. M., Pallath, V., ... & Ng, K. H. (2020).
handling clinical examinations online which we never Teaching and learning of postgraduate medical
even imagine before. The wee hours of training all the physics using Internet-based e-learning during the
examiners are also well used for MERDU to explore the COVID-19 pandemic–A case study from
tips and tricks in this new online platform. Malaysia. Physica Medica, 80, 10-16.
In order to achieve consistency, precision and Buzzetto-More, N. A., & Alade, A. J. (2006). Best
reliability in this online assessment, a clear and well- practices in e-assessment. Journal of Information
structured guideline is distributed to the examiners and Technology Education: Research, 5(1), 251-269.
invigilators. In addition, a trial run is conducted with the
students and examiners prior to every online assessment Choi, B., Jegatheeswaran, L., Minocha, A., Alhilani, M.,
to ensure that the internet connectivity and equipment are Nakhoul, M., & Mutengesa, E. (2020). The impact
working well. of the COVID-19 pandemic on final year medical
students in the United Kingdom: A national survey.
To enhance the internet connection speed, many of the BMC Medical Education, 20(1), 1-11.
examiners are instructed and advised to sit at the provided
working space and environment within the faculty. This Elzainy, A., El Sadik, A., & Al Abdulmonem, W. (2020).
working space has been identified by the IT team to have Experience of e-learning and online assessment
no internet problem. We are also working closely with the during the COVID-19 pandemic at the College of
IT Team to ensure that all the equipment (e.g. laptop, Medicine, Qassim University. Journal of Taibah
microphone) needed by the examiners are functioning University Medical Sciences, 15(6), 456-462.
well. Our main aim is to ensure that the process of this
online assessment is running as seamlessly as possible. Farooq, F., Rathore, F. A., & Mansoor, S. N. (2020).
Challenges of online medical education in Pakistan
CONCLUSION during COVID-19 pandemic. J Coll Physicians
Surg Pak, 30(6), 67-9.
In summary, Covid-19 pandemic has caused many
disruptions in the process of implementing traditional O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A.,
assessments. In our institution, we have resorted to online Last, J., & McGrath, D. (2018). Barriers and
assessments and employed online platforms such as MST solutions to online learning in medical education–
and ClassMarker. Many challenges and adaptations are an integrative review. BMC Medical
faced in order to deliver high quality and reliable online Education, 18(1), 1-11.
assessments.
Saleem, T., Saleem, A., & Batool, R. (2021). Moving
Despite many challenges that we have faced, we from Face to Face to Virtual Assessment: Pakistani
found that this assessment format will be the best way to University Students’ Perceptions regarding
conduct in this current pandemic. The university is now Assessment in a Time of Covid-19. Multicultural
looking forward to reinforcing the online assessment by Education, 7(1).
using an e-proctoring tool application to enhance the
reliability and validity of the assessment. In addition, this Toquero, C. M. (2020). Challenges and Opportunities for
is also to ensure the integrity of the students during online Higher Education Amid the COVID-19 Pandemic:
assessments. The Philippine Context. Pedagogical
Research, 5(4).
ACKNOWLEDGEMENTS
The authors of this paper would like to acknowledge the
UM-Liter grant RU013AF-2021 for funding this study.
REFERENCES
Alruwais, N., Wills, G., & Wald, M. (2018). Advantages
and challenges of using e-assessment. International
Journal of Information and Education
Technology, 8(1), 34-37.
Ashokka, B., Ong, S. Y., Tay, K. H., Loh, N. H. W., Gee,
C. F., & Samarasekera, D. D. (2020). Coordinated
responses of academic medical centres to
pandemics: Sustaining medical education during
COVID-19. Medical Teacher, 42(7), 762-771.
243
Prosiding K-Novasi 2021
Embracing Social Entrepreneurship Through Experiential, Field-Based
Learning: The Pharmacy Students’ Experience
[1]Mohd Hanif Zulfakar, [2]Chua Eng Wee, [3]Adliah Mhd. Ali, [1]Haliza Katas, [2]Juriyati Jalil,
*[2]Nor Syafinaz Yaakob
[1]Centre for Drug Delivery Technology, Faculty of Pharmacy, Universiti Kebangsaan Malaysia, 50300 Kuala
Lumpur,
[2]Drug & Herbal Research Centre, Faculty of Pharmacy, Universiti Kebangsaan Malaysia, 50300 Kuala
Lumpur,
[3]Centre for Quality Management of Medicines, Faculty of Pharmacy, Universiti Kebangsaan Malaysia, 50300
Kuala Lumpur
*[email protected]
ABSTRACT
Social entrepreneurship (SE) is an increasingly popular subject, as it is seen to have great potential in providing sustainable
solutions to various social issues. Thus, it is also seen as important for inculcating social entrepreneurial spirits among
university students. To deliver social entrepreneurship education to a broad range of students and not just to business
students, innovative and integrative learning approaches are required. Hence, we explored and measured the effectiveness
of an experiential learning approach on students’ learning outcomes, achieved via the execution of a student-led social
entrepreneurship project. The project was part of a course intended for teaching organisational skills to first-year pharmacy
students. Using a qualitative research method, we analysed the students’ written reflections on their experiences of
participating in the project and identified several dominant themes in the students’ feedback. Most of the students reported
gaining organisational and interpersonal skills, specifically those pertaining to effective communication, self-confidence,
problem-solving, and teamwork. More importantly, some students expressed their intentions of starting a business in the
future; and some have developed a sense of moral obligation towards disadvantaged communities. Overall, the feedback we
garnered from the students showed that they had positive experiences with the project, bar some suggestions for
improvement. The outcomes from this study showed that embedding a field-based, social entrepreneurship module, driven
by the conception and management of an actual business within a formal academic curriculum can be beneficial to university
students and may be the ‘template’ for effective teaching of SE at universities.
Keywords: Social entrepreneurship, experiential learning, field-based learning, organisational skills, entrepreneurial skill.
INTRODUCTION Prior research has shown that innovative, experiential,
and outside-of-classroom learning methods may improve
Entrepreneurship education has been a vital component in achievement of learning outcomes (Kolb, 1984) and
contemporary academic curricula even for non-business students’ acquisition of 21st century skills (Pamungkas
students as the benefits of building entrepreneurial Widiastuti, & Suharno, 2020). The learning-by-doing or
mindsets and traits are deemed useful for graduates’ experiential, project-based approach is deemed more
survival (Boyles, 2012). More recently the concept of effective than writing business plans for entrepreneurial
social entrepreneurship (SE) has emerged and behaviour education, as it involves many components
popularised as it is seen as providing sustainable solutions such as social interactions, cognitive and affective skills,
for both social and economic issues, while involving and emotional intelligence (Gibb, 2002; Rae & Carswell,
students in social-based projects is also beneficial as part 2013; Chang, Benamraoui, & Rieple 2014). In addition,
of their personal development. Therefore, adopting SE experiential learning was also shown to enhance non-
modules in university curricula may wholly benefit the entrepreneurial, non-technical skills such as professional
nation, as Malaysia has recently launched comprehensive awareness, teamwork, and communication skills in a
blueprints for entrepreneurship education i.e., study involving healthcare professionals (Hodza-
“Entrepreneurship Action Plan (for) Higher Education Beganovic, et al. 2021).
Institutions 2021-2025” and “Ministry of Higher
Education Guide to Entrepreneurship Integrated This article describes an experiential, field-based
Education” (Ministry of Higher Education [MOHE], learning approach which has been adopted in delivering
2021) SE modules in a cohort of university pharmacy students.
244
Prosiding K-Novasi 2021
At the beginning of the semester, students were briefed Positive Teamwork and organisation 18
by the lecturers on the social entrepreneurship issues that experience - 19
they had to tackle in the project; then they were tasked
with presenting their action plans. The aim of the project Programme - 25
was to help a rural community in Hulu Langat, Selangor improvements
by teaching them how to make soaps from used cooking
oil and subsequently sell the products to generate funds Aside from the occasional disagreements over
for the community. Here we report the students’ ‘division of labour’, the students also encountered other
qualitative feedback on what they have learned from such challenges that required them to exercise their problem-
a module and discuss how it aligns with the course solving skills. Also, the students have acquired an
objectives, considering that the module may be adapted assortment of other skills, particularly time management.
for related programmes at other universities. They had a hectic study timetable and had to juggle
responsibilities entailed by the project and other courses.
RESULTS AND DISCUSSION Finally, many of the students indicated that they enjoyed
learning within the environment created by the project,
We asked the students to reflect on what they have which introduced stimulating new concepts and nurtured
learned through the project; and to identify areas of in them a strong sense of social responsibility. Some
improvement by undertaking critical self-evaluations. We students went further and expressed their intentions of
noted several dominant themes in the self-reflection starting a business in the future.
essays submitted by the students (Table 1). Most of the
students remarked that participation in the project honed Altogether we believe we have developed a course
their interpersonal skills, enabling them to collaborate within our pharmacy curriculum to create a field-based
with their peers or people working for an outside learning environment that enables the students to grasp
organisation. The attendant increase in their self- the concept of SE through authentic experiences. Through
confidence helped them to overcome the fear they collaboration with a local community in creating and
typically had when interacting with people they had just marketing a product (soap made from recycled cooking
met. oil), the students were able to overcome many challenges
that came with the process and learn from the
Running a programme inevitably involves clashes of experiences. The product represents an amalgam of the
views between members of the organising committee; but four major themes of social entrepreneurship (Kickul et
the key is knowing how to reconcile the differences, a al., 2018) i.e., innovation, social/environmental impact,
process best facilitated by effective leadership. Many of financial sustainability, and scaling.
the students learned to appreciate the importance of
teamwork and good leadership. Entrepreneurial training is often part of the core
curricula of pharmacy schools (Laverty et al., 2015;
Table 1. Common themes identified in the self-reflection essays Mattingly et al., 2019; Mogul, Laughlin, & Lynch, 2020;
written by the students. Shahiwala, 2017). However, the courses are either largely
profit-oriented and focused on the operation of a
Major theme Subtheme Count drugstore; or lack practical elements that would allow the
students to gain first-hand experience of starting a social
Interpersonal Communication or social 40 enterprise. Similarly, at non-pharmacy schools, some SE
skills skills courses that are allegedly experiential rarely move
beyond the confines of a classroom and do not create
Self-confidence 12 hands-on experiences for the students. This probably
explains why the courses failed to foster empathy or a
Entrepreneurship - 22 sense of moral obligation – the hallmarks of SE – in the
students (Hockerts, 2018). In short, what we can gather
Technical skills or - 22 from those prior attempts at entrepreneurial education is
knowledge that while students acknowledge that they would profit
from cultivating entrepreneurial skills, the understanding
Intrapersonal Feeling or affective traits 32 can be superficial and may not result in real intentions of
skills Social empathy or awareness 16 putting the skills to use.
Organisational Teamwork 21 Overall, based on the feedback garnered through the
skills Time-management 5 reflection essays, the course was favourably received by
the students. We suggest that the structure of our course
Problem-solving skills 28 could be used as a template to set up modules for training
potential (social) entrepreneurs or teaching interpersonal
Leadership 8 skills. Employers have been notably dismayed by the
Suggestions for Leadership 11
improvement Communication 6
245
Prosiding K-Novasi 2021
failure of universities to produce graduates with Hodza-Beganovic, R., Berggren, P., Hugelius, K., &
satisfactory interpersonal skills, prompting suggestions Edelbring, S. (2021). "Survey-based experiential
that universities should act to remedy the inadequacies in learning as a new approach to strengthening non-
their curricula (Manevska et al., 2018). Field-based technical skills in LMIC health care settings." BMC
learning could be the solution, as it would allow students Medical Education. 21 :240.
to practice their interpersonal skills within real-life https://doi.org/10.1186/s12909-021-02619-6.
scenarios and make ‘deeper connections’ (Fedesco,
Cavin, & Henares, 2020) between theories or simulations Kolb, D. (1984.) Experiential Learning: Experience
in a classroom and actual interactions with other people. As The Source Of Learning And Development. Vol.
In the conventional setting of a classroom, the students 1.
may not be exposed to the same multitude of
communication cues that occur in everyday or more Fedesco, H.N., Cavin, D., & Henares, R. (2020).
formal conversations. Our students commented that Field-based learning in higher education: Exploring
participation in the course helped them to improve their the benefits and possibilities. Journal of the
interpersonal and organisational skills (i.e., teamwork, Scholarship of Teaching and Learning. 20:65-84.
leadership, and problem-solving abilities), and this in turn https://doi.org/10.14434/josotl.v20i1.24877
rendered them more socially confident.
CONCLUSION Hockerts, K. (2018). The Effect of Experiential Social
Entrepreneurship Education on Intention Formation in
We have developed a course that creates a field-based Students. Journal of Social Entrepreneurship. 9:234-
learning environment for introducing the concept of SE. 256. https://doi.org/10.1080/19420676.2018.1498377
By collaborating with a local community in starting a
small-scale business, our students learned a melange of Kickul, J., Gundry, L., Mitra, P., & Berçot, L. (2018).
social entrepreneurial skills and values. Our post-course Designing with purpose: Advocating innovation,
assessment showed that the students enjoyed their impact, sustainability, and scale in social
experiences of participation in the project. We suggest entrepreneurship education. Entrepreneurship
that field-based learning, driven by the conception and Education and Pedagogy. 1:205-221.
management of an actual business, may be the ‘template’ https://doi.org/10.1177/2515127418772177
for effective teaching of SE at universities.
Laverty, G., Hanna, L.A., Haughey, S., & Hughes, C.
ACKNOWLEDGEMENT (2015). Developing entrepreneurial skills in pharmacy
students. American Journal of Pharmaceutical
The authors would like to thank Persatuan eSKILL Education. 79:106.
Wanita (PELITA) for the grant (NF-2019-001), and
UKM Centre for Entrepreneurship and SMEs https://doi.org/10.5688/ajpe797106
Development (CESMED) for their financial and technical
support in undertaking this study. Manevska, S., Danquah, K.A., Cleland, F.A.,
Smerdova, J., & Manev, N. (2018). Bridging the gap
REFERENCES between university curriculum and industrial needs: A
case study of teaching interpersonal skills.
Boyles, T. (2012). 21st Century Knowledge, Skills, International Journal of Organizational Leadership.
and Abilities and Entrepreneurial Competencies: A 7. https://doi.org/61.10.19236/IJOL.2018.01.05
Model for Undergraduate Entrepreneurship
Education. Journal of Entrepreneurship Education Mattingly, T.J., Mullins, C.D., Melendez, D.R.,
15:41.
Boyden, K., & Eddington, N.D. (2019).
Entrepreneurship in pharmacy practice and education:
A systematic review. American Journal of
Chang, J., Benamraoui, A., & Rieple, A. (2014). Pharmaceutical Education.83:7233.
Learning-by-doing as an approach to teaching social https://doi.org/10.5688/ajpe7233
entrepreneurship. Innovations in Education and Ministry of Higher Education, Malaysia. (2021).
Entrepreneurship Action Plan (for) Higher Education
Teaching International. 51:459-471.
https://doi.org/10.1080/14703297.2013.785251. Institutions 2021-2025.
Gibb, A. (2002). "In pursuit of a new ‘enterprise’ and https://www.mohe.gov.my/muat-turun/penerbitan-
‘entrepreneurship’ paradigm for learning: creative
destruction, new values, new ways of doing things and jurnal-dan-laporan/ptk-ipt/2021-2025/522-ptk-ipt-
new combinations of knowledge." International
Journal of Management Reviews 4:233-269. 2021-2025-bi/file
https://doi.org/10.1111/1468-2370.00086.
Mogul, A., Laughlin, E., & Lynch, S. (2020). A co-
curricular activity to introduce pharmacy students to
the concepts of innovation and entrepreneurship.
246
Prosiding K-Novasi 2021
American Journal of Pharmaceutical Education.
84:7805. https://doi.org/10.5688/ajpe7805
Pamungkas, S.F., Widiastuti, I., & Suharno (2020).
21st Century Learning: Experiential Learning to
Enhance Critical Thinking in Vocational Education.
Universal Journal of Educational Research. 84:1345-
1355. https://doi.org/10.13189/ujer.2020.080427.
Rae, D., & Carswell, M. (2013). Using a Life-Story
Approach in Researching Entrepreneurial Learning:
The Development of a Conceptual Model and Its
Implications in the Design of Learning
Experiences. Education and Training 42.
https://doi.org/10.1108/00400910010373660.
Shahiwala, A. (2017). Entrepreneurship skills
development through project-based activity in
Bachelor of Pharmacy program. Currents In
Pharmacy Teaching and Learning. 9:698-706.
https://doi.org/10.1016/j.cptl.2017.03.017
Shahverdi, M., Ismail, K., & Qureshi, M. (2018). The
effect of perceived barriers on social entrepreneurship
intention in Malaysian universities: The moderating
role of education. Management Science Letters.8:341-
352.https://doi.org/10.5267/j.msl.2018.4.014
247
Prosiding K-Novasi 2021
Teaching and Learning after the Pandemic in University Malaya:
Perspectives of Implementation and Administration
[1]Nurashikin Moh Dat, [1]Nur Shahidah Mardhiyyah Alwi, [1]Asma Aziz, [1]Nurul Atira Khairul
Anhar Holder, [1] *Wei-Han Hong, [1]Jamunarani Vadivelu, [1]Chan Choong Foong.
