Theses (Master Of Health Professions Education)

The achievement of learning goals in laboratory practicals depends on both extrinsic and intrinsic factors, and could be limited by laboratory time, incurred cost, safety, self-efficacy, inadequate prior preparation by learners and different learning styles. Besides, face to face laboratory sessions could be continuously interrupted as seen during the COVID-19 pandemic. Hence, virtual laboratory simulation (vLAB) may be an appropriate e-learning tool to overcome these restrictions. In this study, students' perception about the usefulness of vLAB was determined by using DNA gel electrophoresis and PCR as case examples. The perception of Year 2 and 3 health science undergraduate students’ (N=87) was studied using a questionnaire consisting of 12 items, rated on a 5-point Likert-scale. In addition, students experience and learning from the vLAB was further explored using qualitative analysis. Results showed that all participants perceived vLAB well, with a median score of 4(Agree for all items in the questionnaire. It provides a meaningful learning experience and an authentic environment where students feel safe to practice what they have learnt in lectures. Moreover, vLAB facilitates individualised learning and enhances selfefficacy among students. In conclusion, vLAB prepares students for physical laboratory sessions by activating the prehension dimension of the Kolb’s learning cycle, hence complementing and strengthening the attainments of health sciences laboratory learning goals and outcomes.

Background: Learning analytics (LA) is a tool for gathering, analysing, and interpreting the data related to student’s learning behaviour, engagement and performance. As the student data are main sources to construct LA, this study was aimed to explore medical and health professions students’ perceptions on the use and values of LA. Method: A sequential mixed method research design was used in this study. Validated questionnaire was distributed to undergraduate students of Medical, Dentistry and Pharmacy programmes to collect their general perception on LA. Focus group interviews were then arranged to explore their perception in-depth and thematic analysis was performed. Results: The students were aware of their demographic data, utilisation of learning management system and academic performance data being collected by the university. They were agreeable for collection of those data which had direct association with their learning to be used for LA in order to contribute towards improvement of learning experience and environment. However, they had expressed their concerns on their privacy, confidentiality, and security about their data. Five themes emerged from the interview, i.e., outcome-based education, personalised learning and student support, evidence-based decision-making, data management and analysis, and data confidentiality and privacy. Conclusion: LA is a useful tool to promote personalised learning as long as precautions are taken by the education institutions to ensure data privacy and security.