1. Factors affecting interpersonal skills among second year medical student of UKMMC Lab 3 Medicine & Society Faculty of Medicine Universiti Kebangsaan Malaysia Associated Prof Dr Azmi Bin Mohd Tamil Facilitator : Dr Haikal Ghazali

2. MEMBERS OF LAB 3  ADNAN YAKUBA147315  THAM KHOI MANA148352  SITI NORAISYAH BT MAHIDINA143614  SYAZLIYANA RAZALIA147321  AHMAD ASYRAF NORDINA147286  NINA HENRYA148479  NUR AMIRAH FARHANAH HASHIMA147308  NURUL AQILAH MOHD HASSANA148604  HAMIZHAH AN NADIAH BINTI AZLANA149493  NUR ‘ALLIA SHAFIQA MOKHTARA143669  MUHAMMAD NIZAM BIN SAHARONA148631  NG SHEEN DEEA147436  NOOR FARIHAH ZULYANA FOUZIA148202  AEMYRUL AINUL YAQIEN MOHD ZULHELMI TANA149648  ONG SEE KEONG A149581  MOHAMAD AFIQ BIN ZULKIFLYA143612  POON WEN QI A149428  SITI THAHIRAH BINTI ABUL KALAMGA02542  KANMANI A/P TANGGAYAHGA02517

3. INTRODUCTION Conceptual Definition : Interpersonal skills is defined as those skills which one needs in order to communicate effectively with another person or a group of people. (Rungapadiachy, 1999, p.193) Operative Definition : Interpersonal skills is the skills acquired to send clear messages, listen, give and receive feedback, and handle emotional interactions.

4. Different factors can influence individual interpersonal skills. Thus, by performing this study, we can determine several factors that affect the individual interpersonal skills. INTRODUCTION

5. DEFINITION Gender Conceptual : The state of being male or female. (Merriam-Webster Dictionary) Operative : The biological sex such as male or female. Modes of High School Conceptual : Secondary education level with a duration of five years. Operative : Classification of high school into two different categories, which are SBP/MRSM and Other Types of School such as regular day school etc.

6. DEFINITION Types of Pre-University Programme Conceptual : An intermediate course taken before entering into a university programme. (EduSpiral) Operative : The course taken, which lasts for one year (Matriculation/Asasi) or more than one year (STPM/A- Level/Foundation). Parents’ Education Level Conceptual : Parents’ highest level of schooling reached. It refers to institutions attended and certificates, degrees or diplomas obtained. (Statistics Canada, 2005) Operative : The highest level of education which falls into three categories, such as SPM or STPM or Degree/Master/PhD.

7. Gender In line with previous research on gender differences, this study found a small tendency for women to score higher on ratings of interpersonal skills. (Hyde, 2005; Hyde & Linn, 1988;Stuhlmacher & Walters, 1999) LITERATURE REVIEWS

8. Modes of High School The results showed that among the respondents who comprised 214 students from Maktab Rendah Sains Mara (MRSM) and fully boarding schools (Sekolah Berasrama Penuh), 116 students (54.2%) were of the Extrovert- Intuition, 43 students (20.1%) were Extrovert-Sensing, 31 students (14.5%) were Introvert-Intuition and 24 students (11.2%) were Introvert-Sensing, thus majority fall under extrovert category – friendly, talkative, sensitive and outgoing; able to communicate and connect with others; energetic; ingenious, imaginative, and creative with a global perspective. (Rio Sumarni Shariffudin; Lee Ming Foong; Hasuzila Hasan. 2006)

9. Types of Pre-university Programme STPM background have good in basic skills in communication skills. Because they have taught about the basic skills in communication skils through “pengajaran dan pembelajaran” during in their school. (Sayed Mahussain & Fathiah; 2009)

10. Parents’ Education Level Children of parents with an education level of Barchelor’s degree or higher performed better in social development assessments. (Emanique Matthews, 2008)

11. PROBLEM FRAMEWORK Interpersonal Skills Factors Influence Parents’ Education Level Modes of High School Gender Types of Pre – University Programme

12. GENERAL OBJECTIVE  To determine factors affecting interpersonal skills among the second year medical students of Universiti Kebangsaan Malaysia.

13. SPECIFIC OBJECTIVES  To determine the relationship between gender and interpersonal skills.  To determine the relationship between the modes of high school and interpersonal skills.  To determine the relationship between types of pre-university programme and interpersonal skills.  To determine the relationship between parents’ education level and interpersonal skills.

14. HYPOTHESIS  Female students have higher interpersonal skills compared to male students.  Students from SBP/MRSM have higher interpersonal skills compared to students from other types of schools.  Students from STPM/A-Level/Foundation have higher interpersonal skills compared to students from Matriculation/Asasi.  Students whose parents with degree/master/PhD qualification have higher interpersonal skills.

15. A) CROSS-SECTIONAL STUDY  measures the relationships of variables (manipulated and responding) in a defined population at one particular time. B) STUDY FIELD  PPUKM, Cheras. METHODOLOGY 15

16. C) CONVENIENT SAMPLING  93 medical students in PPUKM on 28th October 2015 D) QUESTIONNAIRE  Self administered 16

17. D) DATA ANALYSIS  Microsoft Excel 2010 and SPSS version 17.0 E) ANALYTIC STATISTIC  Student t-test  ANOVA test  Significant level of p < 0.05 17

18. RESULT Data Presentation and Data Analysis

19. Gender

20. Ho :There is no difference in the level of interpersonal skills between male and female medical students. p > 0.05 – Not significant H 0 is not rejected CONCLUSION: There is no significant difference in the level of interpersonal skills between male and female medical students. GenderNMeanSD FEMALE5173.0011.42 MALE4276.3814.09 GenderMeant-valuep-value FEMALE73.00 0.1490.204 MALE76.38

21. Modes of High School

22. NMeanSD SBP/MRSM3672.9714.13 OTHERS5775.5111.80 Mode of High School Meant-valuep-value SBP/MRSM72.97 0.9350.352 OTHERS75.51 Ho :There is no difference in the level of interpersonal skills between students from SBP/MRSM and other types of school. p > 0.05 – Not significant H 0 is not rejected CONCLUSION: There is no significant difference in the level of interpersonal skills between students from SBP/MRSM and students from other types of school.

