Impact of faculty development programs for positive behavioural changes among teachers: a case study

Shuh Shing Lee,Chaoyan Dong,Su Ping Yeo,Matthew CE Gwee,Dujeepa D. Samarasekera 한국의학교육학회 2018 Korean journal of medical education Vol.30 No.1

Purpose: Faculty development (FD) is essential to prepare faculty members to become effective teachers to meet the challenges in medical education. Despite the growth of FD programmes, most evaluations were often conducted using short questionnaires to assess participants’ satisfaction immediately after they attended a programme. Consequently, there were calls for more rigorous evaluations based on observed changes in participants’ behaviours. Hence, this study aims to explore how the FD workshops run by the Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore have impacted behavioural changes in the educators. Methods: We followed up with the educators at least half a year after they have attended the workshops. With limited literature as reference, we initiated a small-scale case-study research design involving semi-structured interviews with six educators which was triangulated with three focus group discussions with their students. This allowed us to explore behavioural changes among the educators as well as evaluate the feasibility of this research methodology. Results: We identified three emerging categories among the educators: ignorance to awareness, from intuition to confirmation and expansion, and from individualism to community of practice. Conclusion: Although FD have placed much emphasis on teaching and learning approaches, we found that the teacher-student interaction or human character components (passionate, willing to sacrifice, are open to feedback) in becoming a good educator are lacking in our FD workshops.

Improving a newly adapted teaching and learning approach: Collaborative Learning Cases using an action research

Shuh Shing Lee,Shing Chuan Hooi,Terry Pan,Chong Hui Ann Fong,Dujeepa D,Samarasekera 한국의학교육학회 2018 Korean journal of medical education Vol.30 No.4

Purpose: Although medical curricula are now better structured for integration of biomedical sciences and clinical training, most teaching and learning activities still follow the older teacher-centric discipline-specific formats. A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), was adopted in the medical school to facilitate integration and collaborative learning. Before incorporating CLCs into the curriculum of year 1 students, two pilot runs using the action research method was carried out to improve the design of CLCs. Methods: We employed the four-phase Kemmis and McTaggart‘s action research spiral in two cycles to improve the design of CLCs. A class of 300 first-year medical students (for both cycles), 11 tutors (first cycle), and 16 tutors (second cycle) were involved in this research. Data was collected using the 5-points Likert scale survey, open-ended questionnaire, and observation. Results: From the data collected, we learned that more effort was required to train the tutors to understand the principles of CLCs and their role in the CLCs sessions. Although action research enables the faculty to improve the design of CLCs, finding the right technology tools to support collaboration and enhance learning during the CLCs remains a challenge. Conclusion: The two cycles of action research was effective in helping us design a better learning environment during the CLCs by clarifying tutors’ roles, improving group and time management, and meaningful use of technology.

Mobile learning in clinical settings: unveiling the paradox

Shuh Shing Lee,Sook Muay Tay,Ashokka Balakrishnan,Su Ping Yeo,Dujeepa D,Samarasekera 한국의학교육학회 2021 Korean journal of medical education Vol.33 No.4

Purpose: The use of mobile devices among medical students and residents to access online material in real-time has become more prevalent. Most literature focused on the technical/functional aspects of mobile use. This study, on the other hands, explored students, doctors and patients’ preferences and reasons towards the use of mobile devices in clinical settings underpinned by the Technology Acceptance Model 2 (TAM 2). Methods: This research employs an exploratory research design using survey and semi-structured interviews. An online survey was administered to clinical year medical students, followed by semi-structured interviews with the doctors and patients. Questions for the online survey and semi-structured interviews were derived from previous literature and was then reviewed by authors and an expert panel. A convenience sampling was used to invite voluntary participants. Results: Survey findings showed that most medical students used their devices to find drug information and practice guidelines. The majority of the students accessed UpToDate followed by Google to access medical resources. Key barriers that students often encountered during the use of mobile devices were internet connectivity in the clinical settings, reliability of the information, and technical issues. Thematic analysis of the interviews revealed four themes: general usage by students, receptivity of the use of mobile devices by students, features in selecting resources for mobile learning, and limitation in the current use of mobile devices for learning. Conclusion: The findings from this study assist in recommending suitable material using mobile devices to enhance learning in the clinical environment and expand the TAM 2.

