Evaluation of pre-qualifying interprofessional education (IPE) programmes is important in exploring its effectiveness. The University of the West of England Interprofessional Questionnaire (UWE IPQ) has been rigorously validated, yet few studies using this tool have been published. We aimed to explore the attitudes of final year allied health profession (AHP), midwifery and nursing students towards IPE in this study. Differences between students’ attitudes towards IPE according to gender, undergraduate programmes, academic background and experience were also explored. A total of 103 participants, AHP (n=10), midwifery (n=19) and nursing (n=74) students took part in the study. This study design used a cross-sectional questionnaire survey, and was conducted within the Faculty of Health Sciences, University of Southampton. The validated UWE IPQ was administered to a volunteer sample of final year AHP, nursing and midwifery students in June 2010. Findings revealed that majority of the students rated their communication and teamwork skills (76.7%), interprofessional learning (74.8%) and interprofessional relationships (92.2%) positively, but they held negative attitudes towards interprofessional interactions (69.9%). Significant differences were found between participants’ attitudes towards interprofessional learning in relation to undergraduate programmes (p=0.01) and prior working experience in health and social care (p=0.03). IPE has shaped the students’ views regarding their collaborative learning and teamwork. Therefore, introducing IPE initiative from the beginning of the pre-qualifying stage at universities would motivate them to become interprofessional collaborative-ready professionals.

The study evaluated the function of median sensory nerve fibers, as well as determining the relationship between its function with the duration of Carpal Tunnel Syndrome (CTS) and body mass index (BMI) among CTS patients in Physiotherapy Unit, Universiti Kebangsaan Malaysia Hospital (HUKM). Thirty subjects (6 males and 24 females) with mean age 53.30 ± 9.20 years and duration of the CTS 51.17 ± 50.22 months participated in this study. The sensitivity of median sensory nerve was evaluated using Current Perception Threshold (CPT) Test with stimulation frequencies of 5 Hz, 250 Hz and 2000 Hz; which demonstrated the function of C, Aδ and Aβ nerve fiber respectively. Majority of the CTS patients had normal function in the 3 types of median sensory nerve fiber. Forty percents of the subjects had abnormality in the Aâ function, 7% had abnormality of the Aβ function and 27% demonstrated abnormality in the C fiber function. Spearman Correlation Test showed no significant relationship between the function of median sensory nerve and the duration of CTS and body mass index (BMI) (p > 0.05). In conclusion, although majority of the patients demonstrated normal median sensory nerve function, abnormality of the Aβ, Aδ and C fibers sensitivity in some patients requires attention to prevent worsening of the nerve function thus avoiding related complications. Physiotherapists in HUKM may intensify the use of nervestimulating modalities such as Transcutaneous Electrical Nerve Stimulation (TENS) to normalize the nerve functions of these patients.

This study aims to identify the perception of third year physiotherapy students on the teaching and learning during clinical placements. A sample of 154 third year undergraduate and diploma students from the Universiti Kebangsaan Malaysia, the Universiti Teknologi Mara and the Kolej Sains Kesihatan Bersekutu completed the questionnaire. High internal reliability of teaching and learning activities scale in the questionnaire was determined using Cronbach alpha (α = 0.94). Findings showed significant differences (p < 0.05) of perception among students in the clinical block between different levels of education, the ideal number of students in a group during clinical teaching session, and in the activity of ‘patient-centered activities,’ as well as 'feedback to the student.’ These findings demonstrated that the level of education does influence the students’ perceptions on their teaching and learning during clinical placements. In conclusion, the level of education is a contributory factor that influences the students’ rate of learning in clinical education.

Neurophobia, defined as ‘the fear of neural sciences and neurology’ is reported among medical students, which threatenedtheir performance in neurology course. This phenomenon has not been studied among rehabilitation sciences studentsdespite the significance of neurology as an area for rehabilitation. In this study we aim to assess the perceptions of neurologycourse and the possibility of neurophobia existence among rehabilitation sciences students of Universiti KebangsaanMalaysia (UKM). We also aimed to identify learning methods which are regarded as useful among the students. A surveyusing self-administered questionnaires was conducted among 73 students from School of Rehabilitation Sciences of theuniversity. Questions in the questionnaire were adapted from previous studies, in which neurophobia was indicated by poorknowledge and low confidence level in managing neurology course. Results showed that the percentage of participantswho perceived having good knowledge of neurology was significantly higher than the percentage who claimed of havingpoor knowledge level (90.4% versus 9.6%, p < 0.01). Similarly, the percentage of participants who claimed having highconfidence to handle neurology cases was higher than the percentage who expressed lack of confidence (79.2% versus20.8%, p = 0.03). However, neurology course was perceived as difficult by majority of the participants (78.1%) whencompared to other courses. Majority of the participants (97.3%) perceived clinical teaching as a useful method of learningrehabilitation science courses including neurology followed by problem-based learning (90.4%). While limited exposureto neurology cases was claimed as the main reason to why neurology is difficult. In conclusion, although neurology isperceived as a difficult course among rehabilitation sciences students, the students did not report lack of knowledge andconfidence in the course. This implies that neurophobia does not exist among UKM rehabilitation students. Enhancementof learning methods may assist in reducing the level of difficulty of neurology course among the students.