[1] Medical Education & Research Development Unit (MERDU), Faculty of Medicine, University Malaya,
Kuala Lumpur
*[email protected]
ABSTRACT
The global pandemic has affected many sectors including educational institutions resulting to faculty staff preparing policies
on the continuity of teaching and learning activities for students while ensuring the safety of all stakeholders. The faculty
adopted the blended learning teaching where teaching sessions, including procedural skills and history taking sessions are
done in synchronous and asynchronous method. Sessions were pre-recorded for students’ learning, followed by a
synchronous session where academic staff have discussion on important points with students. Among the challenges faced
during the implementation process were adaptation and readiness of students, academic staff and administrators to the
system, internet connectivity being an inevitable issue, infrastructure limitation, technological use and well-being of
students, academic staff and administrators. The faculty had to consider all aspects in supporting the continuity of teaching
and learning to ensure no students are left behind. Students are majorly concerned on their clinical competency with none to
minimal exposure to hospital settings. Constant upskilling and re-skilling sessions in integrating technology into teaching
and learning is crucial to support students, academic staff and administrators apart from infrastructure upgrades. All
stakeholders’ wellbeing, including mental health should be prioritised, should this mode of delivery continues in this times
of uncertainty.
Keywords: Teaching and learning, Covid-19 pandemic, Perspectives and adaptations, Medical programme
INTRODUCTION METHODS
The Covid-19 outbreak has caused a global pandemic, Voiced-over PowerPoint presentation (PPT) slides and
affecting many sectors including educational institutions. recorded demonstration videos (of clinical and procedural
Both the education ministry and educational institutions skills) prepared by academic staff prior to their lectures
have to restructure the method for teaching and learning are examples of teaching and learning modes used during
to adapt to the impacts brought by the pandemic (Chen, this pandemic (Azlan et. al., 2020). Considering that
Zou, Wang, Akinwunmi, Ming, 2020). students are unable to learn each technique and
procedural skills physically, the academic staff are
In view of the rapid increase of Covid-19 cases in instructed to prepare the recorded demonstration videos
Malaysia, University Malaya (UM) has instructed all beforehand. Apart from that, live sessions of clinical
administrative and academic staff to craft and prepare skills are also provided by the academic staff via MST.
policies on online teaching and learning (T&L) for All academic staff are trained and provided with the
students within a short span of time. The main purpose of guidelines on how to prepare voiced-over PPT slides and
introducing new technological teaching and learning how to navigate through MST.
methods is to ensure the safety of all stakeholders (i.e.
students, academic and administrative staffs) while For each of the PPT slide, academic staff are to ensure
continuing the teaching and learning activities. Several that the learning objectives are aligned with their teaching
alternatives were suggested and discussed as alternatives and learning activities. These voiced-over PPT slides are
to deliver sufficient knowledge and skills to the students, meant for students to revise before attending their lecture
with compliance to Malaysian Medical Council (MMC) online. During the lecture (live session online), students
and Malaysian Quality Assurance (MQA) requirements will have an interactive session where they will be doing
to fully replace face-to-face learning. The alternatives of an open discussion and quizzes. All of the voice-over PPT
online learning used in University Malaya Medical slides are uploaded into the MST and the lecture handouts
Programme (UMMP) include Microsoft Teams (MST), (in PDF format) are uploaded into Spectrum. All of the
Spectrum (e-learning platform), and employing clinical lecture sessions in MST are recorded for students to
and procedural skills videos.
248
review the lecture session countless times. The recorded Prosiding K-Novasi 2021
sessions are also downloaded and kept for documentation
and audit purposes. This will also enable students to while some felt left behind (Hodgson & Hagan, 2020).
revisit the session should they require longer This has resulted in poor student attendance for the
comprehension time or if they faced connectivity issues. lectures. Consequently, a few students has dropped out as
they could not cope with the stress and demanding online
The above paragraphs explained on the details of schedule of an undergraduate medical student.
asynchronous and synchronous T&L sessions.
Asynchronous T&L occurred when the academic staff (ii) Lessons learnt
prepared a voiced-over PPT slides few days before the
appointed lecture session. Students then would listen to After 16 months of going through the Covid-19
the presentation before coming to the live lecture session. pandemic, we realised that some academic staff are trying
Meanwhile, synchronous T&L happens when both to adapt and be open in learning new sets of skills and
academic staff and students are present online to discuss knowledge despite the initial resistances. Moreover, the
on important points of the lesson and a question and application of online T&L seems more convenient for
answer session. both academic staff and students as it can be done
remotely. It is also easier for administrative staff to
RESULTS AND DISCUSSION monitor and provide swift technical assistance in online
(i) Challenges faced T&L sessions. In addition, it is cost effective (Wilson &
Shankar, 2021) as no on-site venue is needed, hence,
Adaptability is essential from students and academic staff saving on the electricity and maintenance costs.
as we explore a new method of conducting online
teaching which previously used to be face-to-face We found that having both types of T&L
(asynchronous and synchronous) were beneficial
lectures. In our personal experiences, obstacles are (Lowenthal, Borup, West, & Archambault, 2020). First, it
is viewed as an efficient way of conducting a flipped
unavoidable in many different ways. classroom. Students can also review the voice-over PPT
slides many times before and after the lecture at any time
UM being one of the oldest institutions in Malaysia, apart from the live sessions (with no concerns of the
has the best competent and experienced academicians. availability or instability of internet connection).
Numerous training sessions are needed for them to break
their defiance where they believe that the implementation In a way, this pandemic has also taught majority of
of classes are meant to be physically conducted. Apart students on adult learning. However, some students seem
from bedside teachings, academic staff are also occupied to have issues in applying what they have learned online
with clinical duties when UMMC was designated as a into clinical practice (Reese, 2015). From our personal
COVID hospital which makes it more challenging for perspective, this might happen due to lack of clinical
them to adapt to the new way of teaching. exposure, pandemic fatigue or lack of self-initiative to
revise after the online T&L sessions.
In our institution, there are some students from rural
areas who are unable to afford an internet data plan or (iii) What can be improved?
experienced limited internet connection (Kumar &
Akoijam, 2017). Therefore, having the voiced-over PPT At the core of this pandemic, it is crucial to make every
slides is to improve the effectiveness on the delivery of stakeholder buy-in to the use of technology within a short
online teaching. Moreover, as not all students can attend period of time.
the live lecture sessions or even have access to internet,
hence, the university needs to provide mobile data to the In our institution, an online training on how to use the
underprivileged students (Lynch, 2020). chosen platform is extended to all administrative staffs,
academic staffs and students. This is also to be
Inadequate equipment and device (i.e. laptop, supplemented with a guideline (either in written form,
headphones and webcam) is also one of the challenges direct form as in frequently asked questions (FAQs), or
that should not be taken lightly (Dhawan, 2020). Some short videos). However, some of the academic staff are
of these students come from underprivileged family still struggling with the technology. Therefore,
backgrounds which makes it difficult for them to cope continuous online training or as per requested are
with this new mode of online T&L. They might be left necessary to assist those who are still struggling with the
behind should they fail to own the equipment needed. use of technology.
In addition, students who are in their pre-clinical years Being one of the oldest institution in Malaysia, the
(Year 1&2) are converted to full online lectures from 9 available working space is limited coupled with lacking
am – 5 pm every day. Furthermore, from students' or poorly working equipment. This could hinder the
feedback we found out that few of the students actually academic staff in preparing voiced-over PPT slides on
gave up on online learning because they could not cope time. If there is no lockdown, Medical Education and
249
Prosiding K-Novasi 2021
Research Development Unit (MERDU) could provide the online.net/FOE/files/foe/ed0010/FP/0475-
necessary working space and equipment (i.e. laptop,
microphone, and camera) to aid the academic staff in ICT4698-FP-FOE10.pdf
recording their voice-over PPT slides (Boothe, 2020). In
addition, the academic staff also can deliver their lecture Chen, M., Zou, S., Wang, S., Akinwunmi, B., & Ming,
in the working space provided. At the same time, we are
proposing for more funding from the faculty management W. K. (2021). COVID-19 Pandemics and Impacts
to support online teaching and learning and also
assessment (e.g. laptop, computer, hard disk, webcam, on Medical Educators in China. Research Square.
headphones, pendrive, and microphone).
DOI: 10.21203/rs.3.rs-396178/v1.
The institution management should organize more
motivational talks and give support to the students while Dhawan, S. (2020). Online learning: A panacea in the
identifying struggling students. This is to help students to
maintain their focus in studying and reduce emotional time of COVID-19 crisis. Journal of Educational
burden. Moreover, an online platform where students can
directly contact and keep in touch with the counsellors Technology Systems, 49(1), 5-22.
would be helpful in keeping the students on track.
Hodgson, J. C., & Hagan, P. (2020). Medical education
CONCLUSION
adaptations during a pandemic: transitioning to
Looking at the current situation, we are unsure when the
pandemic will settle down. We are also curious if the virtual student support. Medical Education, 54(7),
implementation during the pandemic will continue when
things get better. As we are managing a medical 662-663.
programme, some activities such as clinical skills,
bedside teachings, and procedural skills are better Kumar, N., & Akoijam, T. (2017). Student’s Perception
conducted face-to-face. However, it would be a shame to
drop the integrated technology when the pandemic is toward Online Classes during COVID-19
over.
Pandemic-Hotel Management Students. Online
To sum up, Covid-19 pandemic has left massive
impacts to many educational institutions in restructuring Learning, 2021.
their T&L system for continuous learning. This is even
more so for medical programmes and other programmes Lowenthal, P., Borup, J., West, R., & Archambault, L.
which require face-to-face teachings for practical skills.
Our institution has invested in a technological platform (2020). Thinking beyond Zoom: Using
(Microsoft Teams) which we believe has aided us in
implementing an effective way of T&L. This is asynchronous video to maintain connection and
imperative in order to produce competent medical
graduates. engagement during the COVID-19
ACKNOWLEDGEMENTS pandemic. Journal of Technology and Teacher
The authors of this paper would like to acknowledge the Education, 28(2), 383-391.
staff of MERDU and Faculty of Medicine for the work
done during the pandemic. Lynch, M. (2020). E-Learning during a global
REFERENCES pandemic. Asian Journal of Distance
Azlan, C. A., Wong, J. H. D., Tan, L. K., Huri, M. S. N. Education, 15(1), 189-195.
A., Ung, N. M., Pallath, V., ... & Ng, K. H. (2020).
Teaching and learning of postgraduate medical Reese, S. A. (2015). Online learning environments in
physics using Internet-based e-learning during the
COVID-19 pandemic–A case study from higher education: Connectivism vs.
Malaysia. Physica Medica, 80, 10-16.
dissociation. Education and Information
Boothe, D. (2020). Redefining Education during a Global
Pandemic [Paper presentation]. International Technologies, 20(3), 579-588.
Conference, The Future of Education.
https://conference.pixel- Wilson, I., & Shankar, P. R. (2021). The COVID-19
pandemic and undergraduate medical student
teaching/learning and
assessment. MedEdPublish, 10.
250
Prosiding K-Novasi 2021
The Orthosports@UKM Innovative Live Arthroscopy Surgery :
Creating a new paradigm in global Arthroscopy Surgical training
during the pandemic era
Badrul Akmal Hisham Md. Yusoff 1, 2 , *Muhamad Karbela Reza Ramlan1,2, Ahmad Farihan
Mohd. Don1,2 , Muhammad Ilyaas Muhammed Ali-Noor1,2 , Norlelawati Mohamed1,2 , Mohd
Aliff Omar2
1 Department of Orthopedics & Traumatology, Faculty of Medicine, The National University of Malaysia,
Kuala Lumpur.
2 Orthosports@ukm, Hospital Canselor Tuanku Muhriz, Universiti Kebangsaan Malaysia Medical Center
Kuala Lumpur.
*[email protected]
ABSTRAK
The Covid-19 pandemic hit hard on all sectors in Malaysia and globally eversince the first lockdowns imposed nationwide
and the restrictions on interstate and international travel have greatly affected many activities. As the nation’s leading
higher learning institution focusing on medical and health, we have spearheaded many innovative approaches to shape the
delivery of clinical and pre-clinical teaching learning activities that are closed linked with in-patient management.The
challenges of having to reduce physical presence in operating theatres as well as the number functioning operating theaters
to make way of the Covid cases, the standard of specialty training must be ensured to meet the minimum standardsrequired
by the curriculum. Orthosports@ukm has innovated the way live surgery is conducted with a much lower cost, minimal
manpower, equipments, and preparation time. It allows live discussion during the surgery between the surgeons and the
audience which can literally be from anywhere in the world. Our innovation has opened new and exciting possibilities and
we anticipate that the protocol we have introduced will change the paradigm for surgical skills training in Malaysia and
globally.
Keywords: live, arthroscopy, surgery, ACL, medical, online, learning
INTRODUCTION and pre-clinical teaching learning activities that are
closed linked with in-patient management.
The Covid-19 pandemic hit hard on all sectors in
Malaysia and globally. Eversince the first lockdowns Despite the challenges of having to reduce physical
imposed nationwide and the restrictions on interstate and presence in operating theatres as well as the number
international travel, academic and professional meetings functioning operating theaters to make way of the Covid
and conferences and surgical skills training courses have cases, we are determined to ensure the standard of
been postponed indefinitely. As the nation’s leading specialty training meet the minimum standards required
higher learning institution focusing on medical and by the curriculum.
health, the National University of Malaysia or UKM and
its Teaching Medical Center, Hospital Tuanku Canselor The Orthosports@ukm innovated this seemingly
Muhriz Kuala Lumpur have spearheaded many simple, live meeting program – Zoom to be a powerful
innovative approaches that shape the delivery of clinical tool to enable live arthroscopy surgery viably
participated by many from all over the globe.
251
METHODOLOGY Prosiding K-Novasi 2021
Orthosports@ukm have innovated the way live Bracing or MUIB technique hamstring and (2) hamstring
surgery is conducted with a much lower cost, minimal autograft hamstring using XO button and interference
manpower, audiovisual equipments, and preparation screw. Participants are able to appreciate the difference
time. To enable a realistic feel of being in the operating in graft preparation as well as tunnel drilling and fixation
theatre, we have 2 video feeds, namely an external view methods.
taken from a hand-held camera stabilized with a gimbal
device and the arthroscope view. We have 2 teams in We have a total of 88 participants throughout the
place to ensure smoothness of the broadcast – the studio sessions and the participants are mainly locally from
team and the OT team. (Diagram 1) Malaysia. We also invited a few surgeons based in
Singapore, South Korea and Australia to participate,
The studio team consist of a broadcast director, and a experience and to give feedback with regards to the flow
viewer coordinator. The OT team has an external camera and quality of the broadcast, apart from the surgical
operator and MedXStream coordinator. The tasklist of procedures itself.
the persons in charge are detailed in table 1. Both the
teams are in constant communication using wired or On the feedback of video quality and voice clarity, both
Bluetooth earbuds and headphones to coordinate the our local and international participants reported good to
video output views as well as managing the excellent audiovisual quality as the video was smooth
communication traffic during the surgery. without lagging and they are able to understand and
identify the structures and the arthroscopic works.
Viewers are be able to see the positions of the However, there are also several participants locally
instruments and limbs and correlate with the intra- complained of reduced quality of video and voice
articular view. (Picture 1) They also are able to type in clarity. Upon cross checking, we identify that not having
their inquiries in the chatbox which will be relayed to a stable hi-speed broadband connection is the main
the surgeon from time to time depending on the limiting factor in video quality.
relevance of the questions.
Minimal costs and simplicity are the main advantage in
RESULTS & DISCUSSION our innovation when compared to a conventional live
surgery by utilizing the end user application as well as
On the day of the live surgery, there was no additional digital devices that we commonly own such as a
hardware or cabling was added to the current set up for computer or laptop, tablet and smart phone.
the arthroscopy tower in the operating theatre. This is a
very significant difference when compared to the We are confident that the imminent 5G connection
conventional live surgery set up where the cabling alone will boost the quality of audiovisual to bring the surgeon
will be taking up space and has to be managed properly and participants and viewers to an immersive connection
to avoid tripping as well as having additional power during the live surgery.
sources to operate the video cameras on extended
tripods. CONCLUSION
The key to our innovation is that we installed the Zoom The Covid pandemic has given birth to an exciting new
program in the existing central processing unit or CPU. paradigm in arthroscopic surgery training which enable
A vendor provided, pre-installed program called surgeons and trainees from anywhere in the world to
MedXStream is used to manage the arthroscope video participate in a live surgery, comparable to a
output which can be visualized in the main and conventional set up.
secondary monitors. We then linked the CPU to the
hospital’s high-speed broadband internet connection via The advantages of using our innovation are the minimal
a dedicated CAT6 cable. disruption of existing set up time, no additional hard
ware and multiple cabling, good to excellent audiovisual
The Zoom meeting was registered earlier with an and video quality as well as a large number of
unlimited time for usage. The meeting address link was participants.
shared and participants logged in to the meeting after
registration and approval by the broadcast manager. This system will lead to a borderless learning for
surgical field and has opened new and exciting
We managed to broadcast 2 knee arthroscopic anterior possibilities for other surgical disciplines that utilizes the
cruciate ligament reconstruction using 2 different endoscopic or laparoscopic camera view. As we improve
techniques (1) all-inside Modified UKM Internal on the video output broadcasting technique we strongly
believe that our Orthosports@ukm Live Arthroscopy
Surgery Protocol will trailblazing the surgical skills
training in Malaysia and globally.
