Comprehensive Healthcare module: medical and pharmacy students' shared learning experiences

• Published in: Medical education online Vol. 19; no. 1; p. 25605
• Main Authors: Tan, Chai-Eng, Jaffar, Aida, Tong, Seng-Fah, Hamzah, Majmin Sheikh, Mohamad, Nabishah
• Format: Journal Article
• Language: English
• Published: United States Taylor & Francis 01-01-2014; Taylor & Francis Ltd; Co-Action Publishing; Taylor & Francis Group
• Subjects: Collaboration; Community Dentistry - education; Community Medicine - education; comprehensive healthcare; Education; Education, Medical, Undergraduate; Education, Pharmacy; Full text; Humans; inter-professional education; Interdisciplinary Communication; Interprofessional Relations; Learning; Malaysia; medical; Medicine; Original; Patients; Pharmacy; primary healthcare; Students, Medical; Students, Pharmacy; Teaching - methods; Teamwork; undergraduate; Malaysia; Kuala Lumpur Malaysia; primary healthcare; medical; education; comprehensive healthcare; inter-professional education; undergraduate
• ISSN: 1087-2981; 1087-2981
• DOI: 10.3402/meo.v19.25605

The Comprehensive Healthcare (CHC) module was developed to introduce pre-clinical medical and pharmacy students to the concept of comprehensive healthcare. This study aims to explore their shared learning experiences within this module.
During this module, medical and pharmacy students conducted visits to patients' homes and to related community-based organisations in small groups. They were required to write a reflective journal on their experiences regarding working with other professions as part of their module assessment. Highly scored reflective journals written by students from the 2011/2012 academic session were selected for analysis. Their shared learning experiences were identified via thematic analysis. We also analysed students' feedback regarding the module.
Analysis of 25 selected reflective journals revealed several important themes: 'Understanding of impact of illness and its relation to holistic care', 'Awareness of the role of various healthcare professions' and 'Generic or soft skills for inter-professional collaboration'. Although the primary objective of the module was to expose students to comprehensive healthcare, the students learnt skills required for future collaborative practice from their experiences.
The CHC module provided early clinical exposure to community-based health issues and incorporated some elements of inter-professional education. The students learnt about the roles of other healthcare professions and acquired soft skills required for future collaborative practice during this module.