September 2016 CUCMS Research Bulletin Volume 4, No.1CUCMS Research BulletinCUCMS Research BulletinCUCMS Research Bulletin

CUCMS FUNDING SCHEMEto enhance research and publication

Crème de la crèmeChemistry Lab Reports at University: To Write or Not To Write

Development of Asian Hip Stem 2 – Computational Analysis Using 3D Finite Element Method

HOT TOPIC: Vaccination

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Table of ContentEditorial Board .............................................................. 1Editor Titbit ................................................................... 1What is available @CUCMS ....................................... 3From the horse’s mouth: News from RMU ........... 4Hot Topic: Vaccination ............................................... 5Crème de la crème : Chemistry Lab Reports At University: To Write or Not To Write ........................ 8Centre for Foundation Studies (CFS) ...................... 11Faculty of Pharmacy (FOP) ....................................... 11New Books Review ...................................................... 14Congratulations ........................................................... 14Faculty of Allied Health Sciences (FAHS) ............... 14Crème de la crème : Development of Asian Hip Stem 2 – Computational Analysis Using 3D Finite Element Method .......................................................................... 15Faculty of Traditional & Complementary Medicine (FTCM) ........................................................ 17CGSRC Research Enhancement Workshop Series 2016 ................................................................... 18Mark Your Calendar .................................................... 20

Editor’s titbit Re:Search Bulletin has come a long way since

its first publication in 2010, but the aim remains the same: sharing information regarding research in CUCMS and to enhance and nurture our research culture. One of the elements that was maintained is to have a major theme for the issue. For this issue, the theme is opportunities in university funding.

Recently the Research Management Unit (RMU) has updated the progress and status of all CUCMS Research Grant Scheme (CRGS) and the results are summarised in the section of News from Research Management Unit. It is indeed heartening to see that our internal grant has benefited many of our academicians but we still have a long way to go to reach excellence.

CUCMS has long positioned herself to be the hub for health-based disciplines. Therefore it is fitting for Re:Search to touch on the emerging issues concerning the field. A section that is added to achieve this aim and provide avenue for scientific discussion of current topics is the section Hot from the Oven. This time the spotlight is on vaccines and its controversies. Crème de la crème aims to showcase the research done by members of the university so that we would be proud of our achievements. This issue also includes news and updates from faculties of CUCMS regarding research as this would increase awareness and appreciation of what each other is doing and working on. The various activities organised by CGSRC is updated in the section CGSRC highlights.

As you see, the Re:Search bulletin you hold in your hands is new and improved. However, excellence is always our aim and all constructive feedback is wholly welcomed. I hope you enjoy reading through the bulletin!

Dr Wan Rosalina Wan RosliEditor

Editorial Boardfor CGSRC Re:Search Bulletin

Dr. Wan Rosalina binti Wan RosliChairman; Head, RMU

..........................................................................AP. Dr. Muhammad Najib Mohamed Alwi

Director, CGSRC..........................................................................

Phang Mun Yee Lecturer, CFS

.......................................................................... Rozila Ismail

Lecturer, FOP..........................................................................

Dr. Faisal Mohammed Hanif Lecturer, FTCM

..........................................................................Azhar Tajul NoorManager, Library

..........................................................................Farah Azizah Omar

Lecturer, CLGS..........................................................................

Su Natasha Mohamad Lecturer, FAHS

..........................................................................Dr. Siti Nurhafizah Saleeza Ramlee

Asst. Prof., FOSH..........................................................................

Dr. Norfaizatul Shalida OmarAsst. Prof., FOM

..........................................................................Hidayu binti Zainal Abidin

Executive, CGSRC..........................................................................

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CUCMS Research Grant

Publication Incentive Scheme (PIS)

Research support schemes in CUCMS

CUCMS Research Grant Scheme (CRGS)

Now, what exactly can be claimed?The scheme has four categories for award:

INDEXED JOURNAL PUBLICATION INCENTIVE CLAIM

NON-INDEXED JOURNAL PUBLICATION INCENTIVE CLAIM

PUBLICATION INCENTIVE CLAIM For Citation during the previous

two to four years before the date of application only for example, for 2015: citations for 2013, 2012, 2011 only

Award : Each citation = RM200 (for article published in journal indexed in Web of Science / Scopus only)

For papers that were published in the previous TWO years only (since 2014)

Award : Indexed in Web of Science : each 0.1 impact factor = RM200 (max RM3000) Indexed in Scopus = RM200

For papers that were published in the previous TWO years only (since 2014)

Award : RM100 / article

For book chapters that publish that were published in the previous TWO years only (since 2014).

Award : RM100 / chapter OR RM500 / book

CITATION INCENTIVE CLAIM

General Rules for all four categories• The forms should be submitted to CGSRC with

printed evidences. Incomplete submissions will not be processed.

• The maximum payable per staff per year will be RM20,000.00. Only ONE claim is allowable for each publication.

• The published paper/ chapter must have ‘Cyberjaya University College of Medical Sciences’ as the affiliation.

• The applicant is the corresponding author who is a CUCMS staff (academician & non-academician). Otherwise, the applicant is the first CUCMS staff on the list of authors. The published paper must have at least one author who is an academic staff of CUCMS.

• Authors who have left the university and are not on CUCMS’s payroll at the time when incentive is being paid are not eligible for this incentive.

What is available @CUCMS?

ACADEMICIANS setting out to progress in their field

could not dissociate themselves from research. Involving in research and subsequently publishing the findings are essential aspects of university academic staff professional life. Research is what makes the body of knowledge grow, paving new ways to understand the universe. In yesteryears, breakthroughs in discovery was achieved by the focused determination of the scientist and supported unwaveringly by public funding. Our research nowadays have become so technologically advanced and sophisticated that more accurate analysis with elegant research design is expected and demanded by the scientific community. However, this also translates into cost for hours of labour, transportation costs, tools and instruments, equipment, machineries and a host of various items that becomes a necessity to produce good quality research. But the situation now is that public funding was not as generous due to the current financial situation. Understandably, the competition to get a piece of the cake is vicious.

SO, to not miss out the university had to be creative. In the mission to elevate the quality and quantity of research in

CUCMS, options for grants and incentives are offered to all staffs in the university. The internal funding is expected to benefit the researcher to gain funding and incentives and also benefit the university in terms of improving the MyRA rating of CUCMS.

PREVIOUSLY, CUCMS had taken a positive step in encouraging

publication amongst academic staff by approving the Publication Fee Assistance Scheme, whereby, staff can apply in full or part of their Open Access journal publication fees to be reimbursed by the university up to a maximum of RM2,500.00. This scheme is already discontinued since January 2016.