252
Prosiding K-Novasi 2021
ACKNOWLEDGEMENT
Technical support Mr Sean Seow from IconMedic Sdn
Bhd, Sponsors from Arah Tenang Sdn Bhd and Malex
Medical Asia
REFERENCES
Linvatec, Conmed (2019). Arthroscopy Product Catalog.
https://www.conmed.com/-
/media/conmed/documents/catalog/20190311_adv
ancedvisualizationcatalog_lrv1.ashx
Zoom (2021). Zoomroom User Guide.
https://cdn.brandfolder.io/AMC8F81D/at/37sx8wb
whw92g2sfz35j3hz/ZR_User-Guide.pdf
Armin Schenider et al (2007). Wireless live streaming
video of surgical operation: An evaluation of
communication quality. Journal of
Telemedicine and Telecare.
DOI:10.1258/13576330778306486
Healthcare-in-europe.com (2006). First European
surgical studio goes live. https://healthcare-in-
europe.com/en/news/first-european-surgical-
studio-goes-live.html
Programmersought.com (2017). Teach you how to build
a professional live surgery platform.
https://www.programmersought.com/article/66
843532762/
Picture 1: Intra operatively, participant able to visualize
similar view with the main surgeon
Diagram 1: Location of live surgery personel
Picture 2: MedXstream Coordinator setting up the tower
253
Prosiding K-Novasi 2021
Picture 3: Broadcasting Director and Floor Coordinator Picture 5: Every people involved in the operating room
running the live surgery need to use wired or wireless earphones to avoid noise
interference in the video conferencing application
Designation Task
1 Broadcast director Act as the host of the
workshop and over looking
the whole online
conferencing
2 Floor coordinator Monitor the floor team to
run their assignments
3 MedXsream Controlling the
Coordinator arthroscopy tower
4 External Camera Using a camera to provide
Coordinator external surgery
visualization
Table 1: Designation and their jobscope
Picture 4: External Camera Coordinator uses a gimbal
for stable good quality view of the surgery
254
Prosiding K-Novasi 2021
A User Study on Persuasive Learning Experiences Among
Postgraduates Students
[1]*Nazlena Mohamad Ali, [1] Mohamad Hidir Mhd Salim, [1] Mohamad Taha Ijab, [1] Norshita
Mat Nayan, [2]Norhayati Ibrahim
[1] Institute of IR4.0 (IIR4.0), Universiti Kebangsaan Malaysia
[2] Faculty of Health Sciences, Universiti Kebangsaan Malaysia
*[email protected]
ABSTRACT
Decision making for graduate students is essential to ensure good progress in research because when
the decision-making process is not made correctly, the student's cognitive burden will increase. This
situation would then result in the deterioration of students' motivation and attitude towards learning and
conducting research. A digital learning technology that can change students' attitude and improve their
knowledge on methods, strategies, or decision-making in research activities are proposed. Technology-
assisted learning could provide a learning experience in making decisions, changing attitudes, and
improving research performance. Persuasive technology is a technology that is designed to change
attitudes and behaviours without coercion. We propose a persuasive learning application as a self-
learning tool for graduate students in completing their research activities. We conducted a focus group
discussion (FGD) to capture problems in their research activities related to making a critical decision
among the graduate students. The findings show that the main problem's mentions are having difficulty
deciding on conducting user experiments and choosing suitable methods, especially in statistical
analysis. We also found that graduate students wish to have a self-learning tool implementing
persuasive design-assisted learning modules. They hope that their research performance increases, and
they can complete their studies on time. In conclusion, a self-learning tool based on persuasive design
principles will be developed to provide persuasive learning experiences, increase motivation and
students' attitudes towards better research experiences.
Keywords: persuasive learning experience, graduate students, decision making.
INTRODUCTION Critical thinking has three primary skills (Molitor &
George, 1976). the ability to collect and select the
Among the reasons for graduate students being late or appropriate information, analyze data and design
unable to complete their studies is incompetent to think hypotheses, and problem-solving skills. The ability of
critically and thus affect the progress of research progress. students to assess systematically is essential in
Although there are courses such as Research conducting research (Samanhudi & Linse, 2019). Critical
Methodology offered at the university level specifically thinking requires knowledge and experience from
for graduate students, it is still too general for some students and needs to change in general with increased
students because the research topic of each postgraduate student research that ultimately results in decision making
student is different depending on the topic. Examples of and problem-solving (Pu & Evans, 2019). Aside from
research activities involving critical thought processes are that, technology that could show accurate and dependable
determining research methods, statistical techniques in data was essential in ensuring the application's
data analysis and user experiment and evaluation. If the acceptability and continued use (Mohadis & Ali, 2016).
technique chosen is not relevant to their research, it will
affect the results of their findings and the motivation of Persuasive technology is defined as technology
the students affected. designed to change user attitudes and behavior without
coercion (Fogg, 2009). Persuasive technology can be
According to (Florea & Hurjui, 2015), critical used and implemented to help students adjust and at the
thinking is the knowledge of updating, making same time be able to accelerate their attitude changes
differences, identifying causal relationships, getting without any coercion (Oinas-kukkonen & Harjumaa,
ideas, assessing truth and positive or negative effects. 2009). This technology can bring people together through
255
Prosiding K-Novasi 2021
computer interaction (Fogg, 2012). It could trigger 2016). Table 1 shows the persuasive elements of system
positive emotions in users by employing various design outlined under the learning design framework
persuasion principles or methods to gain trust and (Gram-hansen & Sandra, 2012). Each of these persuasive
successfully persuade them to adopt the desired attitude elements has its application design function in decision
or behavior (Ahmad & Ali, 2018). Persuasive technology making to produce a more compelling user experience.
has been used in various fields such as e-commerce,
health, and marketing. Persuasive technology also is METHODOLOGY
applied in education by focusing on changes in learning
behavior towards students on e-learning (Mhd Salim et Eight postgraduate students participated in the focus
al., 2019). group discussion (FGD). Their research background is
Science & Technology (S&T), studying in UKM. The
Table 1. Persuasive Design Principle (Gram-hansen & Sandra, participants are divided into two groups for better
2012) arrangement and data collections. The primary
discussion in the FGD among the S&T postgraduate
Principles Description research students is on the main challenges they are
Reduction having during their research studies and how they find the
Reduction is a design method for reducing a solution in analyzing the data in user experiments. We
Tunnelling process that might otherwise be difficult. For also discuss the potential persuasive features that are
example, Shopee purchase allows users to skip useful to implement in the self-learning digital tool user
Tailoring many time-consuming navigations and tiresome interface that we propose to develop. The discussion was
form filling to make an immediate purchase. recorded with participant’s permission and consent. The
Suggestion transcribed text is reviewed to understand the content of
Tunnelling is a design method in which the user is the discussions, coded, and categorized into relevant
Self- placed inside a process with a predetermined path. themes. This entire process is conducted using NVIVO 10
monitoring For example, most installation processes software. The flowchart that explains the processes of
Surveillance necessitate the completion of multiple stages by thematic analysis is shown in Figure 1.
the user before the installation can be completed.
Conditioning Start
Simulation The degree to which a site or application offers
appropriate content to users or user groups is Discussion Discussion
Social Signals referred to as tailoring. User demographics can be Group 1 Group 2
reflected in navigational options, filtering
processes, and labelling systems. Transcribing
Transcribed Text
Suggestion is a persuasion design method that
involves conveying a message at the right time. Coding
For example, when Kindle suggests several books Codes
that are linked to the one you were going to
purchase. Categorizing
Themes
Self-monitoring is a design method that enables
users to keep track of progress. For example, sites End
that need a login before allowing the user to track
their weight reduction progress. Figure 1. Thematic analysis flowchart
Surveillance is like self-monitoring, except the RESULTS AND DISCUSSION
monitoring is done by the system or the system's
owners, not by the user. Users of a weight-loss The critical and decision-making requirements among
website, for example, may be encouraged not just the postgraduate students are carried out with an in-depth
by tracking their success, but also by sharing their session of Focus Group Discussion (FGD) to obtain
experiences and receiving feedback from other detailed information on critical priorities and problems in
users who are dealing with similar problems. decision making during their studies. The session was
The method of incorporating emotional input into
a design is known as conditioning. It is frequently
presented in the form of praise and prizes, but more
subtly than with Persuasive Social Actors.
Simulation is a design method that allows users to
experiment and explore in a safe, nonthreatening
setting. It plainly and immediately demonstrates a
link between cause and effect, and it may look like
a subtle form of persuasion as the user gains
personal experience through the simulation.
Social signals are a form of the design principle
that, like conditioning, incorporates emotional
feedback into a design but is more direct. For
example, delivering positive feedback and social
support to users. Chatbots, which can be seen on
websites providing advice and comment in a
human-like manner, are examples of persuasive
social actors.
The persuasive learning experience, such as being
actively involved in learning, could be established with
persuasive design ideas or principles applied in education
(Herber, 2013). A persuasive learning design framework
is also a framework explicitly developed to target changes
in student attitudes in learning technology (Gram-hansen,
256
Prosiding K-Novasi 2021
guided by a moderator and discussed the main problems Occurrence of themes in FGDFrequency
in research studies, persuasive design techniques, and
effective interfaces for the proposed self-learning tool to 160
be developed. The FGD session is essential as the finding 140
will provide insight into a self-learning tool that was to be 120
developed at a later stage. The findings from FGD were 100
analyzed thematically.
80
Table 2. Demographics of interview participants 60
40
Participant Program Semester Research Area 20
1 PhD 6th Sem
PhD Human-Computer 0
2 6th Sem Interaction
PhD Theme
3 6th Sem Human-Computer
4 PhD 8th Sem Interaction Figure 2. Frequency of theme mentioned in FGD
5 PhD 6th Sem
6 PhD 5th Sem Human-Computer Figure 2 depicts the frequency of themes in FGD. The
7 PhD 5th Sem Interaction themes, which are tools, method, and analysis, were
mentioned more than 100 times by participants in the
8 Master 3rd Sem Renewable Energy discussion. This is an interesting combination because
tools refer to self-learning tools, which is a common
Machine Learning occurrence in the discussion. Technique refers to the most
common statistical analysis employed in their research,
Machine Learning and analysis refers to the type of systematic approach that
is challenging to choose. These three themes became the
Machine Learning focus of the discussion. The other themes, on the other
hand, were addressed more than 30 times. It implies that
System Integration the remaining themes are still important and should be
and IoT (Internet of considered in the analysis. The thematic analysis results
show that participants are eager to talk about the self-
Things) learning tool and contribute their thoughts actively.
Table 2 shows the demographic of interview The discussion started with participants being asked
participants. Most of them are PhD students, only one on their problems to determine their research activities
master student participated in the study. They are all in including choosing the relevant methods. At the initial
their third or higher semester. All participants have more stages of their research, most of the participants had the
than one year of research study experiences. same problem that they could not produce a concrete
research method. This is due to a lack of knowledge in
Theme Table 3. Themes’ description their research topic and scope. Communicating with
Tools colleagues, meeting, and consulting with a supervisor,
Technique Description and reading a systematic review paper are the main ways
Analysis The proposed self-learning tools they use to overcome this problem. The rise of the
Methodology Statistical analysis technique problem affects their pace and reduces motivation in their
Reward Analysis method studies.
Interface Research methodology
Literature Persuasive feature under dialogue support Determining the most effective statistical analysis
Experiment The interface of the self-learning tools technique for analyzing their experiment data is also the
Learning Literature review from previous research most significant challenge as the participants do not
Experimental approach employ any specialized tool for doing it. Most of them
Learning experience fabricated the analysis based on past study and conducted
the technique based on their fundamental statistical
Table 3 shows the brief explanation for every theme knowledge. However, since they do not know whether the
chosen strategy is significantly suitable for their
found in the discussion. Each theme is grouped and experiment, this method might raise doubts and
uncertainty. As a result, all participants agreed that if a
characterized based on the participant’s views on a digital tool could guide and assist them in choosing the
similar issue discussed in the FGD. The first theme and suitable analysis technique based on their experimental
data collections, it would be helpful. It would assist
the main topic of discussion is about tools. It indicates that postgraduate students in overcoming analytical issues and
speeding up the data analysis process.
the suggested self-learning tool that will be developed is
essential. The term method refers to how participants
identify a strategy for analyzing their data, such as
software or a specific formula. The term analysis refers to
the method of analysis used in the overall thesis study.
The term methodology refers to the overall
methodological approach used by participants. Interface
refers to the suggested look and feel for the proposed self-
learning tool. At the same time, reward refers to a
persuasion component that might be included in the tool.
Literature refers to how participants address research
methodology and analysis technique concerns, while
learning refers to the learning experience they had
throughout their research.
257
Some participants believe that the suggested self- Prosiding K-Novasi 2021
learning tool should include features that explain the
analysis technique to students. They also believe that the Encyclopedia of Applied Ethics, 431–437.
proposed self-learning tool should have a simplified user https://doi.org/10.5195/CINEJ.2011.14
interface and only focus on one objective. This would Gram-hansen, S. B. (2016). Persuasive Design for
make it easier for students who may not have a Learning - Learning in Persuasive Design.
background in technology to use it. Another participant Aalborg University Press.
suggested that the tool include a feature that allows Gram-hansen, & Sandra, B. (2012). PLOT Persuasive
students to search for the appropriate journal to submit Learning Design Framework. Persuasive Learning
their work. Aside from that, half of the participants agreed Objects and Technologies for Lifelong Learning in
and believed that reward features in the proposed digital Europe Publication.
self-learning tool would motivate them to continue their Herber, E. (2013). Designing The Persuasive Learning
studies. Experience. Proceedings of the International
Workshop on EuroPLOT Persuasive Technologies
Finally, according to both groups in the FGD for Learning 2013.
discussion, one of the issues they face is having trouble Mhd Salim, M. H., Ali, N. M., & Ijab, M. T. (2019).
making decisions when conducting user experiments and Understanding students’ motivation and learning
selecting suitable techniques for data analysis. They also strategies to redesign massive open online courses
declared they want a self-learning tool that includes based on persuasive system development.
persuasion design-assisted learning modules in the hopes International Journal of Advanced Computer
of enhancing their research performance and finishing Science and Applications, 10(12), 234–241.
studies on time. Mohadis, H. M., & Ali, N. M. (2016). Designing
persuasive applications to encourage physical
CONCLUSION AND FUTURE WORK activity at the workplace among older workers.
2016 6th International Conference on Digital
The issue of critical thinking among graduate students is Information and Communication Technology and
fundamental to be solved. The number of graduate Its Applications, DICTAP 2016, 126–130.
students who do not complete research studies keeps https://doi.org/10.1109/DICTAP.2016.7544013
increasing. The efficiency and impact of education need Molitor, L. L., & George, K. D. (1976). Development of
to be improved. Future work, we will design a digital a test of science process skills. Journal of
self-learning tool that implements the persuasive design Research in Science Teaching, 13(5), 405–412.
elements that could enhance their learning experience and https://doi.org/10.1002/tea.3660130504
decision making as research students. Based on FGD user Oinas-kukkonen, H., & Harjumaa, M. (2009).
requirements findings, we will iterate the design Communications of the Association for
processes with the participants for a better design Information Systems Persuasive Systems Design :
solution. Key Issues , Process Model , and System Features
Persuasive Systems Design : Key Issues , Process
ACKNOWLEDGEMENT Model , and System Features. Communications of
the Association for Information Systems, 24(28),
We would like to thank all participants involved in this 485–500.
study. The work was supported by university research Pu, S., & Evans, M. (2019). Critical thinking in the
grant PDI-2021-014. context of Chinese postgraduate students’ thesis
writing: a positioning theory perspective.
REFERENCE Language, Culture and Curriculum, 32(1), 50–62.
https://doi.org/10.1080/07908318.2018.1442473
Ahmad, W. N. W., & Ali, N. M. (2018). A Study on Samanhudi, U., & Linse, C. (2019). Critical Thinking-
Persuasive Technologies: The Relationship Related Challenges to Academic Writing: A Case
between User Emotions, Trust and Persuasion. of Indonesian Postgraduate Students at a UK
International Journal of Interactive Multimedia University. Lingua Cultura, 13(2), 107.
and Artificial Intelligence, inPress(inPress), 1. https://doi.org/10.21512/lc.v13i1.5122
https://doi.org/10.9781/ijimai.2018.02.010
Florea, N. M., & Hurjui, E. (2015). Critical Thinking in
Elementary School Children. Procedia - Social
and Behavioral Sciences, 180(November 2014),
565–572.
https://doi.org/10.1016/j.sbspro.2015.02.161
Fogg, B. J. (2009). A Behavior Model for Persuasive
Design.
Fogg, B. J. (2012). Persuasive Technology, Using
Computers to Change What We Think and Do.
258
Prosiding K-Novasi 2021
The Perception of FSK Students towards the Conventional Mentor-
Mentee Programme and Projek Tunas FSK in Faculty of Health
Sciences (FSK), Universiti Kebangsaan Malaysia (UKM)
[1]*Ahmad Rohi Ghazali, [1]Eamie Elyna Jamaluddin, [1]Mohamad Anis Mohd Azmi, [1]Ngieng
Sheng Ee, [1]Nurfatin Syazreen Mohd Rizam, [1]Nur Syazwani Roslan, [1]Siti Nor Athirah Abdul
Rahman, [1]Yasaaswini Apparao
[1]Biomedical Science Programme, Faculty of Health Sciences, Universiti Kebangsaan Malaysia,
50300 Kuala Lumpur
*Corresponding Author email: [email protected]
ABSTRACT
The mentor-mentee programme was started in UKM in the early 90's and involved the monitoring of students' (mentee)
academic performances with the lecturer (mentor). The conventional mentor- mentee programme in Faculty of Health
Sciences (FSK) UKM needs improvement to stay relevant and to be implemented to the current new generation of students.
