Welcome to Scribd. Sign in or start your free trial to enjoy unlimited e-books, audiobooks & documents.Find out more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
4C-The BigSib Students'

4C-The BigSib Students'

Ratings: (0)|Views: 4|Likes:
Published by Ahli Sarjana

More info:

Published by: Ahli Sarjana on Nov 05, 2011
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less





Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008Universiti Teknologi Malaysia, 22-23Oktober 2008
 “The BigSib Students’ Peer-Group Mentoring Programme – An Experience fromSchool of Medical Sciences, Universiti Sains Malaysia”
M.S.B.Y Saiful-Yusoff 
, A.R Fuad
, A.R Noor
,Y.N Azwany
, Z.A.M.H Zabidi-Hussin
 Medical Education Department,
 Deputy Dean,
Chairman of the Student Soft Skills & Development Programme,
 Department of Paediatrics, School of Medical Sciences, Universiti Sains Malaysia.
: BigSib Students’ Peer-Group Mentoring Programme was implemented as an innovative,interactive and integrated instructional method in the Universiti Sains Malaysia’s medical schoolcurriculum designed to enhance and strengthen medical students training in soft skills and professionaldevelopment. This study was conducted to evaluate first- and second-year medical students’ perceptions of and attitudes towards the Programme.
: A cross sectional study was carried on 314 medical students. Questionnaires assessingmedical students’ perceptions and attitudes towards the Programme were administered. Data were analysedby using SPSS version 12.
: 45.9 % of the students perceived the BigSib Students’ Peer-Group Mentoring Programme assuccessful. More than 50% of the students are willing to participate in the Programme. About 60% of thestudents perceived it as an effective Programme in developing their soft skills and professionalism.
: Medical students have positive attitudes toward the Programme and it is perceived as asuccessful and effective Programme in developing students’ personal attributes. Similar peer-groupmentoring programme may be considered relevant to be incorporated into the medical curriculum in thefuture.Keywords: medical students; student support; mentoring; soft skills.
1.0 Introduction:
The School of Medical Sciences (SMS),Universiti Sains Malaysia (USM) practices anintegrated, problem-based and community-oriented medical curriculum. This five yearprogramme is divided into three phases. Phase I(year 1) is the fundamental year focusing onorgan-based systems, Phase II (year 2 and 3)continues the system-based approach andintroduces the basics of clinical clerkship. PhaseIII (year 4 and 5) is the clinical phase wherebythe students are rotated through all the clinicaldisciplines (1). The school adopts the SPICESapproach in the implementation of its curriculum,i.e. Student oriented, Problem based, Integrated,Community oriented, Electives and Self learningand Systematic (2-3).Ethical issues, communication and softskills were realized as important elements in thecurriculum since the inception of the school (1).Relevant inputs were imparted to students atvarious places in the time table. This practicewas improved and consolidated from time totime. In the mid-nineties a “Students'Motivational Unit” was established to assiststudents who needed counseling and was soonfollowed by a more formal Student DevelopmentUnit. In 1996 this unit was combined withanother parallel component of the school'scurriculum, the Bioethics and CommunicationSkills Programme and was renamed as the
Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008Universiti Teknologi Malaysia, 22-23Oktober 2008
Student Personal and Professional DevelopmentProgramme (PPDP). In line with the MalaysianMinistry of Higher Education directive to allinstitutions of higher learning to emphasize softskills in all university curriculums (4), SMS onceagain renamed the PPDP to Student Soft Skillsand Development Programme (ProgramPembangunan Insaniah Pelajar - PPIP) in 2007.This programme facilitates and coordinates soft-skills development activities in the curriculum tofoster the development of good personal attitudeand professional behavior in the undergraduate.It also helps the undergraduates to adapt tochallenges in the learning process.A major part of the PPIP is the BigSibStudents’ Peer-Group Mentoring Programme,also known as the BigSib Programme. It is aninnovative, interactive and integrated (Triple-I)instructional method designed to enhance andstrengthen medical students training in soft skillsand professional development. This programmeacts as a platform for interaction between theschool, the seniors (second year students) and thefirst-year medical students, and helps the latter inthe adjustment to new campus life as well aspromoting personal development. The BigSibsare a group of second-year medical students,selected based on academic performance andattitude. The roles of BigSib are to act asSiblings, Eyes and Ears for the school,Counselor, Role-model and Trainer (SECRET).As siblings they are expected to share experience,support and help the juniors. As Eyes and Ears of the school, they help in early detection andnotification of first-year medical students’problems to PPIP. Functioning as counselors,they assist juniors in solving their problems,recognizing their potential and strengths, andmotivate and supervise juniors to improveacademic performance. The BigSibs areexpected to be a role-model to the first-yearmedical students. They are also expected to actas trainers in the student developmentprogramme modules.The programme activities focus on theformation of positive Attitudes, promotion of racial Integration and development of Soft skills(AIS). Formation of positive attitudes focuses onthe development of self-directed learning skills,resiliency, accountability and respect toward self,teacher, elders and peers. Promotion of racialintegration focuses on the promotion of understanding among the medical students whoare of multiracial and multicultural background.Development of soft skills deals with thedevelopment of adaptation, teamwork,communication and leadership skills, as well asassertiveness and self-confidence. BigSibactivities consist of BigSib-1
year meetings,additional 1
year activities and BigSib projects.BigSib-1
