Post on 15-May-2015
Education for Sustainable Development:
The Medical Paradigm
PROFESSOR DR JAMUNA VADIVELUHEAD, MERDU
FACULTY OF MEDICINEUNIVERSITY OF MALAYA
Introduction• Education for health can profoundly
influence sustainable development in terms of human welfare and lifestyle.
• Mankind cannot achieve sustainable development when there are recurrent chronic diseases.
• Mankind cannot maintain their population without a reactive health care system and healthy lifestyle.
THE MBBS CURRICULUM
FIVE YEAR COURSE
THREE PHASES
THREE STRANDS
MBBS Curriculum in University of Malaya• Content of the medical course is divided
into three main strands.THE SCIENTIFIC
BASIS OF DISEASE
MBBS
PROFESSIONAL AND PERSONAL DEVELOPMENT
DOCTOR,PATIENT,HEALTH AND SOCIETY
(DPHS)
PHASE OF STUDY SCIENTIFIC BASIS DOCTOR, PATIENT HEALTH AND SOCIETY (DPHS)
PERSONAL AND PROFESSIONAL DEVELOPMENT (PPD)
Phase I Normal Human Body & Its Function (52 weeks)
Core And
Systems
CommunityMedicine
Behavioural
Science
CommunicationSkills
CommunityFamily Case
Studies (CFCS)
Attitude, Character and Ethics (ACE)
Management
Electives
Phase IIBody’s Reaction to Injury(52 weeks)
Phase IIIPractice-Based Medicine(142 weeks)
Curriculum Chart
MBBS Curriculum Timeline
Phase I The Normal Human Body and its Function
Phase II The Body’s Reaction to Injury
Phase IIIA CLINICAL POSTINGS
Phase IIIB CLINICAL POSTINGS
Phase IIIB CLINICAL POSTINGS
YR 1
YR 2
YR 3
YR 4
YR 5
Introduction to clinical practice
Phase Two Elective
Phase Three A Elective
New Integrated Curriculum:Elective Programme • Phase Two Elective
• Enable students to learn skills and knowledge that is not in the formal curriculum
• Improve student interaction with patient and community
Elective programme:The past • Aimed to study the impact of health on
human population.• Projects were inflexibly structured within
the formal curriculum. • Lack of diverse approaches in the
understanding of medicine from a traditional viewpoint.
Traditional and complementary medicine (T&CM) in Malaysia
• Multi-cultural society consisting of Malays (and indigenous people), Chinese and Indians.
• T&CM is deeply embedded in the respective cultures and influences their health care practices.
• Ministry of Health (MOH) formed the Traditional and Complementary Medicine Division (T&CMD) in 2004 to ensure highly regulated qualified practices.
Elective programme:New policy• 2012: the elective programme was
restructured to • Broaden students’ perspective in
dynamic changes in healthcare without prejudice.
• Aimed at medical students to value and affirm their traditional knowledge in health advocacy.
Elective programme:New policy• Grouping: Five to six students per group
• 43 groups (2012) • 34 groups (2013)
• In 2013, each group consisted of members from different races and genders.
Elective programme:New policy• Each group was free to choose their
research interests and was advised to look for preferable and appropriate supervisors.
• E-learning platform provided guidelines:
Writing proposal
Project presentatio
n Report Ethics
application
Elective programme:New policy• Students presented their oral or poster
presentations by the end of the elective programme.
• Student organised the event:
• Monitored by two faculty coordinators.
Logistics Tables, chairs, poster boards
etc
Equipment Projector,
public address
system etc
Programme events
Presentation orders, flow
etc
Session moderators
& judges
Assessment • Two different rubrics were developed to
evaluate oral and poster presentations.
Assessment: Poster presentation • Poster presentation assessed two major
aspects• Total: 40 marks
Poster Aspect (30 marks)
a. Organisation
b. Design
c. Content Oral Aspect (10 marks)
a. Presenters’ personal styles
b. Delivery
c. Timing
Assessment: Oral presentation • Oral presentation assessed two major
aspects: • Total: 40 marks
Power Point Aspect (30 marks)
a. Story board
b. Design
c. Content
d. Evidence of learning
Oral Aspect (10 marks)
a. Presenters’ personal styles
b. Delivery
c. Timing
Assessment:Based on additional presentation methods
• Students’ oral presentations may have included:
• Separate rubrics were designed.
BrochuresLive
demonstrations
Sketches
Assessment:Results
• 2012: • Students’ mean was 30.2/40.0 (SD=3.2).
• 2013:• Students’ mean was 29.5/40.0 (SD=2.5).
Examples of projects• Acupuncture: concepts and benefits• Efficacy of foot reflexology as an alternative
medicine• Quranic verses: secrets of healing• Solat from medical perspective (Poster)• Modern Qigong and its benefits• T’ai Chi and its benefits to our health
(Video)• How Yoga affects the psychological aspects
of the practitioners
Discussion:Key to successes • As the event organisers, students adopted
independency.
• The process of organising this event helped students in developing sense of belonging
Discussion:Key to successes • One of the key successes was learner
autonomy.
• Students were free to choose their project topics and select their desirable supervisors.
• Students seemed to truly enjoy the experience in • video production• field work
Discussion:Key to successes • Learner autonomy does not mean students
to be left on their own.
• The programme would not have been successfully conducted without a close monitoring from the two faculty coordinators.
Discussion: Areas for improvements• Some students still chose to research into
clinical sciences:• Influenced by their supervisors in
deciding the project title, or • Students have no originality in opinions
• Unless students recognise the importance of T&CM, they would not choose to explore T&CM.
Conclusion• Through practicing learner autonomy,
medical students became active learners.• Students learnt multicultural interchanges,
leadership and teamwork, sharing of resources and research skills.
• This policy could be seen as a starting point for students to develop interest in balancing uses of both modern health science and T&CM in sustaining desirable human lifestyle.
End -Thank you
Medical Education & Research Development Unit (MERDU), Faculty of Medicine, University of Malaya, Malaysia.
Dean
Deputy Dean
HeadMERDU
Academic, administrative & support staff