Communities and Education

Young Biomedical Science Programme: The Design and Impact of a Longitudinal Training on Medical Education for Postdoctoral Fellows

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SAMARASEKERA, D. D.1*, HOOI, S. C.2, TAN, C. H.3, BAN, K.4, KOH, D. R.2, LIAN, D.5, YAP, C.2, CHEN Z. X.2, Raja Indran, I.3, ANG, E. T.6, LIU, H. Y.7, and Lee, S. S.1

1Centre for Medical Education (CENMED), Yong Loo Lin School of Medicine (YLLSOM)
2Department of Physiology, YLLSOM
3Department of Pharmacology, YLLSOM
4Department of Biochemistry, YLLSOM
5Department of Pathology, YLLSOM
6Department of Anatomy, YLLSOM
7Department of Microbiology and Immunology, YLLSOM

*dujeepa@nus.edu.sg

 

Samarasekera, D. D., Hooi, S. C., Tan, C. H., Ban, K., Koh, D. R., Lian, D., Yap, C., Chen Z. X., Raja Indran, I., Ang, E. T., Liu, H. Y., and Lee, S. S. (2023). Young Biomedical Science Programme: The design and impact of a longitudinal training on medical education for postdoctoral fellows [Paper Presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. (Insert URL)

SUB-THEME

Communities and Education

 

KEYWORDS

Biomedical science, educators, teaching career, course design, programme impact

 

CATEGORY

Paper Presentations 

 

INTRODUCTION

an academic role (Golde & Dore, 2001; Austin, 2002). Graduate students and early career scientists, including postdoctoral fellows, often face limited options for structured opportunities to enhance their understanding of who want to learn more about teaching and, more importantly, learning, have few role models to turn to. This can be more pronounced in medical and basic science departments where the emphasis is on generating and publishing research data to advance their scientific research. Even when scientists themselves are interested in teaching or participating in science outreach programmes, they may be discouraged because their contribution in teaching and learning may not be aligned to their research goals. Despite the obvious need for graduate students and postdoctoral fellows to develop skills in education, few universities offer graduate students and postdoctoral fellows the opportunity to enrol in an education programme, and if they do, the course is usually short and may not equip the participants with the necessary essential skills with structured guidance. There is also the challenge of non-clinical faculty teaching in health professional programmes such as medicine, dentistry and nursing contextualising the content relevance to future practice. Therefore, the Yong Loo Lin School of Medicine (YLLSOM) designed the Young Biomedical Science Programme (YBMS) (Figure 1) for postdoctoral fellows to provide foundational skills in Medical and Health Professions Education to be effective future educators. This programme aims to provide opportunities to foster collaboration amongst novice educators across departments, link up with expert and experienced local and international biomedical science educators and clinician educators, and provide the YBMS participants with mentoring, in the early stages of their career.

The components in the YBMS programme
Figure 1. The components in the YBMS programme.

 

METHOD

The components in the one-year programme includes a compulsory module (attend seven workshops and complete an online module within the year), select one educational-related track out of three, practicum component (large group and small group micro-teaching) and complete a learning portfolio. Throughout the programme, the participants are supported by mentoring from experienced educators. The entire programme will be concluded with a capstone during the Asia Pacific Medical Education Conference (APMEC). Using an action research design with Kirkpatrick’s Four Levels of Training Evaluation, we evaluated the programme up to the third level which is Behaviour for three cycles. For first level on Reaction, we sent a survey related to the programme and gain feedback to improvise (13 questions on a 5-point likert scale, with five open-ended questions). For second level on Learning, YBMS educators are required to do a practicum which involves small and large group teaching applying what they have learnt from the workshops. Lastly, for the third Level, we gathered data on subsequent products or outcomes achieved once they returned to their workplace after they have completed the course.

 

RESULTS

For the past three years, we have 18 participants graduated from the programme (10 for Cohort 2021, five for Cohort 2022, and three for Cohort 2023). From the survey, the participants found that the workshops attended helped them to understand the relevance of educational principles and apply in a real-world setting. They found that mentoring is particularly helpful in shaping their career journey. Two graduated from the programme and they developed a postgraduate course in health professions education with other academic staff and CenMED for doctoral students at NUS Medicine. This will be launched in 2023 as part of an elective module. In addition, two participants of the programme presented their research in HECC 2022 and APMEC 2023.

 

CONCLUSIONS

In conclusion, the graduates are better prepared to understand student learning and applied what they have learned. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students and postdoctoral fellows to continue their growth as educators throughout their careers.

 

REFERENCES

Austin A. E. (2002). Preparing the next generation of faculty: graduate school as socialization to the academic career. Journal of Higher Education. 73, 94–122. https://doi.org/10.1080/00221546.2002.11777132

Golde, C. M., & Dore, T. (2001). At cross-purposes: What the experiences of today’s graduate students reveal about doctoral education. Philadelphia: Pew Charitable Trusts

Markowitz, D. G., DuPré, M. J. (2007). Graduate experience in science education: The development of a science education course for biomedical science graduate students. CBE Life Science Education. 6(3), 233-42. http://dx.doi.org/10.1187/cbe.07-01-0004

 

Spoken Cantonese Assessments in “Design Your Own Course”

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Jyh Wee SEW
Centre for Language Studies, Faculty of Arts and Social Sciences (FASS)

clssjw@nus.edu.sg

 

Sew, J. W. (2023). Spoken Cantonese assessments in “Design Your Own Course” [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/spoken-cantonese-assessments-in-design-your-own-course/

SUB-THEME

Communities and Education 

 

KEYWORDS

Assessment, Cantonese interview, heritage language education, remix, spoken Cantonese

 

CATEGORY

Paper Presentation 

 

ABSTRACT

Cantonese has 85.5 million speakers worldwide (Wordspath, 2022), of which 133,000 are in Singapore (Leong, 2022). Many local elderly folks rely on Cantonese for entertainment as well as healthcare advice. Spoken Cantonese is thus a repertoire for healthcare and social workers to engage with their clients. In August 2020, the course DMA1401L01 “Spoken Cantonese” became a learning option at the National University of Singapore (NUS) through the “Design Your Own Course” initiative. Despite its pass-or-fail status, proper assessment components were expected for a four-unit course. This discussion highlights three types of assessment completed by the first batch of 39 students who learned spoken Cantonese through the course that ran for 12 weeks (Sew, 2021a).

 

In Week Six, the learners submitted a Cantonese remix video (Sew, 2021b). The remix assignment stipulated that the learners rewrite the lyrics of a familiar Cantonese song with any ideas derivable from their daily experiences. The foundation for this task was based on a 25-minute enrichment segment, in which learners pronounced the Romanised Cantonese lyrics and contextualised the Cantonese metaphors in the songs. With an enhanced rhythmic intelligence following the enrichment, the Cantonese learners would be well-informed to select 風雨同路 by Paula Tsui (Table 1) to galvanise the audience in a donation drive, not least because Tsui’s song renders a powerful metaphor of care and support, namely accompaniment amid the swooshing wind and beating rain.