Therefore, some improvements were made through the rebranding of a new programme known as the Projek Tunas FSK
which is more comprehensive and employs the Modul Mentor Berkesan© as one of the new implementation activities of the
existing mentoring system. Our research was conducted to study the perception of FSK, UKM students on the conventional
mentor- mentee programme and Project Tunas FSK. The second year (n=114) and fourth year students (n=84) were given
questionnaires that consisted of three parts including their demographic data, academic performance and questions related
to their relationship and communication with their mentors. The findings showed that the restructuring and rebranding of
the conventional mentor-mentee programme to Project Tunas FSK shows better perception by the FSK students.
Keywords: mentor-mentee, Projek Tunas FSK, Modul Mentor Berkesan, perception, Faculty of Health Sciences (FSK).
INTRODUCTION RESULTS AND DISCUSSION
Mentorship involves a relationship in which the mentor, Most of the respondents involved in the study were
who is usually more experienced, works closely with a female with 69.7 % (138 out of 198 students).
mentee for the purposes of teaching, guiding, supporting, Respondents who were involved in the Projek Tunas FSK
and facilitating professional growth and development were 11.1 % and 88.9 % of the respondents were involved
(Leidenfrost et al. 2011). While mentoring can provide in the conventional mentor-mentee system.
valuable support for students at critical points in their
student life, it offers a host of other benefits for both The independent t-test was conducted to compare the
mentor and mentee. academic performance, grade points average (GPA)
among the FSK students undergoing Projek Tunas FSK
Restructuring of the mentor-mentee programme at the and conventional mentor-mentee sessions. The mean of
Faculty of Health Sciences (FSK), Universiti Kebangsaan the academic performance (GPA) on the Projek Tunas
Malaysia (UKM) involved improvements in the FSK (n = 114) was 3.4 and the mean of the academic
communication, leadership, stress, and time management performance (GPA) on the mentor- mentee programme (n
skills in mentors as well as the rebranding of the = 84) was 3.2. The t-test for Equal variances assumed was
programme to Projek Tunas FSK. The mentor–mentee statistically significant, t (196) = 3.0, p = .003 (Table 1).
session is also held at least once a month every academic
session until graduation and by using our own Modul Year of Project N Mean SD t P
Mentor Berkesan© as a guidance module for the mentors. study
In addition, the final year project supervisor will still play
a role as a mentor too. 2 Projek 114 3.4 0.3
Our research was conducted to study the perception of Tunas FSK 3.0 0.0
Faculty of Health Science students on the conventional
mentor- mentee programme and Project Tunas FSK. GPA
259
Prosiding K-Novasi 2021
4 Conventional 84 3.2 0.3 REFERENCES
Mentor-
mentee Amasuomo, J. O. M. (2014). Academic Performance
Table 1. Comparison of the academic performance (GPA) and the FSK of Students Admitted with Different Entry Certificate in
students undergoing Tunas FSK project and the conventional mentor-
Nigeria Certificate in Education Programme in Federal
mentee system
College of Education (Technical), Omoku. 2014 4(1): 9.
Session GPA Total Ambotang, A. S., Mohd Zain, M.R. (2017). Faktor
3.01-3.5 >3.5
Projek Tunas N 2.51-3.00 Penyumbang Kecenderungan Pemilihan IPT Di Sabah.
FSK 14 57 43 114
Dennis, J. M. & Phinney, J. S. & Chuateco, L. I. (2005).
% 7.1 28.8 21.7 57.6
The Role of Motivation, Parental Support, and Peer
Support in the Academic Success of Ethnic Minority
Conventional N 22 46 16 84 First-Generation College Students. Journal of College
Mentor- 11.1 23.2 8.1 42.4
mentee Student Development 46(3), 223-236. Johns Hopkins
% University Press. Retrieved May 23, 2018, from Project
MUSE database.
Leidenfrost. B, Strassnig. B, Schabmann. A, Spiel. C,
Total N 36 103 59 198 Carbon. C, (2011). Peer Mentoring Styles and their
%
18.2 52 29.8 100 Contribution to Academic Success among Mentees: A
Person-Oriented Study in Higher Education. Mentoring
Table 2. Association between GPA of Year 2 Semester 1 of students in & Tutoring: Partnership in Learning. 19(3): 347-364
Tunas FSK project and mentor mentee programme
http://www.experimentalpsychology.de/ccc/docs/pubs/L
Table 2 shows the Projek Tunas FSK and the eidenfrostStrassnigSchabmannSpielCarbon2011.pdf
conventional mentor-mentee sessions were associated
with GPA, and statistically significant, χ2(2, N=198) [September 2011].
=11.016, p<0.05 (0.004), ɸ'=0.236. Our study also
showed there was a strong association between Muuss, E. (1996). Approaches to Studying: Age,
programmes involved and the GPA of Year 2 Semester 1
in both Projek Tunas FSK and the conventional mentor- Gender and Academic Performance. Educational Studies
mentee programme. It can be seen and compared that
students who were involved in the Projek Tunas FSK had 22(3): 367-379.
a higher percentage of obtaining GPA more than 3.5
compared to the conventional mentor-mentee Portal Rasmi Kementerian Pendidikan Malaysia. Penuh,
programme.
B. S. B. (2018).
Salinitri. G, (2005). The Effects of Formal Mentoring on
the Retention Rates for First Year, Low Achieving
Students. Canadian Journal of Education. 28: 853-873
http://journals.sfu.ca/cje/index.php/cje-
rce/article/viewFile/2882/2175 [January 2006].
Santos, S.J. & Reigadas, E.T, (2002). Latinos in Higher
Most students including students with high grade points Education: An Evaluation of a University Faculty
averages (GPAs) entered university unprepared for the
required level of work and often needed assistance to Mentoring Programme. Journal of Hispanic Higher
acclimate to the new environment (Dennis et al. 2005).
Projek Tunas FSK was developed to provide moral Education. 1(1): 40-50
support, counselling and assist students in their stress
management. With reference to university students, http://journals.sagepub.com/doi/abs/10.1177/153819270
academic success is a function of both personal
characteristics such as mental ability, academic skills, 2001001004 [January 2001].
motivation, and goals, and the characteristics of the
environment, which can be conceptualized as a system of Sheard, M. (2010). Hardiness Commitment, Gender,
nested interdependent structures (Muuss, 1996). Hence, a
more comprehensive form of mentoring system as and Age Differentiate University Academic Performance.
provided by Projek Tunas FSK project will help further
to improve the student’s academic performance better British Journal of Educational Psychology 79(1): 189-
than the conventional mentor-mentee programme.
204.
CONCLUSION
Thiele, T., Singleton, A., Pope, D. & Stanistreet, D.
(2016). Predicting Students' Academic Performance
Based on School and Socio-Demographic Characteristics.
Studies in Higher Education 41(8): 1424-1446.
Project Tunas FSK has better perception by the FSK
students than the conventional mentor–mentee system
with regards to their GPAs and academic background.
260
Prosiding K-Novasi 2021
Maximizing Consultation and Pitching for Project Based Learning :
Developing Flexibility in Teaching and Learning.
[1]Melissa Shamini Perry, [2]*Raihanah M.M.
[1] National University of Malaysia [2] National University of Malaysia
*[email protected]
ABSTRACT
Keywords: Project Based Learning, Consultation, Pitching, Flexibility, Learner Centred.
INTRODUCTION PBL offers an opportunity of these educators to grow in
their pedagogical repertoire as it provides a space for
Project based learning (henceforth: PBL) is learner creativity and flexibility. There has been an increase in
centred pedagogical approach that utilizes carefully tertiary level educators across disciplines that are
designed tasks and projects to facilitate active learning employing PBL to create more stimulating and engaging
amongst students. PBL allows students to engage with learning experiences for their students. Thus, there is a
various knowledge, concepts and experiences as well as need to study the effectiveness of PBL practices and
tools and technology to create original artifacts, products processes across disciplines in tertiary learning
or design, answer questions and solve real-world environments in order to increase its usage at this level.
problems (Lee et, al., 2014, p.19).
The implementation of PBL involves various stages
According to Lee (2014), higher education has been much depending on the length of time available , number of
slower in adopting project-based learning (p.19). Lee people involved and the specific tasks designed for the
(2014) notes that although collaborative and project. In general, PBL includes these following stages:
constructivist approaches to teaching and learning have input, instruction, brainstorming, conceptualisation,
become more common in higher education over the past consultation, pitching, revision, production and
twenty years, the lecture model remains dominant in presentation (Perry, 2018). This study focuses on two
higher learning environments (p. 21). The lecture model specific stages of the PBL which are the consultation and
remains the dominant teaching style in universities as pitching stages. The consultation and pitching processes
they are a form that majority of current educators, who are positioned as means through which scaffolding is
are the product of 20th century traditional teaching provided to the encourage autonomy and collaboration.
methods are familiar with. However, these educators The study highlights the flexible and empowering
must be open to trying new methods to suit the needs of strategies employed within the consultation and pitching
21st century learners that require more active engagement stage to create a community of learners that are able to
and autonomy. As noted by Guo et al., (2020 p. 10, increase their engagement with resources, other learners
“students should be provided with the opportunity to and the educator and maximize their potentials and skills
participate in real problem-solving and knowledge in the execution of projects.
construction in authentic professional contexts” in tertiary
learning environments and an attractive way to achieve The strategies adopted by the educator as the facilitator of
this goal is through PBL. the PBL in this study is guided by the Gold Standard of
High Quality PBL delineated in Larmer et al. (2015).
There are various challenges that the educator may face According to Larmer et al. (2015), the gold standard for
in implementing PBL at the tertiary level. Among these project based learning can be identified through seven
challenges include class size, educator-student ratio, time essential project design elements which consist of
and budget constraints, access to relevant facilities, tools Challenging Problem or Question, Sustained Inquiry,
and equipment as well as student cooperation and Authenticity, Student Voice and Choice, Reflection,
motivation levels. As such, in order to execute PBL Critique and Revisions and Public Product.
amidst such challenges, the educator must adapt the
design of the project by taking risks to try new approaches
and different methods and most importantly adopt a
flexible mindset to the processes of the PBL.
261
Figure 1. Gold Standard Project Based Learning (Source Prosiding K-Novasi 2021
Larmer et al. 2015)
maximize learner engagement and collaboration. The
This article is based on a case study of a PBL that was strategies presented in this article are those identified
designed for the Literature and the Media course, also from lecturer reflection and student feedback. The
offered as a Citra (liberal) course at The National strategies employed by the educator including specific
University of Malaysia (UKM) under the language, actions, instructions, decisions and guidance given were
communication and literacy domain. The course is open provided by the educator during the consultation and
to students from all faculties and years in the university pitching sessions were identified, analysed through
and is designed to provide a comprehensive and holistic reflection and professional learning conversations.
approach to critically understanding the relationship
between literature and the media. Lecture &
Workshops
The project that was designed for this course was the
Transmedia Brand Storytelling Project (henceforth Group
referred to as TBS). The TBS project was designed as a Brainstorming
formative project-based assessment for the course due to
its core elements of incorporating multiple and Workshop and
multimodal platforms in the creation and delivery of a Best Practice s
narrative. TBS was thought to be an excellent concept to
increase multimodal engagement in undergraduate Case Study
students. The transdisciplinary nature of TBS that
incorporates literary, media, marketing, branding and Consultation
digital technology also made it a suitable subject for a
course comprising of undergraduate students across Concept &
faculties (Perry, 2020, p.24) Design
This article presents the flexible strategies that were Pitching
implemented during the consultation and pitching stages
of the TBS project to ensure maximum student Reflection
participation and contribution to project/group, and
increase communication and collaboration students that Redesign and
mirror real life contexts. These processes provide the Create
educator with the opportunity to scaffold student learning
by directly engaging with them through as both a coach Presentation
and collaborator in their students’ projects.
Reflection
FINDINGS AND DISCUSSION
Figure 2. Processes in TBS project
This section discusses the strategies implemented by Key Findings: Guidelines & Role of Educator
educators in the Literature and the Media course during
the consultation and pitching stage of TBS project to In order to ensure active student participation and
contribution are maximized during PBL, specific key
steps are implemented. A key finding in this study is the
implementation of specific guidelines to ensure that there
is some degree of standardization within flexible
strategies practiced in PBL. These guidelines include
providing detailed a task sheet with task components and
grading scheme which clearly defines the scope of the
project and what is expected of students to complete the
task successfully. The task sheet provide includes
information on how they will be graded on the
assignments as well as resources to materials that can help
with task execution and completion. It is important to note
that the task sheets that are developed for such projects
have undergone a vetting process by subject matter
experts at the programme level. This is to ensure the PBL
is feasible and the scaffolding provided meets the learning
requirements of the programme and discipline and that
task sheets are clear and detailed for student
comprehension. Therefore, the gold standard practices of
critique and revisions of the PBL begins at the level of
programme even before the project is assigned to the
student.
262
Other guidelines provided to students for the TBS project Prosiding K-Novasi 2021
in the course include the compulsory participation in at
least one consultation session by all group and group members. Although each group is given its own private
members and the allocation of marks for the consultation consultation with the lecturer, other groups are given an
and pitching process. A checklist for the pitching process opportunity, with the permission of the consulting group,
is also provided to guide students in the pitching activity. to sit in and observe their consultation in progress.
Each group is also required to report the allocation of duty Allowing other groups to observe ongoing consultation
and contribution of each member to the task during the helps students learn about issues that other groups are
consultation and pitching to ensure equal participation in facing and helps them think and evaluate their own
the project. Additionally, a peer assessment form is made progress and also ensure that they don’t face similar
available to students to further ensure equal contribution problems. The decision to allow students observe
of work in the project by all members. While flexibility is consultations conducted with other group members was
exercised in the PBL, these guidelines are put into place one that many students were grateful for as they reported
to ensure a form of standardization and quality control for to have learned a lot from the process. It is important to
the PBL process. note that this decision is always made with the permission
of the consulting group to provide them with a sense of
Another key finding of this study is the importance of autonomy and empowerment in the process. It was found
lecturer’s role in the PBL environment. In order to ensure that when students were given such decision-making
successful scaffolding, it is vital to ensure the presence of opportunities, they are always willing to share their
a high level of engagement between lecturer and student journey and process with other groups without hesitation.
with a focus on equity of participation taking into the
consideration of different needs and abilities of learners. In addition to one compulsory, graded consultation for the
The importance is placed on building trust, establishing TBS project, the lecturer provides flexibility in learning
interpersonal relationship with learners, and showing time by providing more opportunities for consultation
investment in student learning processes and personal based on student needs and requirements. Students have
development through collaboration and active the opportunity to seek more input or further
participation in students’ projects. These elements are collaboration with the lecturer through more consultation
created through implementation of flexible strategies to session and this provides them with the assurance that
cater for different types of learners and students with they can access help when they need it.
various needs and personalities. Therefore, the lecturer
adopts the role of both an active leader and participant in Flexibility in Pitching Stage
the PBL who is able to inspire and guide students through
challenges but at the same time also actively engage as At the pitching session, the PBL gold standard of student
collaborator in ideation and design of the project. voice and choice is highlighted as collaborative learning
is highly encouraged through an interactive and
Flexibility in Consultation Stage participative format. The students come together as class,
midway through their project and pitch their project
This study finds that during the consultation that is progress, ideas and concepts to their peers and lecturer in
provided for each group of students for the TBS project, a focus group style. In line with the formative assessment
the role of the lecturer is not only confined to monitoring strategy, students are encouraged to seek and provide
the progress of the students and helping them solve ideas and feedback on the projects from the lecturer and
problems pertaining to the project. Instead, the lecturer other groups in the class so that they can further make
can also adopt the role of a collaborator in the students’ adjustment to their plans and designs. A collaborative
projects by helping them brainstorm and develop their pitching session such as this does not only prioritize
ideas and improve their design. The lecturer need not lecturer feedback to project ideas but emphasizes peer
refrain from proposing ideas to improve students’ works feedback in order to build a collaborative culture and
based on traditional assessment methods where lecturers community of learners who build instead of compete with
avoid providing input during assessments to test students’ each other.
progress. By adopting a more flexible and interactive
approach to consultation by becoming a collaborator in The flexibility employed in the pitching session in this
students’ projects, this study finds that students’ study is towards to expectation of student progress. Each
confidence and motivation levels increased and they group is evaluated based on their own progress and are
become more enthusiastic and involved in the project as not compared with other groups in terms of level of
results of the lecturer’s active involvement and interest in progress made. Different groups can be at different stages
their work. of project development and the lecturers creates an
environment where every learner can come into the
Another element of flexibility adopted in the consultation pitching activity at their own pace and strength and
stage for this study is the opportunity accorded to other receive the feedback that will meet them at their level and
groups to be present during consultations with one group help them towards the completion of the task ultimately.
This kind of personalized approach recognizes student
voice and choice and helps motivate instead of
demotivate and create fear and stress in students. It
263
involves the need for the lecturer to have trust that the Prosiding K-Novasi 2021
students will ultimately complete the task according to the
provided deadline even if they may be at different stages Perry, M.S. 2018. 21st Century Skills through Film
of progress during pitching. The pitching is viewed as Production in Tertiary Education: A
work in progress presentation allowing each group to Transformative Assessment in a Literature
evaluate their strengths and weaknesses and learn from and Media Course. 3L: The Southeast Asian
and motivate each other. Journal of English Language Studies, 24(4):
214 – 232. http://doi.org/10.17576/3L-2018-
2404-16
CONCLUSION
This study has presented the importance of providing
specific guidelines via detailed task sheets and necessary
scaffolding to students in order to maximize consultation
and pitching session in PBL environments. The study has
shown that in order to implement flexible strategies in
PBL, the educators have to develop trust in learners and
develop the confidence to allow them to have self-
directed approach in project execution within a scaffolded
environment. This can be successful with a high level of
educator and learner engagement built on mutual trust and
respect and shared visions and goals. Flexibility in
teaching and learning does not mean the absence of
structure but involves working with a structure to adapt to
different needs, styles and environments.