NOW, to encourage staff to publish more especially in high impact factor journals, a better incentive scheme

needs to be established. Publication of journal articles and books / chapter of books contributes the most marks (30%) for MyRA rating. Hence, effective 1st January 2016, a publication incentive scheme known as “Publication Incentive Scheme (PIS)” was introduced where staff members can claim up to a maximum of RM 20,000.00 per person per year for publications. For the first time, this scheme will also reward non-academic (admin) staff for publications of journal articles or books provided, with at least one author in the publication is an academic staff.

Do you have any question?You’re welcome to consult with Research Menagement Unit, CGSRC

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CUCMS Research Grant Scheme (CRGS)CGSRC has been forefront in promoting research by initiating the CUCMS Research Grant (CRGS) Scheme for the benefit of all academicians in the institution. The distribution of grant holders by faculty is shown in Figure 1. Data show that majority of grant holders come from Faculty of Medicine and Faculty of Pharmacy. The number of grant holders from all other faculties/ centers are low. However, the overall total of grant holders is low compared to the number of academicians in CUCMS (only 23.5% of academicians are active grant holders, 41 out of 174). At present, there are 48 active projects listed under the scheme. The total amount approved is RM 812, 340.48 but only 44.76% is used. The numbers show that although the total amount approved is high, the usage of the grant has not even reached 50%. Monitoring by RMU via 6-monthly progress report revealed the various reasons from researchers and all summarized in Figure 2.

Figure 1: CRGS holder distribution by faculty

Report from the researchers revealed that majority of them requested for extension (15 researchers). Top three reasons cited for the extension is time constraint due to workload, followed by new development in projects that students are exploring and lastly by delay in data collection and analysis. A worrying trend is the non-responsiveness of the researchers to various attempt of communication (8 cases) that show the need for emphasis in transparency and accountability in research. Even one case is put as “Unknown” because of the outdated contact details of the researcher and one case had to be closed because of complications in the project.

A positive development is the number of projects completed (7 projects) that successfully achieved the objectives of their research and have sent the findings to be published in journals and also presented at various conferences all around the world. These activities truly help to boost the image of CUCMS as a serious player in the field of research.

In a nutshell, the research activities in CUCMS based on CRGS still has a long way to improve although we are definitely heading for the right direction. Involvement and commitment of all members of CUCMS is vital to ensure our continued success in research and finally be known as a world-renowned academic center.

Figure 2: CRGS status as stated in monthly progress report

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Vaccine: Is It Really Safe?Forum in CUCMS addresses the controversies

Controversies surrounding vaccine has been quite a challenge

for Malaysian health practitioners to face. The globalization of knowledge and information that is accessible 24hours by the tip of your fingers has made the public more empowered to make decisions regarding their health. However, this open free for all internet age also means that any information or opinions need not be based on hard scientific evidence or even truth. The gross propagation of misleading opinions and “facts” by parties passionately championing the antivaxx movement is largely unchecked.

Therefore, the health authorities and responsible parties need to

ramp up their efforts to increase the awareness of the public pertaining to vaccination. This is one of the reason why the forum “Vaccination; Is It Really Safe?” is organized by MyHELP at Cyberjaya University College of Medical Sciences on 3rd July 2016. The esteemed forum panellists include Dato’ Dr. Noor Hisham Abdullah, DG of Health Malaysia; Prof. Dato’ Dr. Abdul Rahim Mohamad, President Islamic Medical Association of Malaysia (IMAM); Dato’ Dr. Musa Nordin, Professor of Paediatrics and Member of Asia Pacific Expert Committee on Immunisation Board; Dr. Salmah Bahri, Director of Pharmacy Enforcement Office, MOH Malaysia and Dr. Hj. Mohd Rashidi Dato’ Abd Salam, Director of Health Information Center.

It was a successful event and was attended by many stakeholder such as Parents, Teachers, Community Leaders,

Healthcare Professionals, Media and also the general public.

Hot Topic Vaccination

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to vaccination. Even homoeopathic peak organizations still support the need for children to be vaccinated conventionally. Homoeopathic immunization is not recognized for family tax benefits or rebates linked to immunization status and does not fulfil any childcare or school entry vaccination requirements in most of the countries.

It is true that homoeopathy works wonders in many chronic diseases and some infectious diseases. Treatment of some diseases like childhood diarrhea, hay fever, skin disorders, allergic conditions, autoimmune conditions etc. have been scientifically tested. However, no well-designed, well-reported and high quality research can be found that demonstrates the effectiveness of homoeopathy and immunization. This is in contrast to conventional immunizations which have been rigorously tested, and for which there are large amounts of high quality clinical and epidemiological data to support their efficacy in the prevention of certain childhood infectious diseases. Most of the associations like the British Homeopathic Association, Central Council of Homoeopathy and the Australian Register of Homoeopaths recommend that people should receive conventional immunization and that homoeopathic preparations “should not be recommended as a substitute for [conventional] immunization”.

However, Homoeopathy medicines can be given to lessen the possible side effects (which are very rare) of conventional vac-cination. Minor side effects such as redness, swelling, fever, pain and occasionally allergies can be easily treated with ho-meopathy medicines.

OVERVIEW OF VACCINEBy Wan Rosalina Wan Rosli, PhD

WHAT IS A VACCINE?A vaccine contains antigen(s) that is formulated using parts or whole of virus or bacteria, either killed or inactivated (weakened). It is used to induce our body’s immune system to develop protective immunity against specific diseases (MOH & JAKIM, 2014)

DISEASES THAT CAN BE PREVENTED BY VACCINES

Chicken Pox (Varicella) Dipththeria Influenza Hepatitis A

Hepatitis BHuman

Papillomavirus (HPV)

Measles MeningococcalDisease

Mumps PneumococcalDisease

Rubella Shingles(Zoster)

TetanusWhooping

cough(Pertussis)

Hot Topic: Vaccination

Hot Topic:VaccinationHOMEOPATHY AND VACCINATIONDr. (H) Faisal Mohammed Hanif Girach M.D. (Hom.), Dip. CHPProgramme coordinator- BHMS (Hons.)Faculty of Traditional and Complementary Medicine

Vaccination is the administration of antigenic material (a vaccine) to stimulate an individual’s immune system to develop adaptive immunity to a pathogen. Vaccines can prevent or ameliorate morbidity from infection. The effectiveness of vaccination has been widely studied and verified; for example, the influenza vaccine, the HPV vaccine and the chicken pox vaccine. Vaccination is the most effective method of preventing infectious diseases like polio, measles, tetanus etc. The World Health Organization (WHO) reports that licensed vaccines are currently available to prevent or contribute to the prevention and control of twenty-five infections. Few benefits of immunization are:

1. It can save your child’s life.2. It is safe and effective. Very rarely allergic reactions occur

to the vaccines but can be treated very easily.3. It protects your family and future generations.4. It saves on your time and money.