 

Table 1
Samples of Cantonese songs in DMA1401L01 “Spoken Cantonese”

Francis Yip:
上海灘		 Andy Lau:
謝謝你的愛		 Paula Tsui:
風雨同路		 Jacky Cheung:
等你回來		 Danny Chan:
一生何求

 

The learners were directed to exploit CantoDict, an online trilingual dictionary, for tracking the Cantonese equivalents of English words in remixing. An example of a remix entitled COVID-19 and I that capitalised on上海灘 for describing the rampant behaviours occurring in public transport during the first year of COVID-19 is in Table 2 (shared with permission).

 

Table 2
Snippets of remix in DMA1401L01 “Spoken Cantonese”

Original lyrics of 上海灘 Remix COVID-19与我 Imagery
Long ban long lau 搭巴士 坐地鐵
Maan lei tou tou gong seoi
wing bat jau		 我的口罩實在不夠

 

In Week 12, the learners had to complete a video interview with a Cantonese speaker on a topic of common interest. Some of the interviewees were either parents, grandparents, relatives, or friends from an exchange programme (Table 3). Displaying genuine camaraderie in limited fluency, the learners communicated warmly about adapting themselves to a new environment, retirement, and studying a particular subject, among others.

 

Table 3
Snapshots of Spoken Cantonese interview in DMA1401L01 “Spoken Cantonese”

 

The final assignment was a reflection blog post submitted in Week 13, for which the learners blogged their Cantonese experience, highlighting the highs and lows in their learning journey. Table 4 contains the Cantonese content preference hand-picked by some of the learners.

 

Table 4
Topics highlighted in “Spoken Cantonese” blog reflections

Positive Response Topics
3 Cantonese Idioms
2 Cantonese Taboos
2 Cantonese Romantic Terms
2 Glocalisation with
Local Place Names		 Cantonese place names for Bright Hill, Bukit Ho Swee, Chinatown, Clementi, Red Hill, Harbourfront, Yew Tee, and Sentosa.

 

In hindsight, forbidding face-to-face contact at Kent Ridge in 2020 was a blessing in disguise, as the learn-from-home practice became an opportunity to orchestrate heritage language education in a series of virtual classroom via Zoom, resulting in targeted interactions that led to a series of stimulating spoken Cantonese learning. The heritage language education experience presented a new cultural vista to the learners, that may rectify any misconception regarding a less commonly taught language.

 

REFERENCES

CantoDict. http://www.cantonese.sheik.co.uk/scripts/wordsearch.php?level=0

Leong, C. (Aug 24, 2022). Do Singaporeans speak Cantonese? Best in Singapore. https://www.bestinsingapore.co/how-many-singaporeans-speak-cantonese/

Sew J. W. (2021a). What do students want? Invited Talk at DYOM Learning Circle, CDTL, NUS.

Sew J. W. (2021b). Assessing a Spoken Cantonese module based on student feedback. 3rd International Conference on Language Studies, UNIMAS, Kuching, Sarawak, 8-9 Sept. 2021.

Wordspath, T. (Dec 29, 2022). Where is Cantonese spoken? Wordspath. https://www.wordspath.com/where-is-cantonese-spoken/

 

Conversations with the Industry—How Professional Communication Training in IHLs Can Better Meet Changing Workplace Demands

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*Norhayati Bte Mohd Ismail, Susan LEE, and SIM Swee Choo, Sylvia
Centre for Language and Communication (CELC)

*elcnmi@nus.edu.sg

 

Norhayati, I., Lee, S., & Sim, S. S. C. (2023). Conversations with the industry—How professional communication training in IHLs can better meet changing workplace demands [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/conversations-with-the-industry-how-professional-communication-training-in-ihls-can-better-meet-changing-workplace-demands/

SUB-THEME

Communities and Education 

 

KEYWORDS

Workplace, communication, professional, adaptability, self-awareness

 

CATEGORY

Paper Presentations 

 

INTRODUCTION

In today’s rapidly evolving world, identifying critical/essential workplace communication skills is of paramount importance to empower graduates entering the workforce with the necessary skills to thrive, contribute meaningfully, and adapt to the ever-changing demands of the modern workplace.

 

Employers seek professionals who are competent in articulating ideas clearly, collaborating efficiently, and engaging with diverse stakeholders (Clokie & Fourie, 2016). However, graduates face challenges transferring or applying acquired communication skills across genres, contexts, and in workplace situations, and this is made more complex with the use of technology (Du-Babcock, 2006). Other observations highlighted the importance of interpersonal communication in speaking (DeKay, 2012), and dispositions such as adaptability, agility, and resilience in the workplace (Prieto & Talukder, 2023). Graduates’ ability to socialise in the workplace with ‘acceptable’ attitudes and behaviours impact co-workers’ perceptions of their qualities as relatable and self-aware (Coffelt & Smith, 2020) team players. Additionally, the focus on emotional intelligence in the workplace informed that self-regulation and relationship management are critical in shaping executives and leaders’ communication styles (Nguyen et al., 2019; Drigas & Papoutsi, 2019).

 

The study seeks to (1) understand industry’s perceptions of fresh graduates’ communication competencies, emotional quotient (EQ) skills, intergenerational and intercultural communication skills, adaptability and self-awareness, and gathers industry’s inputs on skills to future-ready undergraduates, and (2) evaluates the extent to which customised professional communication courses offered by the Centre for English Language Communication (CELC) in NUS are aligned with the communication demands of the current workplace and considers future directions for improvement.

 

METHODOLOGY

To gain insights from industry’s perceptions and expectations, semi-structured individual interviews based on 10 key questions were conducted with 20 executives from varied sectors, with informed consent for sharing obtained. Their professional roles range from technology consultancy, marketing and communications, advertising, medical technology, product application and web services, data protection and analysis, as well as risk and compliance analysis in sectors like higher education, pharmaceutical, airline, public healthcare, and non-profit organisations.

 

FINDINGS AND FUTURE DIRECTIONS

Recurrent insights from interviewees revealed a consistent lack among newly hired graduates in the following aspects: to speak up to build rapport, check in with co-workers and ask timely questions; to speak and present concisely and simply with contextual clarity; to heighten their sense of self-awareness and respond appropriately in the organisational setting; and to leverage generative artificial intelligence (GenAI). It was also found that certain skills and dispositions are especially useful in helping fresh graduates transition from school to work. These include cultivating adaptability and reflexivity; developing self-awareness; having authentic practical experiences; and strategically communicating personal values, skills, and achievements.