ACKNOWLEDGEMENT
The authors would like to thank the Centre for Teaching
and Curriculum Development, Universiti Kebangsaan
Malaysia, (Pengajaran-UKM) for the grant provided to
undertake this research.
REFERENCES
Guo, P. Saab, N., Post, L.S. & Admiraal, W. 2020. A
review of project-based learning in higher.
International Journal of Educational
Research, 102
.https://doi.org/10.1016/j.ijer.2020.101586
Lee, J. S., Blackwell, S. , Drake, J. , & Moran, K. A.
(2014). Taking a Leap of Faith: Redefining
Teaching and Learning in Higher Education
Through Project-Based Learning.
Interdisciplinary Journal of Problem-Based
Learning, 8(2). Available at:
https://doi.org/10.7771/1541-5015.1426
Larmer, J., Mergendoller, J. & Boss, S. 2015. Setting
the Standard for Project Based Learning. A
Proven Approach to Rigorous Classroom
Instruction. Alexandria: ASCD.
Perry, M.S. 2020. Multimodal Engagement through a
Transmedia Storytelling Project for
Undergraduate Students. GEMA Online®
Journal of Language Studies, 20(3), 19-40.
http://doi.org/10.17576/gema-2020-2003-02
264
Prosiding K-Novasi 2021
Development of STREAM Integration Curriculum in Gifted and
Talented Education
[1]*Siti Aishah Hassan, [1]Rorlinda Yusof, [1] Afifah Mohamad Radzi, [1] Che Suriani Kiflee,
[1] Nur Nadiah Lani, [1]Nurulnisa Nor Azman, [1]Mariati Mokhtar, [1]Mazliza Mohtar
[1] Pusat GENIUS@Pintar Negara
Universiti Kebangsaan Malaysia
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
ABSTRACT
This study aims to evaluate the level of implementation of research components and STREAM Curriculum to gifted and
talented students. The sample of this study consisted of 200 students studying at Kolej GENIUS@Pintar Negara UKM. Data
collection was conducted using a set of questionnaires and interview methods related to the study. The collected data were
analysed using descriptive statistics. The overall findings of this study show that the level of implementation of research
components and STREAM curriculum to gifted and talented students is high.
Keywords: research, gifted, talented, STREAM, curriculum
INTRODUCTION designed to be used to gifted and talented students. This
triad is driven by importance and direction to determine
Sustainable education programmes for gifted and talented students’ own learning. It challenges them to boost
(GT) students can cultivate potential and creative critical and creative thinking as well as their problem-
intellectual and human capital. Intelligence refers to the solving skills when it is implemented correctly. This triad
ability of students to do something more than their peers. affects the learning of all students, enriches their lives,
GT students have high creativity, motivation, and ability. and develops their lifelong confidence. Renzulli’s Type
III enrichment involves students who are interested in a
STEAM combines the disciplines of science, technology, subject, topic, or course in more depth where they spend
engineering, art, and mathematics to develop students' a lot of time to obtain information and begin their
ability to meet the challenges of the 21st century. The goal investigation in the field of interest. For example, a
of STEAM is to produce people who dare to take risks, student who is interested in astronomy may do an in -
are directly involved with learning through experience, depth study of astronomy and use the skills the student
are able to think to solve problems and are able to has to relate it to life. In Triad III, students are able to
collaborate with others in a creative process. develop their research skills and present the results of that
research.
STREAM adds another layer to STEM and STEAM
which is a research element to encourage students to read RESULTS AND DISCUSSIONS
(literature) and write (writing) through the results of
research done by them. The research element is an The implementation of STREAM curriculum in GT
addition to STEAM because it is an enrichment program educational learning needs to be implemented because
to strengthen GT education. In 1977, Joseph Renzulli
developed the Enrichment Triad Model, specially
265
teaching enrichment is an important strategy and project Prosiding K-Novasi 2021
work is an important part. To increase the potential of
students in this project work, research elements have been Consistent with the GT concept given by Maryland
applied and practised to GT students as early as 12 and 13 (1972) which acknowledges that children with high
years old (Foundation 1) through the research skills performance show potential achievement or ability in the
subjects. (Figure 1) following areas, individually or in combination through
(a) general intellectual ability, (b) specific academic
Figure 1: Research Cours ability, (c) creative or productive thinking, (d) leadership
skills, (e) visual or performing arts and (f) psychomotor
The results of this study found that GT students can skills. According to Renzulli (2005) GT students are able
increase their learning potential and interest through: to learn faster than their peers, have an understanding of
complex or abstract topics, and have more advanced
1. Cross-subject based learning verbal and problem-solving skills. As noted by the
2. Participation in research competitions National Association for Gifted Children (NAGC, 2017),
a gifted child demonstrates constant intellectual curiosity,
throughout the year asks searching questions, shows an extraordinary interest
3. Research involvement with mentors locally and in human nature and the universe, and derives joy and
pleasure from intellectual challenges.
abroad
4. Production of students’ writing proceedings ACKNOWLEDGEMENT
with lecturers (Figure 2) This research was supported by the GENIUSPINTAR-
2020-005.
Figure 2: Total of Students’ Proceedings
REFERENCES
CONCLUSION
Thus, STREAM is seen as an important part of a complete Marland, S. P. (1972). Education of the gifted and
curriculum, as it requires critical thinking as well as talented: Report to the Congress of the United
creativity. STREAM can be adapted to the curriculum States by the U.S. Commissioner of Education
development in gifted and gifted education because it is a and background papers submitted to the U.S.
functional learning that combines elements of fun and Office of Education (Vol. 2, Government
learning in a holistic, authentic, contextual, and Documents, Y4.L 11/2: G36). Washington, DC:
collaborative way. In addition, STREAM also encourages U.S. Government Printing Office.
student creativity without neglecting the noble values in
life. National Association for Gifted Children. (2017). The
history of gifted and talented education.
Retrieved from https://www.nagc.org/resources-
publications/resources/gifted-education-
us/brief-history-gifted-and-talented-education
Renzulli, J. (1977). The Enrichment Triad Model: A guide
for developing defensible programs for the
gifted and talented. Wethersfield, CT: Creative
Learning Press DOI:
10.1177/001698627702100216
Renzulli, J. S. (2005). The three-ring conception of
giftedness: A developmental model for
promoting creative productivity. In Sternberg,
R. J., Davidson, J. (Eds.), Conceptions of
giftedness (2nd ed., pp. 217–245). Boston, MA:
Cambridge University Press.
266
Prosiding K-Novasi 2021
The Effectiveness of Accelerated and Compacted Chemistry Module on
Gifted and Talented Students
[1]*Nursakinah Mat Hazir, [2]Hawa Aqilah Hamuzan, [3]Premanarayani Menon, [4]Suganty A/P
Kanapathy, [5]Mahirah Taib, [6]Nor Sakinah Mohammad
[1,2,3,4,5,6]Pusat GENIUS@Pintar Negara, Universiti Kebangsaan Malaysia, 43600 UKM Bangi,
Selangor, Malaysia
*[email protected]
ABSTRACT
Gifted and talented students often possess an intense desire to learn, and this has something to do with their learning
preferences. Their ability to think at abstract levels earlier than their peers and form their own ways of thinking about
problems and ideas indicate that intellectually gifted and talented students need advanced content and choice in learning
activities. In this study, an accelerated and compacted Chemistry module; Modul PINTARberbakat Chemistry (Redox
Reaction) was taught and implemented on gifted and talented students of Kolej GENIUS@Pintar Negara, Universiti
Kebangsaan Malaysia. Normally, this topic was offered to form 4 students (16 years old) in the standard national school.
However, this curriculum was offered to foundation 2 (form 2) gifted and talented students of Kolej GENIUS@Pintar Negara
with the age of 13-14 years old. A total of 68 form 2 gifted and talented students participated in this study. The effectiveness
of this module on students' understanding was measured based on their scores in continuous assessments including a final
examination. The data were gathered and analyzed statistically using SPSS. The analysis reveals that 4.4% students achieved
excellent marks between 95-100, 47.1% students achieved very good understanding with marks between 85 to 94, 19.1%
have good understanding with score marks between 75 to 84, 20.6% students scored moderately (marks between 55-74),
and only 8.8% students show poor understanding (marks between 0-54) in Redox Reaction. From this study, it can be
concluded that accelerated and compacted curriculum is a beneficial differentiation technique for gifted students in the
teaching and learning of Redox Reaction in Chemistry.
Keywords: Chemistry, Compacted and Accelerated Curriculum, Gifted Students
INTRODUCTION Gifted education is strongly linked to the
developmental needs of individuals (Schulz, 2005).
The study of gifted and talented children is gaining Based on the studies, incorporating sufficient higher-
attention in the world of education. Gifted and talented order cognitive tasks in learning activities is crucial to
children have the capability to learn more quickly and meet the needs of gifted and talented learners. However,
easily than typical children. They begin to master an area a major problem identified among the gifted education
earlier than their peers. Learning in their domain was learners is lack of challenge, which is required to ensure
found to be more effortless for them than for children who the progress of the gifted students (Taber, 2015). Gifted
are not gifted. Gifted and talented students require less and talented students are often intrinsically interested in
support from adults to learn than their non-gifted peers science, however under certain circumstances such as the
and often explicit instruction. Moreover, gifted and prevailing curriculum, dull routine, recall-based
talented students have their own discovering ability (Aziz assessment, and lack of meaningful experiences may turn
et al., 2021). Munro (2011) stated that gifted and talented the gifted and talented student’s interest away from
students learn and think differently. Their understanding learning science related subjects (Watters & Diezmann,
of a topic is more elaborated and differentiated 2003). If the gifted and talented students are challenged
conceptually and more typical of an ‘expert’ in an appropriate way, there are high chances for them to
understanding of the topic. They also frequently have a display their latent abilities (Plunkett & Kronborg, 2007).
high degree of internal motivation to explore. It was also Thus, proper, challenging and meaningful learning
found that gifted and talented students exhibit an intense, experiences are required when science, focusing on
obsessive interest and an ability to focus (Aziz et al., chemistry are taught to the gifted and talented students.
2021).
Curriculum compacting is a flexible, research-
supported instructional technique that enables high-
267
Prosiding K-Novasi 2021
ability students to skip work they already know and 38
substitute more challenging content. High ability students 30
with academic performance ahead of their classmates,
often feel lost interest, underdeveloped study skills and MALE FEMALE
dissatisfaction with school. It is use in modifying the
curriculum for above-average ability students and benefit Fig. 1 Demographic data of students based on gender
any student who displays strengths or high levels of
interest in one or more content areas (Reis & Renzulli, 12
1992). Curriculum compacting is an acceleration practice 56
that skip content that students have previously mastered
and provides them with the more complex standards that 13 YEARS OLD 14 YEARS OLD
matches these students’ knowledge without skip the
proficiency in the basic curriculum (Reis & Westberg, Fig. 2 Demographic data of students based on age
1994; Livers & Nicole, 2018). Joli et al. (2020) state
differentiation learning through curriculum compacting Table 1 shows results of assessments that were
help high ability students in developing their higher order conducted on form 2 gifted and talented students in Kolej
thinking skills and this curriculum should be practiced in GENIUS@Pintar Negara. Based on analysis, it was found
teaching gifted students to discover their actual potential that 48 out of 68 students achieved good understanding in
and to provide equal learning opportunity. learning compacted and accelerated chemistry syllabus.
Moreover, 2 out of 3 students who were excellently
In Chemistry, Redox reaction topic was scored in this syllabus were only 13 years old. This result
normally taught to form 4 and form 5 students at normal proved that gifted and talented students can be exposed to
high schools in Malaysia. Another Redox reaction advanced syllabus even at the earlier stage.
syllabus with higher level of difficulty have been taught
to form 6 students who sit for the Malaysian Higher Table 1. Students’ results according to age
School Certificate known as Sijil Tinggi Persekolahan
Malaysia (STPM). In this study, both syllabi were An independent sample t-test was conducted to
combined as an accelerated and compacted Chemistry compare the statistical scores in age and gender. Based on
module called Modul PINTARberbakat Chemistry Table 2, there was no significant difference in statistical
(Redox Reaction) and was taught to form 2 gifted and scores for 13 and 14 years olds as the t-value is 1.055 and
talented students at gifted centre of Kolej the significant value is 0.095 (p >0.05). From the mean
GENIUS@Pintar Negara. This research aimed to study value, we can conclude that age 13 (mean = 71.42, s.d =
the effectiveness of the compacted and accelerated Redox 23.333) and age 14 (mean = 74.41, s.d = 16.542) have no
Reaction syllabus among gifted and talented learners. mean difference between both ages for statistical scores.
Students are evaluated based on their test results to know Based on Table 3, there was no significant difference in
their understanding. The students’ results indicate their statistical scores among male and female students as the
degree of understanding and achievement. t-value is 1.567 and the significant value is 0.089 (p
>0.05). From the mean and the significant value, we can
This study was conducted at Pusat conclude that there was no mean difference between the
GENIUS@Pintar Negara, Universiti Kebangsaan male students’ scores (mean = 73.37, s.d = 19.072) and
Malaysia, located in Selangor, Malaysia. A sample of 68 the female students’ score (mean = 80.13, s.d = 15.721).
of form 2 students of gifted and talented learners were
selected for this study. These students were divided into
4 classes for Chemistry subject. All classes were taught
with the accelerated and compacted syllabus of Redox
Reaction, 2 hours per week. Students were assigned with
continuous formative and summative assessments that
were developed based on the compacted and accelerated
syllabus to determine the degree of their understanding.
RESULTS AND DISCUSSION
The students’ demographic information such as age and
gender, and the students’ scores were keyed in and
analysed by using SPSS version 21. Figure 1 shows that
38 of male students and 30 of female students were
enrolled into this Chemistry course. 12 students were 13
years old, and 56 students were 14 years old (Figure 2).
268
Prosiding K-Novasi 2021
Table 2. Independent Sample t-test according to age and talented students to challenge themselves and go
beyond their learning level. Therefore, a compacted and
Table 3. Independent Sample t-test according to gender accelerated curriculum can be suggested as one of the
differentiated strategies in teaching gifted and talented
The students’ results were illustrated into a chart students.
as in Figure 3. 4.4 % of Form 2 gifted and talented
students scored excellently between 95 to 100 marks, ACKNOWLEDGEMENT
while 47.1 % of them achieved marks between 85 to 94
which indicated they learned and performed greatly with Special thanks to Director of Pusat GENIUS@Pintar
this curriculum. 19.1 % of students achieved good Negara for giving full support and endless help in
understanding with marks range from 75 to 84, while 20.6 completing this research. Deepest gratitude and
% scored moderately (marks range 55-74), and only 8.8 immeasurable appreciation are extended to colleagues
% of form 2 gifted and talented students got poor marks and students for giving full cooperation in making this
(0-54 marks) in their total assessments. Overall, 70.6 % study possible.
of form 2 gifted and talented students at Kolej
GENIUS@Pintar Negara have good and better REFERENCES
understanding with compacted and accelerated Redox
Reaction topics in chemistry syllabus. This result shows Abdul Aziz, A. R., Ab Razak, N. H., Perdani Sawai, R.,
that gifted and talented students can adapt and learn very
well with compacted and accelerated syllabus as one of Kasmani, M. F., Amat, M. I. & Shafie, A. A. H.
the differentiated of learning process.
(2021). Exploration of Challenges Among
Fig. 3 Form 2 Students’ results in Redox Reaction
Gifted and Talented Children. Malaysian
CONCLUSION
Journal of Social Sciences and Humanities
Based on the results, it can be concluded that gifted and
talented students can cope with accelerated and (MJSSH), 6(4), 242 - 251.
compacted curriculum of Redox Reaction in Chemistry at
younger age by showing their positive and excellent Joli, N., Kamarulzaman, M., Abdul Rashid, S., Mat Hazir,
understanding. Tomlinson (2008) stated that students will
be able to master the subject content as well as form their N., Simin, N. & Badrul Hissam, F. (2020).
own identities as learners through differentiation
techniques. Differentiated strategies provide gifted and Curriculum Compacting: Differentiating
talented students the best learning environment as the
curriculum aims at abilities, needs and interests of Statistics Syllabus According To The Readiness
individuals. Also, it helps them to become more engaged
in learning a particular subject. Besides that, Levels Of Gifted Students. International
differentiated instruction provides possibilities for gifted
Journal of Education and Pedagogy (4), 359-
367.
Koshy, V., & Robinson, N. M. (2006). Too long
neglected: Gifted young children. European
Early Childhood Education Research Journal,
14(2), 113-126.
Livers, S. D. & Nicole, O. (2018). Embracing Curriculum
Compacting: Teacher Candidates Supporting
Differentiated Instruction in Elementary
Mathematics. School—University Partnerships,
11 (1), 19-25.
Munro, J. (2011). Submission to Victorian Parliamentary
Inquiry into the education of Gifted and Talented
Students. 1-20. Retrieved from
http://www.parliament.vic.gov.au/images/storie
s/committees/etc/Past_Inquiries/EGTS_In
quiry/Submissions/96_Dr_John_Munro.pdf
(accessed on 24 Jun 2020).
