With the support of Deputy Dean of Academic (Medicine) office and members of Medical Education Research and Innovation Unit (MERIU), we had successfully organised a half-day Young Educators Workshop Series 2/2018 on 5th of February 2018 in Clinical Skills Lab, FMHS. This is our 2nd year conducting this workshop to new educators. In contrast to last year, this workshop is conducted for 2 days to make it more interactive and to offer hands-on experience.

The objectives for this workshop are:

  1. To introduce various formats of formative and summative assessment in MD program in UPM.

  2. To provide hands-on experience in costructing SBAQ and OSCE.

  3. To share with the educators the principles and techniques of giving effective feedback

The trainers involved for this workshop were Dr Siti Khadijah Adam (MERIU), Dr Nur Hashima (MERIU Assessment committee) and Dr Puteri Shanaz Jahn Kassim (MERIU). There were a total of 9 participants from various departments i.e Human Anatomy, Family Medicine, Medicine, Surgery, O&G and Paediatrics.

The workshop started off with an introduction of framework for assessing clinical competence (Miller’s pyramid) followed by an overview of various assessment formats from the first year to the final year of our MD program.

The participants then discussed in groups to construct single best answer questions (SBAQ) and objective structured clinical examination (OSCE). They were then has an opportunity to vet the questions and able to identify the do’s and don’ts in constructing the questions.



The session is followed by an interactive session on Giving Effective Feedback. The aims of this session are to share with the educators the principles and rationale for giving constructive feedback, the challenges in giving and receiving feedback and to discuss tips for sharing effective feedback to improve learner performance.


The session started of with the participants to discuss on their own experience of receiving feedback and to identify the characteristics that made it positive or negative experience. After sharing the definition of a good constructive feedback, the principles of giving effective feedback were then highlighted. The session was interspersed with various giving feedback (both ineffective and effective) video scenarios to the participants. Various examples of ineffective and effective feedback were also discussed.


The session is followed by the techniques in giving effective feedback, highlighting the pros and cons of the feedback sandwich, the Pendleton model and the reflective feedback conversation.


A good feedback strategy answers three questions which are ‘Where am I going?’ (FEED UP), ‘how am i going?’(FEEDBACK) and ‘where to next?’(FEED FORWARD). The session ended with a role play session with a simulated student performing a cranial nerve examination on a simulated patient, and one of the participants had the opportunity to give feedback to the student, followed by feedback from the trainer and the rest of the participants.


On that note, on behalf of MERIU, I would like to announce that should you need personal guidance in medical and health education areas, such as designing lesson plan, preparing interactive session (e-learning), constructing exam questions, blueprinting, mentoring and research in medical education, do make an appointment with us at MERIU clinic, happening every 2nd Wednesday afternoon of the month. (Kindly contact Puan Azzreen ext 2349 or