 

The findings offer insights on evolving workplace demands and set future directions to inform curriculum design for professional communication curriculum in institutes of higher learning (IHLs). By examining emerging trends and evolving workplace communication demands, areas where the existing curriculum may benefit from enhancements are identified. This includes exploring potential opportunities to integrate GenAI tools like ChatGPT (Sousa & Wilks, 2018), address intercultural and intergenerational communication challenges, and encourage a growth mindset that promotes lifelong learning. Such conversations with industry ensure that course designers in CELC align with the CELC’s experiential learning approach, a feature that undergirds the Centre’s professional communication curriculum. These enhance the quality of authentic learning (Herrington & Oliver, 2000) in the curriculum so that graduates are better prepared for real-world challenges. By incorporating these forward-looking perspectives, the goal is to ensure that CELC’s professional communication training remains relevant and equips undergraduate students with the multifaceted skills required to excel in a dynamic professional landscape.

 

Figure 1 captures the summary of our findings, evaluation of the selected courses and future directions, based on our preliminary investigation.

Summary of industry’s inputs gathered through our conversations with employers and professionals from diverse sectors, evaluation of selected CELC courses and possible future directions (based on our preliminary investigation).
Figure 1. Summary of industry’s inputs gathered through our conversations with employers and professionals from diverse sectors, evaluation of selected CELC courses and possible future directions (based on our preliminary investigation).

 

REFERENCES

Clokie, T. L., & Fourie, E. (2016). Graduate employability and communication competence: Are undergraduates taught relevant skills? Business and Professional Communication Quarterly, 79(4), 442–63. https://doi.org/10.1177/2329490616657635

Coffelt, T. A., & Smith, F. L. M. (2020). Exemplary and unacceptable communication skills. Business and Professional Communication Quarterly, 83(4), 365–84. https://doi.org/10.1177/2329490620946425

DeKay, S. H. (2012). Interpersonal communication in the workplace: A largely unexplored region. Business Communication Quarterly, 75(4), 449-52. https://doi.org/10.1177/1080569912458966

Drigas, A. & Papoutsi, C. (2019). Emotional intelligence as an important asset for hr in organisations: Leaders and employees. International Journal of Advanced Corporate Learning. Apr. https://doi.org/10.3991/ijac.v12i1.9637

Du-Babcock, B. (2006). Teaching business communication: Past, present, future. Journal of Business Communication, 45(3), 253-64. https://doi.org/10.1177/002194360628877.

Herrington, J. & Oliver, R. 2000. An instructional design framework for authentic learning environment. Educational Technology Research and Development, 48(3), 23-48. https://www.jstor.org/stable/30220266.

Kleckner, M. J. & Blutz, N. (2021). Addressing undergraduate skill gaps in higher education: Revisiting communication in the major course outcomes. Journal of Education for Business, 96(7), 411-23. https://doi.org/10.1080/08832323.2020.1844119.

Nguyen, T., White, S., Hall, K., Bell, R. L. & Ballentine, W. (2019). Emotional intelligence and managerial communication. American Journal of Management. 19(2), 54-63.

Omilion-Hodges, L. M. & Sugg, C. E. (2019). Millennials’ view and expectations regarding communicative and relational behaviors of leaders: Exploring young adults’ talk about work. Business and Professional Communication Quarterly, 82(1). 74-100. https://doi.org/10.1177/2329490618808043

Prieto, L., & Talukder, M. F. (2023). Resilient agility: A necessary condition for employee and organizational sustainability. Sustainability 2023, 15, 1552. https://doi.org/10.3390/su15021552

SkillsFuture Singapore. (2022). Skills demand for the future economy. Prepared by Workforce Development Agency, Singapore. https://www.skillsfuture.gov.sg/skillsreport

Sousa, M. J., & Wilks, D. (2018). Sustainable skills for the world of work in the digital age. Syst. Res, 35, 399–405. https://doi.org/10.1002/sres.2540.

Udemy Business. (2023). 2023 Workplace Learning Trends Report. https://business.udemy.com/2023-workplace-learning-trends-report/

World Economic Forum. (2020). The Future of Jobs Report. 2023 World Economic Forum. https://www.weforum.org/reports/the-future-of-jobs-report-2023/

 

Enhancing Regulatory Capacity of Diverse Healthcare Stakeholder Communities: Reflections on the Development and Delivery of a Graduate Certificate Programme

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Rathi SARAVANAN*, Osman Bin Mohamad, Soumyanarayanan UTTARA, Faith TAN, Silke VOGEL, and LEONG Wai Yeen, James

Centre of Regulatory Excellence, DUKE-NUS Medical School, Singapore 

*rathi@duke-nus.edu.sg

 

Saravanan, R., Osman bin Mohamad, Uttara. S., Tan, F., Vogel, S., & Leong, J. W. Y. (2023). Enhancing regulatory capacity of diverse healthcare stakeholder communities: Reflections on the development and delivery of a graduate certificate programme [Poster presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/enhancing-regulatory-capacity-of-diverse-healthcare-stakeholder-communities-reflections-on-the-development-and-delivery-of-a-graduate-certificate-programme/

SUB-THEME

Communities and Education

 

KEYWORDS

Capacity-building, regulatory science education, blended learning, team-based learning and collaborative learning

 

CATEGORY

Poster Presentations 

 

ABSTRACT

Timely access to safe and good quality essential medicine relies on the capacity and partnerships of diverse stakeholders in the healthcare environment: patients, healthcare professionals, regulators, the industry, academia, and research communities. Regulation of health products is the fundamental approach to safeguard patients against products that are harmful or ineffective. However, navigating this complex and highly dynamic healthcare regulatory landscape requires regulatory knowledge, critical skills, and competencies that are not imparted in standard and structured programmes. The primary challenge for regulatory professionals in diverse stakeholder communities is acquiring the relevant baseline knowledge, and staying relevant with updated current regulatory developments arising from globalisation and technological advancements. Despite the vital role of regulators in accelerating the development and access of life-saving health products, there is limited options for training and continued education in health products regulation, locally and within the region. Addressing this need, the Centre of Regulatory Excellence (CoRE) at DUKE-NUS Medical School in Singapore, launched a graduate certificate (GC) programme in health products regulation in 2017. The GC programme aims at building capabilities of regulatory professionals, while simultaneously promoting partnerships across stakeholders for an efficient and effective regulatory environment in the region.

 

As a team of educators at CoRE, the poster documents the reflections on the journey of developing and delivering the GC programme. The tailored curriculum, leveraging on social constructivism theory, principles of blended learning, team-based learning (TBL), as well as engaged and educated regulatory professionals from diverse stakeholder communities in Singapore and across Asia- Pacific. The active learning strategies utilised in the classroom setting, across physical and virtual platforms, foster 21st-century competencies of collaboration, communication, critical thinking skills, and awareness of the global regulatory landscape. Through the structured curriculum and pedagogical approaches adopted, participants are equipped with the practical skillsets necessary to perform and excel in their roles within the regulatory and healthcare systems. The positive feedback from participants is testimony to the effectiveness of the programme in strengthening the capacities of health product regulatory systems. The key insights outlined will support and refine similar capacity-building efforts as well as collaborative learning programmes in higher education locally and elsewhere.

