medical education in malaysia

• Faculty of Medicine
• [email protected]
• 03 - 7967 6686

Master of Medical Education

MASTER OF MEDICAL EDUCATION The Master of Medical Education is a 1-year Master programme designed for professionals in medicine, dentistry, pharmacy, biomedical sciences, allied health and education to embrace the latest innovations in the curriculum, teaching and learning, assessment and evaluation of an academic programme.

Programme Educational Objectives (PEO)

The following are the programme educational objectives (PEO). Upon three to five years of graduation, graduates will be able to:

• Address current issues in medical and health professions education using theoretical knowledge, critical thinking, creative and innovative skills.  
• Demonstrate practical, digital and communication skills that convey educational information to learners, peers, scholarly communities and society at large in the field of medical and health professions education.  
• Demonstrate self-initiatives, personal management and professionalism for continuing medical and health professions education.

Programme Learning Outcomes (PLO)

The following are the programme learning outcomes (PLO). Upon graduation, graduates will be able to:

• Analyse the principles and theories in understanding medical and health professions education.  
• Apply critical and creative thinking skills in addressing current needs in medical and health professions education.  
• Demonstrate procedural (practical) skills in developing, implementing or evaluating curriculum and research outcomes in medical and health professions education.  
• Demonstrate information sharing skills effectively to learners, peers, scholarly communities and society at large in the field of medical and health professions education.  
• Apply digital technologies and statistical skills in developing, implementing or evaluating curriculum and research outcomes in medical and health professions education.  
• Demonstrate reflective practices in application of professionalism in self-management, autonomy and responsibility.  
• Perform self-reflection and evaluation to advance oneself in continuous learning and improvement.  
• Apply principles of professionalism to ethical and professional challenges at workplace.

Career Pathways

Academician:

• Managing a medical curriculum in a medical school/ training centre
• Trainer specialist / Consultant
• Manager / Administrative leader
• Curriculum developer / Auditor

Course Structure

• The programme consists of a total of 42 credit hours, in which Research Project consists of 12 credit hours, Programme Core Courses consist of 18 credit hours, and candidate can select from the Programme Elective Courses available to fulfil 12 credit hours.  
• The minimum duration is 2 semesters and 1 special semester (for a total of 1 year) and the maximum duration is 8 semesters (4 years). Please inquire us on the list of courses offered for the semester.

List of programme core courses and programme elective courses:

Meet our Faculties

• Professor Dr. Jamuna Vadivelu - Head of Medical Education
• Professor Dr. Yang Faridah Binti Abdul Aziz
• Associate Professor Dr. Vinod Pallath
• Associate Professor Dr. Foong Chan Choong - Programme coordinator
• Dr. Hong Wei-Han

Language Requirement

Non-citizen applicants who obtain their degree from a university or institution of higher learning that does not use English as the medium of instruction for the degree who wish to pursue a degree program and/ or write their dissertation in English are required to meet the English competency requirements set by the University as follows:

• Obtain a minimum score of 600 for a paper-based total (PBT); a score of 250 for a computer-based total (CBT); or a score of 100 for an internet-based total (IBT) for the Test of English as a Foreign Language (TOEFL); or
• Obtain a minimum of band 6.0 for the International English Language Testing System (IELTS) (Academic).

Citizen applicants must pass Bahasa Malaysia and English in Sijil Pelajaran Malaysia (SPM).  

Entry Requirement

• A Bachelor of Medicine and Bachelor of Surgery or equivalent medical qualification; or
• A Bachelor’s degree in allied health or equivalent qualification with a CGPA of at least 3.00; or
• A Bachelor’s degree or equivalent qualification with a CGPA of at least 3.00 and possess working experience in related field not less than (1) year; or
• Any other qualification as may be approved by the Senate from time to time
• Interview session may be conducted via online communication platform

Intake Schedule

Fees RM 18,100 (Malaysian student) RM 28,900 (International student) Fees Disclaimer:

• The admission fee for Malaysians is RM700, and for international students, it is RM1,000.
• The fees stated are included with the admission fee.
• The fees stated are subject to change from time to time based on the approval of the relevant committee.
• The fees stated do not include residential college fees.
• The fees stated apply to students of the 2023/2024 intake session.
• The fees stated are accurate at the time it is published. However, UM reserves the right to review the stated fees.

For more information regarding the fee, please visit https://study.um.edu.my/download-brochures to download the brochure.

For more information,  click here

Contact us Email address: [email protected] Medical Education & Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, 50603 Kuala Lumpur, MALAYSIA How to apply https://study.um.edu.my/how-to-apply-master-rsquo-s-degree Note:

• Please email us at [email protected] before and/or after applying to the program for us to follow up on your application.
• Please ensure that you have provided a valid and active email address when you make an application in the Academic Portal MAYA.
• Kindly check the email account that you have provided in the Academic Portal MAYA regularly as we will follow up on your application via email.

Last Update: 13/12/2023

Medicine Education, Practice, and Research in Malaysia

• Living reference work entry
• First Online: 22 March 2024
• Cite this living reference work entry

• Yaser Mohammed Al-Worafi   ORCID: orcid.org/0000-0002-5752-2913 2 , 3 ,
• Abdulkareem Mohammed Al-Shami 4 ,
• Long Chiau Ming 5 , 6 ,
• Abdullah Ahmed Dhabali 7 , 8 &
• Khaled Mohammed Alakhali 9  

This chapter aims to discuss medicine education, practice, and research-related issues in Malaysia. Moreover, it describes the achievement in education, practice, and research in the country. This chapter will describe the challenges facing education in the country and suggest the recommendations to overcome these challenges; challenges facing the practice in the country and suggest the recommendations to overcome these challenges; and challenges facing the research in the country and suggest the recommendations to overcome these challenges. Moreover, online education, practice, and research will be discussed in this chapter; facilitators for the best online education, practice, and research will be explained; and finally, the barriers to the implementation of online education, practice, and research will be discussed with the recommendations to overcome it.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Institutional subscriptions

Abd Rahim, N. H., Ming, L. C., Al-Worafi, Y. M. A., & Sarker, M. M. R. (2016). A regulatory review for products containing glutathione. Archives of Pharmacy Practice, 7 (5), S57.

Article   Google Scholar  

Ahmed, A., Lee, K. S., Bukhsh, A., Al-Worafi, Y. M., Sarker, M. M. R., Ming, L. C., & Khan, T. M. (2018). Outbreak of vaccine-preventable diseases in Muslim majority countries. Journal of Infection and Public Health, 11 (2), 153–155.

Article   PubMed   Google Scholar  

Akkawi, M. E., Al-Shami, N., Al-Worafi, Y. M., Ahmed, A. A. A., & Al-Shami, A. M. (2022). Knowledge, attitude, and practice towards antibiotic use among the public in the City of Kuantan, Pahang State, Malaysia. Journal of Pharmacy, 2 (2), 149–158.

Google Scholar  

Alakhali, K. M., Alshahrani, S. M., Al-Worafi, Y. M., & Irawati, L. (2020). A case report of COVID-19 in Yemen: Detailed clinical observations. Journal of Pharmaceutical Research International, 32 (26), 1–5.

Al-Meman, A., Al-Worafi, Y. M., & Saeed, M. S. (2014). Team-based learning as a new learning strategy in pharmacy college, Saudi Arabia: Students’ perceptions. Universal Journal of Pharmacy, 3 (3), 57–65.

Al-Mohamadi, A., Halboup, A. M., Ibrahim, M. I. M., Abdulghani, M., Al-Worafi, Y. M., Otham, G., ... Ansari, M. (2018). Medical and pharmacy students’ perceptions regarding generic medicines in Yemen. Journal of Pharmacy Practice and Community Medicine, 4 , 47–50.

Al-Qahtani, I., Almoteb, T. M., & Al-Warafi, Y. (2015). Competency of metered-dose inhaler use among Saudi community pharmacists: A simulation method study. RRJPPS, 4 (2), 37–31.

Alshahrani, S. M., Alakhali, K. M., & Al-Worafi, Y. M. (2019a). Medication errors in a health care facility in southern Saudi Arabia. Tropical Journal of Pharmaceutical Research, 18 (5), 1119–1122.

Alshahrani, S. M., Alavudeen, S. S., Alakhali, K. M., Al-Worafi, Y. M., Bahamdan, A. K., & Vigneshwaran, E. (2019b). Self-medication among King Khalid University students, Saudi Arabia. Risk Management and Healthcare Policy, 12 , 243–249.

Article   PubMed   PubMed Central   Google Scholar  

Alshahrani, S. M., Alakhali, K. M., Al-Worafi, Y. M., & Alshahrani, N. Z. (2020a). Awareness and use of over the counter analgesic medication: A survey in the Aseer region population, Saudi Arabia. International Journal of Advances in Applied Sciences, 7 (3), 130–134.

Alshahrani, S. M., Alzahran, M., Alakhali, K., Vigneshwaran, E., Iqbal, M. J., Khan, N. A., ... Alavudeen, S. S. (2020b). Association between diabetes consequences and quality of life among patients with diabetes mellitus in the Aseer Province of Saudi Arabia. Open Access Macedonian Journal of Medical Sciences, 8 (E), 325–330.

Al-Worafi, Y. M. (2013a). Pharmacy education in Yemen. American Journal of Pharmaceutical Education, 77 (3), Article 65, 1–3

Al-Worafi, Y. M. (2013b). Do community pharmacists need a workshop about MDI use? Journal of Pharmacy Practice and Research, 43 (2), 165.

Al-Worafi, Y. (2013c). Towards supporting clinical pharmacy research in Arabic countries. Journal of Pharmacy Practice & Research, 43 (3), 247–248.

Al-Worafi, Y. M. (2014a). The challenges of pharmacy education in Yemen. American Journal of Pharmaceutical Education, 78 (8), 146.

Al-Worafi, Y. M. (2014b). Pharmacy practice and its challenges in Yemen. The Australasian Medical Journal, 7 (1), 17.

Al-Worafi, Y. M. (2014c). Prescription writing errors at a tertiary care hospital in Yemen: Prevalence, types, causes and recommendations. American Journal of Pharmacy and Health Research, 2 , 134–140.

Al-Worafi, Y. M. (2014d). Comment on: “Pharmacovigilance in the Middle East”. Drug Safety, 37 (8), 651.

Al-Worafi, Y. M. A. (2015). Appropriateness of metered-dose inhaler use in the Yemeni community pharmacies. Journal of Taibah University Medical Sciences, 10 (3), 353–358.

Al-Worafi, Y. M. A. (2016). Pharmacy practice in Yemen. In Pharmacy practice in developing countries (pp. 267–287). Academic Press.

Chapter   Google Scholar  

Al-Worafi, Y. M. (2017). Pharmacoeconomics education in Yemen. Currents in Pharmacy Teaching & Learning, 9 (5), 945.

Al-Worafi, Y. M. (2018a). Knowledge, attitude and practice of Yemeni physicians toward pharmacovigilance: A mixed method study. International Journal of Pharmacy and Pharmaceutical Sciences, 10 (10), 74–77.

Al-Worafi, Y. M. (2018b). Dispensing errors observed by community pharmacy dispensers in IBB–Yemen. Asian Journal of Pharmaceutical and Clinical Research, 11 (11).

