PRE-UNIVERSITY ONLINE EXAMINATION DURING PANDEMIC COVID-19: EXPERIENCES AND CHALLENGES

Over the last decade, online examinations have been widely practiced in both the private and government sector. Working professionals preferred the online examination because it provides them with the flexibility of time and location. However, it is not a common practice in educational institutions. Examinations are always conducted in the traditional method through physical attendance, paper, and pen. The outbreak of the covid-19 pandemic and a long duration of lockdown is a game-changer towards assessment and educational approaches that differs from traditional face-to-face methods. Therefore, the purpose of this study is to investigate the first online examination experiences and challenges faced by the foundation of science students in the Preparatory Centre for Science and Technology (PPST), Universiti Malaysia Sabah. A pre-survey questionnaire was independently developed to study these purposes. A sample of 252 students from intake session 2019/2020 is affected by this COVID-19 pandemic. In addition, the internet connectivity and readiness of the students for their online examinations are the main challenges that are highlighted in this study.

THE TEACHING OF PHILOSOPHY AND CONTEMPORARY ISSUES (FIS) IN FORMATION OF CRITICAL THINKING: A STUDY MODULES OF FIS COURSE IMPLEMENTED AT CENTRE FOR THE PROMOTION OF KNOWLEDGE AND LANGUAGE LEARNING (PPIB), UNIVERSITI MALAYSIA SABAH

The Philosophy and Contemporary Issues (FIS) course is one of the generic courses that must be taken by students in all Malaysian HEIs starting from the 2019/2020 intake session. The FIS module was developed with the aim of preparing students to be able to think critically and integrally in responding to various thinking challenges related to current issues. Critical thinking is an important element that needs to be applied in the curriculum of study at all levels. Therefore, the objective of this study is to analyse the elements of the formation of critical thinking in the study modules of FIS courses implemented at Universiti Malaysia Sabah. This study is included in a qualitative study. Thus, this study uses a document analysis design consisting of FIS modules, journals, and review articles related to the formation of critical thinking. The results of the study found that there are several elements of skills and sub-skills that can contribute towards the formation and application of critical thinking in the study modules of FIS courses offered at Universiti Malaysia Sabah. By studying this course, it is hoped that students' appreciation of this course will continue to increase and can help in the process of forming critical thinking in line with the direction of the national education system, namely value-based education.

Intake Interviews—The “Real” Problem and the Best Way to Fix It

In Intake Interviews, the “Real” Problem, and How to Fix It, the authors identify the process and unrealistic expectations of the intake interview. With a 60 to 90 minute framework, the clinician is to identify problems, diagnose, and document a treatment plan. The intake interview often is a formal or standardized process for therapy—a process that may neither be formal nor standardized. Moreover, there is very poor consistency on how to interpret information form an intake session. Clinicians will often disagree on diagnoses and problem areas. Therapists inevitably will develop very diverse treatment plans. Diagnoses tend to be highly inconsistent among clinicians and often contribute more to client stigma than care. Moreover, the formal process of the intake interview may take away from the client’s agenda, which is important to understanding the client and the client returning for therapy.

An illness narrative or a social injustice narrative?

This chapter discusses the difficulty faced by therapists when, instead of a story of emotional problems, they are presented in the course of a professional consultation with a narrative about social injustice. The chapter includes a detailed analysis of a single intake session and subsequent post-intake interviews, taken from a large study on intakes in mental health clinics with culturally diverse populations in Israel. The client–subject of this chapter presented herself to a mental health facility, claiming a state of crisis due to the downgrading of her employment status, which she attributed to systematic corporate injustice. During the intake interview, there were a number of disagreements between the client and the therapist. While the client sought to relate a narrative of injustice, the therapist insisted on identifying an illness narrative. This chapter argues that the battle of narratives is a political battle, and highlights the political power wielded by therapists in defining diagnoses and treatment recommendations.

Parental Emotion Regulation and Mentalization in Families of Children With ADHD

Objective: The aim of this study is to examine the role of parental emotion regulation (ER) and parental mentalization as possible contributors to hostile and coercive parenting in families of children with ADHD. Method: Seventy-four Israeli families (64 mothers and 48 fathers) seeking parent training for child ADHD completed measures during the intake session. Measures included parental ER; parental mentalization; hostile, coercive, and submissive parenting; and child symptoms. Results: Findings suggested a relationship between parental ER and coercive parenting independent of child age, symptom level, and parental mentalization. Parental mentalization appeared to buffer against hostility specifically among parents with low ER capacities. Patterns were parallel for mothers and fathers. Conclusion: Study findings highlight the importance of evaluating and addressing parental ER in interventions attempting to reduce coercive parenting. The findings also highlight the potential role of parental mentalization as a protective mechanism against hostile parenting in families of children with ADHD.

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OBJECTIVES/SPECIFIC AIMS: To characterize parent communication frequency and content between systems of care (medical, school, and sports/recreation) of concussed youth who are in prolonged recovery. METHODS/STUDY POPULATION: In this ongoing study, 16 concussed youth (average age=14.9 years, SD=1.5; 31.2% female and 68.8% male) and their parent study partner (average age=44.3 years, SD=4.3; 87.3% female and 12.5% male) have been enrolled to date from sports medicine clinics. Demographic information was obtained during the initial clinic intake session. Weekly phone calls were also conducted with the parent and child until the child was considered asymptomatic (ie, reporting no symptoms on the SCAT3), to collect data on communication with the school, sport/recreation, and medical systems throughout the recovery process. For the purpose of this study, we evaluated communication patterns of those parents who had a child in prolonged recovery (ie, symptomatic 14 d or more post-concussion injury). Communication variables included frequency (ie, number of times a parent contacted or attempted to contact a system of care) and content or topic discussed during the contact event. RESULTS/ANTICIPATED RESULTS: Of the 16 enrolled participants to date, 68.8% (n=11) experienced concussion related symptoms 14 days postinjury (M=22.2, SD=4.6) at the time of their 2 week follow-up call and were thus considered to be in prolonged recovery. Of those 11, 81.8% (n=9) of parents reported communicating with the school system at some point between the initial clinic intake session and the 2 week follow-up phone call. The frequency of communication for this period ranged between 0 and 10 instances of contact (M=2.5, SD=2.9). Of the 11 prolonged cases, 8 participants were members of sports teams. Sixty-three percent (n=5) of those parents with a child on a sports team communicated with a coach while none of the parents contacted a team athletic trainer. The frequency of communication with the coach ranged from 0 to 8 (M=1.5, SD=2.5) over the course of 2 weeks from enrollment. With regards to the medical system, the majority of parents (72.7%, n=8) communicated at least once with a medical professional during the same time period. The frequency of communication with the medical system ranged from 0 to 8 (M=2.2, SD=2.6) points of contact. Themes that arose for communicating with the school system included informing school personnel of academic accommodations prescribed by the physician, explaining absences, and concerns about missed academic work and grades. The content of communication with the sports system (ie, coach) pertained to return-to-play issues as well as progress updates on recovery. Themes for communication with the medical system were centered on scheduling appointments, attending follow-up medical appointments, and starting return-to-play protocols. DISCUSSION/SIGNIFICANCE OF IMPACT: Parents of concussed youth who were still in prolonged recovery, for the most part, appear engaged in communicating with multiple systems of care. However, a subset of parents did not participate in contact with these systems. Further discussion of these findings will highlight areas for improvement in concussion management as well as strategies parents can utilize to advocate for their child in terms of return-to-learn and recovery.