Submitted: 20 May 2024
Accepted: 26 August 2024
Published online: 1 October, TAPS 2024, SP01, 17-18
https://doi.org/10.29060/TAPS.2024-SP01/SP006

Usanarat Anurathapan¹, Pongtong Puranitee¹, Samart Pakakasama¹, Suchin Worawichawong², Anant Khositseth¹ & Artit Ungkanont³

Departments of ¹Pediatrics, ²Pathology and ³Medicine, Faculty of Medicine Ramathibodi Hospital, Mahidol University, Thailand

I. INTRODUCTION

Established in 1965, the Faculty of Medicine Ramathibodi Hospital, Mahidol University, Bangkok, Thailand, embodies the fundamental belief that students possess the capacity to bring about positive transformations for the betterment of society. The faculty has firmly ingrained the Western paradigm of critical thinking and a progressive mindset into the organisation after receiving funding from the Rockefeller Foundation. In order to provide students with comprehensive exposure to various aspects of healthcare in a favorable educational setting, the faculty made the decision in 2010 to construct a student-centered campus called Chakri Naruebodindra Medical Institute (CNMI). The primary objective of this initiative was to enhance the capabilities of graduates to bring about positive transformations in societal health. As the new campus developed, we revised our curriculum to improve competency-based learning. The program spans over a period of six years and consists of 1,200 medical students. Every year, the program admits 200 students who have completed high school. The curriculum incorporates integrated modules and focuses on achieving specific outcomes.

II. OUR CONTRIBUTION TO THE ASEAN MEDICAL DEANS’ SUMMIT

The Faculty of Medicine Ramathibodi Hospital, Mahidol University, Bangkok, Thailand, has continuously contributed to the ASEAN Medical Deans’ Summit meeting, sharing perspectives and experiences from the faculty’s representatives regarding medical education, research, accreditation, and international exchanges.

In 2020, during the COVID-19 pandemic, AMSN organised a series of international webinars aimed at sharing experiences and solutions about medical innovation and development, as well as medical education. Our faculty members gave two honorable speeches at the 9th ASEAN Medical School Network Virtual Conference. Asst. Prof. Tulyapruek Tawonsawatruk, M.D., Ph.D., shared his experiences conducting online assessments for clinical skills in orthopedics and Asst. Prof. Chusak Okascharoen shared his perspective on the transition to online learning: the Ramathibodi Experience. In 2021, Prof. Suradej Hongeng, our senior researcher and oncologist, joined the 10th ASEAN Medical Dean’s Summit Virtual Conference and gave a fruitful talk about Thai herbs in COVID-19 research.

In 2022, AMSN organised the Global Classroom Initiative, and our faculty supported the program with our two expert speakers, Asst. Prof. Dr. Sirintorn Chansirikarnjana and Dr. Prin Vathesatogkit, M.D., contributed as content experts on Alzheimer’s and Ischemic Heart Disease. These can encourage ASEAN medical students and professionals to gain knowledge and understanding about the diseases and apply it to managing their patients. In the same years, our faculty also contributed to the AMSN webinar series Assist. Prof. Komsan Kiatrungrit and Assoc. Prof. Teerapat Yingchoncharoen shared their experiences supporting student well-being, establishing the student well-being center, and discussing simulation-based training and clinical outcomes. In 2023, we supported our faculty representative and two medical students attending the AMSN meeting to present their research projects and traditional Thai dance, Loy Krathong.