Plunkett, M. & Kronborg, L. (2007). Gifted Education in
Australia: A Story of Striving for Balance.
Gifted Education International, 23(1), 72-83.
Reis, S. & Renzulli, J. (1992). Using Curriculum
Compacting to Challenge the Above-Average.
Educational Leadership 50.
Reis, S. M. & Westberg, K. L. (1994). The Impact of Staff
Development on Teachers' Ability to Modify
Curriculum for Gifted and Talented Students1.
Gifted Child Quarterly 38(3), 127-135.
Schulz, S. (2005). The Gifted: Identity Construction
through the Practice of Gifted Education.
International Education Journal Special Issue, 5
(5), 117-128.
269
Prosiding K-Novasi 2021
Taber, K. S. (2015). Affect and meeting the needs of the
gifted chemistry learner: Providing intellectual
challenge to engage students in enjoyable
learning. In M. Kahveci & M. Orgill (Eds.),
Affective Dimensions in Chemistry Education
(pp. 133-158): Springer Berlin Heidelberg
Tomlinson, C. A. (2008). Goals of Differentiation.
Educational Leadership, 26-30.
Watters, J. J. & Diezmann, C. M. (2003). The gifted
student in science: fulfilling potential.
Australian Science Teachers Journal, 49(3), 46-
53.
270
Prosiding K-Novasi 2021
Boardroom to Classroom: the Effectiveness of Using Corporate
Storytelling Video in an English Classroom
[1]*Nor Hasni Mokhtar, [2]Mohd Zafri Osman, [3]Norma Aida Abdullah, [4]Zarina Othman
[1] [2] [3] & [4] Pusat Pengajian Citra Universiti (School of Liberal Studies)
Universiti Kebangsaan Malaysia
*[email protected]
ABSTRACT
In line with the 21st century education, some of the important skills and competencies are creativity, critical thinking, and
communication. The activities in this Corporate Storytelling course advocates these skills where students must be creative
in identifying the storyline and highlighting the message in the corporate storytelling videos, critical in evaluating the videos
and able to communicate their ideas and thoughts using the target language, which is English. The respondents of this study
are students enrolled in the Corporate Storytelling course in Semester 1 academic session 2020-2021. These students
obtained Band 3 in Malaysian University English Test (MUET) and have completed 4 credit hours of English. Data is
collected from teacher observations, students’ questionnaires, and students’ focus group interviews. Findings show that the
respondents perceived the activities in this course have been effective in motivating them and helping them to improve their
English language. It is found also that the course improves their presentation skills, critical thinking and creativity.
Keywords: corporate storytelling, storyboard, video response presentation, critical thinking, creativity
INTRODUCTION prevailing international standard for the teaching and
learning of languages. It identifies three broad levels of
Borderless learning promotes learners’ overall language proficiency namely Basic (A1 and A2),
development where they can learn anything from any part Independent (B1 and B2) and Proficient (C1 and C2).
of the world, any time and every time. Different According to English Language Education Reform in
pedagogies like online and technology assisted teaching Malaysia: The Roadmap (2015-2025), the target level for
and learning are involved in borderless education. In university students to graduate is B2. At this level, they
today’s challenging times and economy, online education can expect to get a job and function adequately in English.
seems to be the future of education. However, teaching In Universiti Kebangsaan Malaysia (UKM), students
21st century skills in an online environment is definitely a have five credits of English throughout their studies in the
challenge when most information is readily available university. They are placed into different packages of
online. Online platforms are therefore used to help courses depending on the Band achieved in their
learners with real world practice. This is where we bring Malaysian University English Test (MUET). Those
the students into the boardroom. The boardroom is where entering with Band 3 will do Academic Interactions (2
decisions regarding the companies are made, decision credits) in year 1, Pro-Talk English (2 credits) in year 2
such as which corporate storytelling that best represents and Corporate Storytelling (1 credit) in year 3.
the company’s brand and values to the public. Corporate Being offered to third year students, Corporate
storytelling is the core of this course. Corporate Storytelling is an enrichment course, pitched at CEFR B2.
storytelling videos assist students in making the Storytelling is claimed to be effective in language
connections between their classrooms and the real world teaching as it is said to work on language skills in a fun,
(Nowell, 2019). engaging and contextualized manner, consequently
Based on industry feedback, young Malaysian graduates raising students’ interest in listening to stories, as well as
are found to be hardworking and well-equipped with in speaking, writing, and reading about them
fundamental knowledge and skills in their respective (Lucarevschi, 2017). Corporate storytelling is about
fields. However, they lack leadership qualities and good presenting a company’s brand and values to an audience
communication skills. Thus, it is imperative for students using narrative techniques. This course uses corporate
to equip themselves with the necessary skills as indicated storytelling video as a learning tool to encourage and
in The Malaysia Education Blueprint 2013-2025. enhance students’ ability to communicate thoughts and
The Blueprint stipulates that each student is feelings in an articulate and confident manner. Moreover,
independently proficient in English language as defined it will boost their confidence in the language and motivate
by the Common European framework of References them to develop their language competency on their own
(CEFR) for languages. The CEFR represents the and in the long run become competent in the language.
271
Prosiding K-Novasi 2021
The aim of this research is to investigate the effectiveness did, helped me to
of using Corporate Storytelling video in an English course improve my
to enhance students’ communicative skills. language.
RESULTS AND DISCUSSIONS Table 1. Students’ Reflection on Corporate Storytelling Activities
Based on the questionnaires responded by 227 students From Table 1, 99.8% of the respondents say they
enrolled in this course in semester 1 session 2020-2021, participated actively in all activities. This is not surprising
these are the findings. as short films or corporate storytelling videos have colour,
movement and sound accompanying the verbal
Figure 1 Tabulation of Students by Faculty communication, giving more sensory experience, making
them excellent for provoking interest and curiosity
Figure 1 shows the tabulation of the students by faculty. (Harris & Mayer, 1993). We learn through our senses.
There are 48.9% of the students from Faculty of They help us to understand everything around us. We rely
Economics and Management (FEP) while 34.4% are from a lot on our sense of hearing and sense of seeing.
Faculty of Science & Technology (FST). The rest of the Watching the videos stimulates both, therefore having
students are from Faculty of Education (FPend) (8.4%), video as a learning tool is a good choice. Corporate
Faculty of Islamic Studies (FPI) (7.9%) and Faculty of storytelling video is a link to the real world as it is
Information Science and Technology (FTSM) (0.4%). authentic, enhanced with compelling characters and
The tabulation is as such because this course is offered relatable story plot. The power of storytelling enables the
mainly to students from FEP and FST in this semester. video creators to connect with the audience. These
The students from other faculties are the remaining ones findings are in line with what Yilmas (2020) and Mirvan
who did not manage to take this course in the previous (2013) stated, which is video gives visual context and
semester. sensory experience to the learners, thus making it an
In the questionnaire, the students were asked to reflect authentic material to provide language lesson.
their experience in the activities in corporate storytelling Table 1 also shows that 99.5% of the respondents were
course. These are their responses. motivated to use English language throughout the
learning process. Not only the videos are enjoyable, but
No Activities Definitely Agree, but Total they are also a great motivator. Motivation plays an
Agree with important role in learning a second language. When
students are motivated, they are more open to the learning
reservation process involving the activities, as shown in Table 1,
where 100% of the respondents are encouraged by the
I participated activities to learn English language. There are two
activities in this course, which are creating a storyboard
1 actively in all 64.6% 35.2% 99.8% and giving a recorded response on the corporate
storytelling video.
activities. When asked, 99.1% of the respondents say that producing
the storyboard helped them to understand the video better.
I was motivated to As Bruce & Chia (2015) claimed, when learners create a
storyboard for a movie scene, they improve their
use English comprehension. Learners explore beneath the story to get
the message and develop their creativity skills.
2 language 74.4% 25.1% 99.5% Regarding the second and final activity, 98.2%
respondents say the recorded video response presentation
throughout the helped them to improve their language. The students
developed critical thinking skills when they present their
learning process. opinions in a video response presentation. By recording
their responses on video, they can see themselves and
The activities improve on their language, facial expression, eye-contact,
and body language (Norazrina & Bernadette, 2017).
The findings are pointing to the fact that the activities in
corporate storytelling support the use of corporate
storytelling videos in an English course.
3 encouraged me to 79.7% 20.3% 100% Corporate Agree, but
learn English Storytelling helps to with
improve my Definitely
language. No Agree reservation Total
Producing the
4 storyboard helped 80.2% 18.9% 99.1% 1 presentation skills 76.7 20.7 97.4
me to understand
the video better. critical thinking
2 skills
The recorded Video 75.8 19.8 95.6
5 Response 75.3% 22.9% 98.2%
Presentation that I 3 creativity 77.1 20.3 97.4
272
Table 2 Students’ Perception on Improved Skills from Corporate Prosiding K-Novasi 2021
Storytelling
skills, critical thinking skills and creativity: some of the
Table 2 shows the respondents perception on the skills 21st century skills.
that they have improved. They perceived that they have The videos capture the attention of the students,
improved in their presentation skill (97.4%); critical especially so for final year students as the corporate
thinking skills (95.6%); and creativity (97.4%). storytelling videos bring them a step closer to the
Perception is the basis of thoughts that bring about corporate world or the working world. Lastly, it is
judgements or beliefs that influence the attitude towards concluded that corporate storytelling videos are effective
something (Ahen, 2009). Consequently, when the in an English classroom.
perception is positive towards the language, learners will
be influenced to learn the language. Table 2 shows that ACKNOWLEDGEMENT
these respondents are feeling positive about learning this
course. This research is an unfunded coded research
When the students give a video response presentation, it CITRA-2021-002
indicates that critical thinking and creativity are part of
the process as mentioned by Akyeampong, (2018). The REFERENCES
respondents themselves perceived it that way too. The
findings also have proven what Kusuma (2017) and Omer Ahen, J. A. (2009). Student’s Perception Towards
(2017) indicated, which is (corporate storytelling) videos,
when used pedagogically can benefit oral presentation English for Self Expression. Universiti Malaysia
skills.
More and more large and small brands are engaging in Sarawak. Retrieved June 25, 2021
content marketing which is using the idea that storytelling
is the key to attract and retain customers (Pulizzi, 2012). Akyeampong, A. S. (2018). Promoting Creativity and
There is therefore a large collection of corporate
storytelling videos to choose from. Critical Thinking through Digital Storytelling:
Figure 2 Corporate Storytelling English Course Model Perceptions of Undergraduate Students.
Figure 2 depicts the proposed model of Corporate https://www.researchgate.net/publication/321715
Storytelling English Course. It shows that the students
watch the corporate storytelling video, create a storyboard 678_Promoting_Creativity_and_Critical_Thinkin
and give a presentation on their response to the video. The
result is enhanced communicative skills. g_Through_Digital_Storytelling_Perceptions_of_
CONCLUSION Undergraduate_Students
The results revealed that corporate storytelling videos are Bruce, D. L. & Chiu, M. M. (2015). Composing with New
motivating and enjoyable and helped to improve the
students’ English Language. In addition, the students Technology: Teacher Reflections on Learning
perceived that they have improved in their presentation
Digital Video. In Journal of Teacher Education.
66(3): 272-287.
https://doi.org/10.1177%2F0022487115574291
Harris, M.J. & Mayer, D. (1993). Matching the Media and
the Message: Making Effective Corporate Films
and Videos. In Journal of Management
Development, 12 (4): 13-19.
https://doi.org/10.1108/02621719310040167
Kusuma, L. A. (2017). Islamic-Content-TED Public
Speaking as a Source Material for Improving
Islamic Student’s Communication Skill. In JEES
(Journal of English Educators Society).2(2), 75-
90. DOI: https://doi.org/10.21070/jees.v2i2.1007
Lucarevschi, C. R. (2017). The Role of Storytelling in
Language Learning: A literature Review. In
Working Papers of the Linguistics Circle of the
University of Victoria 26(1): 24-44.
Mirvan, X. (2013). The Advantages of Using Films to
Enhance Student’s Reading Skills in the EFL
Classroom. In Journal of Education and Practice.
4(13). 62-66.
Norazrina Ag-Ahmad & Bernadette Peter Lidadun.
(2017). Enhancing Oral Presentation Skills
through Video Presentation. In PEOPLE:
International Journal of Social Sciences. 3(2):
385-397. DOI:10.20319/pijss.2017.32.385397
Omer, A. M. A. (2017). Exploring the Impact of YouTube
on Enhancing Listening and Speaking Skills of
273
Prosiding K-Novasi 2021
EFL Learners (Doctoral dissertation, Sudan
University of Science and Technology).
Pulizzi, J. (2012). The Rise of Storytelling as the New
Marketing. In Pub Res. Q 28: 116-123.
https://doi.org/10.1007/s12109-012-9264-5
Yilmas, F. (2020). Using Films to Teach Turkish as a
Foreign Language: A Study of Classroom
Practice. In Educational Research and Research.
15(6): 282-289.
274
Prosiding K-Novasi 2021
Key Elements for Development Translational Education for Chemical
Engineering Student
[1]*Mohd Shaiful Sajab, [1]Mohd Shahbudin Mastar@Masdar, [1]Nor Yuliana Yuhana,
[1]Shuhaida Harun, [1]Masli Irwan Rosli, [1]Peer Mohamed, [1]Rosiah Rohani
[1] Department of Chemical and Process Engineering, Faculty of Engineering and Built Environment, Universiti
Kebangsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia
*[email protected]
ABSTRAK
Despite the essential role of 3D printing technology in sustainable industrial development, most of the local university is yet
to be fully equipped with the suitable instrumentation in providing a facility to researcher, academics and student. This
complication was highly associated with the limited knowledge of additive manufacturing. As the scopes of 3D printing are
mostly associated with high-end products and require a highly-skilled professional credential. Therefore, the main objectives
of this program are to accommodate a prototyping facility for industrial design from fabricating a student’s project proposal
up to a complex researcher’s prototyping profile. Briefly, the 3D printing technique can provide a complex structure for
student visualization problems. These combination techniques offered a precise prototyping model for process
instrumentation analysis and design overview. Additionally, with the ease of projectile educational material, academics are
able to enhance the visual, auditory, and kinesthetic approaches in a classroom activity. Moreover, the potential of this
technology as a viable route to the fourth industrial revolution will be a key starting point in establishing translational
research and expanding the pool of talent at the university level.
Keywords: 3D printing, Chemical engineering, Prototyping, Translational education.
INTRODUCTION interest to digital design and enhance their soft skills
(Chong et al. 2018).
Transformation in the education system is inevitable
to sustain strong economic growth and spurring Hence, the embracement of 3D printing technology in
investment in a country. The education market structures education is expanding as a tool that is found to take
will shape the behavior of the participants in the market advantage of their functionalities to imitate for the wider
that give an effect towards achievement and productivity adoption in technology (Ford & Minshall 2016; Ford &
(MITI, 2017). Whereas, the Malaysian commitment Minshall 2019; Pai et al. 2018). Hands-on learning is
integrated with the target under the Sustainable designed to promote deep conceptual understanding,
Development Goal 4 (SDG4), ensures inclusive and resulting in the great achievement of students in the 21st
equitable education and promotes lifelong learning century. In an association of education system, there are
opportunities for all by 2030. Hence, the adaptation of 3D plenty of additive manufacturing technologies was
printing technology also can be integrated with SDG4 developed, however, 3D printing is the economical tool
targeting to improve quality education on B40 students. that can be used for the fabrication of advanced
The education of the children from this group is also prototypes and final products (Pai et al. 2018).
affected due to the household income (Department of
Statistics Malaysia, 2016). The learning path is also designed for the student
project where students must be able to explore the
The technological advancement through Industrial environment through inquiries and problem solving
Revolution 4.0 (4IR) has addressed 11 elements which related to the real world. Students learn to become
including 3D printing technology as one of the main synergetic and adequately engage in problem-solving
elements (Jayarah et al. 2013; Ministry of Education from the designed project-based learning by thinking
Malaysia, 2018). Therefore, to meet the industrialized creatively and innovatively towards lifelong education,
world, the education field also must be in line with the communication skills, and collaboration.
needs in technology and equip these students for better
skill and improve understanding without using extra cost In this study, a new industrial design and prototyping
via integration of 3D printing and Industry 4.0 into course facility program will accommodate the necessity of
learning outcomes as an initiative for bringing student learning aid for complex visualization, especially in the
chemical engineering program. In-depth analysis for
prototyping design using additive manufacturing
technology will be a starting point in translating research
275
output from lab-scale and expecting as the main reference Prosiding K-Novasi 2021
in developing industrial design at the national level in the
near future. visualization of the overall design (See Fig. 2). Moreover,
the fabricated models can be disassembled and re-utilized
RESULT AND DISCUSSION by the next batch for sustainable education. Teaching
modules are developed according to the 3D printed
The cost of operational work prototyping from objects as hands-on and project-based learning for each
conventional extrusion, casting polymer technology to of the objects. The module embraces lesson summary,
additive manufacturing was significantly high in the past learning objective, teacher preparation (materials, parts
decade. Recently, 3D printing has become an affordable needed, and assembly method on the 3D object),
prototyping instrument that can be exploited for research designing student activities (theory or concept, history,
and education. However, the scopes of 3D printing are problem, tasks, testing and evaluation, activity schedule
mostly associated with the high-end product which and reflection), and assessment (formative and
requires a highly skilled professional credential. summative).