 

REFERENCES

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70. Retrieved from https://www.iosrjournals.org/iosr-jrme/papers/Vol-5%20Issue-6/Version-1/I05616670.pdf.

Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team‐based learning. New directions for teaching and learning, 2008(116), 7-27. https://doi.org/10.1002/tl.330

Goodsell, A. S., Maher, M., Tinto, V., Smith, B. L., & MacGregor, J. T. (1992). Collaborative learning: A sourcebook for higher education. National center on postsecondary teaching, learning, and assessment publishing, Pennsylvania State University

Konduri, N., Rauscher, M., Wang, S. C. J., & Malpica-Llanos, T. (2017). Individual capacity- building approaches in a global pharmaceutical systems strengthening program: a selected review. Journal of Pharmaceutical Policy and Practice, 10(16), 1-13. https://doi.org/10.1186/s40545-017-0104-z

Kusynová, Z., van den Ham, H. A., Leufkens, H. G. M., & Mantel-Teeuwisse, A. K. (2023). Pharmaceutical scientists’ perspectives on capacity building in pharmaceutical sciences. Journal of Pharmaceutical Sciences, 112(7), 1997-2003. https://doi.org/10.1016/j.xphs.2023.04.015

Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-learning, 6(1), 81-94. Retrieved from https://www.learntechlib.org/primary/p/6310/.

 

Overseas Experiential Learning in the City that Never Sleeps

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Norman VASU* and Lydia CHEE Qian Ting
NUS College (NUSC)

*nvasu@nus.edu.sg

 

Vasu, N., & Chee, L. Q. T. (2023). Overseas experiential learning in the city that never sleeps [Lightning talk]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/overseas-experiential-learning-in-the-city-that-never-sleeps

SUB-THEME

Communities and Education

 

KEYWORDS

Experiential learning, sense-making, designing for reflection

 

CATEGORY

Lightning Talks 

 

ABSTRACT

This Lightning Talk explores the pedagogical underpinnings of designing for reflection and sense-making to an interdisciplinary group of undergraduate students on an overseas experiential learning programme. Experiential learning here is understood through Kolb’s (1976, 2015) four-stage cycle. We argue that an inordinate amount of contact hours has to be devoted to group and individual reflection and sense-making when designing for experiential learning. Based on our study, in effect, 8.5 hours of experience requires 8.9 hours of reflection and sense-making. With rounding, that suggests that for every hour of experience, educators should design for an equivalent hour of contact hour dedicated to sense-making.

 

This presentation is based on the experience of conducting NUS College’s (NUSC) Summer Study Trip Experience Programme (SSTEP), an interdisciplinary experiential learning programme with a four-week overseas component for undergraduates. SSTEP was a specially curated course to New York City (NYC) for 14 students to arrive at an appreciation and understanding of NYC as a Global City.

 

To achieve this, the programme was designed for students to have fireside chats with industry leaders, engage with guest professors, and experience field visits to important cultural sites. Throughout the course of the programme, students were expected to reflect on their learning, and conduct an independent study of a topic (of their choice) related to the theme of the programme.

 

With regard to reflection, students were provided three 30-minute individual consultations with the lecturer accompanying the trip, weekly end-of-the-week three-hour seminars at the City University of New York (CUNY) on the topic of the week, seminars for 1.5-days at the United Nations Institute for Training and Research (UNITAR), and weekly 1.5-hour group reflection seminars. Besides these formal reflection points, students were also provided with questions ahead of site visits to better aid their sense-making of their site visits.

 

Interestingly, despite these various reflection points while on the trip, students requested for more contact hours through immediate post-event discussions.

 

Through the experience of the SSTEP programme, it is clear that while the experiential element in experiential learning is important, formal learning through seminars and consultations remains firmly a key component of the process. Future research based on this finding should consider if this demand for formal learning leads to more reflection, or whether the demand for more contact hours stems from a particular orientation towards a more guided form of learning.

 

REFERENCES

Kolb, D. A. (2015). Experiential learning. Pearson Education.

Kolb, D. A. (1976). Learning style inventory. McBer.

 

Student Practicums as Community Engagement: Linking Knowledge with Application Beyond the Classroom

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Kevin S. Y. Tan
Chua Thian Poh Community Leadership Centre (CTPCLC)

*kevintan@nus.edu.sg

 

Tan, K. S. Y. (2023). Student practicums as community engagement: Linking knowledge with application beyond the classroom [Lightning talk]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/student-practicums-as-community-engagement-linking-knowledge-with-application-beyond-the-classroom/

 

SUB-THEME

Communities and Education

 

KEYWORDS

Community, practicum, experiential, interpersonal, reflexivity

 

CATEGORY

Lightning Talks

 

ABSTRACT

The teaching of community development is best informed by adopting an interdisciplinary approach in the classroom, due to the multi-layered and complex nature of all societies and the cultures that exist within them. Therefore, in order to prepare students to be competent community developers or even potential community leaders, it is important that their learning is not restricted to didactic and insulated social environments that are removed from interactions with persons beyond the confines of a university’s ‘safe spaces’. This is because the practice of community development often requires one to employ effective interpersonal skills and acquire a reflexive awareness of the lived experiences of persons from diverse social environments. One useful approach is by recognising the parallels between community engagement and the practice of ethnography, a qualitative research method often employed by anthropologists. This is because ethnographic work necessitates a real-world contextualisation of any community that is being studied.

 

When framed as a teaching and learning tool, ethnography can be an effective facilitator of linking knowledge and application, similar to Baker’s (2019, pp. 105-119) insights on how “interactional ethnography” enabled teachers to rethink and expand repertoires for interpreting and teaching literature by examining classroom discourses. Additional examples include the use of reflexive ethnographic writing for the uncovering of hidden issues within childcare settings (Blaisdell, 2015, pp. 83-91); the pragmatic application of “focused ethnography” (Kelly, 2022) among non-profit organisations to explain specific phenomenon; and the employment of “ethnographic sensibility” (Vanhala et al., 2022, 180-193) for uncovering the various dimensions of climate change governance research.