Faculty development in medical education: an environmental scan in countries within the Asia pacific region

Dujeepa D. Samarasekera,Shuh Shing Lee,Ardi Findyartini,Rita Mustika,Hiroshi Nishigori,Shunsuke Kimura,이영미 한국의학교육학회 2020 Korean journal of medical education Vol.32 No.2

Purpose: In recent years, faculty development (FD) research is more noticeable within an inter-professional context and in allied health education. However, there is a paucity of published literature on FD medical education programs in Asia. With the formation of the Asia Pacific Medical Education Network (APME-Net) in 2015, a scoping review of an environmental scan of FD medical education programs in main institutions in South East Asia and Australia in 2018 was conducted. Methods: A survey was developed to collect data on FD in medical education after several rounds of discussion with APME-Net members. The representatives from nine countries in Asia and Australia were invited to partner in this research project. They sent the questionnaire to the Dean of all different medical schools after ethical clearance. The data collected was analyzed using descriptive statistics. Results: Only institutions in four countries responded to the questionnaire. The medical/health professions education center/ department/unit has been established in most educational institutions in these countries. These centers/departments/units mostly carry out FD programs to improve the teaching and learning skills of trained participants, particularly clinical teachers via workshops and seminars. Staffing issues and participant buy-in are the current key priorities of the center/department/unit in terms of FD. Lastly, research related FD program has not been well-supported in these countries, hence, the lack of publication in this area. Conclusion: Collaboration between countries to address key areas of interest and develop more standardized and productive FD medical education is required especially in research.

Development of student empathy during medical education: changes and the influence of context and training

Dujeepa D. Samarasekera,Shuh Shing Lee,Su Ping Yeo,Gominda Ponnamperuma 한국의학교육학회 2022 Korean journal of medical education Vol.34 No.1

Purpose: Empathy levels have been observed to often decrease when medical undergraduates move to the clinical years, particularly in the Western countries. However, empathy either remains similar or increases in many Asian medical schools. This study investigated the longitudinal empathy profile of medical students in Singapore. Methods: Two cohorts of medical students who enrolled in 2013 and 2014 to the National University of Singapore were tracked for 5 years. The Jefferson Scale of Empathy–student version was used. Analyses on the mean of the empathy level and individual factors, year-wise and gender comparison were conducted. Results: Average response rates for cohort 1 and 2 were 68.1% (n=181–263) and 55.4% (n=81–265), respectively. For both cohorts, there was no significant change across year of study in the mean empathy score. Average scores for both cohorts were 113.94 and 115.66. Though not significant, we observed mean empathy to be lowest at the end of year 5 (112.74) and highest in year 2 (114.72) for cohort 1 while for cohort 2, the lowest level of empathy was observed in year 5 (114.20) and highest in year 4 (118.42). Analysis of subcomponents of empathy only showed a significant difference for cohort one factor 1 (perspective taking) and factor 3 (standing in patients’ shoes) across the study years. Conclusion: No significant change in empathy score was observed during the transition from pre-clinical to clinical years, unlike many Western and Far-Eastern studies. This might be due to the curriculum and influence of the Asian values.

Complex and novel determinants of empathy change in medical students

Gerald Sng Gui Ren,Joshua Tung Yi Min,Yeo Su Ping,Lee Shuh Shing,Ma Thin Mar Win,Hooi Shing Chuan,Dujeepa D. Samarasekera 한국의학교육학회 2016 Korean journal of medical education Vol.28 No.1

Purpose: Physician empathy is a core attribute in medical professionals, giving better patient outcomes. Medical school is an opportune time for building empathetic foundations. This study explores empathy change and focuses on contributory factors. Methods: We conducted a cross-sectional study involving 881 students (63%) from Years 1 to 5 in a Singaporean medical school using the Jefferson Scale of Physician Empathy-Student version (JSPE-S) and a questionnaire investigating the relationship between reported and novel personal-social empathy determinants. Results: Empathy declined significantly between preclinical and clinical years. Female and medical specialty interest respondents had higher scores than their counterparts. Despite strong internal consistency, factor analysis suggested that the JSPE model is not a perfect fit. Year 1 students had highest Perspective Taking scores and Year 2 students had highest Compassionate Care scores. High workload and inappropriate learning environments were the most relevant stressors. Time spent with family, arts, and community service correlated with higher empathy scores, whilst time spent with significant others and individual leisure correlated with lower scores. Thematic analysis revealed that the most common self-reported determinants were exposure to activity (community service) or socialisation, personal and family-related event as well as environment (high work-load). Conclusion: While the empathy construct in multicultural Singapore is congruent with a Western model, important differences remain. A more subtle understanding of the heterogeneity of the medical student experience is important. A greater breadth of determinants of empathy, such as engagement in arts-related activities should be considered.

Admission policies and methods at crossroads: a review of medical school admission policies and methods in seven Asian countries

Diantha Soemantri,Indika Karunathilake,Jen-Hung Yang,Shan-Chwen Chang,Chyi-Her Lin,Vishna D,Nadarajah,Hiroshi Nishigori,Dujeepa D,Samarasekera,Shuh Shing Lee,Lilybeth R,Tanchoco,Gominda Ponnamperuma 한국의학교육학회 2020 Korean journal of medical education Vol.32 No.3