Category: Original Article

Knowledge, Attitudes, and Practices Toward ChatGPT and Artificial Intelligence Among Medical and Health Science Students: A Cross-Sectional Survey

Authors: Jia Xian Ong, Thirupathirao Vishnumukkala, Nilesh Kumar Mitra

ABSTRACT

Background: ChatGPT, a prominent large language model introduced in 2022, has dramatically impacted education by providing answers to various questions and improving the learning experience. Despite its potential benefits, concerns about ethics, plagiarism, and academic integrity have limited its widespread use in medical and health sciences education. Students recognise the significant applicability of Artificial intelligence (AI) across specific medical domains. However, there is a lack of substantial evidence on the incorporation of formal AI education into medical curricula, and students’ limited understanding of their AI knowledge gaps.

Objective: This study aimed to assess medical and health sciences students’ understanding of artificial
intelligence, as well as their usage patterns of ChatGPT and other AI applications. We aimed to understand their perspectives on the integration of AI tools within the educational environments at IMU
University in Malaysia.

Methodology: An online survey with 15 items was conducted among students at IMU University in
Malaysia over a two-week period in March 2023. The study received 55 anonymous responses, which
were organized into three sections: student utilisation and perceptions of ChatGPT, other AI applications
used by students, and opinions on AI in educational contexts.

Results: While 85% (n=47) of students recognised AI and machine learning, only 23% (n=13) understood the differences between the two concepts. Almost all students (98%, n=54) were aware of ChatGPT, with 63% (n=35) reporting regular use. Students mainly used ChatGPT for entertainment (54%, n=30) and as a search tool (47%, n=26), while 31% (n=17) utilised it for revision and 27% (n=15) for completing tasks. Furthermore, 75% (n=41) of students supported the integration of AI into educational activities, emphasising its benefits in accessibility, convenience, and time efficiency. Views on the use of AI in assessments were divided, with 38% (n=21) opposing its use due to concerns about academic integrity, over-reliance, and difficulties in assessing genuine understanding.

Conclusions: Although 75% (n=41) of students supported AI integration in teaching and learning, significant concerns were identified regarding ethical use, academic integrity, and the risk of over reliance on AI-generated content. These findings underscore the need for the structured and early integration of AI literacy within health sciences and dental education curricula, ensuring that students develop the critical appraisal skills necessary to engage responsibly with AI tools in their future clinical practice.

Keywords: ChatGPT, Artificial Intelligence, Medical Education, Student Attitudes

Citations: IeJSME 2026 Vol 20 (1): 06-16

Knowledge, Perceptions, and Practices regarding Healthcare-Associated Infections Among the General Population in Negeri Sembilan

Authors: Mohamed Abd Elwahab Eltanahy, Nor Zanariah Binti Zainol Abidin, Xin Yi Hong, Kanisha Anbalagan, Kavillashini Manimaran, Sze Ming Khor, Boon Yan Kua, Ricca Yuen Foong Leong, Sherreen Elhariri

ABSTRACT

Introduction: This study aims to assess the knowledge, perceptions, and practices of the general population in Negeri Sembilan regarding the prevention of healthcare-associated infections (HAIs).

Methods: This cross-sectional study was conducted in Negeri Sembilan, Malaysia, from January to March 2025, targeting adults aged 18 and above through convenience sampling at public locations. Using a validated trilingual questionnaire, data were collected on participant sociodemographic characteristics, knowledge, perception, and practices related to HAIs, with statistical analysis performed using SPSS version 29.0.

Results: A total of 400 respondents participated in the study, with females comprising 58.25% of the sample and the largest age group being 18–30 years old (38.75%). In terms of knowledge, 25.75% of respondents demonstrated poor knowledge, 40.25% moderate knowledge, and 34.00% good knowledge regarding healthcare-associated infections (HAIs). High levels of awareness were observed for handwashing as a preventive measure (90.0%) and airborne transmission as a mode of spread (89.0%). Positive perceptions toward HAI prevention were demonstrated, with most respondents agreeing that HAIs are preventable and potentially life-threatening if left untreated; furthermore, 74.0% strongly agreed that prevention is a shared responsibility. Among the 354 respondents with prior hospital experience, 37.29% demonstrated poor practice, 40.96% demonstrated moderate practice and 21.75% demonstrated good preventive practices, although only 20.62% consistently practiced 30-second handwashing. Younger respondents, females, and those with tertiary education showed significantly higher knowledge and practice scores (p < 0.05). Significant weak positive correlations were also found between knowledge, perception, and practices regarding HAIs (p < 0.001).

