International Journal of Transformative Health Professions Education
eISSN: 3036-0005 International Journal of Transformative Health Professions Education (IJTHPE) is the official journal published by Centre for Transformative Learning (CTL), Manipal University College Malaysia (MUCM). IJTHPE is an international peer reviewed journal that aims to publish research in medical education, interprofessional education, and advances in teaching learning methodologies. This journal aims to disseminate the quality scholar and research works in the field of medical and interprofessional education to fulfill the needs of healthcare educators. IJTHPE serves as an international platform to disseminate the findings of medical education research, to share the information on advance teaching learning strategies, to exchange the innovative ideas on interprofessional collaborative learning, and to promote students research projects. The scope of the journal includes the following areas but not limited to it. Innovation and research in healthcare education Assessment and evaluation in healthcare education Educational policy and practices Interprofessional education and teamwork Continuing professional development in healthcare education Simulation in healthcare sciences Curriculum development and review Feedback in healthcare education Virtual (online) teaching learning in healthcare education Clinical teaching and training in healthcare education Humanities Medical Education Ethics and Professionalism The authors are welcome to submit the following types of articles: Original articles Review articles Study protocol Commentaries Perspectives
Thank You to Our Peer Reviewers for Volume 3 Issue 2
Copyright (c) 2026 International Journal of Transformative Health Professions Education https://creativecommons.org/licenses/by-nc/4.0
Health professions education in 2025 – technology push and evolving competencies
Post 2020, health professions education (HPE) underwent rapid digital expansion driven largely by necessity of the COVID-19 pandemic. Institutions implemented online teaching, provisional assessment adaptations and ad-hoc uses of digital tools. Many of those digital interventions became mainstay changing the HPE landscape forever. It brought many advantages yet issues like systematic curriculum redesign remained addressed inadequately (Grainger, et al., 2024; Htay, et al., 2025). By contrast, 2025 showed a shift toward integration of technology and a move from tool adoption to educational alignment, particularly in areas where medicine, nursing, public health and allied health share competency goals (Nyoni & Asamani, 2025). Among the technologies, use of Artificial Intelligence (AI) in various pedagogical domains of HPE rose exponentially in 2025 and a shift from it being a supplemental resource to an element requiring structured governance, curricular mapping and rigorous evaluation is observed (Issa, et al., 2024). Similarly, emerging work on blended and experiential models in HPE training illustrates how technological tools are increasingly embedded within broader pedagogical strategies. The year 2025 represented a transition from improvisational innovation in technology toward intentional, programme-level reform and introduced themes of equity and sustainable implementation (Naidu & Ramani, 2024).
Association between temporomandibular disorder (TMD) signs and symptoms and level of anxiety and depression among students of Malaysia: A cross-sectional study
Background: The aim of this study was to determine if there is an association between prevalence of temporomandibular disorder (TMD) signs and symptoms and level of anxiety and depression among students in Malaysia. Methods: A cross-sectional study was conducted among 435 medical and dental students using the Fonseca Anamnestic Questionnaire and the Hospital Anxiety and Depression Scale (HADS). Results: A total of 435 students participated in the questionnaire. Among them, 34.3% revealed mild, 13.1% moderate, and 1.4% severe signs and symptoms of TMD. Additionally, 24.8% showed borderline abnormal level of anxiety, 16.8% exhibited abnormal level of anxiety, 15.9% had borderline abnormal level of depression, and 6.9% demonstrated abnormal level of depression. Fisher’s exact test revealed statistically significant associations between TMD signs and symptoms and both anxiety (p <0.001) and depression (p <0.001). Conclusion: This study highlighted that there is statistically significant association between TMD signs and symptoms and level of anxiety and depression.