Al-Worafi, Y. M. (2018c). Evaluation of inhaler technique among patients with asthma and COPD in Yemen. Journal of Taibah University Medical Sciences, 13 (5), 488–490.

Al-Worafi, Y. M. (Ed.). (2020a). Drug safety in developing countries: Achievements and challenges . Academic Press.

Al-Worafi, Y. M. (2020b). Medications safety research issues. In Drug safety in developing countries (pp. 213–227). Academic Press.

Al-Worafi, Y. M. (2020c). Medications safety-related terminology. In Drug safety in developing countries (pp. 7–19). Academic Press.

Al-Worafi, Y. M. (2020d). Medications registration and marketing: Safety-related issues. In Drug safety in developing countries (pp. 21–28). Academic Press.

Al-Worafi, Y. M. (2020e). Pharmacovigilance. In Drug safety in developing countries (pp. 29–38). Academic Press.

Al-Worafi, Y. M. (2020f). Medication errors. In Drug safety in developing countries (pp. 59–71). Academic Press.

Al-Worafi, Y. M. (2020g). Adverse drug reactions. In Drug safety in developing countries (pp. 39–57). Academic Press.

Al-Worafi, Y. M. (2020h). Self-medication. In Drug safety in developing countries (pp. 73–86). Academic Press.

Al-Worafi, Y. M. (2020i). Antibiotics safety issues. In Drug safety in developing countries (pp. 87–103). Academic Press.

Al-Worafi, Y. M. (2020j). Drug-related problems. In Drug safety in developing countries (pp. 105–117). Academic Press.

Al-Worafi, Y. M. (2020k). Counterfeit and substandard medications. In Drug safety in developing countries (pp. 119–126). Academic Press.

Al-Worafi, Y. M. (2020l). Medication abuse and misuse. In Drug safety in developing countries (pp. 127–135). Academic Press.

Al-Worafi, Y. M. (2020m). Storage and disposal of medications. In Drug safety in developing countries (pp. 137–142). Academic Press.

Al-Worafi, Y. M. (2020n). Safety of medications in special population. In Drug safety in developing countries (pp. 143–162). Academic Press.

Al-Worafi, Y. M. (2020o). Herbal medicines safety issues. In Drug safety in developing countries (pp. 163–178). Academic Press.

Al-Worafi, Y. M. (2020p). Medications safety pharmacoeconomics-related issues. In Drug safety in developing countries (pp. 187–195). Academic Press.

Al-Worafi, Y. M. (2020q). Evidence-based medications safety practice. In Drug safety in developing countries (pp. 197–201). Academic Press.

Al-Worafi, Y. M. (2020r). Quality indicators for medications safety. In Drug safety in developing countries (pp. 229–242). Academic Press.

Al-Worafi, Y. M. (2020s). Drug safety in Yemen. In Drug safety in developing countries (pp. 391–405). Academic Press.

Al-Worafi, Y. M. (2020t). Drug safety in Saudi Arabia. In Drug safety in developing countries (pp. 407–417). Academic Press.

Al-Worafi, Y. M. (2020u). Drug safety in United Arab Emirates. In Drug safety in developing countries (pp. 419–428). Academic Press.

Al-Worafi, Y. M. (2020v). Drug safety in Indonesia. In Drug safety in developing countries (pp. 279–285). Academic Press.

Al-Worafi, Y. M. (2020w). Drug safety in Palestine. In Drug safety in developing countries (pp. 471–480). Academic Press.

Al-Worafi, Y. M. (2020x). Drug safety: Comparison between developing countries. In Drug safety in developing countries (pp. 603–611). Academic Press.

Al-Worafi, Y. M. (2020y). Drug safety in developing versus developed countries. In Drug safety in developing countries (pp. 613–615). Academic Press.

Al-Worafi, Y. (2022a). A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Book   Google Scholar  

Al-Worafi, Y. (2022b). Pharmacy education: Learning styles. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022c). Competencies and learning outcomes. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022d). Social media, social-networking sites, and webinar and video conferencing platforms. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022e). Teaching the practice and tutorial. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022f). Self-learning and self-directed learning. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022g). Traditional and active strategies. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022h). Team-based learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022i). Problem-based learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022j). Case-based learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022k). Simulation in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022l). Project-based learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022m). Flipped classes in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022n). Educational games in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022o). Web-based learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022p). Mobile health technologies. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022q). Blended learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022r). Assessment methods in pharmacy education: Strengths and limitations. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022s). Assessment methods in pharmacy education: Direct assessment. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022t). Access and equitable access. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022u). Assessment methods in pharmacy education: Formative assessment. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022v). Objective structured clinical examination (OSCE) in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022w). Pharmacists’ prescribing. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2022x). Technologies and tools. In A guide to online pharmacy education: Teaching strategies and assessment methods . CRC Press.

Al-Worafi, Y. (2023a). Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023b). Patient safety-related issues: History and importance. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023c). Patient safety-related issues: Patient care errors and related problems. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023d). Patient care errors and related problems: Preventive medicine errors & related problems. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023e). Patient care errors and related problems: Patient assessment and diagnostic errors & related problems. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023f). Patient care errors and related problems: Non-pharmacological errors & related problems. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023g). Patient care errors and related problems: Medical errors & related problems. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023h). Patient care errors and related problems: Surgical errors & related problems. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023i). Patient care errors and related problems: Complementary and alternative medicines (CAM) errors & related problems. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023j). Patient care errors and related problems: Nutrition errors & related problems. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023k). Patient care errors and related problems: Pharmacological errors & related problems (medication errors and related problems). In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023l). Patient safety research in developing countries achievements, challenges, and recommendations. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023m). Patient care errors and related problems: Monitoring errors & related problems. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023n). Patient care errors and related problems: Patient education and counselling errors and related problems. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023o). Patient safety resources and tools. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023p). Patient safety culture. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023q). Nosocomial infections in developing countries. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023r). Patient safety in pharmacies. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023s). Patient safety for special populations: Geriatrics. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023t). Patient safety for special populations: Paediatrics. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023u). Patient safety for special populations: Pregnancy. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023v). Patient safety for special populations: Lactation. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023w). Patient safety for special populations: Adolescents. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023x). Patient safety during pandemics. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023y). Patient safety: Antimicrobial-resistance and interventions. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. (2023z). Patient safety education: Competencies and learning outcomes. In Patient safety in developing countries: Education, research, case studies . CRC Press.

Al-Worafi, Y. M. (Ed.). (2023aa). Clinical case studies on medication safety . Academic Press.

Al-Worafi, Y. M. (2023ab). Technology for Drug Safety: Current status and future developments . Springer Nature.

Al-Worafi, Y. M. (Ed.). (2023ac). Comprehensive healthcare simulation: Pharmacy education, practice and research . Springer Nature.

Al-Worafi, Y. M. (2023ad). Artificial intelligence and machine learning for drug safety. In Technology for drug safety: Current status and future developments (pp. 69–80). Springer International Publishing.

Al-Worafi, Y. M. (2023ae). Technology for drug safety: Challenges. In Technology for drug safety: Current status and future developments (pp. 129–152). Springer International Publishing.

Al-Worafi, Y. M. (2023af). Development and validation of the pharmacist care model and definitions. https://doi.org/10.21203/rs.3.rs-3128130/v1 .

Al-Worafi, Y. M. (2023ag). Health care systems in the Arab world: Achievements, challenges, and recommendations. https://doi.org/10.13140/RG.2.2.14972.82562 .

Al-Worafi, Y. M. (2023ah). Migration of health care professionals from the Arabic countries: A mixed Method study. https://doi.org/10.13140/RG.2.2.11427.32808 .

Al-Worafi, Y. M. (2023ai). Patient and public satisfaction towards health care services in the Arab world. https://doi.org/10.13140/RG.2.2.23867.69924 .

Al-Worafi, Y. M. (2023aj). Pharmacy education in the Arab world: Achievements, challenges, and recommendations. https://doi.org/10.13140/RG.2.2.24546.81600 .

Al-Worafi, Y. M. (2023ak). Public health education in the Arab world: Achievements, challenges, and recommendations. https://doi.org/10.13140/RG.2.2.26643.96802 .

Al-Worafi, Y. M. (2023al). Nursing education in the Arab world: Achievements, challenges, and recommendations. https://doi.org/10.13140/RG.2.2.29160.55044 .

Al-Worafi, Y. M. (2023am). Medical education in the Arab world: Achievements, challenges, and recommendations. https://doi.org/10.13140/RG.2.2.29422.69444 .

Al-Worafi, Y. M. (2023an). Dentistry education in the Arab world. https://doi.org/10.13140/RG.2.2.31257.70245 .

Al-Worafi, Y. (2024). Handbook of complementary, alternative, and integrative medicine: Education, practice and research . CRC Press.

Al-Worafi, Y. M., & Ming, L. C. (2022). Attitude and practice of Yemeni physicians toward the integration of herbal medicines into patient care practice. https://doi.org/10.21203/rs.3.rs-2351211/v1 .

Al-Worafi, Y. M., Kassab, Y. W., Alseragi, W. M., Almutairi, M. S., Ahmed, A., Ming, L. C., Alkhoshaiban, A. S., & Hadi, M. A. (2017). Pharmacovigilance and adverse drug reaction reporting: A perspective of community pharmacists and pharmacy technicians in Sana’a, Yemen. Therapeutics and Clinical Risk Management, 13 , 1175.

Al-Worafi, Y. M., Patel, R. P., Zaidi, S. T. R., Alseragi, W. M., Almutairi, M. S., Alkhoshaiban, A. S., & Ming, L. C. (2018a). Completeness and legibility of handwritten prescriptions in Sana’a, Yemen. Medical Principles and Practice, 27 , 290–292.

Al-Worafi, Y. M., Alseragi, W. M., Seng, L. K., Kassab, Y. W., Yeoh, S. F., Chiau, L., ... Husain, K. (2018b). Dispensing errors in community pharmacies: A prospective study in Sana'a, Yemen. Archives of Pharmacy Practice, 9 (4), 1–3.

Al-Worafi, Y. M., Alseragi, W. M., & Mahmoud, M. A. (2019). Competency of metered-dose inhaler use among community pharmacy dispensers in Ibb, Yemen: A simulation method study. Latin American Journal of Pharmacy, 38 (3), 489–494.

Al-Worafi, Y. M., Alseragi, W. M., Ming, L. C., & Alakhali, K. M. (2020a). Drug safety in China. In Drug safety in developing countries (pp. 381–388). Academic Press.

Al-Worafi, Y. M., Alseragi, W. M., Alakhali, K. M., Ming, L. C., Othman, G., Halboup, A. M., ... Elkalmi, R. M. (2020b). Knowledge, beliefs and factors affecting the use of generic medicines among patients in Ibb, Yemen: A mixed-method study. Journal of Pharmacy Practice and Community Medicine, 6 (4), 53–56.

Al-Worafi, Y. M., Elkalmi, R. M., Ming, L. C., Othman, G., Halboup, A. M., Battah, M. M., ... Mani, V. (2021a). Dispensing errors in hospital pharmacies: A prospective study in Yemen. https://doi.org/10.21203/rs.3.rs-153952/v1

Al-Worafi, Y. M., Hasan, S., Hassan, N. M., & Gaili, A. A. (2021b). Knowledge, attitude and experience of pharmacist in the UAE towards pharmacovigilance. Research Journal of Pharmacy and Technology, 14 (1), 265–269.