Recently, in 2024, the Faculty of Medicine Ramathibodi Hospital, Mahidol University, Bangkok, Thailand, with Clinical Prof. Artit Ungkanont, M.D., Dean of the Faculty, hosted the ASEAN Medical Deans’ Summit (13th AMDS) and the 9th AMSN Board Meeting in conjunction with the TMEC 23rd Thai Medical Education Conference 2024. The meeting was successful and fruitful, with 55 AMSN member representatives from 19 institutions and 9 countries attending. During the AMSN meetings, members presented and discussed various topics, such as AI in Radiology at Mahidol-Siriraj Hospital, presented by Assoc. Prof. Trongtham Tongdee, Chairman of the Department of Radiology; The Road to Sustainable Medicine and Net Zero Healthcare by NUS presented by Prof. Nick Watts, the Director of the Centre for Sustainable Medicine; Dr. Coralie Therese D. Dimacali, M.D., Associate Dean for Academic Development, oversees the accreditation of medical schools in the Philippines at UPPGH College of Medicine highlighted the importance of essential research for nation building and health policy development at the UP-PGH College of Medicine; Harmonisation of Curricula Across ASEAN: Education without Borders by the University of Malaya presented by Prof. Dr. April Camilla Roslani, Dean, Faculty of Medicine, Universiti Malaya; Do Admission Scores into Medical School Predict Academic Performance in Medical Students? by Universiti Brunei Darussalam presented by Dr. Hjh Fazean Irdayati Binti Hj Idris. This TMEC, in conjunction with the AMSN meeting, has drawn significant attention from more than 1,000 international participants and provided a research-sharing platform with around 100 research presentations. Furthermore, it strengthened international medical student networking, with 42 medical students from 7 countries participating and shredding 8 outstanding projects during the meeting and performing their national traditional dances during the welcome dinner.

Our faculty has continuously contributed to the ASEAN Medical Deans’ Summit and has a solid intention to support the growth and development of the ASEAN medical school community.

Notes on Contributors

Usanarat Anurathapan, Suchin Worawichawong, and Pongtong Puranitee wrote the manuscripts. All authors read and edited the final version.

Acknowledgement

We would like to thank all students, administrative persons, and faculty members who contributed to or participated in activities related to the ASEAN Medical Deans’ Summit.

Funding

No funding agency contributed to this report.

Declaration of Interest

There is no conflict of interest to declare.

*Pongtong Puranitee
270 Rama VI Road,
Ratchathewi, Bangkok,
10400, Thailand
662-201-1000
Email: pongtongung@gmail.com,
pongtong.pur@mahidol.ac.th

Submitted: 25 April 2024
Accepted: 21 August 2024
Published online: 1 October, TAPS 2024, SP01, 11-13
https://doi.org/10.29060/TAPS.2024-SP01/SP004

Kenneth Yuh Yen Kok

Pengiran Anak Puteri Rashidah Sa’adatul Bolkiah Intsitute of Health Sciences, Universiti Brunei Darussalam, Brunei

I. INTRODUCTION

Formerly known as Institute of Medicine which was inaugurated in September 2000, the institute was renamed Pengiran Anak Puteri Rashidah Sa’adatul Bolkiah (PAPRSB) Institute of Health Sciences in July 2009, after the integration of Pengiran Anak Puteri Rashidah Sa’adatul Bolkiah College of Nursing with the Institute of Medicine. The institute was established in line with the vision of the Government of Brunei Darussalam to provide medical training not only to Brunei students but also to students from other parts of this region, as expressed by His Majesty the Sultan in his speech during the 12^th Universiti Brunei Darussalam (UBD) Convocation (Ramassamy, 2006).

The Institute started its first programmes in collaboration with established international universities. The Biomedical Science undergraduate programme was set up in 2001 in collaboration with University of Queensland, Australia which ran on until 2005. The Medicine programme was introduced in 2004 when the Institute offered students with articulation medical degrees with partner medical schools in Australia, Canada and the United Kingdom.

The programmes offered are products of a continuous review of the curricula. All the undergraduate and postgraduate programmes as well as diplomas have undergone regular enhancements and are now designed to encourage innovation and entrepreneurship, and for students to assume leadership roles, tempered with a keen awareness of the environment. UBD ensures that the Institute remains relevant and sensitive to the rapidly changing needs of the country and work closely with the Ministry of Health, Brunei Darussalam (Ministry of Health, 2000).