Conclusion: In conclusion, this study emphasises the need for ongoing, targeted educational initiatives to enhance public awareness and practices in preventing healthcare-associated infections.

Keywords: Healthcare-Associated Infection, Knowledge, Attitudes, Practices, Malaysia

Citations: IeJSME 2026 Vol 20 (1): 17-33

 

Effectiveness of Team-Based Learning (TBL) as a Teaching-Learning Method for Medical Students at a Private Malaysian Medical University: A Pilot Study

Authors: Brinnell Annette Caszo, Heethal Jaiprakash, Vijayalakshmi Sitanadhi Bhojaraja, Sunil Pazhayanur Venkateswaran, Joachim Perera, Madawa Chandratilake

ABSTRACT

Purpose: Team-based learning (TBL) helps students develop critical thinking, communication skills, and teamwork. This pilot study aimed to introduce TBL as a teaching-learning tool and evaluate its effectiveness on student learning in terms of educational impact and perception.

Methods: This pilot educational interventional study was conducted among Year 2 medical students. The prereading materials were published online to the students one week prior to the session. Pre- and post-Individual Readiness Assurance Test (i-RAT) scores, done online using 20 one-best-answer questions each, were used to assess student learning. The Team Readiness Assurance Test (t-RAT), a discussion of a case scenario with integrated Structured Essay questions (SEQ), was done in small groups. Facilitators clarified issues that cropped up in group discussions. Perceptions of the students were taken at the end of the session using a questionnaire.

Results: Fifty-seven second-year medical students volunteered and consented to participate in the study. The mean age of the participants was 20.27±0.84 years, and 26% were males. The average pretest i-RAT score was 58.5 ± 13.5 and was significantly higher (p < 0.01) than the post-test scores (45.4 ± 12.3). The average t-RAT (Team Readiness Assurance Test) score was 42.6%. The students responded positively and agreed that the t-RAT helped develop their overall knowledge around the areas covered (82%) and that they learned from their peers during the discussion (92%).

Conclusion: Although post-test scores were significantly lower than pre-test scores, students reported positive perceptions of TBL, particularly regarding peer learning, collaborative discussion, and integration of knowledge. These findings suggest that TBL was feasible and well accepted within an integrated curriculum; however, further studies are needed to determine its educational impact. These findings suggest that although the perception of the students may be good for teaching activity, this may not always align with the educational impact in terms of outcome scores.

Keywords: Medical students, team-based learning, teaching-learning method

Citations: IeJSME 2026 Vol 20 (1): 34-42

Knowledge Outcomes and Acceptability of a Brief Video-Based Sexual Health Intervention Delivered During Pre-University Orientation: A Single Group Pre-Post Study

Authors: Malanashita Ganeson, Sasikala Devi Amirthalingam, Gaik Kin Teoh, Aida Lina Alias, Kanagamalar Subramaniam, Zainab Abul Majeed, Siew Kim Kwa

ABSTRACT

Background: Sexual health education is integrated in the Malaysian education curriculum. Despite this, studies done among Malaysian university students show varying levels of sexual health knowledge and practices. Entry into tertiary education presents a unique opportunity for sexual health promotion as a primary prevention activity.

Methods: A single group pre-post study was conducted among pre-university students attending a one-hour online sexual health education session held during their orientation programme in a private university in Malaysia. Participants completed a pre-test questionnaire assessing sexual health knowledge, viewed four short educational videos, and completed an immediate post-test questionnaire. Knowledge was assessed using a 19-item instrument mapped to the video content. Paired t-tests were used to evaluate changes in knowledge, with effect sizes calculated. Gender moderation was examined using change scores and independent samples t-tests, with a Mann–Whitney U test as sensitivity analysis. Post-test perception items were analysed descriptively. Exploratory qualitative data from open-ended responses and a small group discussion were analysed.

