Background The Anatomy Education Environment Measurement Inventory (AEEMI) evaluates the perception of medical students of educational climates with regard to teaching and learning anatomy. The study aimed to cross-validate the AEEMI, which was previously studied in a public medical school, and proposed a valid universal model of AEEMI across public and private medical schools in Malaysia. Methods The initial 11-factor and 132-item AEEMI was distributed to 1930 pre-clinical and clinical year medical students from 11 medical schools in Malaysia. The study examined the construct validity of the AEEMI using exploratory and confirmatory factor analyses. Results The best-fit model of AEEMI was achieved using 5 factors and 26 items (χ 2 = 3300.71 (df = 1680), P < 0.001, χ 2/df = 1.965, Root Mean Square of Error Approximation (RMSEA) = 0.018, Goodness-of-fit Index (GFI) = 0.929, Comparative Fit Index (CFI) = 0.962, Normed Fit Index (NFI) = 0.927, Tucker–Lewis Index (TLI) = 0.956) with Cronbach’s alpha values ranging from 0.621 to 0.927. Findings of the cross-validation across institutions and phases of medical training indicated that the AEEMI measures nearly the same constructs as the previously validated version with several modifications to the item placement within each factor. Conclusions These results confirmed that variability exists within factors of the anatomy education environment among institutions. Hence, with modifications to the internal structure, the proposed model of the AEEMI can be considered universally applicable in the Malaysian context and thus can be used as one of the tools for auditing and benchmarking the anatomy curriculum.

Human anatomy is one of the fundamental subjects in medical and health education. In recent years, anatomy teaching in Universiti Sains Islam Malaysia (USIM) has undergone a major transition from a highly detailed, didactic method to student-centred pedagogy and clinical correlations. Hence, this study aimed to assess the perception of the anatomy curriculum amongst USIM clinical students and to evaluate the clinicians’ cognisance of their students’ anatomical knowledge and application. A cross-sectional study was conducted on 232 clinical students (fourth-, fifth- and final-year) and 32 clinicians from various disciplines with the validated questionnaires. Descriptive analysis was performed to analyse the findings regarding students’ and clinicians’ perceptions. The majority of the students agreed that the anatomy curriculum was adequately covered in the pre-clinical years except for the imaging and clinical correlation classes. In terms of the teaching method, most of the students perceived that the tutorials (99.2%), practical sessions (98.7%), lectures (97.4%) and problembased learning (PBL) (96.1%) were the best approaches in understanding anatomy comprehensively. Results also indicated that the practical sessions (99.1%), lectures (94.8%), tutorials (94.8%) and PBL (93.9%) were the best methods in retaining anatomy knowledge. Besides, 62.9% of students strongly agreed that objective structured practical examination (OSPE) was the most helpful assessment for their anatomical knowledge retention. The majority of the clinicians perceived their clinical year students had a satisfactory level of anatomical knowledge (n = 21, 65.6%) and also believed that the anatomical correlation classes were essential for their disciplines. Students recognised the value of the current teaching methodology for their knowledge retention and comprehension. However, both clinicians and students felt there were limited opportunities for clinical application during teaching and learning. It is therefore imperative to implement appropriate restructuring to the current anatomy curriculum to address students’ needs and preferences for their future medical practice.

Introduction: With the arise of the COVID-19 pandemic, higher institutions are forced to change the method of delivery for bedside teaching sessions from face-to-face to online learning. However, online learning was found not effective in delivering practical knowledge and skills to students. Hence, the objective of this study was to determine the association between level of knowledge gained, confidence, motivation and flexibility on types of learning for bedside teaching sessions among clinical students in four Malaysian medical schools during COVID-19 pandemic. Methods: A cross-sectional study involving medical students from Universiti Putra Malaysia (UPM), Universiti Sains Islam Malaysia (USIM), Universiti Islam Antarabangsa (UIA) and Universiti Sains Malaysia (USM) were conducted from 1st March 2021 until 6th June 2021. An online questionnaire was distributed and it consisted of 5 sections which cover sociodemographic information, level of knowledge gained, confidence, motivation, and flexibility from bedside teaching session. The data was analysed by using SPSS software program. Results: There is a significant association between the level of knowledge gained, level of confidence, level of motivation and level of flexibility with the type of learning (online or face-to-face) during bedside teaching sessions. Results revealed that students gained a higher level of knowledge (84.9%), higher level of confidence in physical examination (93.3%), higher motivation (82.2%) and higher flexibility (64.1%) during face-to-face bedside teaching sessions compared to online learning. Conclusion: Most of the medical students in four Malaysian medical schools prefer face-to-face learning compared to online learning for bedside teaching sessions.