year meetings are held at least once amonth for 2 hours duration. Two BigSibs willhandle a group of first-year students and willcarry out 6 modules with their groups. Themodules include indoor games, a workshop on aselected topic, village tracking or treasure hunt,telematch, public speaking and a picnic, visit orouting. Every BigSib are required to use theirown ideas and creativity to run each module.Additional 1
year activities consist of trialexaminations, 1
year community placements, aBigSib-1
year camp and the BigSib dinner. Thetrial examinations are held 1 or 2 weeks beforethe real examinations to familiarize first-yearmedical students with the examination format. 1
 year community placements expose the studentsto community service in order to improve theircommunication and teamwork skills. BigSibs areexpected to help and advice them regarding thecommunity placement programme activities. TheBigSib-1
year camp is designed as the initialice-breaking activity for the BigSibs and theirrespective groups. The BigSib Dinner is held asrecognition of the BigSib efforts. BigSib Projectsare exclusive for BigSibs to ensure theirinvolvement in organizing and implementing aproject. The projects include a visit to anotherinstitution, jungle tracking, a picnic, motivationseminars for secondary school students, and aworkshop on a selected topic. A group of BigSibs will be tasked to organize each projectfor the rest of the members. Weekly meetings areheld between the BigSibs and the BigSibsupervisor from the Medical EducationDepartment to plan the suitable strategies andapproaches needed to carry out the tasks andplanned activities.This study aims to evaluate the medicalstudents’ perception and attitudes towards theBigSib Programme. It is hoped that theinformation will be able to improve theprogramme further.
2.0 Methodology:
A cross sectional study was done onJanuary 2008 at the School of Medical Sciences,Universiti Sains Malaysia. The study populationwas the first- and second-year medical students.Data was collected using validated questionnaire(Cronbach’s Alpha value for knowledge,
Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008Universiti Teknologi Malaysia, 22-23Oktober 2008
perceptions and attitudes domain was 0.72, 0.93and 0.97 respectively). The questionnaireconsists of four main parts. The first part isregarding personal information. The second partassesses students’ knowledge regarding theprogramme. Students were asked to respond toitems using 'Yes', 'No' or 'Not sure'. The correctanswers were given 1 mark and incorrect or 'notsure' answers were given 0 mark. The third andfourth part of the questionnaire assessesstudents’ perception and attitudes towards theProgramme. This section was rated using a 5scale-Likert score. The questionnaire wasadministered to 449 medical students who hadundergone the programme in early January 2008.Data analysis was done using SPSS version 12.For the purpose of analysis, responses in thethird and fourth part of the questionnaire weredivided into three categories: strongly agree andagree, undecided, and strongly disagree anddisagree. Chi-square goodness of fit test wasdone to compare between responses in eachcategorical data. A few identified items weredivided into 2 categories and Pearson Chi-squarewas used to determine relationship of variableswith perception of success. The associationbetween identified variables and perception of success was considered to be significant at p-value of less than 0.05. Multiple LogisticRegression test was used to determine theindividual effect of identified variables. Avariable was considered to have significant effectat p-value of less than 0.05.
3.0 Results
314 (70%) medical students respondedto the questionnaire. 211 were female (67.2%)and 103 male (32.8%) with 204 Malays (65.4%),90 Chinese (28.8%), 15 Indians (4.8%) and 3other races (1%). 136 (64.0%) of respondentswere first-year medical students and 68 (36%)were in the second-year. 43 (13.7%) wereBigSibs.The mean percentage score for knowledge was74.1%.Table 1 shows that the students have apositive perception of this programme in termsof promoting teamwork, respect, self confidence,reducing stress and helping to adjust to campuslife. They also perceive that the programme isuseful and well organized. However there is arelatively less positive perception regardingpromoting interaction between students andlecturers and half of the students were not clearabout the programme objectives.
Table 2 shows that the majority of thestudents noticed a positive improvement in mostof their behaviors except for punctuality.Students prefer non-lecture-based compared tolecture-based activities (Table 3). They alsoperceived that the BigSib roles were wellachieved (Table 4).45.9% of the respondents agreed thatthe programme was successful and less than 20%of respondents disagreed. BigSib status andgender were the determinant factors that affectedthe perception of the programme's success (Table5).
4.0 Discussion
Literature on peer-group mentorship isgenerally scarce; making comparison withprevious studies difficult. Available data onsimilar programmes makes little mention ondetails of programme structure. This study is anattempt to look at the effectiveness of astructured approach in students’ mentorship inshaping students’ character and attitudeformation. (5-6). Cottrell et. al (7) found thatonly half of medical students surveyed werehighly satisfied with a mentoring scheme whichwas run based on personal tutor to a studentapproach. Malik, S. (8) reported that only lessthan one fifth (18.4%) of students perceivedfaculty to student groups approach scheme assuccessful. Our study, in contrast, found thatmore than half of the medical students surveyedwere satisfied with the programme and morethan two fifth (45.9%) perceived it as successful.This suggests that the mentoring scheme basedon students to students approach in USMmedical school is relatively better perceived andmore successful.
Students’ knowledge
The students’ knowledge about theprogramme was very good (the mean percentagescore was 74.1%). It indicated that theprogramme was well known among the studentseventhough it was relatively a new programme.It perhaps reflected that the programme activitieswere relevant and appropriate for the medical

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->