It is with pride and joy that we take this opportunity to communicate with the readership of our online journal The Asia Pacific Scholar (TAPS). Of course we greatly appreciate the professional advice provided by our Board of Advisers as well as the patience of Reviewers of manuscripts submitted to TAPS for publication. To one and all we say a big thank you to you. We would also like to convey special thanks to our home team who have worked so conscientiously to ensure the success of our humble contribution to medical education; our educational venture would not have been able to reach this milestone without the hardwork of our home team. A very special thank you to everyone in the team.
In this issue of TAPS (Volume 2, Number 2, May 2017) we have published several interesting aspects that relate to medical education, not only in our region, but also globally, namely:
- ORIGINAL ARTICLES
- Sleep, fatigue and burnout in postgraduate year 1 residents have been studied: the authors conclude that faculty are more likely than residents to “possess protective mechanisms” against “burnout”.
- The authors of this investigation concluded that research studies should have clear study aims that would contribute to “clarification research purpose”.
- A highly illuminating and global view of ‘leadership theories’ that contribute to ‘identity formation’ in the health professions.
- A useful investigation into the educational value of the ‘Flipped Classroom Model’ with an interesting conclusion by the authors.
- SHORT COMMUNICATIONS
The perceptions of medical and physiotherapy undergraduates on the important ‘roles and qualities of a medical teacher’ were investigated: the authors applied the 12-role model of the teacher proposed by Harden and Crosby (2000) and concluded that “Students perceived that good communication skills, professional skills, knowledge and respect for patients as most important qualities in an educator.”
- LETTER TO THE EDITOR
The author specifically draws attention to the educational value of ‘Brainstorming Activity in Class’ and the likely impact of ‘technology’.
We wish you pleasant reading and learning. Please provide feedback should you wish to communicate with us or any of our authors directly. Thank you.
Dujeepa D Samarasekera & Matthew C E Gwee
Centre for Medical Education (CenMED), NUS Yong Loo Lin School of Medicine,
National University Health System, Singapore
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