Al-Worafi, Y., Ming, L., Alseragi, W., Dhabali, A., & Al-Shami, A. (2021c). Adverse reactions of COVID-19 vaccine among frontline workers in Fujairah, UAE. https://doi.org/10.21203/rs.3.rs-137445/v1 .

Al-Worafi, Y. M., Hermansyah, A., Goh, K. W., & Ming, L. C. (2023a). Artificial intelligence use in university: Should we ban ChatGPT? https://doi.org/10.20944/preprints202302.0400.v1

Al-Worafi, Y. M., Ming, L. C., & Al-Shami, A. M. (2023b). Vaccines safety case studies. In Clinical case studies on medication safety (pp. 487–497). Academic Press.

Ang, L. P., Ng, P. W., Lean, Y. L., Kotra, V., Kifli, N., Goh, H. P., ... Ming, L. C. (2021). Herbal products containing aristolochic acids: A call to revisit the context of safety. Journal of Herbal Medicine, 28 , 100447.

Atif, M., Ahmed, W., Nouman Iqbal, M., Ahmad, N., Ahmad, W., Malik, I., & Al-Worafi, Y. M. (2022a). Frequency and factors associated with adverse events among multi-drug resistant tuberculosis patients in Pakistan: A retrospective study. Frontiers in Medicine, 8 , 790718.

Atif, M., Munir, K., Malik, I., Al-Worafi, Y. M., Mushtaq, I., & Ahmad, N. (2022b). Perceptions of healthcare professionals and patients on the role of the pharmacist in TB management in Pakistan: A qualitative study. Frontiers in Pharmacology, 15 (13), 965806. https://doi.org/10.3389/fphar.2022.965806 .

Baig, M. R., Al-Worafi, Y. M., Alseragi, W. M., Ming, L. C., & Siddique, A. (2020). Drug safety in India. In Drug safety in developing countries (pp. 327–334). Academic Press.

Begum, R., Choudhry, F. R., Khan, T. M., Bakrin, F. S., Al-Worafi, Y. M., & Munawar, K. (2020). Mental health literacy in Pakistan: A narrative review. Mental Health Review Journal, 25 (1), 63–74.

Choudhry, F. R., Munawar, K., Kassab, Y. W., Bakrin, F. S., Al-Worafi, Y. M., & Khan, T. M. (2021). Public perception about the Zika virus in working professionals: A qualitative inquiry. International Quarterly of Community Health Education, 41 (2), 199–207.

Elangovan, D., Long, C. S., Bakrin, F. S., Tan, C. S., Goh, K. W., Hussain, Z., ... Ming, L. C. (2020). Application of blockchain technology in hospital information system. In Mathematical modeling and soft computing in epidemiology (pp. 231–246). CRC Press.

Elkalmi, R. M., Al-Worafi, Y. M., Alseragi, W. M., Ming, L. C., & Siddique, A. (2020). Drug safety in Malaysia. In Drug safety in developing countries (pp. 245–253). Academic Press.

Elsayed, T., & Al-Worafi, Y. M. (2020). Drug safety in Egypt. In Drug safety in developing countries (pp. 511–523). Academic Press.

Guella, I., Hassan, N., Shahwan, M., Al-Worafi, Y. M., & Alkhoujah, S. (2021). Patients’ beliefs towards generic medicines in The United Arab Emirates. Research Journal of Pharmacy and Technology, 14 (6), 3343–3346.

Hamdan, N. K. A., Lean, Q. Y., Neoh, C. F., Abdullah, A. H., Lim, S. M., Ramasamy, K., ... Lua, P. L. (2020). Knowledge and perception of facial candling for allergic rhinitis among university staff and students. Evidence-Based Complementary and Alternative Medicine, 3 , 5713134. https://doi.org/10.1155/2020/5713134 .

Hasan, S., Al-Omar, M. J., AlZubaidy, H., & Al-Worafi, Y. M. (2019). Use of medications in Arab countries. In Handbook of healthcare in the Arab world (p. 42). Springer.

Hassan, Y., Abd Aziz, N., Kassab, Y. W., Elgasim, I., Shaharuddin, S., Al-Worafi, Y. M. A., ... Ming, L. C. (2014). How to help patients to control their blood pressure? Blood pressure control and its predictor. Archives of Pharmacy Practice, 5 (4), 153–161.

Hossain, M. S., Kader, M. A., Goh, K. W., Islam, M., Khan, M. S., Harun-Ar, M. R., ... Ming, L. C. (2022). Herb and spices in colorectal cancer prevention and treatment: A narrative review. Frontiers in Pharmacology, 13 , 865801.

Izahar, S., Lean, Q. Y., Hameed, M. A., Murugiah, M. K., Patel, R. P., Al-Worafi, Y. M., ... Ming, L. C. (2017). Content analysis of mobile health applications on diabetes mellitus. Frontiers in Endocrinology, 8 , 318.

Jaber, A. A. S., Al-Worafi, Y. M., & Dhabali, A. A. (2022). Patients’ beliefs toward generic medication in Yemen. Journal of Generic Medicines, 18 (2), 110–115.

Jefri, U. H. N. M., Khan, A., Lim, Y. C., Lee, K. S., Liew, K. B., Kassab, Y. W., ... Kalusalingam, A. (2022). A systematic review on chlorine dioxide as a disinfectant. Journal of Medicine and Life, 15 (3), 313.

Khan, T. M., Tahir, H., Salman, M., Mustafa, Z. U., Raza, M. H., Asif, N., ... Baig, M. R. (2021). General anxiety predictors among frontline warriors of COVID: Cross-sectional study among nursing staff in Punjab, Pakistan. Archives of Pharmacy Practice, 1 , 40.

Kharaba, Z., Farhat, J., Mahboub, B. S., Buabeid, M. A., Alfoteih, Y., Al-Worafi, Y., ... AlAhmad, M. (2022). Current views of community and hospital pharmacists on pharmaceutical care services in The United Arab Emirates: A mixed methodological study. F1000Research, 11, 694.

Kouider, D. A. R., Hassan, N. A. G., & Al-Worafi, Y. M. (2019). A study investigating the association between vitamin D and depression among university students in 39 countries. Biomedical Research, 30 (4), 655–659.

Kumaran, H., Long, C. S., Bakrin, F. S., Tan, C. S., Goh, K. W., Al-Worafi, Y. M., ... Ming, L. C. (2020). Online pharmacies: Desirable characteristics and regulations. Drugs & Therapy Perspectives, 36 , 243–245.

Lee, K. S., Yee, S. M., Zaidi, S. T. R., Patel, R. P., Yang, Q., Al-Worafi, Y. M., & Ming, L. C. (2017). Combating sale of counterfeit and falsified medicines online: A losing battle. Frontiers in Pharmacology, 8 , 268.

Loy, M. J., Goh, K. W., Osili, N., Ming, L. C., Dhaliwal, J. S., Hermansyah, A., ... Lee, K. S. (2022). Features and functionalities of medical Mobile applications for the endemic phase of COVID-19: Review and content analysis. Progress in Microbes & Molecular Biology, 5 (1), 1–17.

Mahleyuddin, N. N., Moshawih, S., Ming, L. C., Zulkifly, H. H., Kifli, N., Loy, M. J., ... Goh, H. P. (2021). Coriandrum sativum L.: A review on ethnopharmacology, phytochemistry, and cardiovascular benefits. Molecules, 27 (1), 209.

Mahmoud, M. A., Wajid, S., Naqvi, A. A., Samreen, S., Althagfan, S. S., & Al-Worafi, Y. (2020). Self-medication with antibiotics: A cross-sectional community-based study. Latin American Journal of Pharmacy, 39 (2), 348–353.

Manan, M. M., Rusli, R. A., Ang, W. C., Al-Worafi, Y. M., & Ming, L. C. (2014). Assessing the pharmaceutical care issues of antiepileptic drug therapy in hospitalised epileptic patients. Journal of Pharmacy Practice and Research, 44 (3), 83–88.

Manan, M. M., Ibrahim, N. A., Aziz, N. A., Zulkifly, H. H., Al-Worafi, Y. M. A., & Long, C. M. (2016). Empirical use of antibiotic therapy in the prevention of early onset sepsis in neonates: A pilot study. Archives of Medical Science, 12 (3), 603–613.

Article   CAS   PubMed   Google Scholar  

Ming, L. C., Hameed, M. A., Lee, D. D., Apidi, N. A., Lai, P. S. M., Hadi, M. A., Al-Worafi, Y. M. A., & Khan, T. M. (2016). Use of medical mobile applications among hospital pharmacists in Malaysia. Therapeutic Innovation & Regulatory Science, 50 (4), 419–426.

Ming, L. C., Untong, N., Aliudin, N. A., Osili, N., Kifli, N., Tan, C. S., ... Goh, H. P. (2020). Mobile health apps on COVID-19 launched in the early days of the pandemic: Content analysis and review. JMIR mHealth and uHealth, 8 (9), e19796.

Moshawih, S., Abdullah Juperi, R. A. N. A., Paneerselvam, G. S., Ming, L. C., Liew, K. B., Goh, B. H., ... Kifli, N. (2022). General health benefits and pharmacological activities of Triticum aestivum L. Molecules, 27 (6), 1948.

Othman, G., Ali, F., Ibrahim, M. I. M., Al-Worafi, Y. M., Ansari, M., & Halboup, A. M. (2020). Assessment of anti-diabetic medications adherence among diabetic patients in Sana’a City, Yemen: A cross sectional study. Journal of Pharmaceutical Research International, 32 (21), 114–122.

Saeed, M. S., Alkhoshaiban, A. S., Al-Worafi, Y. M. A., & Long, C. M. (2014). Perception of self-medication among university students in Saudi Arabia. Archives of Pharmacy Practice, 5 (4), 149.

Saher, T., Al-Worafi, Y. M., Iqbal, M. N., Wahid, A., Iqbal, Q., Khan, A., ... Ahmad, N. (2022). Doctors’ adherence to guidelines recommendations and glycaemic control in diabetic patients in Quetta, Pakistan: Findings from an observational study. Frontiers in Medicine, 9 , 978345. https://doi.org/10.3389/fmed.2022.978345 .

Shahid, I., Khan, K. M., Khan, T. M., Imran, M. S., Shahid, N., Alnafoosi, F. N., ... Al-Worafi, Y. M. (2021). Clinical efficacy of LivPro® herbal medicine among hepatitis C patients Pakistan: Longitudinal interventional study. Archives of Pharmacy Practice, 12 (4), 55.

Voo, J. Y. H., Lean, Q. Y., Ming, L. C., Al-Worafi, Y. M., & Ibrahim, B. (2021). Vaccine knowledge, awareness and hesitancy: A cross sectional survey among parents residing at sandakan district, sabah. Vaccine, 9 (11), 1348.

Wahid, A., Ghafoor, A., Khan, A. W., Al-Worafi, Y. M., Latif, A., Shahwani, N. A., ... Ahmad, N. (2022). Comparative effectiveness of individualized longer and standardized shorter regimens in the treatment of multidrug resistant tuberculosis in a high burden country. Frontiers in Pharmacology, 13 , 973713. https://doi.org/10.3389/fphar.2022.973713 .

