Number of Citations: 0

Published online: 6 January, TAPS 2026, 11(1), 1-3
https://doi.org/10.29060/TAPS.2026-11-1/EV11N1

We are delighted to present this fourth thematic issue of The Asia Pacific Scholar (TAPS) on Developing a Holistic Healthcare Practitioner for a Sustainable Future. This issue encapsulates a wealth of contributions from authors across regions and disciplines, reflecting the shared agency in addressing the changing landscape of healthcare. Authors were invited to explore how sustainability, inclusivity, and innovation could be interwoven into the formation of the modern practitioner. In response, 14 thought-provoking papers were submitted and accepted. These papers explored the vital shift from siloed clinical training toward education that integrates empathy, well-being, interprofessional collaboration, and environmental consciousness.

Amid rising global healthcare demands, technological innovation and disruption, and environmental and psychological stressors, there is a pressing need to evolve health professions education. We need to train practitioners who are not only clinically competent but also emotionally intelligent, team-oriented, reflective, and resilient as well as being equipped to address both individual and planetary health.

This issue features three overarching themes:

1. Holistic practice and environmental concerns,
2. Faculty development and self-care, and
3. Curriculum advancement for future-ready healthcare professionals.

 

A. Theme 1: Holistic Practitioner and Environmental Concerns

Healthcare is increasingly shaped by ecological crises and shifting societal values. Ramachandran et al. present an insightful discussion on the multilayered nature of developing holistic practitioners. They contrast public and private health education models and stress the importance of aligning training with international standards while remaining deeply connected to local community needs. Their Malaysian case study underscores the importance of strong scientific grounding coupled with empathetic and technological capabilities, alongside ecological awareness. Importantly, they recognise that individual practitioners may vary in their strengths, hence advocating for a unified and complementary workforce where collective skills fulfil holistic objectives.

Woodall et al. explore the art and challenge of reflective practice during rural placements. Their study, involving educators such as doctors and nurses, reveals several enablers for deep reflection: fostering trust, embracing multidisciplinary collaboration, prioritising rural healthcare contexts, and encouraging meaningful reflective activities. A key inhibitor was the overuse of superficial reflection assessments. They also found that students’ life experiences and prior engagement with reflective practices could either enrich or limit their capacity for introspection.

The growing connection between climate change and psychological toll is examined by Teoh and Azim. They highlight how climate-related stressors impact mental health and urge the integration of planetary health into healthcare education.

B. Theme 2: Faculty Development and Self-Care

Health professionals must be equipped to care not only for others, but also for themselves. Al Rashid and Rajagopalan argue for personal development programs (PDPs) that strengthen emotional intelligence and communication within the healthcare workforce.

Ong et al. provide preliminary evidence on the use of a theatre-based medical humanities program in Singapore. Designed for faculty development, this approach suggests that exposure to medical humanities supports professional identity formation, builds communities of practice, and fosters emotional resilience.

Susilo et al. report on a qualitative study evaluating a workshop for Indonesian medical students that incorporates reflective and collaborative learning. Their findings identified five dimensions critical to developing resilience, particularly during crises like COVID-19. These include faith, endurance, adaptability, recoverability, and a sense of life calling. It was noted that resilience strategies are vital for healthcare workers navigating high-stress environments.

Krasner contributes to this discussion with a clear proposition, namely a thriving workforce leads to better patient outcomes. He introduces the globally adopted Mindful Practice in Medicine (MPiM) program which integrates contemplative methods and narrative medicine and focuses on empowering professionals to flourish, encouraging competencies like self-awareness, compassionate listening, and emotional regulation. This underscores the value of institutional support for such initiatives. Hassed echoes this call in his article on integrating mindfulness as a core curriculum initiative under Monash University’s Health Enhancement Program (HEP). This curriculum component enhances students’ coping and communication skills throughout their medical training.

Koh et al. share findings from their application of action research and Entrustable Professional Activities (EPAs) to enhance a pharmacy pre-registration program. Their iterative process identified several areas for improvement, which include refining documentation, optimising indirect patient care experiences, auditing assessments, and streamlining administrative protocols. This framework offers a valuable model for tailoring workplace-based training programs to better serve community health needs while improving professional readiness.

The article by Azim and Teoh explores the imbalance between patient care demands and the well-being of healthcare workers. The authors highlight the escalating mental health burden on medical students and junior doctors, who face distinct stressors – from academic pressure to overwhelming workloads. The paper advocates for a holistic and sustainable approach to supporting healthcare providers, including normalising help-seeking, modelling healthy behaviour by senior staff, and integrating evidence-based strategies like motivational interviewing. Ultimately, the authors argue that high-quality, sustainable care is inseparable from the psychological health of those delivering it.

C. Theme 3: Curriculum Advancement for Future Ready Healthcare Professionals

Curriculum innovation is essential to prepare practitioners for the complexities of modern healthcare. Lau describes how the National University of Singapore has responded to rapid technological advances, shifting demographics, and escalating care demands via the Common Curriculum Healthcare Professional Education (CCHPE), structured around five pillars including socio-ecological health, digital and data literacy, and interprofessional professionalism. The curriculum’s emphasis on experiential learning, such as Longitudinal Patient Experience and virtual case collaboration, equips graduates to thrive in modern, team-based care settings. van der Merwe and van Vuuren explore the use of theoretical frameworks in curriculum design, applying the theory of planned behaviour to scaffold communication skills training in an interprofessional South African context. Their findings emphasise the importance of shaping behavioural intentions and perceptions of control, particularly in nurturing cultural sensitivity and adaptability in team settings.

Omotoso and Peter consider the role of technology in transforming anatomical science education. With students increasingly using technologically driven learning tools, these authors advocate for a blended approach that embraces digital platforms while preserving core teaching principles. Their vision supports flexible and autonomous learning, aligning curriculum design with evolving student expectations.

Phang et al. offer a practical advancement in assessment tools by developing a Singapore-specific version of the Professionalism Mini Evaluation Exercise (P-MEX). Adapted from the mini-CEX, the P-MEX evaluates professionalism in terms of patient care, interprofessional relationship skills, and reflective practice. This tool reflects the growing need for culturally sensitive assessments that resonate with regional medical education contexts.

D. Conclusion

This thematic issue emphasises critical perspectives on preparing healthcare professionals for an uncertain and complex future. It highlights the necessity of providing practitioners with resilience, ecological awareness, emotional intelligence, and technological adaptability. At the heart of these discussions is the aspiration to develop a healthcare workforce that embodies holistic care. This can be summed up as a practitioner who cares for the individual, the community, and the planet with equal compassion and competence.

We thank the authors for their insightful contributions and the reviewers and editorial team for their dedication. May this issue inspire deeper dialogue, practical transformation, and a continued journey toward holistic, sustainable healthcare education.

Marcus A. Henning
Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences,
University of Auckland, New Zealand

Mabel Yap
Director (Professional Training and Assessment Standards),
Education Director Office, Ministry of Health, Singapore