23. Types of Pre-University Programme

24. Pre-universityMeant-valuep-value MATRICULATION/ASA SI 75.09 0.9720.334 STPM/A- LEVEL/FOUNDATION 71.60 Pre-university ProgrammeNMeanSD MATRICULATION/ASASI7875.0912.51 STPM/A- LEVEL/FOUNDATION 1571.6013.94 p > 0.05 – Not significant H 0 is not rejected Ho :There is no difference in the level of interpersonal skills between the matriculation/Asasi and STPM/A-Level/Foundation. CONCLUSION: There is no significant difference in the level of interpersonal skills between the pre-university programmes – Matriculation/Asasi and STPM/A-Level/Foundation.

25. Parents’ Education Level

26. Parent’s Education Level NMeanSD SPM2972.9014.59 STPM1774.659.77 Degree/Master/P HD 4775.4912.61 Parent’s Education Level MeanANOVAP-value SPM72.90 F= 0.3670.694 STPM74.65 Degree/Master/P HD 75.49 p > 0.05 – Not significant H 0 is not rejected Ho :There is no difference in the level of interpersonal skills between the parents’ education levels. CONCLUSION: There is no significant difference in the level of interpersonal skills between the parents’ education levels.

27. DISCUSSION Results There is no significant difference in the level of interpersonal skills between male and female medical students. Interpersonal skills include many aspects such as self- awareness, effective listening, questioning, oral communication, helping or assessing, assertiveness, reflecting and non-verbal communication. However, this research only focused on four aspects, which are sending clear messages, listening, giving and receiving feedback, and handling emotional interactions Apparently, women appeared to score higher on empathy, but lower on assertive communication as compared to men. There is no significant difference in the level of interpersonal skills between students from SBP/MRSM and students from other types of school. Soft skills have been incorporated into the Basic Vocational Education (PAV) through the curriculum outlined by the Ministry of Education Malaysia (MOE), which led to the construction of self-esteem, the development of entrepreneurial competencies and competency development of vocational skills suited for the application of Soft Skills that emphasize moral values in life.

28. DISCUSSION Results There is no significant difference in the level of interpersonal skills between the pre-university programmes – Matriculation/Asasi and STPM/A-Level/Foundation. It was found out that all the pre-university programmes not only focus on curriculum and academic, but also highlights the importance of soft skills and communication skills through the participation in extra-curricular activities, social clubs and organisations provided such as Students Council. There is no significant difference in the level of interpersonal skills between the parents’ education levels Parents’ education level do not play a significant role in developing an individual’s interpersonal skills because a child spends more time in schools, involving in curriculum and extracurricular activities. Besides, this aspect is also affected by the total time spent between the parents and the children. Thus, parents’ education level is not the sole factor which affects a child’s interpersonal skills.

29. LimitationSuggestion i. - Small sample size- Use a large sample size. For example, a total number of 500 medical students of UKM ii. - Non-randomised sample- Pick 100 subjects randomly from each year of study in order to make sure that the sample is randomised. iii. - Validity of the questionnaire because it is obtained from a previous research paper in year 1971 - Use the questionnaire from year 2000 onwards - Design and validate a questionnaire by professional person from particular field iv. - Overwhelming of questions in the questionnaire - Modify the questionnaire to contain only 20 questions which are specific to cover all the aspects of interpersonal skills. Limitation and Suggestion

30. CONCLUSION  Gender, modes of high school, types of pre-university programme and parents’ education level are not the factors affecting interpersonal skills among second year medical students of UKMMC.

31. REFERENCE Bienvenu. M.j., SR. Measurement of Parent Adolescent Communication, The Family Coordinator,1969, 18,117-121 Bienvenu. M.j., SR. Measurement of Marital Communication, The Family Coordinator,1970,19, 26-31(a) Bienvenu. M.j., SR. Measurement of Parent Adolescent Communication, and self - esteem. Jurnal of Home Economics. 1970,62,334-335(b) Bienvenu. M.j., SR. An Interpersonal Communication Interventory The Journal Of Communication, 1971, 21(4),381-388 Emanique Matthews. (August 2008). Investigating The Association Of Parental Influence And Children’s School Readiness and Early Academic Achievement : An analysis Using Early Childhood Longitudinal Study- Kindergarten (ECLS-K), (pp58) Sayed Mahussain Bin Sayed Ahmad & Fathiah Binti.Mustaffa. Fakulti Pendidikan, Universiti Teknologi Malaysia. Kemahiran Berkomunikasi Secara Berkesan Dalam Kalangan Pelajar Sarjana Muda Sains Serta Pendidikan.(2008) Ministry of Education Malaysia (2011b). Kertas Cadangan Bil. 4/2011, Mesyuarat Jawatankuasa Kurikulum Pusat. Putrajaya: Bahagian Pendidikan Teknik dan Vokasional. Mustapa Mohamed. (2007, July 14). Ketiadaan Kemahiran Insaniah Punca Siswazah Menganggur, Kata Mustapa. Attach at July 30, 2012 from http://www.bernama.com/

32. THE END THANK YOU