WHO has standardized national immunization schedules and it is very important for parents to follow it. There are a lot of risks if you do not immunize your child. For example if polio vaccination is not given to your child and supposedly your child gets infected with polio, than he may be crippled throughout his life. In future, your handicapped child may question you for not vaccinating him. You might be left with no answers then! 1 in 4 parents still believe vaccines can cause autism. Moreover, many parents are deciding not to vaccinate their children because they feel that diseases are no longer present due to all the vaccinations. This is incorrect, since diseases can still return, and even infect vaccinated people due to their ability to mutate when they are able to live in unvaccinated hosts. This can be clearly shown by a case in 2010: there was a whooping cough outbreak in California which was the worst outbreak in 50 years and was entirely due to parents choosing to exempt their children from vaccinations. Additionally, there was a case in Texas in 2012 where 21 members of a church contracted measles because the members of the church chose to abstain from immunizations. Similarly, in Malaysia few months back there had been many deaths from pertussis as parents had not vaccinated their children against pertussis.

A number of people use traditional and complementary medicines (commonly referred to as TCM). One form of TCM is homoeopathy, which uses highly diluted preparations that stimulate the body’s own healing response to treat a wide range of illnesses. Some people consider homeopathy for their child’s immunization rather than conventional vaccination. Homoeopathy preparations and schedules have been developed claiming to prevent childhood infectious diseases such as pertussis (whooping cough), tetanus, diphtheria, measles, mumps and rubella (German measles). However, unlike conventional vaccinations, there has been no rigorously tested research to demonstrate the safety or effectiveness of homoeopathic preparations in providing protection against childhood infectious diseases. In addition, there is no biologically plausible mechanism for how homoeopathy can act similar

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Stabilizers Sugars, gelatin To keep the vaccine potent during transportation and storage

Residual cell culture materials

Egg protein To grow enough of the virus or bacteria to make the vaccine

Residual inactivating ingredients

Formaldehyde To kill viruses or inactivate toxins during the manufacturing process

Residual antibiotics Neomycin To prevent contamination by bacteria during the vaccine manufacturing process

THIMEROSAL• Today, the only childhood vaccines used routinely that con-

tain thimerosal (mercury) are flu vaccines in multi-dose vials. These vials have very tiny amounts of thimerosal as a pre-servative.

• This is necessary because each time an individual dose is drawn from a multi-dose vial with a new needle and syringe, there is the potential to contaminate the vial with harmful mi-crobes (toxins).

• There is no evidence that the small amounts of thimerosal in flu vaccines causes any harm, except for minor reactions like redness and swelling at the injection site

• Although no evidence suggests that there are safety concerns with thimerosal, vaccine manufacturers have stopped using it as a precautionary measure.

• Flu vaccines that do not contain thimerosal are available (in single dose vials).

COMMON SIDE EFFECTS OF VACCINES• Any vaccines can cause side effects and varies with type of

vaccine. (http://www.cdc.gov/vaccines/vac-gen/side-effects.htm)• Common side effects include:

• Injection site reactions (pain, swelling and redness)• Mild fever• Shivering• Fatigue• Headache• Muscle and joint pain

WHAT IF WE STOP VACCINATING?• In 1974, Japan had a successful pertussis (whooping cough)

vaccination program, with nearly 80% of Japanese children vaccinated.

• That year only 393 cases of pertussis were reported in the entire country, and there were no deaths from pertussis.

• Then rumours began to spread that pertussis vaccination was no longer needed and that the vaccine was not safe.

• During 1974- 1975, there were incidents where two infants died within 24 h of the vaccination cause the Japanese government to temporarily suspend vaccinations. By 1976 only 10% of infants were getting vaccinated.

• In 1979 Japan suffered a major pertussis epidemic, with more than 13,000 cases of whooping cough and 41 deaths.

• In 1981 the government began vaccinating with acellular pertussis vaccine, and the number of pertussis cases dropped again.

TYPES OF VACCINES

Live attenuated virus• Weakened form of the wild virus/ bacterium.• Immune response identical to natural infection• Effective- usually only one dose required

Inactivated vaccines• Cannot replicate• Always require multiple doses• May require periodic booster doses

DNA vaccines• DNA vaccines consist of bacterial plasmid DNA able to ex-

press the antigenic protein. • No DNA vaccines have been approved for use in humans, but

four have been approved for use in veterinary medicine. • Vaccines for West Nile virus in horses, infectious haema-

topoietic necrosis virus in farmed salmon, a therapeutic vaccine for melanoma in dogs and a vaccine encoding growth hormone releasing hormone (GHRH) for prevent-ing foetal loss in pigs.

Recombinant vector vaccines• Recombinant vector vaccines are experimental vaccines simi-

lar to DNA vaccines, but they use an attenuated virus or bacte-rium to introduce microbial DNA to cells of the body. • “Vector” refers to the virus or bacterium used as the car-

rier.

VACCINE CONTENTSVaccines contain ingredients, called antigens, which cause the body to develop immunity. Vaccines also contain very small amounts of other ingredients--all of which play necessary roles either in mak-ing the vaccine, or in ensuring that the vaccine is safe and effective.

Type of ingredient Examples PurposePreservatives Thimerosal (only in

multidose vials of flu vaccine)

To prevent contamination

Adjuvants Aluminium salts To help stimulate body’s response to antigens

Hot Topic: Vaccination

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Chemistry Lab Reports at University: to Write or Not to Write Ismin Izwani Zainol AbidinSharifah Fauziah Hanim Syed ZainFarah Eliza Mohamad RasidiSaheera Kamarzaman

Cyberjaya University College of Medical Sciences, MalaysiaPublished: Journal of College Teaching & Learning – Third Quarter 2013 Volume 10, Number 3

ABSTRACTThe writing of lab report is part and parcel of Chemistry in higher institutions around the world, with almost similar formats and procedures. This paper looks at the practice of writing lab reports for Chemistry of two cohorts of the pre-university programme, as well as four cohorts of the first and second years of Bachelor of Pharmacy programme. The study also compares lab reports written by students in the respective courses to investigate the skills and knowledge obtained by students, and the value of assessment mark given onto students’ report. The effectiveness of the lab report in contributing to their knowledge during the final exam is looked into. Initial findings show that lab reports for Bach. Pharmacy can become redundant with the existence of the lab manual, hence questioning the validity of the assessment mark. All experiments tested theories with generally known results which are explained in textbooks and/ or internet, which disputes the need of a lab report. Additionally, students find questions with higher level of the Bloom’s taxonomy more difficult to handle, with an added challenge to complete the Discussion section of the lab report, despite sufficient discussions and lectures. The study ends with suggestions for alternative methods of writing lab reports – to restructure, revise and improve.