The use of 3D print in education becomes practicable The designing process is focusing on digital designing
as it can be a tool to translate and deliver knowledge. As using Autodesk Fusion 360 (educational license) as the
an example, students in Chemical Engineering 3D modeling software. At the end of the process, the
Programme are compulsory to take part in the Process stereolithography (STL) file are generated for printing
Plant Design Project (KKKR4852). Students require to purposes. All the designed objects were saved in STL
complete their final design components from process files where it stores information about the 3D models.
design, safety, control, contamination control, and waste These files will be used to print the objects. The whole
treatment to good manufacturing practice and economy. designing and printing process involved the student’s
One of the final assessments is presented through the collaboration as a student activity.
fabricated chemical plant based on student creativity
either from craft or recycle material. However, precisely Fig. 1 Conceptual design for project connectivity on the 3D printer
forms a structure model, especially for the main facility.
instrument, is often difficult to construct.
Fig. 2 Value-added student achievement.
While, in research and development, the technological
feasibility of research outputs is always missing at the The complex design of the instrumentation unit is 3D
university level. This became a major drawback during printed at the precise level for the analysis. The multiple
upscaling and industrial approaches. In current practice, designated units can be printed as a comparison and
up-scaling the laboratory research scale to pilot-scale technical feasibility study. The novelty of fitting the
required higher costs and unpredictable results. While integrated process will be playing a major role in
without proper analysis, especially in a specific design, prototyping research outputs. While the 3D printing of the
the industry is not able to see the benefit of the developed overall chemical process plant can be used as the main
products. A precise prototyping model for process reference in the identification of hazard and risk
instrumentation analysis and design overview. assessment and determine control (HIRADC) for an up-
Eventually, the full operational 3D facility is expected to scaling final design project. The printed chemical design
manifest a multitude of ideas and perfect numerous years plant (piping and instrumentation) are printed in
in developing research extensively.
The translational research through industrial design
and prototyping facilities provides a different approach in
utilizing 3D printing technology. These project scopes are
comprising of expanding 4IR through learning aid in
chemical engineering education, a technological
feasibility study in translational research and the
development of recycling and biodegradable polymer for
3D printing technology.
The connectivity of each activity is presented in Fig.
1. The first scope of this project is to improve the
academics approach in higher learning education. In
general, the current course learning outcome (CLO) in the
chemical engineering program can be enhanced through
3D printing technology. As an example, the CLO for
Final Year Design Project which requires the student to
illustrate a 2D piping and instrumentation diagram
(P&ID) can be used as the main platform. Through 3D
printing technology, students can produce their designs
with a precise scale of designated instruments for better
276
Prosiding K-Novasi 2021
assembling and dissembling units at a specific scale ratio Ford, S. & Minshall, T. 2019. Invited Review Article:
of the actual industrial plant (see Fig. 3). The color of each
unit can be coded by printing color and can be tagged at Where and how 3D printing is used in teaching
different parameters of the actual plant (material uses,
type of reactor, etc.). Students are given the task of and education. Additive Manufacturing, 25:
producing a complex detail of the reactor and presented
in actual engineering models. The complex design 131-150
requires stereolithography 3D printed resin-based for
higher resolution. While 3D printed models can be Jayarajah, K., Saat, R.M., Rauf, R.A.A. 2013. An
assembled and dissembled requires fused deposition
modeling (FDM) 3D printer. Additional detail such as Alternative perspective for malaysian
standard piping and instrumentation can be added with
hazard identification (see Fig. 3). engineering education: A Review from Year
2000-2012. Malaysian Online Journal of
Educational Sciences, 1(4): 1-23.
Ministry of Education Malaysia (MOE). 2018. Malaysia
Education Blueprint 2013-2025. Putrajaya:
MOE
Ministry of International Trade and Industry (MITI).
(2017). MITI Report 2017.
https://www.miti.gov.my/miti/resources/MITI
%20Report/MITI%20REPORT%202017.pdf
Pai, S.S., Gourish, B., Moger, P. & Mahale, P. 2018.
Application of 3D Printing in Education.
International Journal of Computer Applications
Technology and Research 7(7): 278-280
Fig. 2 Customizes models and assemble/dissemble design with student
predefined each model.
CONCLUSION
This work shows a possible approach to a new industrial
design and prototyping facility program which
accommodates the necessity of learning aid for complex
visualization, especially in the chemical engineering
program. In-depth analysis for prototyping design using
additive manufacturing technology will be a starting point
in translating research output from lab-scale and
expecting as the main reference in developing industrial
design at the national level in the near future.
ACKNOWLEDGMENTS
This work was supported by the Universiti Kebangsaan
Malaysia [PDI-2021-007].
REFERENCES
Chong, S., Pan, G.T., Chin, J. & Show, P.L. 2018.
Integration of 3D printing and industry 4.0 into
engineering teaching. Sustainability, 10: 3960-
3972.
Department of Statistics Malaysia. 2016. Goal 4: Ensure
inclusive and equitable education and promote
lifelong learning opportunities for all. 1-4.
Ford, S. & Minshall, T. 2016. 3D printing in education: A
literature review. Version 1.0: 1-15.
277
Prosiding K-Novasi 2021
Diversifying the Use of K-wave based materials to Teach Hydrogen Fuel
Cell Course: Preliminary Study on Edutainment Approach
[1]*Nurul Akidah Baharuddin, [2] Abdul Halim Masnan, [3] Siti Nur Diyana Mahmud
[1] Fuel Cell Institute, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia
[2] Faculty of Human Development, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia
[3] STEM Enculturation Centre, Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor,
Malaysia
*[email protected]
ABSTRACT
Education is now being modernized and digitalized in parallel with the rapid changing of technologies. Therefore,
maintaining the student interest in the course should come together with a new teaching method that entertaining yet still
educating, called the edutainment approach. Edutainment is a mixture of education and entertainment. Teaching new courses
that relatively consider as new technology (in its field) might be challenging even if the learners come from the same major.
Thus, teaching the course to the multi-background students (in terms of their majors or disciplines) required a unique
approach from the teachers. In this work, the edutainment approach using Korean-wave video-based materials which consist
of K-Pop artist commercial advertisement and K-Variety show were applied in the hydrogen fuel cell course. The student’s
acceptance of the selected materials is then collected through a basic survey and evaluated via preliminary analysis. From
the analysis, it can be concluded that the utilization of K-wave video-based materials in the lecture helps the students to
understand the course, in a way that the explanation from the videos is easier to be accepted than the technical explanation.,
as well as making the course way more fun than expected.
Keywords: Edutainment, hydrogen fuel cell, K-wave, K-pop, cognitive theory
INTRODUCTION Hydrogen fuel cell technology is one of the greener
alternatives in combating climate change. This
Edutainment technology is about producing electrical power in a zero-
emission manner. The only by-product from this
Edutainment is an expanding arena for new products and technology is clean water (Abd Aziz et al. 2020;
new ways of incorporating technology and fun into the Baharuddin et al. 2017). The actual process to generate
learning process. Basically, the word edutainment itself is electricity via this technology might seems easy to
referred to the combination of education and engineering-background students, but it can be tougher to
entertainment (Jayne 2019; Tufte 2005). Gros (2003) those from different fields. Thus, simple yet enjoyable
defines edutainment as education that has been placed teaching materials need to be introduced in the hydrogen
within the framework of entertainment. While there is no fuel cell course, especially if the students come from
specific theory on edutainment that has been developed, different faculties or programs.
this approach can be observed as an entity under the well-
known cognitive theory of learning by Richard Mayer Korean Wave, K-wave
(2011) (Mayer 2010). The edutainment approach is not
only suitable to be applied on the younger learner, but this Korean wave (K-wave) or Hallyu is a term to express the
cognitive learning is also effective on the adult increase in global appreciation towards Korean cultural
(“‘Edutainment’ Is The Latest Trend In TV” 2020), and items. The main entity in K-wave would be the TV
in higher education context as well (Mehrotra 2020). programs including K-Drama and K-Variety show, as
Besides the most popular edutainment entity which is well as the worldwide known, K-Pop music (Ju 2018).
game-based learning, the combination of educational The rapid spreading of K-wave is catalyzed by the
topics with multimedia entertainment material e.g. video, existent of easy-accessed platforms like YouTube,
also can be considered as items under the edutainment Instagram, Facebook and TikTok that allowed unlimited
approach in teaching. video sharing.
Hydrogen Fuel Cell K-wave based Materials in Curriculum
278
At this point, educators should consider this combination Prosiding K-Novasi 2021
(K-wave and video/multimedia) to make the teaching and
learning process more interesting. Nowadays, K-wave Choices: Poor / Fair / Satisfactory / Very good / Excellent
materials have been applied in several courses. It is Q1. Level of skill/knowledge at start of course
common that these materials are used in art and Korean Q2. Level of skill/knowledge at end of course
language classes to capture the learner’s interest and
focus (Kim 2017). Interestingly, K-wave materials are CONTENT-RELATED QUESTIONS
also deployed in the economy course as reported by Choices: Strongly disagree / Disagree / Neutral / Agree / Strongly
Wooten et al. (2020). Thus, it is believed that this type of
material can be used across the fields, with the aim to agree
make the class becomes more interesting, yet still Q3. I find the materials (videos from Korean variety show & K-pop
informative. The selection of suitable materials will not brand advertisement) enjoyable.
only help in achieving those aims, but it also keeps the Q4. The materials introduced during lecture have helped me to
teaching and learning process moves alongside the concentrate more on the topics.
current social and entertainment trend or phenomena. Q5. I find the materials to be effective in meeting the learning
objectives.
METHOD Q6. I would describe the materials used as being highly interesting.
Q7. I would recommend the video materials to my friends/family in
The selection of K-wave-based materials in the Hydrogen explaining about hydrogen fuel cell.
Fuel Cell course followed the cognitive theory of Q8. I find the materials suitable to help people understand the
multimedia learning, and specifically aiming for a long- hydrogen fuel cell easily.
term memory storing structure model (Mayer 2010). In Q9. I am satisfied with my learning using this "k-wave edutainment
addition, the selection of teaching material is also approach".
targeting to enhance the student-centered learning
strategy (Ansari & Khan 2020; Syamsulaini Sidek 2016). COURSE-RELATED QUESTIONS
Choices: Strongly disagree / Disagree / Neutral / Agree / Strongly
Considering these two factors, the educator
finally selects the video-based teaching material from the agree
K-variety show, Master in The House and the K-Pop Q10. Learning objectives were clear
group brand commercial, BTS x Hyundai to be applied in Q11. Course content was organized and well planned
week 3 and week 13 (out of a total 14 study weeks) of the Q12. Course workload was appropriate
Hydrogen Fuel Cell course. For Master in The House, the Q13. Course organized to allow all students to participate fully
discussion about hydrogen technology in episode 161
that aired on 28 Feb 2021 is played during the class. As SUBJECTIVE QUESTIONS
for the K-Pop band named BTS, the promotion of Q14. What aspects of this course were most useful or valuable?
hydrogen fuel cell vehicles comes together with the (Compulsory to answer)
saving the earth campaign is shared with the students. Q15. Comment to improve this course. (Optional)
During the video-sharing session, students were
instructed to give attention to the hydrogen technology RESULT AND DISCUSSION
explanation, as well as the economic and social aspects.
Students were then asked to answer the self-reflection For the demographic analysis, in total 23 respondents or
question, to monitor their understanding, and the marks students were taking part in this survey. The majority of
will not be included in the course assessment. the students in this study were females (69.6%) while
male students were only 30.4%. As for the age, most of
After week 13, the survey is given to measure the students are in their 1st and 2nd semester, explaining
the student’s acceptance in understanding Hydrogen Fuel the higher percentage of age range is 20-22 years old (Fig.
Cell via edutainment approach using K-wave related 1). In addition, the students in this survey come from
materials. For the survey (via Google Form), besides four different backgrounds, with the majority (8 students) are
(4) respondent’s background questions, this preliminary coming from the Faculty of Science and Technology
survey contained 15 questions related to the student's followed by the rest as in Fig. 2.
satisfaction or acceptance in understanding hydrogen fuel
cells via edutainment approach using K-wave related Fig. 1 Students grouping according to their age
materials. The questions are as below:
Table 1. List of questions related to student’s satisfaction/acceptance
asked in the survey
GENERAL QUESTIONS
279
Fig. 2 Number of students from different major Prosiding K-Novasi 2021
Despite the background difference, as shown in the “Excellent” is in tied with “Very Good”. From these
Fig. 3, 65 % of the students agreed that they are interested results, the students agree that the utilization of K-wave
in hydrogen fuel cell technology, which led them to join video-based materials not only makes the learning
the course. On the other hand, 26 % need to join this becomes enjoyable, but it also help them to increase their
course due to their degree requirement, and 9 % are concentration level during the class. This is inlined with
attracted by the course schedule (every Tuesday, 10 am – the work reported by Kamlin & Keong (2020) which
12 pm). describes the video-based materials are effective to be
implemented in the teaching and learning process to
increase the learner’s understanding and interest.
Fig. 5 Student’s responds for Q3 – Q5
Fig. 3 Reason for joining the hydrogen fuel cell course Fig. 6 Student’s responds for Q6 – Q9
The level of student’s knowledge before and As for the overall course evaluation (Q10 –
after the course (Q1 and Q2) is shown in Fig. 4. Before Q13), the majority of students were satisfied with the
taking the course, the majority of the students has poor teaching and learning implemented in the hydrogen fuel
knowledge about hydrogen fuel cells. This is due to cell course (Fig. 7). The responses were then extended
several factors including (1) students are coming from into Q14, in which the students give the subjective answer
different fields, and (2) hydrogen cell technology is to that question. From the answers, the students feel that
considered new technology and unfamiliar technology in the most impactful/usable/valuable input from the course
Malaysia. After week-13, the result shows that most of also includes the videos-based materials. For the ideas of
the students believed that they are having a very good improvements, the student suggests adding more videos
basic knowledge about hydrogen fuel cell, yet still got 1 and quizzes to be applied in this course. This suggestion
student that has poor knowledge, which is believed due to is going to be implemented in this course for the next
personal acceptance towards the materials used. semester to fulfill the edutainment's requirements, in
which interesting teaching materials and enjoyable
learning activities should come in a package. This is
crucial to help students to focus on teaching materials
during learning process (Aksakal 2015).
Fig. 4 Level of understanding before and after taking the course Fig. 7 Response for overall course-related questions
For the content-related questions (Q3 – Q9), as
shown in Fig. 5 and Fig. 6, all questions are dominated
by “Excellent” satisfaction level except for Q6, in which
280
Prosiding K-Novasi 2021
CONCLUSION Ju, H. 2018. The Korean Wave and Korean Dramas.
Oxford Research Encyclopedia of Communication
In a conclusion, the utilization of K-wave video-based (September).
materials in the hydrogen fuel cell course helps the doi:10.1093/acrefore/9780190228613.013.715
learners to understand the discussed topic. The materials
introduced in the lecture widen the point of view for the Kamlin, M. & Keong, T. C. 2020. Adaptasi Video dalam
topics and at the same time mirror the phenomenon or Pengajaran dan Pembelajaran. Malaysian Journal
trends that are occurring in daily life. Given that the of Social Sciences and Humanities (MJSSH) 5(10):
global popularity and increased interest in K-wave icons 105–112. doi:10.47405/mjssh.v5i10.508
amongst the students, the selection of teaching materials
related to this item are significantly important. This will Kim, A. 2017. Korean Popular Music (K-Pop), Youth
not just to helps the educators in teaching specific courses Fan Culture, And Art Education Curriculum.
to learners from different fields or majors, but also University of South Carolina. Retrieved from
important to make sure the students felt that they belong https://scholarcommons.sc.edu/etd
to the course or group, which later will be reflected by
their participation and contributions in the classroom. Mayer, R. E. 2010. Applying the science of learning to
Edutainment also offers students with a positive medical education. Medical Education 44(6): 543–
experience and enthusiasm in the process of developing, 549. doi:10.1111/j.1365-2923.2010.03624.x
accessing information resources, and learning tough
subjects. Mehrotra, P. 2020. Edutainment in dental curriculum-A
systematic review. Journal of Oral Biology and
ACKNOWLEDGMENTS Craniofacial Research 10(4): 417–421.
doi:10.1016/j.jobcr.2020.07.016
The author would like to thank the School of Liberal
Studies (PPCU) and Fuel Cell Institute (SELFUEL), Syamsulaini Sidek, M. H. 2016. Video-Based Teaching
Universiti Kebangsaan Malaysia for the opportunity to in Student-Centered Learning: Analysis and
teach the fuel cell technology course (LMRA1502). The Critical Review. Journal of ICT in Education 3:
author would also like to express sincere gratitude to 2289–7844.
students (LMRA1502 – Semester2/Session20202021) for
their high commitment throughout the overall semester, Tufte, T. 2005. Entertainment-education in development
as well as their voluntary participation in the survey. communication empowering people. Media and
Glocal Change: Rethinking Communication for
RUJUKAN Development 159–174.
Abd Aziz, A. J., Baharuddin, N. A., Somalu, M. R. & Wooten, J., Geerling, W. & Calma, A. 2020. Diversifying
Muchtar, A. 2020. Review of composite cathodes the Use of Pop Culture in the Classroom: Using K-
for intermediate-temperature solid oxide fuel cell pop to Teach Principles of Economics. SSRN
applications. Ceramics International 46(15): Electronic Journal. doi:10.2139/ssrn.3732471
23314–23325. doi:10.1016/j.ceramint.2020.06.176
Aksakal, N. 2015. Theoretical View to The Approach of
The Edutainment. Procedia - Social and
Behavioral Sciences 186: 1232–1239.
doi:10.1016/j.sbspro.2015.04.081
Ansari, J. A. N. & Khan, N. A. 2020. Exploring the role
of social media in collaborative learning the new
domain of learning. Smart Learning Environments
7(1). doi:10.1186/s40561-020-00118-7
Baharuddin, N. A., Muchtar, A. & Somalu, M. R. 2017.