Yaseen, M. O., Saif, A., Khan, T. M., Yaseen, M., Saif, A., Bukhsh, A., ... Jaber, A. A. (2022). A qualitative insight into the perceptions and COVID-19 vaccine hesitancy among Pakistani pharmacists. Human Vaccines & Immunotherapeutics, 18 (1), 2031455.

Download references

Author information

Authors and affiliations.

College of Pharmacy, University of Science and Technology of Fujairah, Fujairah, UAE

Yaser Mohammed Al-Worafi

College of Medical Sciences, Azal University for Human Development, Sana’a, Yemen

University College MAIWP International, Kuala Lumpur, Malaysia

Abdulkareem Mohammed Al-Shami

PAP Rashidah Sa’adatul Bolkiah Institute of Health Sciences, Universiti Brunei Darussalam, Gadong, Brunei Darussalam

Long Chiau Ming

School of Medical and Life Sciences, Sunway University, Bandar Sunway, Selangor, Malaysia

Faculty of Pharmacy, Sana’a University, Sana’a, Yemen

Abdullah Ahmed Dhabali

School of Clinical Pharmacy, Lebanese International University, Sana’a, Yemen

College of Medical Sciences, Thamar University, Thamar, Yemen

Khaled Mohammed Alakhali

You can also search for this author in PubMed   Google Scholar

Editor information

Editors and affiliations.

College of Pharmacy, University of Science and Technology of Fujairah, Fujairah, United Arab Emirates

Rights and permissions

Reprints and permissions

Copyright information

© 2024 Springer Nature Switzerland AG

About this entry

Cite this entry.

Al-Worafi, Y.M., Al-Shami, A.M., Ming, L.C., Dhabali, A.A., Alakhali, K.M. (2024). Medicine Education, Practice, and Research in Malaysia. In: Al-Worafi, Y.M. (eds) Handbook of Medical and Health Sciences in Developing Countries. Springer, Cham. https://doi.org/10.1007/978-3-030-74786-2_392-1

Download citation

DOI : https://doi.org/10.1007/978-3-030-74786-2_392-1

Received : 06 October 2023

Accepted : 30 October 2023

Published : 22 March 2024

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-74786-2

Online ISBN : 978-3-030-74786-2

eBook Packages : Springer Reference Medicine Reference Module Medicine

• Publish with us

Policies and ethics

• Find a journal
• Track your research

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Perspect Med Educ
• v.6(1); 2017 Feb

Medical education in Malaysia: quality versus quantity

Rebecca s. y. wong.

Faculty of Medicine, SEGi University, Kota Damansara, Selangor Malaysia

Samiah Yasmin Abdul Kadir

Medical education in Malaysia has a long history dating back to the establishment of the Faculty of Medicine at the University of Malaya in 1963 [ 1 ]. Currently, there are 32 medical schools in the country (11 public and 21 private). At the end of 2014, there were 18,789 students in all years in Malaysian medical schools and another estimated 15,000 Malaysians studying medicine abroad [ 2 ]. This implies that 30,000 doctors will join the Malaysian healthcare system within the next five years and by 2018 the number of doctors will double [ 2 ]. The World Health Organisation’s (WHO) recommendation of 1 doctor to 400 persons for a developed nation has frequently been used to justify this mass production of doctors.

While having too many doctors can be problematic, having too many poor-quality doctors can certainly worsen the problem. Since 2009, 20% of the medical students who enter foreign universities to study medicine lack the minimum entry qualifications [ 3 ] and news on the poor quality of medical graduates is not uncommon in the mainstream media of Malaysia. Another issue concerning the proliferation of medical schools, particularly in the past decade, is the quality of the schools themselves. In recent years there have been reports of smaller or less stable private medical schools facing financial problems, with some of them closing down or having their international partners withdraw their collaboration.

To combat the issue of quantity, the government announced a five-year moratorium (from 2011 to 2016) on medical programmes in 2010 [ 4 ], whereas in 2014, the number of students being accepted into public medical schools has decreased. Besides, some consolidation has already taken place in the industry with the smaller players closing down, downsizing or the merging of the smaller campuses into bigger ones [ 5 ].

On the other hand, the extension of the duration of internship from one to two years started in 2008. While this is supposed to address the issue of quality, it has contributed to yet another problem. With the rising number of medical graduates and the extension of internship, the public hospitals are now flooded with house officers. More recently, in 2015, the government announced that the Ministry of Health will no longer arrange internship placements and that medical graduates are to apply to the government hospitals that offer internship themselves [ 6 ]. This may result in a longer wait for internship as there are limited vacancies and an increasing number of medical graduates.

With a handful of burning issues facing the healthcare system and medical education in Malaysia, we propose that the following actions are taken to improve the current situation:

• A strategic long-term plan: A strategic ten-year or longer-term plan for medical education in Malaysia is crucial. There must be a more organized way of imposing and monitoring changes in the healthcare and medical education systems.
• Adhering to global standards: Malaysian medical schools should refer to the standards set by the World Federation for Medical Education (WFME). The WFME started a programme on the international standards in medical education in 1997, which has been supported by the WHO/WFME Strategic Partnership to improve medical education since 2004 [ 7 ]. These standards, which can be modified to suit the Malaysian context, are very useful as they cover many important areas of medical education [ 8 ], from the national regulators to the curriculum developers, and those responsible for the assessment and accreditation of the programmes.
• Accreditation of medical schools using the WFME programme: Although the WFME and WHO are not accreditation bodies, they provide a programme for assisting medical schools, national agencies and authorities in establishing accreditation of basic medical education [ 9 ].
• Raising the bar: Not only should the entry requirements be raised (especially for the private medical schools), the exit requirements should also be raised. This is to ensure high-quality students get selected into the course and only high-quality students are allowed to graduate from medical schools. The WFME recommends that the number and nature of examinations should encourage the acquisition of the knowledge base and integrated learning. Both the reliability and validity of the assessment methods are important, and medical schools should ensure that these assessments are open to scrutiny by external expertise [ 8 ].
• Lengthening the medical course: For schools that run a five-year undergraduate medical programme, extending the course to six years may allow students to be more adequately trained before they start practising medicine. Again, the WFME standards may be referred to with regards to the programme structure, composition and duration. Not only should students be adequately trained, the WFME places emphasis on a horizontal integration of basic medical sciences and a vertical integration between basic medical sciences and clinical sciences [ 8 ].
• Merging or consolidation of the smaller medical schools: It may be necessary to further merge or consolidate the smaller medical schools to avoid a repeat of the current situation with some medical schools in financial crisis.
• Career counselling: This should be given to students towards the end of their secondary school education. Both students and parents need to be informed of other equally good options besides medicine. For those who have graduated from medical school, they should be exposed to other career options such as medical researcher, medical lecturer or medical advisor in pharmaceutical companies.
• Allowing internship and the two-year compulsory government service to be carried out in credible private hospitals: This can divert house officers and medical officers to the private hospitals. However, the for-profit nature of private hospitals and the patients may not welcome this concept.
• Redistribution of house officers and medical officers from urban to rural areas: With an oversupply of doctors in some parts of Malaysia and a longer wait in obtaining an internship placement, the government should consider making part of the internship (e. g. six months out of the two years) compulsory in the rural areas.
• Increase in the intake of medical officers into specialization with shortage of manpower: Instead of competing for places in popular specialties, the government can divert medical officers to areas where there is limited manpower.

It is time for medical education in Malaysia to change strategy. This requires the Ministry of Education, the Ministry of Health, the Malaysian Medical Council and the Malaysian Qualifications Agency to work closely on a feasible long-term strategic plan for medical education in Malaysia before things become out of control.

Conflict of interest

R.S.Y. Wong and S.Y.A. Kadir declare that they have no competing interests.

Introduction

• Masters Gallery
• Council & Committees
• Advocacy & Public Announcements

Education & Training

• Audience with our Royal Patron 2018
• Closer to Getting a New Home in Putrajaya
• Obituary - Emeritus Profesor Dato Dr Goh Khean Lee
• Obituary - Datin Dr Chin Gek Liew
• Obituary - Professor Emeritus Dato' Dr Khalid Bin Tan Sri Abdul Kadir
• Obituary - Professor Emeritus Dato' Dr Khalid Yusoff
• Obituary - Ramasamy Naidu
• Tunku Abdul Rahman Putra Oration 2015
• Past Council Members
• Colleges of the Academy
• College of Anaesthesiologists
• Council 2023 - 2024
• Berita Anestesiologi
• Continuous Spinal Anaesthesia
• Total Intravenous Anaesthesia
• National DayCare Surgery Conference
• Presentation of Plaques (CoA Ireland)
• College of Dental Specialists
• Council 2023-2024
• College of Emergency Physicians
• Council 2023-2025
• College of O & G
• Council 2022 - 2024
• College of Ophthalmologists
• Aims and Objectives
• Calendar of Events
• For Trainees
• For Specialists
• Annual Reports
• College of Otorhinolaryngologists
• College Of Paediatrics
• Mgmt of Acute Diarrhoea in Children
• Neonatal Transport Workshop 2016
• College Of Pathologists
• College Of Pathologists Newsletter
• College Of Physicians
• The Internist
• 1st Annual Advances in Dermatology 2024
• 5th Annual Scientific Meeting 2023, Dermatology Chapter
• Annual Scientific Congress 2022
• Regional Conference 2022, Penang
• Annual Scientific Meeting 2021
• March Regional Conference 2020
• Annual Scientific Meeting 2020
• MRCP (UK) Paces Exam Schedule 2019
• Schedule of MRCP Mock Exam 2019
• April Regional Conference 2019
• June Regional Conference 2019 (June)
• Saturday Teach-in
• College Of Public Health Medicine
• Council 2022/2024
• College Of Radiology
• General Information
• College Of Surgeons
• Education Fund and Travelling Fellowships
• Breast Chapter
• Minimally Invasive Surgery Chapter
• Educational Fund/Traveling Fellowships
• Post-Graduate Training
• Care of the Critically Ill Surgical Patient (CCrISP)
• Advanced Trauma Life Support Course
• Dato' Dr Yip Cheng Har
• A M Ismail Oration
• A Tribute to a Pioneer in Liver Surgery
• Honorary Fellows
• Fellows of the Academy
• Members of the Academy
• AMM Life Membership Criteria
• Online Membership Registration
• Candidate Membership
• Fellowship Nomination Form
• Ethical Professional Practice Guidelines
• Clinical Practice Guidelines (CPGs)
• General Guidelines
• Consensus Statement on Molecular Testing for Advanced Non-Small CellLung Cancer in Malaysia (2019 Edition)
• Forum: Non-Delegable Duty of Care
• Neck Wellness Public Forum 2023
• 56th MSCM 2023 Report
• Extension for Community Healthcare Outcomes (ECHO)
• Weeky Liver GI Sessions
• Liver/GI Sharing
• Cancer ECHO UM
• Asian Breast Surgery Forum (ABSF)
• ECHO Feedback Form
• Berita Akademi
• 50 th Anniversary Commemorative Book
• Silver Jubilee Celebrations 1966 - 1991
• Message from the Master
• The Beginning
• The Early Masters
• Tun Dr. Ismail Oration
• Distinguished Honorary Members
• Sister Academy
• Overseas Linkages
• The New Building (then)
• Acknowledgements
• Search Acadmed

Role of the Academy of Medicine of Malaysia in Postgraduate Medical Education and Training following the Medical (Amendment) Act 2012 and Medical Regulations 2017

The Academy of Medicine of Malaysia via its various Colleges is privileged to nominate its members for appointment by the Malaysian Medical Council (MMC), alongside members nominated by the Ministry of Health, to various education subcommittees that are responsible for standards of training and recognition of specialty and subspecialty programmes, qualifications and their respective training institutions.