Effectiveness of concept mapping as a learning tool in physiology: a quasi-experimental study among second-year medical students
Background: Concept maps are able to display network of relationships between concepts and by integrating aspects of pathophysiology, concept maps encourage a multidisciplinary approach to learning. Objectives: The objectives of the study were to compare the effectiveness of construction of concept maps on long essay question scores among medical students and to investigate students’ perceptions on concept mapping as a learning tool. Methodology: 27 second-year medical students, undergoing urinary system module at a medical college in Malaysia were involved in this study. Students were randomly divided into groups and were asked to create a concept map on “factors affecting glomerular filtration rate” topic. At the end of the module in the summative assessment, one long essay question (LEQ) on the topic covered through face-to-face lecture and other LEQ on the topic covered through face-to-face lecture with concept mapping were assessed. Students’ perceptions on the effectiveness of concept map as a learning tool was collected. Statistical analysis used were mean, paired sample t-test and student t-test. Results: The results demonstrated a significant increase in the mean LEQ scores in LEQ1 (p-value= 0.00016063*). Many of the students agreed that concept mapping improves critical thinking skills, helps to visualize concepts, helps to understand concepts and construction of concept map was an appropriate learning strategy. Conclusion: The concept-mapping construc­tion on a topic resulted in a higher LEQ score compared to the LEQ score on topics without concept mapping. The construction of concept map was perceived favourably by the students.
Best practices in health professions education: keeping the essence of problem-based learning
Diagnosongs: a novel approach to fuel active learning and creativity in undergraduate medical education
The holistic development of the knowledge-seeker has always been the endeavor of most educational institutions. At Melaka Manipal Medical College (Manipal Campus), Manipal, India, the personal and professional development module in the first-year medical curriculum addressed issues such as time and stress management, doctor-patient relationship, communication skills, empathy and team building. The present study was an effort to introduce two more aspects i.e., active learning and creativity into the curriculum. The students in the second semester of their MBBS course were divided into control (n=70) and 7 test groups (n=10 in each). Test groups were allotted a clinical topic based on which they were asked to construct a case scenario according to a template consisting of title, case history, clinical symptoms, laboratory investigations and treatment. After the check for plagiarism, the case scenarios were vetted by a clinician based on predetermined indicators. The case scenarios were then converted into ‘Diagnosongs’ (songs which would describe a clinical case based on which a diagnosis can be made). Students used power point slides and Adobe Flash to synchronize the presentation of the ‘Diagnosongs’ to an audience consisting of their classmates in the test groups and faculty. Each student in the audience was asked to give the diagnosis for the cases, and a week later answer an MCQ test based on the content of the case scenarios. Student and faculty feedback on the multiple benefits of this novel student-centered creative activity were collected on a 5- point Likert scale and have been discussed.
Public perspectives on dementia: a Malaysian study on knowledge and attitudes
Dementia is a leading cause of disability among older adults and has placed increasing caregiving demands on families and communities, including in Malaysia. While understanding and beliefs about dementia play a crucial role in the quality of care, research on this issue in Malaysia remains limited. Therefore, this study aimed to assess the level of knowledge and attitudes towards dementia among the general population of Malaysia. A cross-sectional study was conducted among general population of Malaysia from June to July 2023 using an online self-administered questionnaire. Convenience sampling method was used to recruit the participants. The questionnaire was validated by experts, and it comprised sections on sociodemographic, knowledge, and attitudes towards dementia. Simple and multiple linear regression were performed. A total of 290 participants responded. Our participants demonstrated limited knowledge of dementia (mean score 15.78) but generally positive attitudes (mean score 54.97). Knowledge was significantly associated with several sociodemographic factors, whereas attitudes were mainly associated with ethnicity and personal dementia experience. Our study highlights gaps in dementia knowledge despite generally positive attitudes. Future research should include more diverse populations to enhance generalizability and integrate factors such as cultural beliefs, health literacy, media influence, the role of policy and health system support in shaping knowledge and attitudes toward dementia.
Awareness and understanding of Robot-Assisted Surgery and its associated factors among the general adult population in Malaysia, a cross-sectional study
Background: Robot-Assisted Surgery (RAS) is a rapidly evolving field that integrated robotics into surgical procedures to enhance precision, minimize invasiveness, and improve patient outcomes. The study aimed to assess the awareness, knowledge, and understanding of Robot-Assisted Surgery among the general adult population in Malaysia. Method: A cross-sectional study was conducted among Malaysian adults aged 18 years and above. Data was collected using a structured, self-administered online questionnaire disseminated via social media platforms. A sample size of 335 participants was determined and 337 valid responses were obtained. Data analysis was performed using SPSS Version 30 (trial version), and Chi-square tests applied to examine associations between categorical factors, with statistical significance set at p<0.05. Results: A total of 337 valid responses were analyzed. The findings showed that 88.7% of respondents had heard of Robot-Assisted Surgery, primarily through social media (36.5%) and the internet (34.4%). However, misconceptions were prevalent, with 22.6% believing that robots performed surgeries autonomously while surgeons only supervised the surgeries. Awareness of the availability of Robot-Assisted Surgery in Malaysia was moderate, with 48.7% acknowledging its presence, while 41.2% remained uncertain. A significant proportion (62.3%) considered Robot-Assisted Surgery to be safe, yet 24.6% expressed uncertainty regarding its safety. Conclusion: This study highlighted that there was still a substantial gap in understanding, with persistent misconceptions influencing the public perception. Addressing these knowledge gaps through targeted educational initiatives and public awareness campaigns was crucial for fostering informed decision-making and more acceptance towards adapting to Robot-Assisted Surgery in Malaysia.