 

In a Singaporean context, student practicums run by the Chua Thian Poh Community Leadership Centre (CTPCLC) share similar potential in the use of ethnographic approaches to community-based research. Consequently, this Lightning Talk will highlight the importance and relevance of such student practicums by discussing brief cases of how they provided a form of experiential and reflexive learning that simply cannot be replaced by classroom settings

 

REFERENCES

Baker, W. D. (2019). Transforming classroom discourse as a resource for learning: Adapting interactional ethnography for teaching and learning. In E. Manalo (Ed), Deeper Learning, Dialogic Learning, and Critical Thinking: Research-based Strategies for the Classroom (pp. 105-180). Routledge. https://doi.org/10.4324/9780429323058-7

Blaisdell, C. (2015) Putting reflexivity into practice: experiences from ethnographic fieldwork. Ethics and Social Welfare, 9(1), 83-91. https://dx.doi.org/10.1080/17496535.2015.994977

Kelly, L. M. (2022). Focused ethnography for research on community development non-profit organisations. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 23(2). https://dx.doi.org/10.17169/fqs-22.2.3811

Vanhala, L., Johansson, A., & Butler, A. (2022). Deploying an ethnographic sensibility to understand climate change governance: Hanging out, around, in, and back. Global Environmental Politics, 22(2), 180-93. https://doi.org/10.1162/glep_a_00652

 

Does Promoting Diversity of Opinion in Collaborative Learning in Conservation Enhance Student Learning?

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Ian Zhi Wen CHAN
Department of Biological Sciences, Faculty of Science (FOS)

ianchan@nus.edu.sg

 

Chan, I. Z. W. (2023). Does promoting diversity of opinion in collaborative learning in conservation enhance student learning? [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/does-promoting-diversity-of-opinion-in-collaborative-learning-in-conservation-enhance-student-learning/

SUB-THEME

Communities and Education 

 

KEYWORDS

Diversity, collaborative learning, learning outcomes, learning objectives, conservation

 

CATEGORY

Paper Presentation 

 

ABSTRACT

The use of pedagogical techniques to promote collaborative learning has wide-ranging social, psychological, and academic benefits for students (Panitz, 1996; Laal & Ghodsi, 2012). Academically, the successful implementation of collaborative learning results in increased student motivation, improved learning, and generally enhanced classroom results. However, there exist many potential pitfalls along the process of forming and working in groups which can detrimentally affect learning (Bitzer, 1999), such as differing motivation levels amongst group members and potentially disruptive interpersonal conflict. It is important for educators to be aware of these hazards to manage them well.

 

One area that would benefit from further study is how diversity in groups affects learning outcomes. In the literature, diversity is often seen as a challenge to be overcome (Ashman & Gillies, 2013) or a problem to be solved through collaborative learning as a form of social intervention, e.g. see the Jigsaw method (Aronson, n.d.) and Loes et al. (2018). Anecdotally, educators typically try to achieve a balance—too little diversity may lead to less robust discussions and groupthink, whereas too much could cause excessive conflict (Barkley et al., 2014). Yet, how the presence (or absence) of diversity in groups affects eventual academic outcomes such as the achievement of learning outcomes is generally not well researched—as an exception, see Curşeu et al.’s (2018) study on the benefits of gender diversity. In this study, I ask whether assigning students to work in groups with diverse views on a divisive topic in Conservation Biology enhances their learning.

 

Today over 42,000 plant and animal species are threatened with extinction. Conservation action is crucial to protect them but many academics and practitioners disagree fundamentally on what kind of action should be taken. Together with the emotional and evocative nature of the problem, this has led to heated arguments, even in the literature. In an attempt to update Soulé’s (1985) original “Traditional Conservation”, Kareiva and Marvier (2012) put forth new ideas which became known as “New Conservation”. These ideas did not sit well with Soulé (2014) who said, “[…] it does not deserve to be labelled conservation” (p. 895), prompting replies from Marvier (2014) “New Conservation is True Conservation” and others. Over the past two years, I have observed a similar (if less vocal) divide amongst my students in the course LSM4262 “Tropical Conservation Biology”, and I ask whether assigning students with differing views on this divisive topic to the same group will enhance their learning over the course of a semester.

Students’ opinions on three issues in conservation—people-centredness, the role of science, and the role of capitalism—can be broadly used to identify whether they prefer “Traditional Conservation”, “New Conservation”, “Market ecocentrism” or “Critical social science”.
Figure 1. Students’ opinions on three issues in conservation—people-centredness, the role of science, and the role of capitalism—can be broadly used to identify whether they prefer “Traditional Conservation”, “New Conservation”, “Market ecocentrism” or “Critical social science”. Adapted from The Future of Conservation (n.d.).

 

At the beginning of this semester (Semester 1, AY2023/24), I will use my students’ opinions on three issues to identify their preferred approach to conservation (Sandbrook et al., 2019; Figure 1). As far as possible, students will be distributed into groups of four students—each with a different preference—and these groups will go through the same learning activities (e.g. class discussions) and assessments (e.g. preparing and presenting a case study) as the cohort from the previous year which was randomly sorted into groups. I will compare these two cohorts based on: (i) their academic performance as assessed by me using rubrics designed to evaluate their improvement in the course’s learning outcomes, and (ii) student self-reported learning using pre- and post-surveys and reflection assignments. These results are intended to inform educators designing collaborative learning activities on whether intentionally introducing diversity to groups can enhance student learning.

 

REFERENCES

Aronson, E. (n.d.). History of the Jigsaw. Retrieved from https://www.jigsaw.org/history/.

Ashman, A. F., & Gillies, R. M. (2013). Collaborative learning for diverse learners. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. M. O’Donnell (Eds), The international handbook of collaborative learning (pp. 297-313). Routledge. https://doi.org/10.4324/9780203837290.ch17

Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.

Bitzer, E. M. (1999). Pitfalls and bridges: Co-operative and collaborative learning in higher education. South African Journal of Higher Education, 13(1), 11-17. https://hdl.handle.net/10520/AJA10113487_892

Curşeu, P. L., Chappin, M. M., & Jansen, R. J. (2018). Gender diversity and motivation in collaborative learning groups: the mediating role of group discussion quality. Social Psychology of Education, 21(2), 289-302. https://doi.org/10.1007/s11218-017-9419-5

Kareiva, P., & Marvier, M. (2012). What is conservation science? BioScience, 62(11), 962-69. https://doi.org/10.1525/bio.2012.62.11.5

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-Social and Behavioral Sciences, 31, 486-90. https://doi.org/10.1016/j.sbspro.2011.12.091

Loes, C. N., Culver, K. C., & Trolian, T. L. (2018). How collaborative learning enhances students’ openness to diversity. The Journal of Higher Education, 89(6), 935-60. https://doi.org/10.1080/00221546.2018.1442638

Marvier, M. (2014). New conservation is true conservation. Conservation Biology, 28(1), 1-3. https://doi.org/10.1111/cobi.12206

Panitz, T. (1999). Benefits of cooperative learning in relation to student motivation. In Theall, M. (Ed.) Motivation from within: Approaches for encouraging faculty and students to excel, New directions for teaching and learning. Josey-Bass Publishing.