PAPRSB Institute of Health Sciences has been actively and continuously developing and upgrading all aspects of its resources. The facilities at the institute include Problem-Based Learning base rooms, seminar rooms, lecture theatres, research labs, clinical and communication skills suites, and an Anatomy Resource Centre. In June 2014 a new purpose built facilities containing state-of-the-art resources building was opened. The new extension building is equipped with a medical clinic, simulation centre, more research laboratories facilities as well as teaching facilities.  The simulation centre includes 5 simulation rooms with dedicated Emergency Bay, Medical Surgical Bay, and Operating Theatre Bay. There are 2 separate simulation rooms i.e. Maternity Bay, and Children Bay equipped with audio visual control system. In addition, there is an 8 bedded simulation ward. These facilities are being used for inter-professional education and they provide a focus for multidisciplinary clinical scenarios.

As the institute continues to expand and develop, every effort is being made to ensure that the it is aligned with the broader vision of UBD, which is to become a highly reputable University at the international level and to support the development needs of the various stakeholders, both nationally and regionally. 

UBD prides itself as a socially responsible university. Thus, the Bachelor of Health Science (Medicine) programme was designed with the needs of the country in mind whilst at the same time ensuring that the graduates of the programme are well trained and able to compete in the international arena. The involvement of various participating partner medical schools in several different countries ensures that future Brunei doctors graduate from a diverse training background. Enrolment of international students into this programme also provides cultural enrichment exercise whereby these students learn more about Brunei Darussalam, its people, our national philosophy of Malay Muslim Monarchy and its healthcare system.

The Medicine programme was developed by building on programmes that have already been organised by the PAPRSB Institute of Health Sciences and by working with established partner medical schools from various countries worldwide. The programme is conducted in 2 phases. The first phase consists of 3 years at UBD after which students are transferred to one of the Partner Medical Schools (PMS) for the second phase of the programme.  Having successfully completed the first phase of the programme at UBD, the students are awarded the Bachelor of Health Science (Medicine) degree. The award of this degree is a requirement for students to progress to the PMS to complete the final phase of the undergraduate medical programme, after which successful students graduate with degrees from the partner universities. In summary, a student who has completed the whole programme successfully would be awarded a double degree i.e. BHSc (UBD) and Medicine (PMS). Such an innovative move is part of institute’s plan to produce “clinician scientists” (and not just pure clinicians) for the future (UBD PAPRSB Institute of Health Sciences, 2024).

II. THE FOUNDING MEMBER OF ASEAN MEDICAL SCHOOL NETWORK

PAPRSB Institute of Health Sciences’ journey in ASEAN Medical School Network (AMSN) began with visionary institutions that laid the foundation for the AMSN. Along with the 11 esteemed institutions from Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Vietnam, PAPRSB Institute of Health Sciences became one of the Founding Members of AMSN. The network welcomed 8 new member institutions from Indonesia, Malaysia, Myanmar, Vietnam, Thailand and Singapore, with the current membership of 20 institutions from 10 ASEAN member states.

III. ASEAN MEDICAL DEAN’S SUMMIT

AMSN’s key initiative is the annual ASEAN Medical Deans’ Summit (AMDS). The AMDS seeks to cultivate collaboration among esteemed medical institutions in the ASEAN region, with a focus on advancing global standards in medical education and healthcare systems. Its primary goal is to lay the groundwork for unified action. The inaugural Summit took place in 2012 at Siriraj Hospital, Mahidol University in Bangkok, Thailand. It is customary for member institutions to host the Summit on a rotational basis. The 2^nd Summit was held in Malaysia in 2013, the 3^rd Summit in Singapore in 2014, the 4^th Summit in the Philippines in 2015, the 5^th Summit in Indonesia in 2016, the 6^th Summit in Myanmar in 2017, the 7^th Summit in Vietnam in 2018, and Brunei Darussalam proudly hosted the 8^th Summit in 2019. In 2020, the 9^th Summit was hosted virtually by Thailand adapting to the global travel restrictions imposed due to the COVID-19 pandemic, physical attendance was resumed in the 10^th Summit in Cambodia in 2021, the 11^th Summit was held in Lao PDR, the 12^th Summit in Malaysia, and most recently 13^th Summit in Thailand.