Results: The mean baseline total sexual health knowledge score was 16.78 (SD 1.40) and increased to 17.82 (SD 1.15) immediately following the video intervention (95% CI 0.77–1.31; p < .001; Cohen’s d = 0.76) (n=101). Knowledge gains did not differ significantly by gender. Most participants reported high perceived usefulness and acceptability of the videos. Small group discussion findings highlighted the importance of gender-inclusive content, consent, and practical guidance on help-seeking.

Discussion: A brief video-based intervention delivered during pre-university orientation was associated with improvements in immediate post-intervention knowledge and was highly acceptable among preuniversity students. Such interventions may offer a feasible and scalable approach to sexual health promotion among young people. Further studies incorporating control groups and longer follow-up periods are required to determine knowledge retention and behavioural impact.

Keywords: Sexual health, Health education, Adolescent, Young adult, Pre-University, Orientation
programme

Citations: IeJSME 2026 Vol 20 (1): 43-54

 

Quality Appraisal of Clinical Guidelines for Vulvar Disorders Using the AGREE II Instrument

Authors: Samuel Jun Hao Chau, Zheng Yi Ooi, Jun Yi Ng, Ji Chao Leong, Sasikala Devi Amirthalingam, Sivalingam Nalliah

ABSTRACT

Introduction
This systematic review aims to appraise clinical practice guidelines and consensus statements on the management of common benign vulvar disorders using the AGREE II checklist.

Methods
A systematic search for articles was conducted employing PubMed, EMBASE, Cochrane, and Science Direct from 1 January 2013 to 31 December 2023. The quality of eighteen practice guidelines was independently assessed by four appraisers using the AGREE II checklist.

Results
Of the eighteen guidelines assessed, one was classified as “recommended”, sixteen were designated as “recommended with modifications” and one as “not recommended”.

Conclusion
All guidelines proposed similar management strategies for the selected vulvar disorders with only minor variations. Medical practitioners are encouraged to treat patients in accordance with evidence-based recommendations in these guidelines.

Keywords: vulvar disorders, practice guidelines, and consensus, quality appraisal

Citations: IeJSME 2025 Vol 19 (3): 18-30

Students’ Satisfaction and Learning Outcomes with Virtual and Light Microscopy in Undergraduate Pathology: A Randomised Cross-Over Trial

Authors: Thin Thin Win, Saint Nway Aye, Sunil Pazhayanur Venkateswaran, Purushotham Krishnappa, Dhanashri Kshitij Panse, Arun Kumar Basavaraj

ABSTRACT

Introduction
Virtual microscopy (VM) has emerged as a valuable adjunct to light microscopy (LM) in medical education, enabling remote access to high-quality histopathological images. While many studies report improved satisfaction and comparable better learning outcomes with VM, effectiveness in student performance was not properly studied. This study evaluated students’ satisfaction and effectiveness of VM compared to LM in undergraduate pathology teaching of a Malaysia private institution.

Methods
A randomised cross-over trial was conducted among Year 1 and Year 2 medical students. Pre- and post tests consisting of 10 one-best-answer (OBA) questions, mapped to the histopathology slides used in pathology practical sessions, were used to analyse effectiveness of VM and LM. After crossover swapping the groups, students completed pre-validated 5-point Likert scale questionnaires to assess the satisfaction on both methods.

Results
A majority (≥65%) expressed satisfaction with both LM and VM; however, VM scored higher for ease of use, time efficiency, and image quality. Group (B) with VM followed by LM had higher mean pre-test scores (6.85 ± 1.80) than Group A with LM followed by VM (5.92 ± 2.29), suggesting possible baseline differences. Post-test scores improved significantly in both groups (p < 0.001). Although Group B’s post test mean was higher (9.13 ± 1.19) than Group A’s (8.61 ± 1.63), this may reflect initial group performance rather than VM superiority alone.