Sandbrook, C., Fisher, J. A., Holmes, G., Luque-Lora, R., & Keane, A. (2019). The global conservation movement is diverse but not divided. Nature Sustainability, 2(4), 316-23. https://doi.org/10.1038/s41893-019-0267-5

Soulé, M. E. (1985). What is conservation biology? BioScience, 35(11), 727-34. https://doi.org/10.2307/1310054

Soulé, M. E. (2013). The “new conservation”. Conservation Biology, 27(5), 895-97. https://doi.org/10.1111/cobi.12147

The Future of Conservation (n. d.). About the debate. Retrieved from https://futureconservation.org/about-the-debate.

 

Teaching Service – NUS Communities and Engagement Pillar: Reflections on a Journey in Progress

cdtlsd Paper Presentations , , , , ,

ZHENG Liren1, ONG Mui Hong2, Alex E. Y. LEE1, Esther GOH Chor Leng1, KANG Chul Hee3, SIM Qin Ying4, Anne CHONG Suet Lin5, Kenneth CHONG6, KOH Hui Li7, Pamela YEH8, Raiza RIFAAIE9, and CHENG Yuan Wen1

1*Department of Social Work, Faculty of Arts and Social Sciences (FASS)
2NUS Provost’s Office
3Yonsei University
4Communities and Engagement Pillar, NUS Provost’s Office
5Course Lead, GEN2061
6Course Lead, GEN2060
7Course Lead, GEN2062
8Course Lead, GEN2070
9Course Lead, GEN2050

*z.liren@nus.edu.sg

 

We acknowledge the support, guidance, and oversight from Professor Peter Ho,
Vice-Provost (Undergraduate Education & Technology-Enhanced Learning), NUS

 

Zheng, L., Ong, M. H., Lee, A. E. Y., Goh, E. C. L., Kang, C. H., Sim, Q. Y., Chong, A. S. L., Chong, K., Koh, H. L., Yeh, P., Rifaaie, R., & Cheng, Y. W. (2023). Teaching service – NUS Communities and Engagement pillar: Reflections on a journey in progress [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. Zheng, L., Ong, M. H., Lee, A. E. Y., Goh, E. C. L., Kang, C. H., Sim, Q. Y., Chong, A. S. L., Chong, K., Koh, H. L., Yeh, P., Rifaaie, R., & Cheng, Y. W. (2023). Teaching service – NUS Communities and Engagement pillar: Reflections on a journey in progress [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/teaching-service-nus-communities-and-engagement-pillar-reflections-on-a-journey-in-progress/

SUB-THEME

Communities and Education 

 

KEYWORDS

Service-learning, general education, communities, volunteering, social services

 

CATEGORY

Paper Presentation 

 

ABSTRACT

In 2021, the National University of Singapore (NUS) embarked on a journey to re-think General Education (GE) for all undergraduates and prepare them for a fast-changing world. One of the new initiatives was to include a Communities and Engagement (C&E) Pillar. C&E aims to deepen a sense of social responsibility and social action among students through service learning.

 

To achieve these outcomes, NUS utilises service-learning as a form of teaching and learning in C&E. Service-learning has been found to be associated with positive outcomes in development of empathy, civic consciousness, social skills, and academic achievement. Well-designed service-learning increases the likelihood that students will engage with the communities they encounter, engage in dialogue and problem-solving, and become part of the solution to a variety of social issues.

 

Research suggests that university leadership is key to a successful service-learning programme, and this support contributes to better outcomes for both the students and the community. To that end, NUS has invested considerable leadership, manpower, and financial resources into a structured service-learning programme that ensures positive learning outcomes for students while also meeting real community needs identified by relevant agency partners.

 

NUS C&E Type A courses offer a structured programme with equal focus on both classroom learning and service work. The classroom learning is anchored by the Faculty of Arts and Social Sciences’ (FASS) Department of Social Work (SW), while the service work component is helmed by the NUS Provost’s Office (PVO). These courses require students to undergo e-learning lectures and tutorials in preparation for service-learning prior to being deployed to their respective agencies for service-work. When nearing the completion of service-work, students return for a final tutorial to consolidate their learning and reflections, in addition to academic assignments. Operational matters such as liaison with social service agencies, placement of students, managing issues and challenges on the ground are led by staff from PVO.

 

This model differs from volunteering through students’ own initiatives. It requires strong leadership from the university, tight collaboration between SW and PVO, with SW contributing its professional knowledge of community engagement and PVO its operational expertise.

 

This paper presents the development and initial evaluation results of the two pilot trials (Pilot 1a, N = 208, Pilot 1b, N = 561) of the C&E Pillar Type A service-work courses.

 

The stages of development of the C&E pillar will be discussed, including preparation for pilots 1a and 1b. The presentation will outline the strategies that NUS has taken to create and manage the service partnerships with ministries, agencies, and their community partners to create five courses spanning the three key sectors of support for disadvantaged school children, families in rental neighbourhoods, and senior citizens. Efforts to develop engaging lessons for students to prepare them with the necessary knowledge and skills for service-learning will also be discussed.

 

Student surveys were conducted before, during, and after their service-work was completed to understand their experiences of service-learning. These surveys focused on evaluating students’ motivations for volunteering as well as their satisfaction levels for their service-learning experience. In addition, students were also invited to focus group discussions for further in-depth discussion on their learning and experience. In addition, a survey with agency supervisors is being conducted to understand their experience of the various aspects of working with NUS. Supervisors will also be invited to a focus group discussion for the research team to collect further data to evaluate our collaborations.

 

While data collection is still ongoing, preliminary findings revealed students’ gains in their exposure to real world issues through service learning and especially the opportunities to observe the challenges faced by service beneficiaries, allowed students to be grounded in their thinking about social issues and how they could contribute to alleviating them.

 

Going forward, NUS will be deploying a large volunteer force into the social service sector in unprecedented numbers. This requires tight coordination to synergise processes between NUS and the various external stakeholders. Supporting the large number of students deployed and managing their expectations while out in the field would also require considerable effort from faculty and teaching staff from NUS. These challenges require constant deliberation and calibration to achieve the desired outcomes for NUS students and for Singapore.

 

REFERENCES

Communities and Engagement Pillar. (n.d.). Retrieved June 12, 2023, from https://www.nus.edu.sg/registrar/academic-information-policies/undergraduate-students/general-education/communities-and-engagement-pillar

Celio, C. I., Durlak, J., & Dymnicki, A. (2011). A Meta-analysis of the Impact of Service-Learning on Students. Journal of Experiential Education, 34(2), 164–81. https://doi.org/10.5193/JEE34.2.164

Gordon, C. S., Pink, M. A., Rosing, H., & Mizzi, S. (2022). A systematic meta-analysis and meta-synthesis of the impact of service-learning programs on university students’ empathy. Educational Research Review, 37, 100490. https://doi.org/10.1016/j.edurev.2022.100490

Holmes, K., Paull, M., Haski-Leventhal, D., MacCallum, J., Omari, M., Walker, G., Scott, R., Young, S., & Maher, A. (2021). A continuum of University student volunteer programme models. Journal of Higher Education Policy and Management, 43(3), 281–97. https://doi.org/10.1080/1360080X.2020.1804658

Jacoby, B. (2015). Service-learning essentials: Questions, answers, and lessons learned (1st ed.). Jossey-Bass.