Harshini Ashutosh Naik Ramanathan Ashutosh Naik Ramanathan
360° Video-based virtual-reality simulation: shaping knowledge, attitudes, and social distance towards mental illness in Malaysian contexts
Background: Globally, mental illness is increasingly recognized as a major public health concern, affecting a variety of individuals across diverse populations. In Malaysia, statistics reveal that at least one in three Malaysians face mental health challenges. Overcoming this issue requires comprehensive efforts to educate the public, challenge stereotypes, and foster acceptance. Objectives: Our study aimed to determine the effect of 360° video-based Virtual-Reality (VR) simulation on shaping the attitude, knowledge and social distance among Malaysians. Methods: A randomized controlled trial was conducted involving two groups: a VR-based simulation intervention group and a text-based control group, with 41 participants in each. An online pre-test questionnaire was administered to both groups to assess attitudes, knowledge, and social distance towards mental illness. During the intervention, the experimental group watched 360° videos on smartphones mounted in VR headsets, while the control group read scenarios based on the same content. After the intervention, an online post-test questionnaire assessing the same domains was distributed, along with a VR satisfaction survey for the intervention group. A follow-up assessment using the online questionnaire was conducted one week later. Results: The VR intervention group demonstrated improved attitudes, knowledge, and social distance towards individuals with mental illness both immediately and one week after the intervention, compared to the control group, indicating lasting effects in reducing stigma. Participants were satisfied but suggested higher video resolution could improve the experience. Conclusion: Overall, our study demonstrated improvements in attitudes, knowledge, and social distance towards mental illness individuals, indicating its effectiveness in shaping attitudes.
Rashmiitha Ganesh a/p Malayappa Malayappa
Integrating technology, pedagogy, and constructivism: development of a research methodology course for medical educators
Globally, educational sector is evolving and placing emphasis on evidence-based teaching and learning practices. Therefore, the research competency of medical educators plays a significant role. Health science programmes educators are encouraged to engage in scholarly activities. Hence, there is a need to develop accessible, asynchronous, practical, and pedagogically sound training programs for educational research competency. This brief report presents the planning, designing, and development of a research methodology course focused for medical educators. As part of the course planning, Reusable Learning Objectives (RLOs) are initially developed, which are further tailored for the specific course. ABC Learning Design Framework and RASE (Resources–Activity–Support–Evaluation) Course Design Framework are considered as part of the course designing and development. Lastly, potential implementation challenges and long-term consideration are discussed for the sustainability of the course.
Thank You to Our Peer Reviewers for Volume 3 Issue 1
Copyright (c) 2025 International Journal of Transformative Health Professions Education https://creativecommons.org/licenses/by-nc/4.0
Bridging Innovations and Pedagogical Foundations in Health Professionals Education
Improving Clinical Communication Skills Through Immersive Roleplay Using AI-Based Standardized Patients: A Mini Review
Effective communication in the clinical setting is the pillar of quality care, influencing diagnostic accuracy, patient satisfaction, and decision-making collaboration. Traditional teaching methods, predominantly with human standardized patients (SPs), have been used extensively to train for communication skills but are hampered by high cost and logistical burdens. With the advent of artificial intelligence (AI), specifically the intersection of large language models (LLMs), natural language processing (NLP), and emotional modelling, AI-based standardized patients (AI-SPs) have been created as an economically efficient and scalable solution. AI-SPs offer realistic, interactive clinical simulations that can be accessed on-demand and are not time or location dependent. This mini review elaborates the emerging roles of AI-SPs and the essential supporting technologies of LLMs and NLP-based models. Educational benefits such as immersive learning, variability of scenarios, personalization of learning, and incorporation of empathy, confidence, and clarity of communication are discussed. Assessment designs in the form of real-time feedback and behaviour analytics are described. Challenges of authenticity of interaction, algorithmic bias, and integration into medical school curricula are also tackled, as well as the need for culturally sensitive simulations and longitudinal outcomes studies. AI-SPs are expected to mature in the future through advances in multimodal AI and interprofessional simulation design. Overall, while still under development, AI-SPs hold tremendous promise as pedagogically effective and cost-effective tools to complement communication skills training in multiple healthcare education contexts.