Keywords: Chemistry, lab report, assessment marks, Pharmacy students

INTRODUCTIONChemistry and its laboratory work are widely accepted that it almost cannot operate without the other, and cannot be seen in isolation. Carnduff & Reid, as cited by Reid & Shah (2007, p. 176) outlines the need for laboratory work for higher education in practical skills, transferable skills and intellectual stimulation. The skill of writing a lab report is not foreign to students either. To record and reproduce expected results is not enough, students should be able to identify how and why differences occur, and be able to explain how the data was affected from the experiment. Being able to communicate experiment results effectively, with acceptable to scientific style, are strongly recommended as it is a skill that students must demonstrate (Olney, 1997; Rowell, 1997; Rudd, 2002, Aurora, 2010). Meaningful learning, as advocated by many education theories (for example Cognitivism and Constructivism theories) can be made possible in the laboratory as students construct understanding based on the findings, critically evaluating data and supporting claims with evidence.

ObjectivesThis study aims to investigate the benefits of writing Chemistry lab report among pre-university and undergraduate students. It also aims to determine the value of assessment in Chemistry lab report among pre-university and undergraduate students.

Statement of ProblemReid and Shah (2007) mentioned that laboratories in the undergraduate level do not promote the skills of “observation, measurement, prediction, interpretation” (p.177), nor showing how a theory is confirmed, all of which are critical lab skills

students need to develop. Furthermore, only a handful of students spend time reading their lab manuals prior to entering the laboratory, and the only security is for the lecturer to include pre-lab assignments to ensure reading is done.

Students of the study consisted of 39 of the pre-university programme, and another 243 of the Bach. Pharmacy programme. Chemistry at the pre-university level and Bach. Pharmacy involve the use of lab manuals to guide students and help them to prepare; with expected results already stated. As all experiments test already-proven theories and focus on confirming concepts already taught, the development of conceptual understanding of a topic is limited. The discussion in the reports show that they fail or weak to link their observations and data collected, or merely re-stating what they found in textbooks or the internet. At times the lab sessions are a means to test students’ ability to follow instructions, not developing understanding of chemistry (Rudd, Greenbowe & Hand, 2002; Rovira-Figueroa, 2009). Gallet (1998) stressed that experiments based on “cookbook formula” leaves students without imagination and initiative, neither includes students’ involvement in the decision making process nor gives room for creating hypothesis. As future pharmacists, they must develop skills in using and testing of ideas and information beyond merely comprehension, to the best interests of the course and themselves.

Chemistry Lab at the pre-university programme is one credit unit, with 60 percent of assessment is based on the lab report that students produce. Students are given pre-lab questions and required to transfer information from the lab manual onto a flow chart diagram to ensure they read prior to the experiment session. Pharmaceutical Chemistry Lab for Bach. Pharmacy encompasses 10 percent of assessment in a three-credit unit course, equally with pre-lab questions, data sheet and post lab questions. Sheeran & Barnes, as cited by Rowell (1997, p. 33) stated that lab reports are assessed in the validity of experiments, clarification of students’ thinking, apprenticing students to the scientific community.

However, if lab manuals already contain expected results that students only need to follow its instructions and confirm its concepts, the validity of assessment mark given for Bach. Pharmacy students is questionable. Is the mark they obtain reflected their true effort in critical analysis, built their confidence and promoted effective contribution to the overall learning in the course? Most may only answered the lab questions without reflecting on the lab experiences as demanded of the course (Rovira-Figueroa, 2009). Focus of students in the course is to complete the task rather than interpreting or presenting their results effectively, questioning the skills and knowledge they actually received at the end of the course.

RESULTS AND DISCUSSIONTable 1 show the findings based on the question “I find writing of lab reports enhances my learning”. Responses were based on a five-point Liker scale: 1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree, 5 = strongly agree.

Table 1. Distribution of results among students in various cohorts

Cohort N Total (N) Mean SD

B. Pharmacy Year 1 96 103 3.65 .754

B. Pharmacy Year 4 26 33 3.65 .745

B. Pharmacy Year 2 86 93 3.53 .762

Foundation in Science 39 40 3.51 .914

B. Pharmacy Year 3 35 37 2.97 1.200

Total 284 (92.8%)

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Table 1 show all means are below 4.00; this is an early indication that students did not really find writing of lab report helped them to excel in learning nor do they find it very helpful in the course they were doing.

Another question of the questionnaire given to student was “My lab reports help me to prepare for my lab exams”. Results show the students in the Foundation in Science programme indicated that they were unaware that the lab report helped them in preparing for lab exams.

Table 2. Distribution of result among students in various cohorts

Cohort N Total (N) Mean SD

Bach. Pharmacy Year 1 95 103 3.63 .786

Bach. Pharmacy Year 2 84 86 3.63 .861

Foundation in Science 39 40 3.05 1.099

Bach. Pharmacy Year 3 n/a n/a

Bach. Pharmacy Year 4 n/a n/a

Total 218 (95.2%)

229

Hilosky, Sutman & Schmuckler, (1998) refer to the undergraduate Chemistry as verifying the already established conclusions or following the “cookbook formula” (Gallet, 1998 p.72). Such cookbooks explain the number of units each substance is required in order to achieve a target result, apart from demonstrating the combination of elements or molecules and the resulting elements or molecules (Kurtus, 2004). It is beyond doubt that the provision of a lab manual for each student is to provide proper preparations prior to an experiment. Chemistry at the beginning college level encourages students to make connections between experimental work and the related chemistry. The cookbook formula as found in the lab manual of this study does not much encourage what students should do after the data is collected (Monteyne & Cracolice, 2004).

This study has found that instead of making quality observations and relate to the concepts already established, as well as finding reasons why outcomes of some experiments became as such, students generally spend time completing the laboratory activity and produce the most needed lab report in order to gain a grade. The skill of maintaining careful records of observations and to think at the “formal operational cognitive level” (Hilosky, Sutman & Schmuckler, 1998, p.102) was not seen among samples and the lab reports analysed for this study.

Table 3. Frequency of responses to difficulties when writing a lab report

Sections of lab report/ Frequency (N = 284) Percentage

Title 7 2.5

Purpose/ Objectives 19 6.7

Apparatus/ Chemical 12 4.2

Procedure 25 8.8

Introduction/Background information 58 20.4

Result 105 37.0

Discussion 259 91.2

Conclusion 83 29.2

References 26 9.2

Others: QuestionsMajor sourcesInteraction between chemicalsUnable to find right resultAnything that is too long and not relevantCalculation

811111

2.80.40.40.40.40.4

Table 3 demonstrates that students have difficulty in completing the Discussion section of the lab report (91%), despite guidance, pre-lab discussions, availability of the lab manual as well as references. This is followed by the Result section (37%), in which students were clearly unable to relate the theory of chemistry to the outcome of the experiment, or the data obtained, leading to problems in linking both theory and data. This further supports Hilosky, Sutman & Schmuckler’s (1998) earlier statement that the skill of maintaining records of observation is seriously lacking. In some cases, students who obtained a different result from the experiment still reported the correct answer, as found in the lab manual and other sources they found, especially those that supplies the answers in the form of a chemical theory to explain their observations. Higher level questions in the Bloom’s Taxonomy (e.g. “explain”, “justify”, “analyse”) were often met with difficulty, majority not able to answer or merely regurgitated the procedure of the experiment instead. Critical analysis has not been developed through writing the lab reports; although memory skills are commendable. Reid & Shah, 2007; Rudd, Greenbowe & Hand, 2001 further advocated that laboratory activity in undergraduate level does not promote observation, measurement, prediction, interpretation skills or how a theory is confirmed. As such, students have retained little of what they learned and had difficulty applying what they know (Gallet, 1998). It is, most feared, to have led students to be akin to Gallet’s (1998) reference of his students being good cooks, but not good scientists (p.72).