Service learning and greater flexibility for incoming undergraduates at NUS. (n.d.). Service Learning and Greater Flexibility for Incoming Undergraduates at NUS. Retrieved June 12, 2023, from https://news.nus.edu.sg/service-learning-and-greater-flexibility-for-incoming-undergraduates-at-nus/

 

The Role of Mentoring, Supervision, Coaching, Teaching and Instruction on Professional Identity Formation: A Systematic Scoping Review

cdtlsd Paper Presentations , , , , ,

Jun Kiat LUA1,2*, Rachelle Qi En TOH1,2, Kai Kee KOH1,2, Ruth Si Man WONG1,2, Elaine Li Ying QUAH1,2, Aiswarya PANDA1,2, Chong Yao HO1,2, Nicole‐Ann LIM1,2, Yun Ting ONG1,2, Keith Zi Yuan CHUA1,2, Victoria Wen Wei NG1,2, Sabine Lauren Chyi Hui WONG1,2, Luke Yu Xuan YEO1,2, Sin Yee SEE1,2, Jolene Jing Yin TEO1,2, Yaazhini RENGANATHAN1,2, Annelissa Mien Chew CHIN3 and Lalit Kumar Radha KRISHNA1,2,4,5,6,7,8

1Yong Loo Lin School of Medicine (YLLSOM), National University Singapore (NUS)
2Division of Palliative and Supportive Care, National Cancer Centre Singapore
3Medical Library, NUS Libraries
4Division of Cancer Education, National Cancer Centre Singapore
5Duke‐NUS Medical School
6Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool
7Centre for Biomedical Ethics, NUS
8PalC, The Palliative Care Centre for Excellence in Research and Education, PalC c/o Dover Park Hospice


*e0638946@u.nus.edu

 

Lua, J. K., Toh, R. Q. E., Koh, K. K., Wong, R. S. M., Quah, E. L. Y., Panda, A., Ho, C. Y., Lim, N.-A., Ong, Y. T., Chua, K. Z. Y., Ng, V. W. W., Wong, S-L. C. H., Yeo, L. Y. X., See, S. Y., Teo, J. J. Y., Renganathan, Y., Chin, A. M. C., & Krishna, L. (2023). The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: A systematic scoping review [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/the-role-of-mentoring-supervision-coaching-teaching-and-instruction-on-professional-identity-formation-a-systematic-scoping-review/

SUB-THEME

Communities and Education 

 

KEYWORDS

Communities of practice, mentoring, supervision, coaching, professional identity formation

 

CATEGORY

Paper Presentation 

 

BACKGROUND

The crucial role of mentoring in fostering professional identity formation (PIF) is greatly influenced by its integration with supervision, coaching, tutoring, instruction, and teaching. Yet, the impact of this comprehensive approach, the ‘mentoring umbrella’ (MU), lacks clear understanding. This is especially so in the healthcare setting which has constant interplay between various healthcare professionals, families, and patients. This systemic scoping review (SSR) thus provides an overview of the present state of knowledge and proffers new insights into better application of MU for educational purposes.

 

INTRODUCTION

Mentoring is vital for facilitating the development of PIF in medical students and physicians in training (henceforth mentees), helping them “think, act and feel like physicians” (Merton, 2013). The personalised, long-term, and comprehensive support provided by mentors assists the assimilation of professional values, beliefs, standards, codes of conduct, and culture of the medical profession into their own identities (Cruess & Cruess, 2018). However, understanding of the specific roles of mentoring in PIF has been limited due to the presence of various mentoring forms (Krishna et al., 2020; Krishna et al., 2019; Radha Krishna et al., 2019) and its association with other practices such as role modelling, supervision, coaching, tutoring, teaching, and instruction (Wahab et al., 2016). Two recent developments offer potential solutions to this challenge and can provide fresh perspectives into the impact of mentoring on PIF.

 

First, recent evidence suggests that when applied longitudinally, practices such as role modelling, supervision, coaching, tutoring, teaching, and instruction create the effects currently attributed to mentoring (Buddeberg-Fischer & Herta, 2006). Krishna et al. (2019) suggests that role modelling, supervision, coaching, tutoring, teaching, and instruction are part of a broader concept that can be referred to as the MU.

 

Second, on their own or in tandem within MU, these educational approaches shape professional identity by changing the mentee’s values, beliefs and principles (henceforth belief systems). Krishna’s Ring Theory of Personhood (RToP) suggest that the four domains of the belief system are contained within the Innate, Individual, Relational, and Societal Rings of the RToP (Figure 1) (Chan et al., 2021; Ho et al., 2020; Vig et al., 2021). Exposure, reflection, and inculcation of new experiences and beliefs systems over the course of a training programme changes parts of mentees’ belief systems within the four rings of the RToP. These changes inform self-concepts of personhood or “what makes you, you” (Krishna & Alsuwaigh, 2015), which in turn reshapes personal and professional identities. It is this link that allows the RToP to be utilised to sketch changes in PIF. Critically, the RToP also captures the impact of changing roles, and obligations, within the team, family unit, professional community, and society, and offers a deeper understanding of their thought patterns, actions, and capacity to adapt to diverse influences (Alsuwaigh, 2015; Arai et al., 2017; Ho et al., 2020; Khandelwal et al., 2015; Kim & Choi, 2015; Krishna, Alsuwaigh, et al., 2014; Krishna, Yong, et al., 2014; Kuek et al., 2020).

The Ring Theory of Personhood

 

METHODOLOGY

Systematic Evidence‐based Approach (SEBA) (Figure 2) guided SSR seeks to map current understanding of the MU and its effects on PIF on mentees (Bok et al., 2020; Kow et al., 2020; Krishna et al.; Ngiam et al.). The primary research question was identified:

“What is known about the effect of mentoring, supervision, coaching, tutoring, teaching, and instruction on professional identity formation amongst medical students, residents, and junior doctors?”

 

It is hoped that insights provided will guide structuring, support, and oversight of the MU in nurturing PIF. Articles published between 1st Jan 2000 and 31st Dec 2021 in PubMed, Scopus, ERIC and the Cochrane databases were scrutinised. The included articles were concurrently summarised and tabulated, and concurrently analysed using content and thematic analysis and tabulated. The themes and categories identified were compared with the summaries of the included articles to create accountable and reproducible domains that guide the discussion.