A Step-by-Step Guide to Writing a Review Paper in Medical Education
Review articles are foundation tasks in medical education since they synthesize current knowledge, establish best practice, and identify research gaps. However, the majority of researchers and postgraduate students face immense challenges when they attempt to compose their first review article. Common mistakes vary from selecting an appropriate topic, navigating through massive literature databases, synthesizing divergent sources, and presenting findings in an academic format. This step-by-step guides explain on how to write a review paper by providing a structured, easy-to-follow approach for medical education areas. The guide begins by explaining how to choose a focused and relevant topic that is both within the author's scope of expertise and of urgent need in the field. It continues by outlining the key distinctions between different type of reviews such as narrative, systematic, and scoping reviews to help researchers to fulfil their objectives. Subsequent chapters discuss on approaches for conducting efficient literature searches, critically appraising sources, and synthesising information thematically. Special emphasis is placed on synthesizing findings into a coherent argument while maintaining academic integrity. This paper also addresses common mistakes such as managing the scope of the review, preventing plagiarism through proper citation conventions, and selecting appropriate journals to which to submit. Step-by-step guidance is provided on how to structure the manuscript, refine academic writing style, and respond to peer reviewer criticisms. This manuscript aims to build confidence among researchers and finally empowers beginners to produce quality, publishable reviews that contribute impactfully to the medical education research and practice community.
The increasing demand for higher education programmes globally and locally highlights the importance of effective supervision in master's degree programmes. Effective supervision is one of the important factors for the successful completion of master student’s research dissertation. Therefore, higher education institutions must conduct structured postgraduate supervision training regularly. This paper presents insights from the second supervisor training session in a higher education institution, focusing on the importance of understanding students’ backgrounds, academic and research interests, and individual challenges. It emphasizes structured approaches for involvement of potential supervisors and co-supervisors since the student recruitment phase, matching supervisors with students, and fostering effective student-supervisor relationships. Through continuous supervision, engagement, and self-reflection, supervisors can tailor the support and guidance to their students to cultivate independent, critical thinking process and academic growth.
A Forward-Looking Approach on Integrating Artificial Intelligence into Healthcare Education
Many studies have discussed a comprehensive overview of artificial intelligence (AI) in health professions education, highlighting its uses and challenges. While they adequately describe AI's potential in personalized learning, virtual reality simulation, and automated assessment, it would be more effective to discuss the feasibility of its implementation across various educational settings. This perspective article focuses a balanced consideration on faculty development, regulation of AI, and experimentation with AI-based assessment. A more effective strategy towards integration in the curriculum, long-term sustainability, and multidisciplinary participation will ensure significant contributions of AI in medical education.
Thank You to Our Peer Reviewers for Volume 2 Issue 2
Copyright (c) 2024 International Journal of Transformative Health Professions Education
Clinical Pharmacology and Problem-Based Learning: The Impact on Medical Students' Prescribing Competency
Clinical pharmacology (CP) is an essential component of medical students’ safe and effective prescribing. Lecture-based teaching has traditionally been based on memorization rather than real-world scenarios. Problem-based learning (PBL) is a student-centred approach combining pharmacology with clinical cases for active learning and critical thinking. The impact of integrating CP into PBL on students' prescribing competency is discussed in this paper. The literature search was performed through PubMed, Scopus, and Google Scholar using keywords such as clinical pharmacology, problem-based learning, and prescribing competency in studies which were published between 2014 and 2024. PBL's impact on knowledge retention and clinical preparedness was selected as the topic of some of the studies. Findings revealed that PBL improves understanding of pharmacological concepts, improves knowledge retention and improves prescribing competency. Challenges, such as faculty resistance and case development, remain, but students who engage in PBL show increased confidence in managing complex prescribing scenarios. Hence, CP integration to PBL fills gaps in traditional education, and improves prescribing skills, and should be prioritized in the medical curricula.