The validity and reliability of a grade or mark given to a lab report in Bach. Pharmacy is questionable especially when all results are provided in the lab manual. Students do not share the actual findings from the experiment but instead use the one available in books, internet or the lab manual itself. Hilosky, Sutman & Schmuckler, in their research, emphasised that assessment of students’ lab report were based on:

“a. the overall completeness of the report (i.e., the number of questions answered)b. evidence that the student was present to conduct the experimentc. percent yield or percent error”(1998, p.102).

To them, grading on a scale between 1-10 is insufficient to grade a students’ thorough work if they met the criteria above, and that the mark should be increased to reflect students’ actual effort and production. In contrast, students in the researcher’s study hardly portrayed “completeness” when they submitted their reports, or when all results of observation were perfect even if the actual experiment was contaminated or contained errors. These students still gained 10 percent of the assessment for the course. This contradicts the findings of students who admitted that they had difficulty in the questions and completing the discussion section of the lab report.

According to Prince (2006), a mark assigned to a student should be reliable and valid, in addition to exposing students to providing information and deducing results based on materials presented by the instructor during a lab experience. The goal should be to gradually detach the students away from being too reliant on instruction as their primary sources of information, and turning them to become self learners.

CONCLUSIONThis study investigated the need for writing lab reports in Chemistry among pre-university as well as undergraduates of the Bachelor of Pharmacy programme. Essentially, all courses of Chemistry in higher education require students to produce lab reports as part of developing disciplinary writing and critical analysis.

The findings of this study have shown that students felt that

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Eliminating lab reports: a rhetorical approach for teaching the scientific paper in sophomore organic chemistry. The WAC Journal: 17-32.

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5. Hilosky, A., Sutman, F. & Schmuckler, J. (1998). Is laboratory-based instruction in beginning college-level Chemistry worth the effort and expense? Journal of Chemical Education. 75(1): 100-104.

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8. Ministry of Education Malaysia (2005). Integrated curriculum for secondary schools. Chemistry Form 5. Retrieved from http://www.moe.gov.my/bpk/v2/index.php

9. Monteyne, K. & Cracolice, M. (2004). What’s wrong with cookbooks? A reply to Ault. Journal of Chemical Education 81(11): 1559-1560.

10. Porter, R., Guarienti, K., Brydon, B., Robb, J., Royston., Painter, H., Sutherland, A., Passmore,. & Smith, M. (2010). Writing better lab reports. The Science Teacher. January: 43-48.

11. Prince, M. & Felder, R. (2006). Inductive teaching and learning methods: definitions, comparisons, and research bases. Journal of Engineering Education 95(2): 123-138.

12. Reid, N. & Shah, I. (2007). The role of laboratory work in university chemistry. Chemistry Education Research and Practice. 8(2): 172-185.

13. Rowell, P. (1997). Learning in school science: the promises and practices of writing. Studies in Science Education. 30: 19-56.

14. Rovira-Figueroa, N. (2009) Assessing the factors that affect the way(s) high school chemistry students write effective laboratory reports (Master’s thesis). Available from Dissertation Express database (UMI no: 1470167).

15. Rudd, J. Greenbowe, T. & Brian, H. (2002). Recrafting the general chemistry laboratory report. Journal of College Science Teaching 31(4): 230-234.

16. Shah, I., Riffat, Q. & Reid, N. (2007). Students’ perceptions of laboratory work in chemistry at school and college in Pakistan. Journal of Science Education 8(2). 75-79.

writing of lab reports did not help them much in the lab exam, in particular among students of Year 3 in the undergraduate programme, as well as the Pre-university students. Lab manuals that are provided to the students have trained them well to be followers of instruction, to verify the already proven conclusion with lesser need to neither be critical thinkers and good observers, nor grow new respect for the course. The researchers feel that the current lab report requirement is no longer suitable; there is little or no initiative spurred in finding answers from other trusted sources, and much to lecturers’ dismay, the occurrence of plagiarism in the writing. Despite the reference of the lab manual and the internet, students found the Result and Discussion sections very challenging. Submitting lab report had become another duty for students to do, in order to gain a percentage to help them in the overall academic grade. As such, it has denied the experience to be engaged in further discussions or development of higher order thinking; the much needed skills as future pharmacists (Hilosky, Sutman & Schmuckler’s, 1998; Rudd, Greenbowe & Hand, 2002; Monteyne & Cracolice, 2004. Lack of marking scheme, low allocation of marks, lab reports not returned or returned without feedback all contributed to poor perception of the lab report requirement and wide use of the internet and irrelevant discussions among Pharmacy students.

RECOMMENDATIONSThis study offers a re-crafting of the lab report procedure that can be adapted by all students in the institution. Gallet (1998) suggested the idea of “problem-solving teaching” (p. 73), which is highly used in most schools colleges and universities in Canada. Students are given a problem to solve, and are expected to search, investigate, make decisions, and most importantly, work in a team, in order to find its solution. Students cannot passively receive information from the lecturer or other students; they need to be assertive in gathering, and exchanging new information with other members.

At the researchers’ faculty, a new set of lab sheet has been introduced to reduce the amount of information so readily available in the lab manual. Such data sheet, given as pre and post lab experiments, is to help students be more alert on the data to be collected, conduct the experiment and be critical of how to discuss in the lab report later on. This then is followed by a mini viva session, in which key questions pertaining to the experiment are posed on them. A one-year trial conducted with Year 1 and Year 2 Pharmacy students have shown positive acceptance of the new lab sheet, with more tangible input based on what actually occurred in the lab. This augurs with the findings from Hilosky, Sutman & Schmuckler’s, 1998, who called this technique the “final oral examination of understandings from the laboratory experiences (p. 103). This technique promotes a chance for students to develop higher-order thinking and at the same time refine the skill as they progress. It also develops students’ self-motivation to learn further, apart from developing a deep approach to learning, with probing, questioning and exploring all done by the students.

This study proposes that reforms are needed to allow better acceptance of laboratory experience, which should be well nurtured and developed. Changes in the execution should be promoted – students are given partial information of the lab experiment, to only include Objectives and Purpose. As practiced in the pre-university level, Pharmacy students should also be required to submit a copy of the results obtained during the lab session to avoid unnecessary and irrelevant information. More emphasis should be placed on the importance of skills development in scientific writing, rather than the assigned grade, to divert students’ over-focus of academic performance solely.