Systematic Evidence‐based Approach (SEBA)

 

RESULTS

A total of 12201 abstracts were reviewed, 657 full text articles evaluated, and 207 articles included (Figure 3).

The three domains identified were definitions; impact on PIF; and enablers and barriers.

 

The MU shapes PIF in three stages. To begin it builds a cognitive base of essential knowledge, skills, and professional attitudes. The cognitive base informs thinking, conduct, and opinions in early supervised clinical exposure in Communities of Practice (COP). The COPs’ individualised approach to the inculcation of desired professional characteristics, goals, values, principles, and beliefs reshapes the individual’s identity, whilst the socialisation process sees to their integration into current identities.

PRISMA flowchart

 

DISCUSSION

In this SSR, we highlight the impact of the MU on PIF, shedding light on its effects on different stages of PIF development and the role of the host organisation. When implemented over time in personalised learning relationships, involving individual or small groups of learners with shared goals, abilities, and experiences, the MU offers customised, prompt, and comprehensive support to the developing professional.

 

The overlapping elements within the MU provide synergistic support in tackling the influences of societal, professional, clinical, academic, research, and personal factors, as well as the prevailing sociocultural considerations and the impact of the healthcare and educational systems, including the local hidden, informal, and formal curriculum, on PIF. This highlights the wide applicability and stage-based nature of the MU in fostering PIF.

 

CONCLUSION

This SSR underscores the crucial role of MU in the development of PIF. Additionally, it emphasises the importance of conducting long-term and comprehensive evaluations to assess the impact of MU on PIF, as PIF significantly influences the personal growth and education of mentees during their interactions with diverse healthcare communities.

 

REFERENCES

Alsuwaigh, R. (2015). How do English-speaking cancer patients conceptualise personhood? Ann Acad Med Singapore, 44. https://doi.org/10.47102/annals-acadmedsg.V44N6p207

Arai, K., Saiki, T., & Imafuku, R. (2017). What do Japanese residents learn from treating dying patients? The implications for training in end-of-life care. BMC Med Educ, 17. https://doi.org/10.1186/s12909-017-1029-6

Bok, C., Ng, C. H., & Koh, J. W. H. (2020). Interprofessional communication (IPC) for medical students: a scoping review. BMC Med Educ, 20. https://doi.org/10.1186/s12909-020- 02296-x

Buddeberg-Fischer, B., & Herta, K. D. (2006). Formal mentoring programmes for medical students and doctors–a review of the Medline literature. Med Teach, 28. https://doi.org/10.1080/01421590500313043

Chan, N., Chia, J., & Ho, C. (2021). Extending the ring theory of personhood to the care of dying patients in intensive care units. Asian Bioethics Rev, 14. https://doi.org/10.1007/s41649-021-00192-0

Cruess, S. R., & Cruess, R. L. (2018). The development of professional identity. Vol. 17. In T. Swanwick, K. Forrest, & B. C. O’Brien (Eds.), Understanding Medical Education: Evidence, Theory, and Practice, Third Edition.

Ho, C. Y., Kow, C. S., & Chia, C. H. J. (2020). The impact of death and dying on the personhood of medical students: a systematic scoping review. BMC Med Educ, 20. https://doi.org/10.1186/s12909-020-02411-y

Khandelwal, A., Nugus, P., & Elkoushy, M. A. (2015). How we made professionalism relevant to twenty-first century residents. Med Teach, 37. https://doi.org/10.3109/0142159X.2014.990878

Kim, S., & Choi, S. (2015). The medical professionalism of Korean physicians: Present and future.

BMC Med Ethics, 26. https://doi.org/10.1186/s12910-015-0051-7

Kow, C. S., Teo, Y. H., & Teo, Y. N. (2020). A systematic scoping review of ethical issues in mentoring in medical schools. BMC Med Educ, 20. https://doi.org/10.1186/s12909-020- 02169-3

Krishna, L., K. T, T., & Yap H. W., e. a. (2020). Combined novice, near-peer, e-mentoring palliative medicine program: A mixed method study in Singapore. PLoS One, 15(6), e0234322. https://doi.org/10.1371/journal.pone.0234322

Krishna, L., Tan L. H. E., & Ong Y. T., e. a. (2020). Enhancing mentoring in palliative care: An evidence-based mentoring framework. J Med Educ Curric Dev. https://doi.org/10.1177/2382120520957649.

Krishna, L., Toh, Y. P., & Mason, S. (2019). Mentoring stages: A study of undergraduate mentoring in palliative medicine in Singapore. PLoS One, 14. https://doi.org/10.1371/journal.pone.0214643

Krishna, L. K., & Alsuwaigh, R. (2015). Understanding the fluid nature of personhood – the ring theory of personhood. Bioethics., 29. https://doi.org/10.1111/bioe.12085

Krishna, L. K., Alsuwaigh, R., & Miti, P. T. (2014). The influence of the family in conceptions of personhood in the palliative care setting in Singapore and its influence upon decision making. Am J Hosp Palliat Care, 31. https://doi.org/10.1177/1049909113500136

Krishna, L. K., Yong, C. Y., & Koh, S. M. (2014). The role of palliative rehabilitation in the preservation of personhood at the end of life. BMJ Case Rep, 9.

Kuek, J. T. Y., Ngiam, L. X. L., & Kamal, N. H. A. (2020). The impact of caring for dying patients in intensive care units on a physician’s personhood: a systematic scoping review. Philos Ethics Humanit Med, 15. https://doi.org/10.1186/s13010-020-00096-1

Merton, R. Κ. (2013). In R. K. Merton, G. G. Reader, & P. Kendall (Eds.), The Student-Physician: Introductory Studies in the Sociology of Medical Education. Harvard University Press.

Ngiam , L., Ong YA-O, & Ng JX, e. a. (2021). Impact of caring for terminally ill children on physicians: A systematic scoping review. Am J Hosp Palliat Care, 38(4), 396-418. https://doi.org/10.1177/1049909120950301

Radha Krishna, L. K., Renganathan, Y., & Tay, K. T. (2019). Educational roles as a continuum of mentoring’s role in medicine – a systematic review and thematic analysis of educational studies from 2000 to 2018. BMC Med Educ, 19. https://doi.org/10.1186/s12909-019-1872- 8

Vig, P. S., Lim, J. Y., & Lee, R. W. L. (2021). Parental bereavement – impact of death of neonates and children under 12 years on personhood of parents: a systematic scoping review. BMC Palliat Care, 20. https://doi.org/10.1186/s12904-021-00831-1

Wahab M. T., Ikbal M. F. M., Jingting W., Wesley L. T. W., Kanesvaran R., et al. (2016) Creating effective interprofessional mentoring relationships in palliative care- Lessons from medicine, nursing, surgery and social work. J Palliat Care Med 6:290. http://dx.doi.org/10.4172/2165-7386.1000290

 

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