Roles of the Malaysian Medical Council and the Medical Education Committee

The Medical (Amendment) Act 2012, an amendment to the Medical Act 1971, and the Medical Regulations 2017, replacing the Medical Regulation 1974, have been in force since 1 July 2017.

Under this Act, the MMC is now legally authorised to recognise training institutions and qualifications awarded by a training institution, for the purposes of registration of medical practitioners. Recognition by the MMC allows a qualification awarded by an institution or training programme to be included in the National Specialist Register. The MMC confers such recognition upon the recommendation of the Medical Education Committee (MEC) which also serves the general function of promoting high standards of medical education and coordinating all stages of medical training.

The Malaysian Standards for Medical Specialist Training 2019 were approved by the MMC in June 2019. All existing and new medical specialties will have to meet these standards. An existing Medical Specialty is one which is recognised and already listed in the National Specialist Register (NSR). A new Medical Specialty is one which is not yet on the list of specialties recognised by the National Specialist Register. The Specialty Subcommittees for Education (SSC-Edu) are responsible for evaluating submissions for recognition of training programmes of medical specialties conducted by education training providers.

Role of the Specialty and Subspecialty Education Committees

These committees are responsible for setting the ‘generic’ standards for training programmes and providers. The first edition of the Malaysian Standards for Medical Specialist Training 2019 was approved by the MMC in June 2019 and is available from the MMC website. These Committees are also responsible for technical guidance for training providers with regards to submission of training programme curriculae and other requirements.

Prepared by: Professor Dr Roslina Abdul Manap, Chair, AMM Education Committee (2019-2020) Professor Dr Rosmawati Mohamed, Master, AMM (2019-2020) Distinguish Professor Datuk Dr Looi Lai Ming, Council Member, AMM (2019-2020) Adopted by the AMM Council on 28 June 2020

Role of the Specialty Subcommittees for Education (SSC-Edu)

The SSC-Edu are appointed by MMC and serve to advise the Medical Education Committee. The SSC-Edu are required to identify competencies and develop training standards relevant to the specialty. Education training providers in each specialty are required to submit their proposed or ongoing training programme curriculum to the respective SSC-Edu for recognition of the training institution and the qualification awarded by the recognised training institution.

Upon satisfactory evaluation by SSC-Ed, programmes are submitted to MEC for approval. Recommendations are then made to the Council to grant recognition to the training providers and the programme.

Role of the Speciality Subcommittes for Evaluation (SSC-Evaluation)

Specialty Subcommittees for Evaluation of specialist medical qualifications (SSC-Evaluation) are responsible for evaluation of specialist qualifications of individual practitioners for entry into the National Specialist Register. Applications for registration in NSR are reviewed by the relevant SSCs which then make their recommendations to the Evaluation Committee for Specialist Medical Qualifications (ECSMQ). The Evaluation Committee replaces the National Credentialing Committee (NCC).

Roles of Academy of Medicine, Colleges and Chapters

The Academy of Medicine via its various Colleges is privileged to nominate its members for appointment by MMC to the various SSC-Edu. Members will be actively involved in defining the standards for training, evaluation of training programmes and making recommendations for recognition of training programmes to the MEC. The Chapters of the Colleges that were formed for the purpose of allowing specialties to develop and grow and are engaged by Colleges to this end.

Separately, the Academy of Medicine is also privileged to nominate its members to serve on the various SSC-Evaluation via a similar process.

Organisational Chart of MMC Medical Education Committee, Specialty Education Committee and Specialty Education SubCommittees

MEDICAL REGULATIONS 2017

PART III REGISTRATION OF MEDICAL PRACTITIONERS

Medical Education Committee

• There shall be a Medical Education Committee whose membership, rules and procedure shall be determined by the Council.
• The function of the Medical Education Committee is to recognise the training institution and the qualification awarded by the recognised training institution for the purposes of registration of medical practitioners.
• the required standard and qualifications of the training institutions for listing in the Second Schedule to the Act and the maintenance of such standard;
• the standard of proficiency which is required from candidates in the qualifying examinations;
• the relevant training programmes for provisionally registered medical practitioners; and
• the standard and qualifications for entry into the specialist register.
• the required qualifications in the field of medicine and surgery for the purposes of subparagraph 12(1)(a)(ii) of the Act; and
• the examination conducted by a body approved by the Minister under paragraph 12(1) (aa) of the Act.

Evaluation Committee

• There shall be an Evaluation Committee for Primary Medical Qualifications and Evaluation Committee for Specialist Medical Qualifications whose membership, rules and procedure shall be determined by the Council.
• a provisional registration under section 12 of the Act;
• a full registration under section 14 of the Act; or
• a temporary practising certificate under subsection 16(1) of the Act.
• The Evaluation Committee for Specialist Medical Qualifications shall make recommendation to the Council, including such conditions and restrictions as it deems necessary, for the registration as a specialist under section 14B of the Act .
• The Council may accept or refuse the recommendation made by the Evaluation Committee for Primary Medical Qualifications or the Evaluation Committee for Specialist Medical Qualifications provided that the Council shall provide reasons to be recorded for such refusal

• POSTGRADUATE
• INTERNATIONAL

Admission  @Universiti Sains Malaysia

Postgraduate.

• Medical, Dental And Health Research

PhD (Medical Education) - School of Medical Sciences

Research Thrust Areas

• Medical Education
• Curricular development, Problem based Learning, Student Assessment

Expertise available in the following School: School of Medical Sciences https://medic.usm.my/

Applicants should possess one of the following:

• A Master's degree in research mode; or
• A Master’s degree in related area with CGPA 3.00/4; or
• A Master’s degree in related area with CGPA 2.50-2.99/4 with additional requirements; or
• Bachelor’s degree in related area with minimum CGPA 3.67/4 (fast-track to PhD)

(Applicable for International Applicants Only)

The minimum score for each programme can be vary from the below list, candidates are required to check for each programme requirements.

• A minimum score of 40 for TOEFL (Internet-based); or
• A minimum of Band 7.5 for TOEFL Essentials (Online); or
• A minimum of Band 5 for IELTS; or
• A minimum score of 47 for PTE; or
• A minimum score of 154 for Cambridge English (CAE/CPE); or
• A minimum score of 154 for Linguaskill Online; or
• A minimum of Band 3.5 for MUET

Exemption is given to candidate if:

• English is the candidate’s mother tongue or National Language; or
• Candidate graduated from an Institution of Higher Learning in which the medium of instruction at Bachelor and/or Master degree level is English (statement of proof required)

Full-time: Min 4 semesters / Max 10 semesters

Part-time: Min 6 semesters / Max 15 semesters

** Fees are subject to change

Institute of Postgraduate Studies Universiti Sains Malaysia 11800 Penang, Malaysia. Tel : +604 653 2606 Fax : +604 653 2940 This email address is being protected from spambots. You need JavaScript enabled to view it.

Undergraduate

Student Admission Unit Academic Management Division Registry, Level 2, Chancellory Building Universiti Sains Malaysia, 11800 Penang, Malaysia. Tel : 1 300 888 876 / +604-6533196 Fax : +604 653 3328 This email address is being protected from spambots. You need JavaScript enabled to view it.

Universiti Sains Malaysia shall not be liable for any inaccuracies, errors, or misunderstandings arising from the use of Google Translator. Users are encouraged to approach translations with awareness and consideration for the limitations of machine translation technology. Information published on the English version will be used in the case of discrepancies.

© Copyright 2023  Universiti Sains Malaysia. All Rights Reserved. Developed by PPKT@USM

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Medical education in Malaysia

2008, Medical Teacher

Related Papers

Glut of Medical Graduates—Too Many, Too Soon… The past 5 to 10 years have been a watershed period for medical education in the country. During this time, Malaysia has embarked on an ambitious if misguided (in my opinion) approach to rapidly attaining 'self-sufficiency' in health care providers for the nation's perceived needs and demands. For doctors, it was finally announced that there is now a directed plan by the government to try and achieve a doctor-population ratio of 1:400 from the current (2010) 1:903. 1 To achieve this, some 34 medical schools have been now licensed by the Ministry of Higher Education (MOHE), with almost 50 medical programmes (these include public medical schools teaming up with other foreign or local medical schools to form for-profit private joint medical programmes). The objective is to generate the requisite medical graduates to quickly fill in the projected and computed vacancies for the various public sector health facilities. The ultimate...

The Malaysian Journal of Medical Sciences Mjms

Mafauzy Mohamed

Dujeepa D Samarasekera

Allopathic medical education in Singapore extends for more than a century from its simple beginnings. In recent times, changes have been rapid, both in undergraduate and postgraduate specialty medical training. Over the last decade, undergraduate medical education has increased from a single to three medical schools and the postgraduate training has expanded further by incorporating the Accreditation Council for Graduate Medical Education International framework. With these changes, the curricula, assessment systems, as well as teaching and learning approaches, with the use of technology-enhanced learning and program evaluation processes have expanded, largely based on best evidence medical education. To support these initiatives and the recent rapid expansion, most training institutions have incorporated faculty development programs, such as the Centre for Medical Education at the National University of Singapore.

Journal of Clinical and Health Sciences

rokiah ismail

Mahfoudh Abdulghani

Background: Students’ perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students’ perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex. Methods: This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences. Results: The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students’ perceptions were positive. The students’ perception toward educational environment was positive for all five DREEM subscales. Conclusion: The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement.