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The faculty of Pharmacy CUCMS, prides itself on being a leader in pharmacy education in Malaysia. The faculty is the only private institute of higher education in Malaysia that to offer a Master in Clinical Pharmacy. The FOP started its first intake of students for the Bachelor of Pharmacy (Honours) program following the assessment visit by the Malaysian Pharmacy Board and Lembaga Akreditasi negara (LAN) on 6th December 2005. This faculty were led by Professor Dr Rosnani. Under this faculty which well establishment and development of clinical pharmacy at the undergraduate and post graduate (Masters in Clinical Pharmacy) and Doctor of Pharmacy (PharmD). The faculty consist of four departments namely Department of Pharmaceutical Sciences, Department of Pharmaceutical Technology & Industry, Department of Community & Pharmacy Practice and Department of Hospital & Clinical Pharmacy together with three units; Publication, Entrepreneurship, Research, Industrial Networking and Development Unit (P.E.R.I.N.D.U), Quality Assurance Unit (QA )and just a new baby unit Halal Science Centre (HSC) boasts strong linkages and research collaborations with other Universities of international repute and leading Malaysian. Pharmaceuticals. In this report, we present to you and overview of the research activities of Faculty of Pharmacy, CUCMS

Achievements of faculty membersAcademicians from FOP, namely AP Dr Zainol Akbar Zainal and Mdm Nurdiana Jamil were invited to be the OSCE question provider-cum- assessor for smoking cessation program (MQUIT) on 30th January, 20th February and 21st February 2016 at Malaysian Pharmaceutical Society (MPS)-Malaysian Academy of Pharmacy (MAP). It was indeed a great contribution and we are proud of you!

At another event, “Polypharmacy CPD Series” our team of academicians were invited as speakers. The organiser was KPJ University College of Health Sciences and held by series: on 24th May 2016, Mdm Nurdiana Jamil and Mdm Nurul Adilla @Hayat Jamaluddin were invited to speak on Diabetes and on 19th July 2016, Dr. Yaman Walid Kassab and Aina Yazrin Ali Nasiruddin were invited to share their expertise in Renal Disorders.

Figure 1 Mdm Nurul Adilla Hayat talking about Diabetes to attentive

participants

Figure 2 Dr Yaman delivering his talk on Renal Disorders

Faculty of Pharmacy (FOP)

Achievements of faculty members in research

1. 2 papers have been presented at 8th International Confer-ence on Education and Information Management, at Hotel Rainbow Paradise, Penang (15-18 May 2015)

*The impact of Essay Writing Treatment on Scientific Writ-ing ability among Pre-University Medical Studentsby NORHAFIZA ABDUL GHANI

*Bloom’s Taxonomy and Critical Thinking Intervention among Pre-University Medical Studentsby NURHAFIZAH SHAHARUDDIN

2. 1 paper have been presented at International Conference of Higher Order Thinking Skill 2016, at University Teknologi Malaysia, Skudai Johor (11-13 April 2016) Inculcating Critical Thinking in Chemistry Laboratoryby NORHASIMAH ALIAS

Research-related event by faculty/ centre members

Sharing on “Orchid and Green House Management” during UPM Forestry Department visit to CUCMS on 8th December 2015.

Centre for Foundation Studies (CFS)

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Research-related event by faculty/centre members

1. Basic Laboratory Skill Workshop 2016 was held on 23rd April 2016 with 32 participants who are FOP students. The workshop aim to equip students with basic laboratory skills before they start doing their laboratory-based final year project. The students benefited greatly from the session and the workshop and can’t wait to start immediately with their newfound knowledge

2. In a move to establish an Animal Research Committee at CUCMS, P.E.R.I.N.D.U has taken the initiative to organize Animal Ethics Committee workshop. The workshop was held on 24th April 2016 with invited guest speaker: AP Dr Abdul Rahim Mutalib, President of Laboratory Animal Science Association of Malaysia (LASAM). The workshop aim to provide sound foundation of knowledge for members in CUCMS to establish our own committee for animal ethics.

3. Research club meeting by P.E.R.I.N.D.U was held two times this year with the first on 16 March 2016 featuring FOP PhD candidate Hadijah Bt Taib, who presented on her project. The second event was held on 21st June 2016 featuring two presenters. The first was Datin Mariani Ahmad Nizaruddin who enlightened the participants with her talk on “Rang Undang-undang Farmasi (RUUF): Why Pharmacists need to be concerned?”. The next presenter was Dr Wan Rosalina Wan Rosli with her talk entitled “Pharmacogenomics: Ushering the new era of personalized medicine”. Dr Wan Rosalina also shared her experience as an invited speaker at the 1st International Seminar on Pharmaceutical Technology: Innovation and advances in Pharmaceutical Technology for the 21st Century Challenges, organised by Sekolah Tinggi Farmasi Bandung, Indonesia.

3rd Pharmacy Research Conference (3rd PRC) by Faculty of Pharmacy, CUCMS Instead of investing in art or private jet, investing in research will prove to bring more benefits long-term. With that in mind, the Faculty of Pharmacy, Cyberjaya University College of Medical Sciences (CUCMS) held 3rd Pharmacy Research Conference held on 27-29th May 2016 at our main campus in Cyberjaya. With the theme of “Quenching the Inquisitive Minds Diversity Beyond Borders”, this conference is targeted towards final year and postgraduate students, Provisionally and Fully Registered Pharmacists (PRPs and FRPs) and other young graduates who have completed their research to share their knowledge and foster interaction between pharmacy students, young graduates and young researchers.

The international conference was also co-organized with our MoU universities namely Chiang Mai University, Thailand; Universitas Gadjah Mada, Indonesia; and Sekolah Tinggi Farmasi Bandung, Indonesia.

The objectives of the conference were to provide an environment for pharmacy students and researcher to present their research work and to share their knowledge and to present and discuss the latest developments and breakthroughs in the field of Pharmacy.

The opening ceremony of 3rd PRC 2016 were officiated by guest of honour Ybhg Tan Sri Dato’ Dr R Palan, Pro Chancellor of CUCMS.

More than 94 participants were registered and total of abstract were received 62 With Oral 23 participants and Poster 39.

Together with outstanding speakers included YBhg. Prof. Dato’ Dr. Abu Bakar Abdul Majeed, Prof Datuk Dr Abdul Razak Abdul Muttalif, Associate. Prof. Dr. Mohamed Ibrahim Bin Noordin and many others.