Short review on cobalt-free cathodes for solid oxide
fuel cells. International Journal of Hydrogen
Energy 42: 9149–9155.
doi:10.1016/j.ijhydene.2016.04.097
‘Edutainment’ Is The Latest Trend In TV. 2020.Samsung
Newsroom UK.
Gros, B. 2003. The impact of digital games in education.
First Monday 8.
Jayne, J. 2019. Incorporation of edutainment into
intervention and evaluation: The Jump with Jill
(JWJ) program. Frontiers in Public Health 7(JUN):
1–7. doi:10.3389/fpubh.2019.00163
281
Prosiding K-Novasi 2021
Integrating Simulation-Based Learning into Undergraduate Paediatrics
Module – What the Students Think
Farin Masra, Joyce Soo Synn Hong, Sie Chong Doris Lau*
Department of Paediatrics, Faculty of Medicine, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
*Corresponding author: Sie Chong Doris Lau ([email protected])
ABSTRACT
COVID-19 pandemic has greatly affected the medical students’ clinical year programme. Bedside teachings were limited
and restrictions imposed on the interactions between students and patients have reduced their clinical experience. Thus,
simulation-based learning has been incorporated into the year 4 undergraduate paediatric rotation using various methods
such as paediatric mannequin simulators and simulated patients as well as online simulated case discussions. A total of 91
Year 4 undergraduate medical students who participated in this simulation-based teaching & learning method answered a
quick survey at the end of their semester to evaluate their acceptance on these newly introduced methods. Online simulation-
based case discussion and role-play using simulated patients were both accepted by the students as an effective teaching-
learning method. However, direct encounter with patients remained the best modality to learn examination skills in paediatric
posting. Although simulation-based learning cannot fully replace bedside teaching, it can be incorporated into the
undergraduate medical curriculum to complement each other.
Keywords: paediatric, simulation-based, teaching & learning, medical student.
INTRODUCTION simulators have been used consistently in certain
specialties, for example anesthesia and critical care for
"To study the phenomena of disease without books is to training in intubation and resuscitation (Dhawan, Kapoor
sail an uncharted sea, while to study without patients is & Choudhury, 2016). High fidelity paediatric mannequin
not to go to sea at all" (Stone, 1995). This quote by the simulators are also available and are commonly used to
father of modern medicine, Sir William Osler (1849- simulate an emergency situation and resuscitation of a
1919), emphasizes the importance of bedside teaching in child (Tjomsland & Baskett, 2002). However, these high-
undergraduate medical education (Peters & Ten Cate, fidelity mannequins are expensive and limited, thus they
2014). Paediatric posting is a unique clinical rotation are not used by the clinicians to teach basic examination
where bedside teaching is pivotal. Students are taught on techniques.
approaches to patients of varying ages, allowing them to
learn history taking, examination techniques and good For the past one year, we have incorporated the use of
communication skills with both the child and parents. both low- and high-fidelity paediatric mannequin
simulators into the undergraduate medical curriculum.
The recent disruption of the education system worldwide Commonly encountered real-life scenarios were used
by COVID-19 pandemic has significantly affected the during these sessions and via online teaching sessions to
medical students’ clinical year programme (Papaioannou, mimic history taking and clinical reasoning in real life.
2021; Alsoufi, 2020). At the start of movement control The students were given free access to these mannequins
order on 18 March 2020, online teaching and learning for their practices. All these were complemented by self-
replaced face-to-face teaching activities. When the directed learning, where the students watched pre-
students were later allowed back to the institution, recorded videos. A quick survey was subsequently done
bedside teachings were limited due to the reduced number to evaluate the students’ acceptance on the simulation-
of patients in the general ward and restrictions imposed based learning method.
on the interactions between students and patients. Hence,
the Department of Paediatrics, Universiti Kebangsaan RESULTS AND DISCUSSIONS
Malaysia Medical Centre has adopted new measures to
continue teaching the medical students clinical skills
required to become a competent doctor.
SIMULATION-BASED LEARNING A total of 91 Year 4 undergraduate medical students
Simulation-based learning is a process where medical participated in this simulation-based teaching & learning
students can learn a new skill or practice an already
acquired one in a simulated learning (controlled) method. Median age of these students was 23.91 years
environment (Al-Elq, 2010). Full-body mannequin (IQR 25th 22.53; 75th 25.85). Out of these, 33 (36%) were
male while 58 (64%) were female. The group’s ethnicity
comprised of Malay 44 (48.4%), Chinese 25 (27.4%),
282
Prosiding K-Novasi 2021
Indian 19 (20.9%) and others 3 (3.3%). Majority of them Online simulation-
(89.7%) have good internet access. based case discussion
Based on our survey, most of the students agreed that F2F history taking
simulation-based learning is useful to help them plan with real patients
investigations and management for patients (Figure 1).
However, basic clinical skills required before reaching History taking with
these steps are history taking and physical examination simulated patients
which could not be taught by just using simulation and
mannequin alone. A survey among 2721 UK medical Guided PE session
students reported that online teaching is not as effective with real patient
as face-to-face teaching and they preferred the latter as
their teaching-learning method (Dost, 2020). Guided PE session
using mannequin
Watching video
Communicate with patients 0% 50% 100%
Not helpful at all Slight helpful Quite helpful Very helpful
Obtain history
Perform examination Fig. 2 Students’ acceptance on different methods of teaching
methods
Plan simple investigations
Outline simple management
0% 50% 100%
Strongly agree Agree Disagree
Fig. 1 The suitability of simulation-based learning in teaching the
medical students various clinical skills
Simulation-based learning using simulated patients and Fig. 3 Using low-fidelity paediatric mannequin to teach physical
mannequins were accepted by the students as an effective examination techniques.
teaching-learning method (Figure 2). This was consistent
with the findings of Fortin et al (2002). They conducted CONCLUSION
an interview skills course among the pre-clinical medical
students, focusing on listening skills, negotiating, The restrictions faced, both by teachers and students
responding to emotion while listening to the patient’s during this pandemic, has pushed us to rely more on
story. The students perceived that SP interviews were one simulation based-learning. Where before, it used to
of the most effective teaching methods (Von Lengerke, complement bedside learning, it has now to some extent
2011; Fortin, 2002). become the mainstay of learning for the undergraduate
medical students. There is much potential in improving
We encountered several obstacles during our attempts to and expanding this aspect, especially with the technology
incorporate the use of mannequins in our undergraduate we have at hand today. However, despite the limitations,
paediatric curriculum during the pandemic. Firstly, these simulation-based learning is a reasonable substitute in
mannequins have limited clinical signs, hence its use in desperate times, and should be used to its full potential,
clinical teaching is limited (Figure 3). Secondly, no but never to replace face-to-face bedside teaching.
mannequin can fully mimic a real child. As playing with
a child and assessing their developmental age is an ACKNOWLEDGEMENT
integral component of the curriculum, no simulation- We thank the Department of Paediatrics for their support.
based learning available at present time can replace this.
Perhaps in the near future, virtual reality and artificial REFERENCES
intelligence can overcome these.
Al-Elq, A. H. (2010). Simulation-based medical teaching
and learning. Journal of Family & Community
283
Prosiding K-Novasi 2021
Medicine. 17:35-40. doi:10.4103/1319-
1683.68787
Alsoufi, A., Alsuyihili, A., Msherghi, A., Elhadi, A.,
Atiyah, H., Ashini, A., Ashwieb, A., Ghula, M.,
Ben Hasan, H., Abudabuos, S., Alameen, H.,
Abokhdhir, T., Anaiba, M., Nagib, T.,
Shuwayyah, A., Benothman, R., Arrefae, G.,
Alkhwayildi, A., Alhadi, A., Zaid, A. & Elhadi, M.
(2020). Impact of the COVID-19 pandemic on
medical education: Medical students' knowledge,
attitudes, and practices regarding electronic
learning. PLoS One. 15(11):e0242905.
doi:10.1371/journal.pone.0242905
Dhawan, I., Kapoor, P. M. & Choudhury, A. (2016).
Simulation in critical care. Annals of Cardiac
Anaesthesia. 19(3): 537-538. doi:10.4103/0971-
9784.185558
Dost, S., Hossain, A., Shehab, M., Abdelwahed, A., & Al-
Nusair, L. (2020). Perceptions of medical students
towards online teaching during the COVID-19
pandemic: a national cross-sectional survey of
2721 UK medical students. BMJ Open.
10(11):e042378. doi: 10.1136/bmjopen-2020-
042378
Fortin, A. H., Haeseler, F. D., Angoff, N., Cariaga-Lo, L.,
Ellman, M. S., Vasquez, L., & Bridger, L. (2002).
Teaching pre-clinical medical students an
integrated approach to medical interviewing.
Journal of General Internal Medicine. 17(9):704-
708. doi: 10.1046/j.1525-1497.2002.00628.x
Papapanou, M., Routsi, E., Tsamakis, K., Fotis, L.,
Marinos, G., Lidoriki, I., Karamanou, M.,
Papaioannou, T. G., Tsiptsios, D., Smyrnis, N.,
Rizos, E. & Schizas, D. (2021). Medical education
challenges and innovations during COVID-19
pandemic. Postgraduate Medical Journal. Epub
ahead of print. doi:10.1136/postgradmedj-2021-
140032
Peters, M. & Ten Cate, O. (2014). Bedside teaching in
medical education: a literature review.
Perspectives on Medical Education. 3(2):76-88.
doi:10.1007/s40037-013-0083-y
Stone, M. J. (1995). The wisdom of Sir William Osler.
The American Journal of Cardiology.75:269-76.
doi: 10.1016/0002-9149(95)80034-p
Tjomsland, N. & Baskett, P. (2002). Asmund S. Lærdal.
Resuscitation. 53(2):115-9. doi:10.1016/s0300-
9572(02)00033-3
Von Lengerke, T., Kursch, A., Lange, K., & APG-
Lehrteam MHH. (2011). The communication
skills course for second year medical students at
Hannover Medical School: an evaluation study
based on students' self-assessments. GMS
Zeitschrift für Medizinische Ausbildung,
28(4):Doc54. doi: 10.3205/zma000766
284
Prosiding K-Novasi 2021
Interactive AR-IoT Aquaponics Solanaceae Mobile Application
*Rahmita Wirza O.K. Rahmat and Phang Kok Wai
Faculty of Computer Science and Information Technology, Universiti Putra Malaysia
*[email protected]
ABSTRACT
This paper introduce work that confirms the AR-IoT Aquaponics Urban Farming Mobile Application able to attract urban
citizens to start fishkeeping and plants growing even if they do not have any basic knowledge on how to take care of plants
and fish. The mentioned application is also suitable for people who are interested in starting a planting system but has no
suitable space for setting up. To attract the interest of the young generation and raises their awareness of urban farming and
organic lifestyle, several interesting functions are included in the application. The Arduino sensors were used to read and
transit the reading of the parameter for water pH value, surrounding temperature and humidity to the smartphone to be
displayed through the application once the data is retrieved by the user. As the advantage of using this application rather
than others, the user could use the AR features as a guide for setting up their planting system. Moreover, a simple mobile
game is provided while a camera and gallery features allow the user to capture the photo of their plants and fish, then share
it on social media. Lastly, the manual and explanation of the product of this project are also inserted in the application. From
15 random selected potential users, 8 strongly agreed and 4 agreed that the AR-IoT Aquaponics Urban Farming Mobile
application is helpful and able to attract young adult. From five own-defined expert that were interviewed, few elements
have been identified to be modified and enhanced for future work.
Keywords: Hydroponics, Augmented Reality, Arduino sensors, Solanaceae.
INTRODUCTION Fig. 2 Aquaponic system
Aquaponics system is a sustainable food production way
that follows circular economy principles to reduce input Basically, fishes are feeding food and produce
and waste. Aquaponic produce is thought to contain Ammonia rich waste (refer to figure 2 which shows the
added value to the environment and consumer. basic of aquaponics system). The bacteria which are
Community gardens and urban farms have both pros and cultured in the grow beds and the fish tank, will breaks
cons, like reduce or increase of energy consumption, down this Ammonia into Nitrites and then Nitrates. Plants
beautify neighborhood, and improve water infiltration, as take in the Nitrates as nutrients. At the same time, the
reviewed in Wirza & Nazir (2021). Coupled aquaponics plant roots help filter the water for the fish. This
system integrates three classes of organism including circulation transforms the water to contains all the
bacteria, aquatic organism, and plants. Figure 1 shows nutrients for the fish. Oxygen enters the system through
the coupled aquaponic system with bacteria, aquatic an air pump which is essential for plant growth and fish
organism, and plants in a closed recirculation of water. survival (Heise et al., 2021).
Fig. 1 Coupled aquaponic system
285
An automated Aquaponics system with the IoT Prosiding K-Novasi 2021
(Internet of Things) and Augmented Reality assistance
concept expected able to attract young people who are and to code the button function or additional function
busy with their young activities routines but interested to in the application.
make gardening as their hobby (Garzón et al., 2020). • Vuforia for augmented reality (AR) which
Aquaponics Solanaceae interactive AR-IoT application is implement in the application, and
a mobile application that was developed as a pilot study • Firebase as for database integrated in the application.
to monitor, investigate, and observe on how to handle the
growth of hydroponics plants and aquatic animals. RESULT AND DISCUSSION
Solanaceae, also known as nightshades, is a family of
flowering plants, including a variety of vegetables, Partially mentioned earlier, in this work, we distributed
medicinal plants, spices, weeds, and ornamental crops. two stages of questionnaire; the preliminary questionnaire
Most of the family members contain potent alkaloids, and to gather the required information and the User
some are highly toxic, but many are used as food, Acceptance Test to understand user perception. To get a
including tomatoes, onions, eggplants, bell, and chili better understanding of this work, we interviewed own-
peppers. The Solanaceae consists of approximately 98 defined experts (3rd and 4th year, Faculty of Agriculture
genera and some 2,700 species, with a wide variety of and Food Sciences, UPM students who have enough
habitats, morphology, and climate. In this work, knowledge about agriculture, aquaponics, hydroponics,
Solanaceae plant is chosen as the target plant in the and gardening, who we consider suitable as an expert in
aquaponics system because the Solanaceae plant is this work).
commonly used in daily life (Wu et. al, 2019).
Among elements that were highlighted in the 2nd
Problems that need to be addressed in this work are questionnaire are:
(i) most of the design of the existing aquaponics farming (i) whether the application is easy to use
system are not able to match interested users and their (ii) whether the application is easy to understand
busy schedule, (ii) the interface of the existing aquaponics (iii) the design and application were suitable and
farming system did not render interactive interaction and
(iii) no interactive information attached to the existing attractive.
aquaponics system that guides and ignite young adult or (iv) application easy to learn.
teenagers to start a new hobby in aquaponics farming (v) the level of the curiosity and interest using the
system (Khandaker & Kotzen, 2018).
application.
Guided from the systematic literature review by (vi) helpful and useful for the public, and
Wirza & Nazir (2021), the work starts with a preliminary (vii) the willingness to recommend to friends and family.
questionnaire to collect ideas and opinion about
aquaponics Solanaceae interactive IoT applications from Based on these highlighted elements and
potential users and investigating what type of application recommendation from respondents, it can be concluded
that they desired. The preliminary questionnaire that:
distributed to around 20 to 30 target audiences with (i) application can be improved by adding more plant
questions focuses on the design and how to create user-
friendly application. At this phase, the respondents’ age status, plant info, interactive features, internal
range from 21 to 25 with combination of female and male. conditions controller, games, login system, font
The respondents minimum background education are A- adjustment.
level, SPM, and STPM. From this questionnaire (ii) respondents prefer to control remotely the condition
basically, more than half of the respondents did not know of the plant through the application.
anything about aquaponics. However more than 80% (iii) the games in the application should be improved to
have an experienced with IoT and Augmented Reality be more interesting and educating.
application. The beauty of this preliminary questionnaire
that even though 70% of respondents feel difficult to learn Further conclusion is that the objective of
and taking care the plants or aquatic animals, half of them developing the AR-IoT Aquaponics Solanaceae
claimed that they have interest to do gardening as part of Interactive application to educate and awareness for
their hobbies. And interestingly, they willing to pay the young people has been achieved. This application uses the
full set of Aquaponics Interactive IoT system in the range implementation and concept of Internet of Things (IoT)
of RM100 and RM250. In this work, we use few tools for aquaponics farming system which can be connected to
and programming languages as to fulfil the requirement Wi-Fi network and upload the condition data of
given by the preliminary questionnaire and observation aquaponic farming system (refer to figure 4). The said
from the current available system. These are: application was designed to increase the interest of young
people towards the aquaponics farming. By using this
• Arduino IDE (Programming languages C and C++) application, user will be more familiar with the
to program and code the Arduino electronics boards. aquaponics farming system that able to retrieve values of
pH level, humidity, and temperature from the sensor.
• Unity Editor (Programming languages C#) to create With a 2D animation video and uses 3D Augmented
and design the prototype of the mobile application Reality (AR) interactively related to aquaponics farming
286
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Full Prosiding knovasi 2021 v2
Discover the best professional documents and content resources in AnyFlip Document Base.
Search