Ann Acad Med Singapore

Zabidi Hussin

Asmaa Abdel Nasser

Dr. Asmaa Abdel Nasser , Sally Fouad , Enas Gouda

Objective Structured Clinical Examination (OSCE) has been widely used to assess the clinical performance of medical and health profession students. The literature has revealed that OSCE is an effective evaluation tool for evaluating the clinical skills of medical students. The objectives of this study were to investigate perception of the students and staff of OSCE as a clinical assessment tool during their clinical years at the Faculty of Medicine, Suez Canal University (FOM-SCU) as well as the perception of both the staff and medical interns regarding their ethical concerns of using medical interns as simulated patients in OSCE stations. Two different questionnaires were used to explore the perception of the students and staff of OSCE; also, semi-structured interviews with the staff and medical interns as simulated patients inside active stations were conducted. The results revealed that 88% of the students agreed that OSCE should remain as a form of performance assessment, and 83% of them agreed that OSCE was a valuable practical exam and provided them a great learning experience. Approximately 80.4% of the staff emphasised that faculty members need specific training to achieve more valid and reliable results when using OSCE as an assessment tool, and 76.5% of them agreed that using OSCE reduced the bias in clinical assessment. Some medical interns agreed to act as simulated patients inside the dynamic stations instead of using real patients. The study population point of view concluded that OSCE is the most valid and reliable tool for assessing the clinical performance of students; however, it requires comprehensive planning and training with collaborative work from all the stakeholders involved in its organisation and implementation. Keywords: OSCE, Simulated patients, Perception, Training, Clinical assessment

Kye Mon Min Swe

Background: Educational environment of an education institution is where teaching and learning activities occur. Educational environment plays an important role in academic achievements, satisfaction and successes of student and it is a major determinant of developing effective learning. Aims: The aims of the study were to determine the perceptions of educational environment among all medical students at and to compare these perceptions between pre-clinical and clinical year students. Settings and Design: This cross-sectional study involved all medical students (from Year 1 to Year 5) of University Tunku Abdul Rahman. Year 1 and Year 2 were pre-clinical years and Year 3 to Year 5 were clinical years. Methods and Material: Dundee Ready Educational Environment Measure (DREEM) was used to determine the educational environment. Statistical analysis used: SPSS 26 was used to analyse the data. Analysis of variance was used to compare the mean scores of the domains of DREEM. Results: Two-hundred-and-seven (n = 207) students responded to the questionnaires. Perceptions of medical students on educational environment showed that there were more positive than negative aspects (M = 123.41). Highest rated item was item 2; "The teachers are knowledgeable" (M = 3.43) and lowest rated item was item 27; "I am able to memorize all I need" (M = 1.27). Meanwhile, upon comparison, pre-clinical year students were more satisfied than clinical year students did in all the five domains of DREEM. In addition, social self-perception (Domain 5) in pre-clinical years was significantly greater than clinical years. Conclusion: This study identified strengths and areas for improvement of the educational environment at UTAR. Strengths should be maintained to continue satisfying learning needs of the medical students. It was recommended that educational environment related with social life of clinical year students should be monitored closely.

mahfoudh Abdulghani , Hassanain Al-Talib , Muhamed T Osman

Medical Teacher

John Boulet

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Mainul Haque , Nor Iza A.Rahman , Zakirul Islam

Annals Academy of Medicine

Education in the Asia-Pacific Region: Issues, Concerns and Prospects

Meng Yew Tee

Nor Hayati Othman

Acta Pharmacologica Sin

Pakistan Journal of Medical Sciences

Harlina Siraj

Medical Education

Syazwani Razali

JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH

Rimsha Ahmed

Indian Journal of Medical Sciences

Dr. Md. Anwarul Azim Majumder

mafauzy mohamed

Journal of Educational Evaluation for Health Professions

Niamh Coady

Education for Primary Care

Teng Cheong Lieng

Gehendra Mahara , Asweto Collins , W. Wang

Chinese Medicine and Culture

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

MBBS AND MEDICINE Programs in Malaysia

Pursuing a Bachelor of Medicine and Bachelor of Surgery (MBBS) or a Medicine program in Malaysia has gained significant attention among international students. The Malaysian medical education system offers a blend of quality education, modern facilities, and diverse cultural experiences. This article aims to highlight the importance of studying MBBS or Medicine in Malaysia for international students, provide an overview of the Malaysian medical education system, and outline the benefits of choosing Malaysia as a destination for medical studies.

Importance of Pursuing MBBS or Medicine in Malaysia for International Students

• Quality Education: Malaysia is home to several reputable medical universities that offer high-quality education recognized internationally. These universities often employ experienced faculty members and maintain modern facilities to provide students with a comprehensive medical education.
• International Recognition: MBBS and Medicine programs offered by Malaysian universities are generally recognized by global medical councils and organizations. This recognition ensures that graduates have the opportunity to pursue further education, training, or practice medicine in various countries around the world.
• Cultural Diversity: Malaysia is known for its cultural diversity, making it an attractive destination for international students. Studying medicine in this multicultural environment allows students to interact with peers from different backgrounds, fostering cross-cultural understanding and communication skills.
• English-Medium Instruction: Most medical universities in Malaysia offer programs in English, which is a significant advantage for international students. Studying in English eliminates language barriers and ensures that students can fully engage with their studies and communicate effectively.
• Modern Facilities and Technology: Malaysian medical universities are equipped with state-of-the-art facilities, including well-equipped laboratories, advanced medical equipment, and simulation centers that provide hands-on training to students, ensuring they are well-prepared for clinical practice.
• Clinical Exposure: Malaysia provides a diverse patient population and a wide range of medical cases, offering students valuable clinical exposure. This exposure allows students to apply their theoretical knowledge in real-world medical settings, enhancing their clinical skills and medical decision-making abilities.

Overview of the Malaysian Medical Education System

The Malaysian medical education system typically follows a structured curriculum that combines theoretical knowledge, practical training, and clinical exposure. The duration of the MBBS program is usually around 5-6 years, including pre-clinical and clinical phases. Students undergo rigorous training in basic sciences, clinical skills, and patient care. You can learn more about the Malaysian Education System here . 

Benefits of Studying MBBS in Malaysia

• Global Career Opportunities: Graduates of Malaysian medical universities have the opportunity to work in various countries, as the degrees are recognized by medical councils worldwide.
• Practical Experience: The emphasis on clinical exposure ensures that students graduate with hands-on experience in various medical settings, making them well-prepared for their medical careers.
• Multicultural Competence: Interacting with a diverse patient population and student body enhances cultural sensitivity and communication skills, essential for effective medical practice.
• Affordable Living: Malaysia offers a relatively affordable cost of living compared to many Western countries, making it conducive for international students.
• Modern Healthcare System: Students can observe and learn from Malaysia’s advanced healthcare system, which combines traditional medicine with modern medical practices.

Admission Process for International Students

Entry Requirements and Eligibility Criteria

The specific entry requirements and eligibility criteria for MBBS and Medicine programs in Malaysia may vary slightly among universities. However, some common prerequisites include:

• Educational Background: Applicants should typically have completed their secondary education or equivalent with a strong focus on science subjects, including Biology, Chemistry, and Physics.
• Minimum Grades: Universities often require a minimum GPA or academic score in the relevant subjects. This requirement can vary from one institution to another.
• Entrance Exams: Some universities may require applicants to take standardized medical entrance exams, such as the UKCAT (UK Clinical Aptitude Test) or BMAT (BioMedical Admissions Test). These exams assess skills and abilities relevant to medical studies.
• Interviews: Many medical universities conduct interviews as part of the selection process. These interviews may assess candidates’ communication skills, motivation to pursue medicine, and ethical awareness.

Application Procedures and Deadlines

• Online Application: Most universities offer online application platforms where international students can submit their applications. Applicants should create an account on the university’s official admissions portal.
• Document Submission: Applicants will need to upload scanned copies of their academic transcripts, certificates, passport, passport-size photographs, entrance exam scores (if required), and any other relevant documents.
• Personal Statement: Some universities may require applicants to provide a personal statement explaining their motivation for studying medicine and their career aspirations.
• Application Fee: There is usually an application fee that applicants need to pay when submitting their application.
• Deadlines: Application deadlines can vary among universities and programs. It’s crucial to check the specific deadlines for each institution and program you are applying to. Early applications are generally recommended.

Language Proficiency Requirements

As most MBBS and Medicine programs in Malaysia are taught in English, international students are often required to demonstrate proficiency in the English language. Commonly accepted language proficiency tests include:

• IELTS (International English Language Testing System)
• TOEFL (Test of English as a Foreign Language)
• PTE Academic (Pearson Test of English Academic)
• Cambridge English Qualifications

Universities typically have minimum score requirements for these tests, and students should ensure they meet these requirements before applying.

Visa and Student Pass Application Process

Once admitted to a Malaysian medical university, international students need to apply for a student visa and a student pass to legally stay and study in Malaysia. Here’s a general overview of the process:

• Acceptance Letter: After receiving an acceptance letter from the university, students should follow the instructions provided for visa and student pass application.
• Online Application: Many universities guide students through the online application process for the student pass through the Education Malaysia Global Services (EMGS) system.
• Document Submission: Students will need to submit their acceptance letter, passport details, passport-sized photos, medical examination reports, and other required documents as specified by the university and immigration authorities.
• Visa Approval Letter: Once the application is processed and approved, students will receive a Visa Approval Letter (VAL) from the Malaysian Immigration Department.
• Arrival in Malaysia: Students should arrive in Malaysia before the student pass expiration date indicated on the VAL. Upon arrival, they will need to undergo a medical screening.
• Student Pass Endorsement: Within a specific time frame after arrival, students need to complete the student pass endorsement process at the Immigration Department in Malaysia.

Top Medical Universities in Malaysia for International Students

1. AIMST University, Malaysia:

• Comprehensive curriculum covering pre-clinical and clinical phases.
• Accredited by the Malaysian Medical Council (MMC).
• Qualified faculty with expertise in various medical disciplines.
• Modern facilities, laboratories, and simulation centers.
• Clinical training at affiliated hospitals and medical centers.
• Competitive tuition fees, scholarships available.

2. University Sains, Malaysia (USM):

• Strong emphasis on community-based and problem-based learning.
• Accredited by the Malaysian Qualifications Agency (MQA) and recognized by MMC.
• Experienced faculty members.
• Well-equipped labs, teaching hospitals, and research facilities.
• Clinical exposure at various hospitals and healthcare centers.
• Competitive tuition fees, scholarships offered.

3. Cyberjaya University, Malaysia:

• Curriculum integrating medical sciences and clinical practice.
• Accredited by MQA and recognized by MMC.
• Faculty of experienced educators and medical professionals.
• Modern labs, simulation centers, and medical libraries.
• Clinical experience through partnerships with hospitals and clinics.
• Various financial aid options, including scholarships.

4. Taylor’s University, Malaysia:

• Holistic education integrating clinical skills and professionalism.
• Accredited by MQA and MMC.
• Dedicated faculty including clinicians and researchers.
• Modern facilities, anatomy labs, clinical skills centers, and e-learning resources.
• Clinical rotations at affiliated hospitals and healthcare centers.
• Scholarships and financial assistance available.

5. University of Malaya:

• Emphasis on research and community engagement.
• Faculty of experienced educators and researchers.
• Well-equipped labs, libraries, and research centers.
• Clinical exposure at teaching hospitals and medical institutions.
• Scholarships and financial aid opportunities provided.

6. Monash University, Malaysia:

• Problem-based learning following Monash School of Medicine’s curriculum.
• Diverse faculty of medical professionals and researchers.
• Modern teaching, research facilities, simulation centers.
• Clinical training at partner hospitals.
• Scholarships and financial assistance offered.

7. University of Kuala Lumpur:

• Comprehensive medical program with hands-on training focus.
• Faculty of experienced educators and clinicians.
• Modern labs, simulation centers, teaching hospitals.
• Access to clinical training opportunities.
• Various scholarships and financial support available.

8. Asian Metropolitan University:

• Integration of theoretical knowledge and practical skills.
• Faculty includes medical professionals and educators.
• Modern facilities and laboratories.
• Clinical training in partnership with healthcare institutions.
• Scholarships and financial aid options provided.

9. Newcastle University, Malaysia:

• Global medical program with research and clinical skills emphasis.
• Diverse faculty in the Faculty of Medicine and Health Sciences.
• Modern labs, clinical skills centers, research facilities.
• Clinical training at affiliated hospitals.
• Scholarships and financial support offered.

10. International Medical University, Malaysia:

• Comprehensive medical program with early clinical exposure.
• Dedicated team of medical educators and professionals.
• State-of-the-art facilities, labs, clinical skills centers.
• Various scholarships and financial assistance options available.