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Faculty of Pharmacy Publication Retreat 2016This workshop held at the Meeting Room Ruak-Ruak, Paya Indah Wetlands, Dengkil Selangor on 27th until 28th July 2016, was a good start for academician under this faculty to learnt how to write in order to get recognition worldwide and sharing our research findings. A lot of scientific research has been done under FOP which includes chemical composition, pharmacology effects, pathological effects as well as toxicity evaluation of natural products, pharmacy practice, clinical pharmacy and pharmaceutics related research. Therefore, to achieve the objectives of this workshop was to enhance academician to publish a scientific manuscript in order to share our research findings throughout the world.

The Publication Retreat organised by PERINDU had 6 groups of academicians writing furiously with publishing of original articles as the goal. Despite occasionally interrupted by shouts from one another, frustrated at getting writer’s block or when needing a better sentence than ‘The tabulated result shows that...’, sentences flowed smoothly on to Microsoft Word on day 1 of the retreat.

Day 2 brought acquaintance with Professor Zulkhairy Haji Amom (UITM), who introduced his friend ‘sexy Jane’, the journal-author finder website. Sharing his pearls of wisdom and insider’s tricks,

all were deeply satisfied and eager to apply newly-learned tips to the rest of their writing. Coercion from the organiser had each group reporting their progress and pledging to meet the deadline of 31st August as a wrap to the retreat (Meaningful Merdeka!).

To sum, a once daunting task of publishing research was made achievable when the Faculty convened together as a unit and wrote in each other’s company. Special thanks to Dr. Shamima Abdul Rahman and Madam Rozila Ismail from the Research wing of PERINDU and others involved in organising, for expending their time in ensuring the retreat came to fruition.

(Citra the Hippo wishes all team ‘Good luck’).

Delegates students and lecturers from MOU university during registration session

Forum: #vapeon or #vapeoff, Moderator : Mr Masro Prof Datuk Dr Abdul Razak Abdul Muttalif, Senior Consultant, Institut Perubatan Respiratori and Mr. Ong Aik Liang Head, Inpatient Pharmacy, UKMMC, Malaysia Certified Smoking Cessation Service Provider (CSCSP) for Quit Clinic, UKMMC, Malaysia

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Title : Biofluid mechanics: an introduction to fluid mechanics, macrocirculation, and microcir culation

Author : David A. Rubenstein, Wei Yin and Mary D. Frame.

Call Number : QP90.5 .R83 2015

Summary Biofluid Mechanics: An Introduction to Fluid Mechanics, Macrocirculation, and Microcirculation shows how fluid mechanics principles can be applied not only to blood circulation, but also to air flow through the lungs, joint lubrication, intraocular fluid movement, renal transport among other specialty circulations. This new second edition increases the breadth and depth of the original by expanding chapters to cover additional biofluid mechanics principles, disease criteria, and medical management of disease, with supporting discussions of the relevance and importance of current research.

Title : Understanding research for evidence-based practice

Author : Cherie R. Rebar and Carolyn J. Gersch.

Call Number : WY20.5 .R289u 2015

Summary Develop the knowledge and skills you need to become a research-literate, evidence-based practitioner with this user-friendly book. Mirroring the way practicing nurses read research reports, the book begins with a research article’s conclusion—the section that most directly addresses the clinical meaning of a research study—and works “backward” through each section in the research article. Organized around user-centered questions, such as how conclusions were reached, which patients the conclusions apply to, and how the study was done, each chapter begins with a clinical case that identifies the clinical question the nurse is seeking to answer and one or two published research articles that directly relate to the clinical case.

Madam Rozila Ismail has been awarded as a winner for a poster presentation at PERTANDINGAN PEMBENTANGAN POSTER SEMPENA MINGGU PENYELIDIKAN PERUBATAN & KESIHATAN KE-18 entitled “Titanium Dioxide Coated With Nanofiber (Tio2 Nf) Facilitates The Osteogenic Differentiation Of Human Adipose-Derived Stem Cells In A Co-Culture System.” Many congratulations to Madam Rozila and to her investigator’s team, which his PhD Studies at Faculty of Medicine, Universiti Kebangsaan Malaysia. This selected extended abstract will be Published at special issues at Journal Research Updates in Medical Sciences (RUMes). http://www.rumesjournal.com

The photo, taken at Dewan Kuliah 2, Bangunan Praklinikal, PPUKM held at 8 August 2016, shows Madam Rozila beside her poster.

Faculty of Allied Health Sciences (FAHS)

New Books Review Congratulations Madam Rozila for Winning the Best Poster Award!

External grants received by members of faculty 1. Survey regarding vapers among Malaysian – AADK (2016)

Dr Zall Kepli & Dato’ Mahmood

List of ongoing research

1. Familial proximity among inmates with addiction back-ground (IAB) in collectivies Malay community – Dr Zall Kepli

2. Designing, Analyzing & Classifying Hip Arthroplasty for Malaysia population – Dr Mohd Yusof

Achievements of faculty members in research 1. Psychological testing & domestic violence at ILKAP & UKM

Speaker – Mrs Norhayati2. Innovation Competition Politeknik Shah Alam

Judge – Dr Mohd Yusof

Interested to be a book reviewer?Contact Mr Azhar @Library.

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DEVELOPMENT OF ASIAN HIP STEM 2 –COMPUTATIONAL ANALYSIS USING 3D FINITE ELEMENT METHODMohd Yusof Baharuddin1*, Sheikh Hussain Shaikh Salleh2, Muhammad Hisyam Lee3, and Alias Mohd Noor 2

1Biomedical Engineering Technology, Faculty of Allied Health Sciences, Cyberjaya University College of Medical Sciences, Malaysia.2Center for Biomedical Engineering, Universiti Teknologi Malaysia, Malaysia.3Department of Mathematical Sciences, Faculty of Science, Universiti Teknologi Malaysia, Malaysia.*Correspondence should be addressed to Mohd Yusof Baharuddin; myusof@cybermed.edu.my.

This paper was presented at World Congress of Osteoarthritis (OARSI 2015), Seattle,USA. The full article of this paper was published as M Baharuddin, SH Salleh, M Lee, A Mohd Noor. Development of Asian hip stem 2– Computational analysis using 3D finite element method . Osteoarthritis and Cartilage. 2015; 23: A124-A126.

BackgroundFinite element analysis (FEA) is a useful tool for preclinical testing of newly designed implants and can be used to predict early and medium term results. FEA helps the researcher to produce better designs before the fabrication stage by enhancing their understanding the stress distribution and micromotion that occurs within the medullary canal.

Materials and MethodThe implant model was designed using computer aided design (CAD) software. As the ultimate goal was to achieve optimal fit and fill, the stem was designed according to a prior anthropometric. The stem was then imported to finite element software in geometric data file format (.igs) to convert the triangle node mesh into the tetrahedral node mesh and to produce better mesh by repairing the edges. The model input file (.inp) was then converted into stereo lithographic (.stl) format. The osteotomy level was set to 20 mm above the center of the lesser trochanter. A perfect contact fit between stem and medullary canal was assumed by creating a ‘virtual surgery femur’ from the surface mesh of the correct position of the cementless stem during the surgery in a manner similar to Boolean operation in MAGICS. An average of 13 200 elements with 4200 nodes was found to be optimal for the cementless femoral stem, and the ‘virtual surgery femora’ consisted of 7900 nodes and 41 900 elements. The finite element model was completely restrained distally. Two static physiological loads were simulated; normal walking and stair climbing. The micromotion algorithm used in this study was validated experimentally in house and the algorithm was written using Compaq Visual Fortran software as the subroutine. The result focused on equivalent von Mises stress and micromotion.