Photoperiod disruption, which occurs during shift work, is associated with changes in metabolism or physiology (e.g. hypertension and hyperglycaemia) that have the potential to adversely affect stroke outcome. We sought to investigate if photoperiod disruption affects vulnerability to stroke by determining the impact of photoperiod disruption on infarct size following permanent middle cerebral artery occlusion. Adult male Wistar rats (210-290 g) were housed singly under two different light/dark cycle conditions (n=12 each). Controls were maintained on a standard 12:12 light/dark cycle for nine weeks. For rats exposed to photoperiod disruption, every three days for nine weeks, the lights were switched on 6 h earlier than in the previous photoperiod. T2-weighted magnetic resonance imaging was performed at 48 h after middle cerebral artery occlusion. Disruption of photoperiod in young healthy rats for nine weeks did not alter key physiological variables that can impact on ischaemic damage, e.g. blood pressure and blood glucose immediately prior to middle cerebral artery occlusion. There was no effect of photoperiod disruption on infarct size after middle cerebral artery occlusion. We conclude that any potentially adverse effect of photoperiod disruption on stroke outcome may require additional factors such as high fat/high sugar diet or pre-existing co-morbidities.

Age estimation in adults is a complicated task because of various external factors occur concurrently with increasing age. The geometric morphometric method (GMM) is an approach that focuses on shape analysis and is widely recognized for its high reliability and reproducibility. The aim of this study was to explore the variation of cervical vertebrae among different age groups of the Malaysian population by GMM. Lateral skull radiographs of 432 subjects comprising four adult age groups; young adult age group (20–30 years old), early middle age group (31–40 years old), late middle age group (41–50 years old) and, elder adult age group (51–60 years old) were selected. Fifty-three 2-dimensional (2D) landmarks were applied to the digitalized radiographs by TPSDig2 (Version 2.31) software. Geometric morphometric analysis was performed by MorphoJ software. Results showed that the first three principal components (PC) contributed to 47.71 % of the cervical vertebrae variation and were shown in both lollipop and wireframe graphs. Procrustes ANOVA indicated that the shape was significantly different among different age groups. Canonical variate analysis revealed significant differences of both mahalanobis and procrustes distances among age groups with substantial individual overlap within groups. Discriminant function analysis (DFA) showed a correct classification rate for 61.5 % of cases respective to age groups. In conclusion, this study found significant differences in the shape of cervical vertebrae among different age groups of the Malaysian population using the GMM.

Sex determination is the crucial stage for developing a biological profile during the investigation of skeletal remains. An accurate determination of the sex of the unknown person is crucial by only a few bones or when multiple bones are missing or fractured. Thus, exploration of less commonly used bones like thoracic vertebrae is also required for the personal identification of an unknown individual.

Sex identification is essential for the establishment of an accurate biological profile from skeletal remains in forensic anthropology. Conventional method using calipers is time-consuming and associated with a high margin of error especially in the case of highly fragmented skeletal remains. Geometric morphometric method is an approach which utilizes qualitative and quantitative description of biological forms according to geometric definitions of their shape. This study aimed to determine sexual dimorphism of third cervical (C3) vertebra on the lateral cervical radiograph by geometric morphometric method. Lateral cervical radiographs of 432 samples comprising of 262 males and 170 females of known individuals were retrieved retrospectively. The samples were adult Malaysian population aged from 20 to 60 years old. Eleven 2-dimensional (2D) landmarks were applied on the digitalized radiographs by TPSDig2 (Version 2.31) software. Geometric morphometric analysis was performed by MorphoJ software. Procrustes ANOVA showed that centroid size and shape are significantly different with p<0.001. Discriminant function analysis (DFA) showed 70% classification accuracy, with identification accuracy of 70.6% for males and 70.0% for females. There were significant differences between sex in the height of vertebral body, length of the superior articular process as well as length of the superior part of spinous process of C3 (p<0.05; Independent t-test). In conclusion, sexual dimorphism demonstrated in the C3 vertebra confirms the utilization of 2D geometric morphometric as one of the methods for sex estimation. To the best of our knowledge, this is the first study to report such findings among Malaysian population.

Coronavirus disease 2019 (COVID-19) pandemic has undoubtedly impacted anatomy education. This has led to a vast shift from a face to face (F2F) session to a complete online session and practical demonstration. Nonetheless, this pandemic provides an opportunity for anatomy educationists to embark on an alternative delivery of anatomy education via an online platform. The aim of this study was to evaluate the students’ perception of the online teaching and learning in anatomy course delivery among the first-year medical students in Universiti Sains Islam Malaysia (USIM). A total of 90 first-year medical students partook in an online questionnaire-based survey after semester completion of online anatomy course delivery. Synchronous online lectures conferred positive responses from the students with 73.0% of the students perceived effective communication with lecturers through the online platform. Out of these, 71.6% inclined towards online lectures as it allows them the flexibility to record the lecture and revisit it. Gross anatomy practical sessions were executed asynchronously via pre-recorded video with an additional supplementary quiz on USIM’s Global Open Access Learning system (GOALS) while histology practical was executed synchronously via virtual slide demonstration. A total of 80.1% students felt convenient with histology practical, however, only 48.3% students responded positively to the gross practical. Overall, 76.4% students favoured the conventional practical compared to the online sessions. Meanwhile, an online examination had disputable responses between the different exam formats whereby 71.9% students perceived that Multiple Choice Questions (MCQ) were conducted conveniently contradictory to the Modified Essay Questions (MEQ) in which only 34.9% students responded positively. In addition, 57.3% students disclosed multiple setbacks during the Objective Structures Practical Exam (OSPE). The extensive and impromptu changes in the study technique have received multiple responses from the students. Overall, the students preferred an online platform for didactic sessions but a real live classroom for practical sessions.