Cost of Studying and Scholarships

A. Tuition Fees for International Students: Tuition fees for international students pursuing MBBS or Medicine programs in Malaysia can range from approximately USD 15,000 to USD 30,000 per year. This cost can vary based on the university, program duration, and whether the institution is public or private. It’s recommended to check the official websites of the universities for the most accurate and up-to-date tuition fee information.

B. Living Expenses and Accommodation Options: Living expenses in Malaysia are relatively affordable compared to many other countries. On average, international students can expect to spend around USD 5,000 to USD 10,000 per year on living expenses. Accommodation options include on-campus dormitories, off-campus apartments, or shared housing. The cost of accommodation varies depending on location and type of housing.

C. Scholarships and Financial Aid Opportunities for International Students: Many Malaysian universities offer scholarships and financial aid to international students, including those pursuing medical programs. Scholarships can be merit-based, need-based, or awarded based on other criteria such as leadership, community involvement, or country of origin. It’s important to research and apply for scholarships early, as deadlines and eligibility criteria may vary among universities.

Student Support Services

A. Orientation Programs for International Students: Orientation programs provide essential information to help international students adapt to their new environment. These programs cover topics like campus facilities, academic requirements, immigration procedures, and cultural integration. They aim to ease the transition for new students and provide a sense of belonging.

B. Academic and Career Counseling: Academic advisors offer guidance on course selection, academic progress, and degree requirements. Career counseling services assist students in exploring career paths, preparing for job interviews, and developing skills for professional success.

C. Student Organizations and Extracurricular Activities: Student organizations and clubs offer opportunities for students to engage in a variety of extracurricular activities, ranging from sports and cultural events to academic and interest-based groups. These activities enhance personal growth, cultural understanding, and leadership skills.

D. Health Services and Student Well-Being Support: Health services on campus provide medical care for students’ physical health needs. Counseling services offer emotional and psychological support to help students manage stress, anxiety, and other mental health concerns.

Licensing and Career Opportunities

A. Recognition of Malaysian MBBS Degree Internationally: MBBS degrees from reputable Malaysian universities are generally recognized by medical councils and organizations in numerous countries. However, graduates may need to undergo additional assessments or exams depending on the destination country’s requirements.

B. Licensing and Registration Process for Graduates: Graduates typically need to complete licensing and registration processes in the country where they intend to practice medicine. This often involves passing licensing exams, fulfilling clinical practice requirements, and submitting necessary documentation.

C. Post-Graduation Career Prospects and Job Opportunities: Graduates can pursue various career paths, including becoming medical practitioners, specialists, researchers, educators, or healthcare administrators. Opportunities exist in hospitals, clinics, research institutions, and public health organizations, both domestically and internationally.

Remember that details and circumstances can change, so it’s essential to verify information directly from the universities and relevant authorities when making decisions about studying medicine in Malaysia.

How Can We Help?

We can be your valuable guide in navigating the intricacies of pursuing MBBS and Medicine programs in Malaysia as an international student. We offer expert insights into the application process, helping you select the right university, assisting with documentation, and ensuring you meet language and admission requirements. 

The application process varies by university but generally involves submitting an online application, academic transcripts, test scores (if required), and other supporting documents.

Application deadlines differ among universities and programs. It’s essential to check each university’s official website for specific application deadlines.

Most universities require proof of English proficiency through tests like IELTS, TOEFL, PTE Academic, or Cambridge English Qualifications. Specific score requirements may vary.

Tuition fees for international students in MBBS programs can range from USD 15,000 to USD 30,000 per year, depending on the university and program.

In conclusion, pursuing an MBBS or Medicine program in Malaysia offers international students a unique and enriching educational experience. The Malaysian medical education system provides a solid foundation in medical sciences, clinical skills, and patient care. With modern facilities, qualified faculty, and a multicultural environment, Malaysia emerges as an attractive destination for aspiring medical professionals.

Related Posts

Study and Working Opportunities for International Students in Malaysia

Universities in the USA for International Students on 2023

Universities in the Canada for International Students on 2023

Leave a reply cancel reply.

Your email address will not be published.Required fields are marked *

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Hit enter to search or ESC to close

• Centre for Pre-University Studies
• School of Medicine
• School of Dentistry
• School of Pharmacy
• School of Health Sciences
• School of Alternative and Complementary Medicine
• School of Business and Technology
• School of Psychology and Social Sciences
• School of Postgraduate Studies
• Clinical Skills and Simulation Centre (CSSC)
• Centre for Lifelong Learning (ICL)
• Centre for Education (ICE)
• Foundation in Arts
• Foundation in Science
• Diploma in Nursing
• Biomedical Science
• Business Administration with Healthcare Management
• Chinese Medicine
• Chiropractic
• Dietetics with Nutrition
• Digital Health
• Medical Biotechnology
• Nursing (ODL)
• Pharmaceutical Chemistry
• Acupuncture
• Analytical & Pharmaceutical Chemistry
• Business Administration in Healthcare Management
• Clinical Psychology
• Counselling
• Diabetes Management & Education
• Endodontics
• Health Informatics & Analytics
• Healthcare Management (PhD)

Health Professions Education

• Health Professions Education (PhD)
• Implant Dentistry
• Medical & Health Sciences
• Molecular Medicine
• Pharmacy Practice
• Prosthodontics
• Public Health
• Diabetes Management & Education (PG Dip)
• Health Professions Education (PG Cert only)
• Digital Leadership and Value Creation in Healthcare
• Executive Leadership Programme in Hospital Management
• Micro-Credential
• Continuing Professional Development
• Teaching & Learning Excellence
• Student Mobility
• Admission Procedures
• Payment Information
• Academic Calendar
• Scholarship & Bursary
• Financial Aid
• About Malaysia
• Application Requirements & Procedures
• Airport Pickup
• Academic Services
• Self-Development & Counselling
• Industry Partnership & Career Development
• Student Activities
• Accommodation
• Virtual Tours
• Aflame Student Award
• Vice-Chancellor’s Message
• Vision & Mission & Values
• IMU Strategic Plan
• History of IMU
• Awards & Recognition
• Annual Reports
• Sustainability
• Chancellors and Pro-Chancellors
• Principal Officers & Senior Management
• Academic Council (AC)
• Professional Education Advisory Committee (PEAC)
• Student Representative Council (SRC)
• Partner Universities
• Industrial Partnership
• Corporate Governance

Apply now Enquiry

• Offer Holders

HEALTH PROFESSIONS EDUCATION (PG CERT / PG DIP / MASTER)

• Postgraduate
• Health Professions Education (PG...

The healthcare industry is an essential cog in the wheels of the nation, fostering the general health of the population, and in the prevention and treatment of disease. Hence, it is important to employ the best teaching methodologies and educational strategies to train the trainers, who in turn, shape and mould competent healthcare professionals of the highest standards.

WHY STUDY HEALTH PROFESSIONS EDUCATION AT IMU

Entry requirement, fee structure, partner universities, views from our community, latest news & stories, have a question ask us.

(Conventional / Open & Distance Learning Mode) (Postgraduate Certificate* / Postgraduate Diploma / Master)

The IMU Postgraduate Programmes in Health Professions Education is a multi-exit programme that comprises of three levels; Postgraduate Certificate, Postgraduate Diploma and Master. These programmes are designed especially for health professionals who work or interested in education.

The programme is comprehensive. Students develop an in-depth understanding of educational principles related to curriculum, instruction, competence assessment, programme evaluation, quality assessment, primary care education, clinical decision making and health-related humanities, professionalism and ethics, as well as management and leadership skills in the field.

At the Master level, facilitator will guide the students as the students take the next step to become an educational researcher or innovator.

* Postgraduate certificate is also available in Open and Distance Learning mode.

• Postgraduate Certificate / Postgraduate Diploma / Master in Health Professions Education

Commencement

• March (Conventional)
• July and September (ODL)*

* Postgraduate Certificate Only

total duration

• Postgraduate Certificate – 6 months
• Postgraduate Diploma – 1 year
• Master – 2 years
• Postgraduate Certificate – 1 – 4 years
• Postgraduate Diploma – 1½ – 5 years
• Master – 3 – 6 years

Tuition Fees

• All IMU alumni who are self-funding their postgraduate studies and meet the eligibility criteria will be eligible for a 15% bursary.

Possible Progression

• Eligible graduates from the IMU Postgraduate Diploma Health Professions Education programme are able to enrol into Master of Clinical Education at Flinders University, Australia.

MODE OF DELIVERY

Conventional / Open & Distance Learning (ODL)*

Micro-credential Course

Icl – events.

• Roles and Needs of 21st Century Health Professions Educators (1 Credit Hour)

About Open and Distance Learning (ODL)

What is ODL?

Open and distance learning provides working professionals an alternative to conventional programmes at universities, giving them the opportunity to earn a university degree without interrupting their career. As Malaysia’s first and most established private medical and health sciences university with 29 years of dedicated focus in healthcare education, IMU offers a few postgraduate programmes via this learning mode with students having the opportunity to benefit from all the teaching and support that the University has to offer.

Benefits of ODL

Designed especially for students with employment, family or other commitments, this mode of learning provides flexibility and convenience for the student to schedule their studies around these obligations and around their lifestyle – allowing a student to plan and pace their own learning at a time and learning environment that is most suitable for the student. It also saves students from spending time travelling to the university, the costs of travelling to the university and the costs of staying near the university.

Teaching Methods

Teaching methods include a series of annotated lectures supplemented by videos. For each subject taken, students will be part of a student online community. Students will also be assigned a mentor who will be available to answer any questions and provide feedback on their progress.

Students will be assessed fully online via the in-course assessment assignments and end of module assessment assignment so they don’t need to be at the University to sit your exams. They will the receive their grades and feedback online.

In order to do this, students will be required to have a desktop/laptop, internet connection, a headset and webcam to participate in online tutorials and other group activities, access to standard office software – such as Microsoft Word and Excel, plus any standard browser, such as Chrome, Edge or Firefox and Skype for certain online sessions.

Your Commitment

Time will be an ODL student’s most important commitment – understanding, working through and reflecting on all teaching materials. The hours spent per week on their studies for the duration of the programme depends on module taken.

Support from University

ODL students are fully registered student of the University with all of the support and services available to them, the same as the on-campus students. Technical support will also be provided if students have difficulty in accessing the e-learning platform.

Why Study Health Professions Education at IMU?

An established private healthcare university.

IMU is Malaysia’s first and most established private medical and healthcare university with over 30 years of dedicated focus in healthcare education.

IMU achieved the SETARA-2018/2019 Tier 6 status (Outstanding) under the Mature University category.

Flexible Learning Options

A carefully designed blend between onsite and online learning enables full-time working adults with the options to plan and fit their studies around their work, family and other commitments.

Various Teaching Methods

Various teaching methods via face-to-face and online sessions with local and international experts in the field.

Contemporary Curriculum

The curriculum of this programme is carefully planned and aligned to meet the expectations in the field of health professions education.

This would offer great career advancement as a health professional in academia, research institutes, clinical setting or industries worldwide.

It would also pave the way into furthering studies into PhD in HPE.

Entry Requirement

Please note that achieving the minimum Entry and English requirements as stated does not guarantee you admission into any of IMU’s programmes.