Results and DiscussionThis study used both types of physiological loading: normal walking and stair climbing. However, the result did not reveal significant differences between these types of loads. The maximum stress observed was 65.38 MPa at the proximal region and minimum stress was 1.28 x 10-12 MPa at distal region. When the limit was scaled to 600 000 Pa, we found that the stress was normally distributed at metaphyseal region, which is essential for primary stability fixation and preventing stress shielding at the proximal level. The safety factor for this new stem design was computed as 2.45. The micromotion and displacement were closely related to the promotion of bone osseointegration, we found that the maximum value for micromotion was 4.76 mm with a displacement of 1.34 mm. This ensured that osseointegration occurred in the bone – stem interface and fibrous tissue formation was prevented, which reflected the implant’s fixation stability.

Extended AbstractCr

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ConclusionIn conclusion, we would like to stress the importance of stem design based on femur morphology, especially in Asians. The cementless stem design was crucial especially at the metaphyseal region which provided initial fixation stability. In addition, a universal stem of variable size is not the only option available to the peculiar morphology of the Asian population. We hope that this new designprocess framework will shorten the design cycle, and help researchers to design better femoral stems by identifying the major steps which must be taken and providing anthropometric datasets that could be used as guidelines. The use of accurate three dimensional models obtained from morphological analysis and finite element analysis could be used as preclinical assessment tools to mimic the actual optimal conditions, of stem geometry, and to rectify any problems prior to fabrication.

ReferenceM Baharuddin, SH Salleh, M Lee, A Mohd Noor. Development of Asian hip stem 2– Computational analysis using 3D finite element method. Osteoarthritis and Cartilage. 2015; 23: A124-A126

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List of ongoing research

1. Role of Homeopathy Medicine Cholesterinum in hyperlipi-demic rats - Dr. Ibrahim Usman Mhaisker

2. Role of Gymnema in diabetic rats Dr. Avanish Shukla3. Role of homeopathy in ADHD children - Dr. Reishmi B.

Devan

Achievements of faculty members in research 1. Malaysian Medical Association evidence based seminar

in T& C M - Homeopathy in Skin Diseases by Dr. Ibrahim Usman Mhaisker (May 2016)

2. NADI - Homeopathy in diabetes by Dr.Faisal (May 2016)

Faculty of Traditional & Complementary Medicine (FTCM)

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2 02/2016 : Focus on Research Methodology

This workshop were useful for academics and postgraduate students who are already involve in research and those who are about to embark a research project. It is considered essential for researchers to acquire an understanding of research methodology so that they are able to critically appraise research reports in the literature. The workshop were done for two days, 18th – 19th May 2016. The participants for the workshop is 18. Speakers for this workshop consist of Prof. Dr. Abdul Rashid Abdul Rahman, AP Dr. Muhammad Najib Mohamad Alwi, AP Dr. Basir Abidin, Dr. Wan Rosalina Wan Rosli, Norhafizah Ab Manan, Nur Ain Mahat and Ainul Akmal Marzuki.

During Prof. Dr. Abdul Rashid Abdul Rahman talk

1 01/2016 : Qualitative Research; Theory and Practice

The main objective of the workshop is to understand the underlying principles of qualitative research and have a hands-on experience in formulating the research objectives, research question as well as identifying the research site and participants. The workshop was held on 13th and 14th April 2016. The participant for this workshop is 25 and Dr. Marohaini Yusoff as a speaker for the 2 days workshop.

The photo taken at the end of workshop with Dr. Marohaini Yusoff

CGSRC Research Enhancement Workshop Series 2016

Report card of a chemistry student

(Source: http://www.aceorganicchem.com/blog)

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3 03/2016 : Focus on Scientific Writing

The workshop were targeting for academics and students who would like to sharpen their scientific writing skills especially in transferring their research work into a manuscript which is clear, systematic and high of standards. The workshop were done for two days, 15th – 16th June 2016. 28 of the participants were experienced lectures, hands on and discussion session in order to equip them with adequate skills to be prolific scientific writers in the future. Speakers for this workshop consist of Prof. Dr. Abdul Rashid Abdul Rahman, AP Dr. Muhammad Najib Mohamad Alwi, AP Dr. Basir Abidin and Dr. Wan Rosalina Wan Rosli.

Dr. Wan Rosalina Wan Rosli’s talk on the introduction, materials and method in scientific writing

AP Dr. Muhammad Najib Mohamad Alwi on his topic on Application on Reference Manager in Scientific Writing

The optimist sees the glass half full. The pessimist sees the glass half empty. The chemist sees the glass completely full, half with liquid and half with air.(Source: http://www.businessinsider.com/15-jokes-only-a-chemist-will-get-2013-10?IR=T&r=US&IR=T)

4 04/2016 : Critical Appraisal and Research Supervision

As a general objective to equip academic staff with expertise in the areas of research and development (RnD), the workshop specify to train CUCMS academic staff and postgraduate students with the essential skills of scientific critical appraisal and empower CUCMS academic staff with excellent research supervisory skills. Besides that, this workshop will help to motivate, activate and enhance research activities within various research interests in CUCMS. The workshop was held from 3rd to 5th August 2016 with 45 participants. The list of speakers are Prof. Dr. Rampal Lekhraj, Prof. Dr. Zamberi Sekawi, Prof. Dr. Abdul Rashid Abdul Rahman, AP Dr. Muhammad Najib Mohamad Alwi, AP Dr. Basir Abidin, AP Dr. Wan Sazrina Wan Zaid, and Nur Ain Mahat. A bit of difference on this workshop, on the third day of workshop, there were forum which the Panel from Prof. Dr. Lekhraj, Prof. Dr. Zamberi and AP. Dr. Wan Sazrina to discuss on the supervising a research.

Speakers giving talk on the critical appraisal and research supervision

Forum and talk on the third day of workshop on Research Supervision

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Last day submission CRERC (CUCMS Research Ethic Review Committee) Application

Last day submission CRGS (CUCMS Research Grant Scheme) Application

Registration Day (New Intake) for Postgraduate Program

Mark Your Calendar

10 thAugust

30th

August

1st

September

SCIRCIR (Sub-Committee Research, Innovation and Industrial Relation) and CRERC Meeting

SCGS (Sub-Committee Graduate Studies) Meeting

7th CUCMS Convocation

7th

September

7thSeptember

5thOctober

&

12th

November