Conclusion
Although the reliability statistics of tests could not be analysed, this study concluded that VM is a reliable adjunct tool to replace traditional LM in teaching learning. However, differences in baseline performance between groups highlight the need for cautious interpretation when comparing modalities. Integration of VM into e-learning platforms may enhance blended pathology education.

Keywords: Virtual microscopy; Light microscopy; Histopathology; Undergraduate medical education; Student satisfaction; Learning outcomes.

Citations: IeJSME 2025 Vol 19 (3): 31-45

Pharmacovigilance and ADR Reporting in Perak

Authors: Muhammad Muqri Bin Barudinsah, Khalid Ahmad Ali AL Sunaidar

ABSTRACT

Background: Healthcare professionals, particularly pharmacists, play a crucial role in adverse drug reaction (ADR) reporting and pharmacovigilance activities. Despite retail pharmacies being the most accessible point of care for the patients to report mild ADRs, ADR reporting by community pharmacists in Malaysia remains low. Hence, increasing reporting rate among community pharmacists is crucial to promote medication safety.

Objective: This study aimed to assess the knowledge, attitudes, and barriers related to ADR reporting and pharmacovigilance among community pharmacists in Perak, Malaysia, and explore associations between their sociodemographic characteristics with their good knowledge, positive attitudes and high barriers level.

Methods: A cross-sectional study design was employed through both physical and online survey, involving 179 community pharmacists in Perak. Data were collected using a 38-item self-administered online structured questionnaire. Statistical analyses were subsequently conducted.

Results: This study revealed that community pharmacists exhibited good knowledge (82.1%), positive attitudes (68.7%) and low barriers (86.1%) towards ADR reporting and pharmacovigilance. However, several significant barriers hindered their reporting efforts, including the time-consuming nature of the reporting process (37.4%) and doubts about the causality of ADRs (29.7%). Remarkably, gender and CPD programmes participation were associated with good knowledge. While female gender, younger age and recent pharmacovigilance course exposure were associated with positive attitudes, higher education level was inversely associated with positive attitudes.

Conclusion: Despite possessing good knowledge and positive attitudes, several barriers prevent community pharmacists in Perak from effectively reporting ADRs. Targeted interventions are necessary to address these barriers and improve ADR reporting rates among community pharmacists.

Keywords: ADR, adverse drug reactions, attitude, barriers, community pharmacists, knowledge, pharmacovigilance.

Citations: IeJSME 2025 Vol 19 (3): 46-63

Meta-IMU: A R Shiny App to Conduct Meta-Analysis in Systematic Review and Umbrella Reviews

Authors: Ket Li Ho, Teguh Haryo Sasongko, Sook Han Ng, Pei Kuan Lai, Lay Cheng Lim & Sook Yee Gan

ABSTRACT

Many tools exist for conducting meta-analyses in systematic reviews, but they are often expensive or difficult for beginners to use. This challenge arises because most tools either fail to address all aspects of meta-analysis comprehensively or lack sufficient guidance for navigating their features. To address these limitations, we developed Meta-IMU, a free R-based Shiny application tailored specifically for beginners. Unlike many existing tools that focus solely on standard systematic reviews, Meta-IMU supports both systematic reviews and umbrella reviews, offering a more versatile approach. To ensure accessibility, Meta-IMU includes built-in instructional videos that guide users step by step, from navigating the application to interpreting the results produced. This guidance ensures users can confidently perform analyses without prior expertise. Meta-IMU encompasses a comprehensive range of features covering key aspects of meta-analysis, such as defining review questions, developing search terms, retrieving studies from various databases, assessing risk of bias, creating tables and plots, analysing small-study effects, performing meta-regression and subgroup analyses, conducting sensitivity analyses, assessing the certainty of evidence, summarizing findings, and generating PRISMA checklist reports. By integrating these functionalities into a single platform, Meta-IMU provides a user-friendly, all-in-one solution. In summary, Meta-IMU is a comprehensive, free application designed to simplify the process of meta-analysis for both systematic reviews and umbrella reviews, making advanced analytical techniques accessible to researchers at any level of experience.

