Chaam2013

Thammasat Model of Community-based Learning

Curriculum Description and Lessons Learned

from the Undergraduate Dental Program

Sutee Suksudej & Matana KettratadFaculty of Dentistry, Thammasat University

Saturday, February 16, 13

Framework

• Prepare both knowledge & skills

• Expose students to diverse activities and in a safe environment


Diversity of activities

VDO clip


Ethics & Professionalism series

Community Dentistry series

Year 1Year 2Year 2Year 3Year 5

As a human-being: dialogue, thinking, presenting skillsAs a profession: service provider, carer

As a community member: laws, cultural competency, AECAs an administrator/manager: health/oral health systemAs an academic: EBD + critical thinking

Year 2Year 3Year 4Year 6Year 6

Holistic Health/ Community Rapport (10 day-fieldwork)

Health Promotion Planning and Evaluation I

Health Promotion Planning and Evaluation IIEpidemiology and Prevention

Community Dentistry Rotation

(12 day-fieldwork)

(12 day-fieldwork)

(4 week-fieldwork)


community-based learning: phase 1


community-based learning: phase II


Make health education fun


They’re actors/change agents not us


Various settings and target groups

Various health/oral health issues Saturday, February 16, 13

community-based learning: phase III


community-based learning: phase IV“The Rotation”


Lessons Learned • Positive feedback from the communities

• Projects based on participatory and partnership/networking approach

• Comprehensiveness guided by Ottawa Charter


Lessons Learned Feedbacks from the students

- tired, fatigue, and stress- incidences required medical care (e.g. insects bites, allergies, cuts and bruises)- inconvenience/ not comfortable- overall great experience + eye opener VDO clip


feedback from the faculty members

Lessons Learned

- students saw the interconnectedness and complexity of oral health related issues - tremendous unexpected gains e.g. meeting skill, time management skill, etc.- let both students and communities show their fullest capacities and great things happened.


- students learned by doing but no guarantee of repeated success in other context. - no standardized learning processes. - a trade off when working as a class project.- not everybody get to practice every roles. - so how to assure that individual students achieve the minimal requirement?

dealing with gen Y

feedback from the faculty membersLessons Learned


- evaluation through action and reflection takes a lot of effort and time consuming.- “individual” affective and psychomotor assessment could not be measured.

- the most problematic is using theory-based practice in Phase IV. - reality of top-down management hits.

dealing with gen Y

feedback from the faculty membersLessons Learned


Chaam2013

Documents

Transcript of Chaam2013