Please refer to our Student Admissions Policy for more information.

Application and Registration Fees

• Application fee is payable upon submission of application.
• Registration fee and refundable caution deposit is payable upon acceptance of the offer letter issued by the IMU Admissions Office.
• Students must adhere to the Policy on Payment of Fees .

Fee Structure

• Malaysian Student

International Student

malaysian student

*It is compulsory to complete the Postgraduate Diploma in Health Professions Education prior to embarking on this pathway. All IMU students transferring to Flinders University and meet the eligibility criteria will be eligible for a 20% discount.

As an assurance of a total commitment towards a quality education, the IMU maintains its relationship with partner university in Australia.

Views from Our Community

Katarzyna Pazcek

Student, Master Programmes in Health Professions Education

I find the discussions very thought provoking and I am able to learn from the lecturer’s expertise as well as from the other students. The programme has provided me with insight into instructional and curriculum design and helped me to improve my teaching. I feel I am able to contribute more to my department and to the University. I am really glad for having taken up this programme and look forward to applying what I have learnt.

Dr Pulikkotil Shaju Jacob

Graduate, Postgraduate Diploma in Health Professions Education

This course has been designed for the working teacher who could use the experiences and opportunities available to learn. All assignments were constructed so they can relate to the on-the-job experiences. The knowledge and skills gained from this course groomed me with a new set of competencies and had landed me the most important role; a programme director for Bachelor of Dental Surgery in the School of Dentistry. I am now thrilled as I can apply both knowledge and skills learned from the course and my previous experiences as an educator to conduct the programme effectively.

Dr Kok Yih Yih

The PGHPE programme has helped me to be a better teacher. After completing the PGDHPE, I am able to comprehend the theories behind teaching and learning, that can be translated into better practice of education. In addition, it has also given me confidence in conducting educational related research which is different from pure science studies.

Sharon Chan Min Hui

The PGHPE programme has added meaning to my career as an educator. Having taught pre-university programmes for many years, I am now able to apply what I learnt in PGHPE in my classroom. Being a Senior Lecturer in the Foundation in Science programme in IMU which aims to prepare students for their tertiary education in medical, pharmacy and health sciences programmes, the Health Professions Education has enabled me to teach in a more focused manner in preparing my students for their tertiary studies in health sciences. From the preparation of the curriculum to the teaching and learning activities to assessments, the PGHPE has prepared me well.

Dr Amelah Mohammed Abdul Qader

Student, Master in Health Professions Education

My enthusiasm for clinical teaching prompts me to enroll in the Master's in the field of Health Professions Education. I would like to express my appreciation to my respected and dedicated lecturers at the Health Professions Education programme. As an ophthalmologist and a clinical lecturer in my institute, I gained a lot of experience as a student in this programme from the first module that is Educating The 21st Century Healthcare Professionals till the eighth module that is Management and Leadership in Health Professions Education. I have had the opportunity to understand further educational and academic methods to organize and develop medical curricula. This will help me in improve and adjust our programme accordingly in the future. On the other hand, I learned more about evaluation in Module 5 and leadership and management in Module 8. The way it was put in this programme allowed me to be more oriented and more responsible for improving it during my career. During the pandemic period of Covid-19, the challenges of shifting the sessions from face to face into online method ran very smoothly with the dedicated facilitators and a well-organized educational system. I liked Module 3 that is of e-learning in health profession education, which helped me a lot during the pandemic in terms of the variety of methods during online teaching. For assessment and evaluation, I found constructive and clear feedback from the peers and the lecturers to be useful, the systematic way of organizing the assignments is very helpful in terms of developing and improving my thinking process and writing skills. I believe that all academics should take the opportunity to join such programmes, which will enable them to develop their understanding of the education of health professionals.

Latest News & Stories

Shaping the Future of Healthcare: Th ...

Shaping 21st Century Health Professi ...

Shaping health professions educators ....

Postgraduate Degrees in Health Profe ...

Grooming the 21st Century Health Pro ...

Grooming of Health Professions Educa ...

FREQUENTLY ASKED QUESTIONS

What are the postgraduate programmes in Health Professions Education offered at IMU?

There are five programmes offered in Postgraduate Programmes in Health Professions Education:

• Postgraduate Certificate in Health Professions Education (PGCHPE)
• Postgraduate Certificate in Health Professions Education (ODL) (PGCHPEO)
• Postgraduate Diploma in Health Professions Education (PGDHPE)
• Master in Health Professions Education (MHPE)
• Doctor of Philosophy (PhD) in Health Professions Education

Are all programme accredited by the Malaysian Qualifications Agency (MQA) and Ministry of Higher Education (MOHE)

All programmes are accredited by the MQA and the Malaysian Ministry of Higher Education.

Can I enrol into the individual programmes in a staggered manner?

Yes, you can enrol into the programme depending on your choice. For your information the programmes are multi entry and multi exit based. This means that students can opt to enter one programme and exit after completion at a different level.

What are the modes of the programme?

All programmes are offered in full-time and part-time mode.

What is the difference between full-time and part-time mode?

The difference between full-time and part-time modes is in terms of the duration of studies. Please refer to the brochure and/or programme webpage for more details.

Can I change my candidature from full-time to part-time?

Yes, you may change from full-time to part-time, ideally within the first month of Semester 1.

What is the difference between open and distance learning (ODL) and conventional delivery mode?

In ODL mode, all teaching and learning activities that include seminars, workshops, lectures, tutorials and presentations are conducted asynchronously online. In conventional mode, teaching sessions are face-to-face in campus, and/or conducted synchronously online.

What are the entry requirements?

The entry requirement can be referred is as below:

• A Bachelor’s Degree with a minimum CGPA of 2.50; or
• A Bachelor’s Degree in the field or related fields or equivalent with a minimum CGPA of 2.00 and not meeting a CGPA of 2.50, can be accepted subject to rigorous internal assessment.

Is English Language requirement is needed for the programme?

English Language requirement is not applicable for local students. For International students from countries in which English is the first language and international students who graduated from any Malaysian or other institutions where the curriculum is delivered in English are exempted from the English Language requirements. Please visit our webpage for the details of the requirement.

Is there an age limit for admission?

There is no age limit for admission. You are eligible to apply if you meet the requirements.

When is the application deadline?

Apply and confirm your acceptance of an offer by paying the necessary fees.

If you are a Malaysian applicant, it is preferable for you to apply at least one month before commencement of the programmes. For instance, you can apply latest by January for March intake.

If you are an international applicant, it is preferable to apply at least two months before commencement of the programme so that there is adequate time to process your student visa application. For instance, you can apply latest by December for March intake the following year. .

How do I apply?

Apply online application using this link  here .

What is the structure of the programme?

The structure of programmes varies from one programme to the other in terms of credits and number of modules. Please refer to the brochure and/or programme webpage for more details.

What is the programme duration? How long will it take to complete the programme?

The duration of PGCHPE is 6 months for a full-time student and between one to four years for a part-time student.

The duration of PGDHPE is 1 year for a full-time student and between one and a half to five years for a part-time student.

The duration of MHPE is two years for a full-time student and between three to six years for a part-time student.

Can I extend the study duration?

Any extension of time may normally be granted on non-academic grounds, and only at the sole discretion of the Senate of IMU. However, the maximum duration to complete any PGHPE varies depending on the proramme level.

I am an international student. May I undertake the programme part-time?

No. Current Malaysian immigration regulations specify that international students must undertake full-time study to be granted a visa.

What is blended learning?

IMU has implemented an innovative idea of a blended learning mode for postgraduate programmes including PGHPE. Most of the teaching and learning activities are student-centred and self-directed. All the teaching and learning materials of PGHPE programmes are available online and teaching and learning activities are delivered in a blended mode. The percentage of online and face-to-face sessions is based on the suitability of the content and the type of learning activity in each module.

Are there hands-on practical in this programme?

No, there is no hands-on laboratory practical in PGHPE.

What are the areas of research I can be involved in?

You can be involved in any research areas within the health professions education field.

Do I get any support for my research?

Yes, all MHPE students research is supported by IMU. Your research project will be supervised by two supervisors from IMU. The research project grant application process will go through IMU Joint Committee for Ethics and Research (IMUJC). The research project will be funded up to RM 5,000

How is schedule of teaching and learning activities arranged?

Teaching and learning sessions are scheduled on Friday, Saturdays and Sundays to accommodate working adults.

How do I access programme information such as course materials, timetable etc?

The programme information that includes teaching and learning schedules, learning materials, assessment and others can be accessed through IMU E-Learning Portal. Students will be given the access upon enrolment in selected programme level.

What scholarships are available for IMU alumni?

IMU alumni who are self-funding their postgraduate studies and meet the eligibility criteria will be eligible for a 15% bursary. Please contact admissions department for more details.

How much are the tuition fee?

Please refer to the programme brochure and programme webpage for details of PGHPE tuition fee

Is publication in peer reviewed journal a pre-requisite to graduate?

No, publication in peer reviewed journal is not a pre-requisite to graduate

What are my career opportunities after completing this programme?

A wide range of career enhancement opportunities are available. It could be in terms of being a health professions educator, upgrading of current career and others

Can I work while studying this programme?

Yes, you can work while studying PGHPE.

Can I pursue to PhD level after completing this programme?

Yes, you can pursue to PhD after completing MHPE

What distinguishes this programme from other similar courses?

Students will have the opportunity to interact and learn from renown health professional education experts regionally and internationally through small group discussions and sessions conducted during the study period.

Who are the teaching staff?

The teaching staff consists of IMU and invited international faculty with qualifications in medical education/health professions education and vast experiences in the field.

As a student, what feedback will I get?

You will get continuous verbal and written feedback based on the formative and summative assessment for improvement as you progress in every module.

How are students’ progress assessed?

All modules have 100% in-course assessment. The in-course assessments are the combination of written assignments, presentation, reflective reports, and short quizzes. Students will be assessed through formative and summative assessments

By submitting your information in the form above, we have your permission to send you marketing information. Privacy Statement

INTERESTED IN APPLYING FOR ONE OF OUR PROGRAMMES?

You will need to prepare the following documents for your application:

• Verified copies of your academic qualifications
• Evidence of English language proficiency
• A copy of your MyKad or the identification page of your passport

These supporting documents needs to be attached electronically to your application. Please note that all of our programmes require payment of a non-refundable application fee after the application has been submitted. Application will only be processed once the payment for application fee has been made.

We wish you all the best with your application, and hope we will be welcoming you into one of our programmes soon!

A Word from the Programme Director

NORUL HIDAYAH BINTI MAMAT @ MUHAMMAD

Senior Lecturer and Programme Director, Postgraduate Programmes in Health Professions BHumSc (IIUM), MEd (USM), PhD (IIUM)

“The PGHPE programmes are designed to fulfil the needs of 21st Century Health Professions Educator and is suitable for anyone who are interested or involved in education, assessment, programme design and research in health professions education. These programmes are aimed to develop an in-depth understanding of educational theories, principles and values related to contemporary learning environment and assessment. It will boost learners’ professional credibility and confidence in teaching and designing the curriculum as well as opening a pathway to a higher degree in Health Professions Education. The combination of various teaching method through face to face and online sessions with local and international experts in the field will enhanced the learning experience of the learners.”

Other Courses