Keywords: Systematic review, umbrella review, metaanalysis, R, Shiny

Citations: IeJSME 2025 Vol 19 (3): 64-83

Spectral Transmittance of Soft Contact Lenses Following One Month of Eyedrop Application: An In Vitro Investigation

Authors: Haliza Abdul Mutalib, Bashirah Ishak, Mohd Norhafizun Mohd Saman

ABSTRACT

This study investigated the spectral transmittance of six different types of soft contact lenses after exposure to normal eyedrops use over one month. The normal eyedrops were only meant to be instil into the eyes without contact lenses. The objective of this lab study was to look at the effect of the eyedrops on the spectral transmittance of all contact lenses.

The two types of eyedrops for dry eye (eyedrop A) and eye irritation (eyedrop B) were applied to the surface of each contact lens (two drops each) at 2-hour intervals (n = 15), following which the lenses were immediately immersed in saline solution. This process was repeated four times daily (eight hours for Eyedrop A) and five times daily (10 hours for Eyedrops B), with the lenses subsequently soaked in Optifree disinfecting solution overnight. This constituted one complete cycle, which was repeated daily for 30 consecutive days. The control group underwent a similar procedure but used a saline solution instead of a disinfecting solution.

Spectral transmittance measurements were conducted on Day 0 and Day 30 for both the experimental and control groups. The results were analysed to determine the average of spectral transmittance values, and the absolute differences between the measurements were calculated. All recorded values fell within the tolerance limits outlined in ISO 18369.

This study concluded that neither type of eyedrop induced significant changes in spectral transmittance after 30 days of daily use as recommended by the manufacturer. All tested lenses (in the FDA categories) exhibited consistent spectral transmittance values throughout the study. Therefore, the eyedrops evaluated in this trial were deemed not to affect the spectral transmittance of any soft contact lens types.

Keywords: Spectral transmittance, contact lenses, ophthalmic solutions, ISO, Eyedrop.

Citations: IeJSME 2025 Vol 19 (2): 18-27

A Pilot Study: Utility and Feasibility of a Workplace-Based Assessment (WBA) Digital Application in the Settings of Clinical Experiential Learning

Authors: Kavitha Nagandla, Sasikala Devi Amirthalingam, Malanashita Ganeson, Sharifah Sulaiha Syed Aznal, Ismail Abdul Sattar Burud, Shahid Hassan, Alex Chern Loong Lim.

ABSTRACT

Background: Mobile applications with multi-source feedback and learner analytics identifying individual students’ learning needs, providing personalised learning, and remediation are utilised to enhance Workplace-based assessment (WBA). This pilot study aims to investigate the utility and feasibility of WBA digital application, H. Prime, in the settings of clinical experiential learning.

Methods: A mixed methods analysis using quantitative data collected in Phase 1 and qualitative experience data from focus group discussion in Phase 2 was conducted. The educational impact was assessed using Kirkpatrick’s hierarchical model of evaluation pyramid from level 1, “satisfaction” to level 4, “results”.

Results: A total of 392 assessments were completed among 200 students across their clinical postings.
78.5% of students and 87.1% of faculty assessors perceived the application as an acceptable usability experience. Thematic analysis revealed a need to improve the digital interface and communication when scheduling assessments. Students found verbal and recorded feedback in the digital application closed learning gaps and facilitated reflective learning.

Conclusions: In summary, a digital app-based delivery of WBA is a positive experience for students and assessors. Students acknowledged that feedback generates opportunities for self-reflection and closing learning gaps. On technical aspects, there is a need to improve the process of timely scheduling sessions with assessors. We acknowledge prior training of the faculty, academic support staff, provision of additional time in timetables, student knowledge, and sensitisation, are paramount for successful timely completion and enhancement of the educational impact of the WBAs.

Keywords: Workplace-based assessment, Digital app, Clinical training.

Citations: IeJSME 2025 Vol 19 (2): 28-36

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