Interprofessional Education in Healthcare: Benefits, Challenges, and Impacts on Drug Management and Patient Care
Interprofessional education (IPE) is an integral component of healthcare training that encourages close working relationships among different healthcare professionals. Driven by its curriculum goal of integrating students from diverse fields like medicine, pharmacy, nursing and allied health to emphasize the development of key competencies for participation in teams and medication management, this approach brings students from all these fields together. IPE exposes students to common learning experiences which help students learn about their roles and responsibilities in patient care. Research indicates that collaborative learning environments not only serve to increase the knowledge that participants have of drug therapy but also aid in improving patient outcomes by decreasing medication errors as well as promoting patient-centric care. The IPE's impact on collaborative practice was discussed, with specific attention to the role played by medical education on medication management and patient outcomes.
Time management and its associated factors among medical students
Introduction: Time management is a set of principles, practices, and skills that enable individuals to complete tasks by working more efficiently rather than more complexly. This study aimed to identify time management patterns and associated factors among medical students in a private medical institution in Malaysia. Methods: This cross-sectional study was conducted in 2022 among medical students at a private medical institution in Malaysia. Respondents were recruited using convenience sampling, and data was collected via an online Google form. The questionnaire consisted of three sections: demographics, time management practices, and the influence of time management on respondents' behavior and performance. Data were analyzed using Epi Info version 7.2 software. Results: A total of 137 students participated in the study. The mean scores indicated that respondents had good to moderate abilities in time planning. Chinese students were reported to have higher time management scores compared to other ethnicities (p=0.024). Respondents living in rented housing or rooms had significantly higher time management scores than those living in hostels or with parents (p<0.001). Additionally, respondents without a habit of procrastination had significantly higher time management scores than their counterparts (p<0.001). Conclusion: In our study, students generally exhibited moderate to good time management skills, with particularly strong performance in the time attitude component. Individuals should be trained to cultivate good time management and reduce procrastination to develop more resilient and adaptive approaches in the future.
Integrating Microsoft Teams in Medical Program for Virtual Pharmacology Simulations and Prescription Roleplay
Medical education is being transformed by digital technology, using platforms such as Microsoft Teams to develop alternative ways of performing clinical simulations and pharmacology roleplay. A literature review was conducted, using Google Scholar and PubMed, targeting articles from 2010 to 2024. The Microsoft Teams platform enables collaboration, such as problem-based learning and critical thinking, while practising real-world scenarios. Role-playing exercises enhance the pharmacological knowledge and communication abilities needed for interprofessional cooperation and patient encounters. The learning experience in this platform can also be enhanced with external applications. Despite the absence of hands-on, tactile practice, Microsoft Teams offers an adaptable platform for clinical skills development by fostering structured feedback and reflective learning. Microsoft Teams is an effective modern learning tool as virtual education is becoming one of the major parts of medical training. This tool will help prepare healthcare professionals towards effective patient care and pharmaceutical management.
It is important to design the assessment of problem-based learning (PBL) aligning to its learning process and outcomes defined. One is to assess the end of a learning process and report on a student’s learning, which is called summative assessment. The formative assessment is used through the collection of data along the course of a student’s learning journey, to appraise current performance and adjust the learning as well as instruction. Any assessment instrument applied for PBL should support the central concept of PBL, which is contextual learning, constructive learning, & collaborative learning. Hence the assessment in PBL should be both a process- & product-based approach.
Benefits of Peer Assisted Learning (PAL) - The Perspective of a Peer Tutor.
Peer Assisted learning is a popular T/L activity in medical education. There are limited reports to support the effectiveness of peer learning effect in the peers who participate in peer assisted learning (PAL) in the training of students needing additional curricular support (SNACS). A peer tutor's experience in peer assisted learning in SNACS program is documented in this perspective.
Students Needing Additional Curricular Support (SNACS)
Incorporating Artificial Intelligence in Health Professions Education
The integration of Artificial Intelligence (AI) in healthcare and health professions education is increasingly gaining attention due to its potential benefits. AI technologies have demonstrated potentials in enhancing teaching and learning processes such as personalized learning systems, virtual reality simulations, and automated assessments. However, most of the medical institutions are yet to be incorporated AI to their existing curriculum currently. It might be contributed by the considerable challenges such as limited faculty familiarity with AI technologies, availability of resources, algorithmic bias, ethical concerns, and data privacy issues. This article explores the potential transformative impact AI can have on medical education, focusing on its benefits, challenges, and the strategies required to successfully incorporate it into the curriculum.
Knowledge, Attitude, and Educational Resources on E-cigarettes among Adults in Malaysia
The emergence and increasing popularity of e-cigarettes have sparked ongoing debates regarding their adverse effects, rising usage, and claims of being a 'safer' alternative to traditional tobacco cigarettes. This cross-sectional study examines the current state of knowledge, attitudes towards e-cigarettes and educational resources for e-cigarettes among the adults in Malaysia. This study was conducted between May and June 2024 and data was collected by using an online questionnaire. A total of 156 adults from general population responded to this study. Data was analyzed by using SPSS (Version 27). The findings indicated that approximately half of the respondents (48.1%) were unsure about their approval for utilization in smoking cessation. The majority of respondents (69.9%) had not received formal education about e-cigarettes, relying on social media and online advertising for information. The study also highlights gender differences in attitudes toward e-cigarettes, with males showing more favorable attitudes compared to females (OR 2.45, 95%CI: 1.28,4.67). The results underscore the need for improved educational programs and awareness campaigns about e-cigarettes, particularly targeting school-age populations and leveraging various media to address misinformation. Such efforts could help mitigate misinformation and promote informed decision-making regarding their use.
The art of Mentoring students with Japanese principles.
Thank You to Our Peer Reviewers for Volume 1 Issue 1
Thank You to Our Peer Reviewers for Volume 2 Issue 1
The Perspective of Hidden Curriculum in The Field of Medical Education
The hidden curriculum in medical education is a powerful but often unnoticed force that shapes students' professional identities and ethical behaviour. Introduced in the 1960s and applied to medical education in 1994, it encompasses the unspoken norms, values, and behaviours that students absorb, often without realizing it. This review delves into how the hidden curriculum influences medical education, revealing the challenges it creates, such as the disconnect between the ideals taught in the classroom and the realities faced in practice. To bridge this gap, it’s crucial to integrate non-cognitive skills like empathy, communication, and ethical reasoning into the curriculum. By thoughtfully designing educational strategies and providing targeted training, we can harness the hidden curriculum’s positive potential while minimizing its drawbacks, ultimately creating a more compassionate and ethically grounded approach to medical education.
Comparing the knowledge and awareness of diabetes mellitus among pre-clinical and clinical medical students
Introduction: Diabetes mellitus (DM) is a collection of metabolic illnesses characterised by hyperglycaemia caused by abnormalities in insulin production, insulin action, or both. It has become an epidemic, and in 2021 about 536.6 million people are living with DM. Aims: The objective of this study is to assess knowledge among preclinical and clinical year medical students in a private medical institution in Malaysia regarding DM. Methods: A cross-sectional survey of medical students was conducted on a designated questionnaire. Students were divided into two groups (pre-clinical and clinical groups) for analysis. Results: A total of 72 students participated, with 33.3% (24 students) from the preclinical group and 66.7% (48 students) from the clinical group. Over 87.5% of students correctly identified diabetes as a metabolic disorder, 90.6% knew the pancreas produces insulin, and 84.4% recognized the main insulin target+ organ. Common symptoms recognized included polyuria (79.2%), polydipsia (71.9%), polyphagia (61.5%), and delayed wound healing (75%), while pruritis vulvae was less frequently identified (11.5%). Both pre-clinical (100%) and clinical groups (95.8%) were aware of diabetes risk factors (p<0.001), and knew it is preventable (pre-clinical: 95.8%, clinical: 91.7%, p<0.001). Knowledge of diabetes screening was reported by 50% of pre-clinical and 43.8% of clinical students (p<0.001). Only 46.9% of students knew the World Health Organization (WHO) diagnostic criteria for diabetes (p<0.001), and 5% believed diabetes does not always require medication (p<0.001). Conclusion: The findings underscore the importance of continuous curriculum development and clinical immersion to optimize medical education outcomes related to diabetes care.