IV. 8TH ASEAN MEDICAL DEANS’ SUMMIT MEETING IN PAPRSB INSTITUTE OF HEALTH SCIENCES, UBD

From 23^rd to 24^th August 2019, PAPRSB Institute of Health Sciences, UBD hosted the 8^th ASEAN Medical Deans’ Summit meeting and it was attended by the executive members of 12-member institutes of AMSN. The 4th ASEAN Students’ Collaborative Project (ASCP) was also held in conjunction with the 8^th AMDS.

The theme of the 8^th AMDS meeting was “Inter-Professional Education and Mental Health Issues”, and it provided a platform for the sharing of views, practices and advances in inter-professional education and mental health issues within the ASEAN region. The meeting also covered the discussions on the quality of medical education across ASEAN countries, professional training following graduation and the promotion of research culture and international collaboration amongst AMDS members.

The 4^th ASCP showcased and highlighted the community projects conducted by medical, dental, and health sciences students from AMDS member institutes. This platform enabled the students to share their research interests, to experience knowledge enrichment in ASEAN medical education, and to exchange the culture among the students from various countries.

V. GLOBAL CLASSROOM INITIATIVES AND AMSN WEBINAR SERIES

Faculty members and students from PAPRSB Institute of Health Sciences regularly attend the Global Classroom Initiatives and AMSN Webinar Series. The Global Classroom Initiative, hosted by the Faculty of Medicine Siriraj Hospital, Mahidol University, Thailand provides a platform for esteemed speakers from AMSN to share their expertise through lectures on various topics.

The AMSN Webinar Series, which is hosted by National University of Singapore is a dynamic platform dedicated to facilitating collaboration within the AMSN community, sharing cutting-edge knowledge, and exchange of ideas and expertise from experts in the field. These engaging and informative webinars exemplify AMSN’s commitment to advancing medical knowledge and fostering collaboration within the ASEAN region.

Notes on Contributors

Kenneth Yuh Yen Kok MS wrote, reviewed and approved the manuscript.

Funding

There are no funding sources to disclose.

Declaration of Interest

The author declares no conflict of interests.

References

Ministry of Health. (2000). National Health Care Plan. Ministry of Health, Brunei Darussalam. https://www.moh.gov.bn/SitePages/original/National%20Health%20Care%20Plan.aspx

Ramassamy, R. (2006). Promoting health sciences in Brunei Darussalam. Brunei Darussalam Journal of Health, 1, 4-10. https://ihs.ubd.edu.bn/wp-content/uploads/2017/06/2006-v1-01-p04-10.pdf

*Kenneth Yuh Yen Kok
Jalan Tungku Link, BE1410,
Brunei Darussalam
Email: kenneth.kok@ubd.edu.bn

Submitted: 30 April 2024
Accepted: 28 August 2024
Published online: 1 October, TAPS 2024, SP01, 25-26
https://doi.org/10.29060/TAPS.2024-SP01/SP009

Wei-Han Hong¹, Chan Choong Foong¹ & Jessica Grace Cockburn^2,3

¹Medical Education & Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Malaysia; ²The Institute for Education Research, ³The Department of Surgical Oncology, Princess Margaret Cancer Centre, University Health Network, Canada

I. INTRODUCTION

The ASEAN Medical Deans Summit (AMDS) is an annual event involving members of the ASEAN Medical Schools Network (AMSN) (https://aseanmedschool.com/). Established in 2012, the network’s objectives are to promote friendship and collaboration among the leading medical schools in ASEAN; to achieve excellence in medical education and healthcare; to share human resources and assist one another in capacity building in medical education and research; and to work as one community as part of the ASEAN Vision 2020. With the theme “Towards the Development of Future-Ready ASEAN Health Professionals” at the 12^th AMDS in July 2023, harmonisation of curricula across ASEAN to promote education without borders was one of the collaborative efforts amongst all schools to discuss on strategic approaches to achievement of (i) ASEAN graduate profile; (ii) ASEAN Collaborative Learning; (iii) Diversity, Equity and Inclusion (DEI) and (iv) ASEAN Faculty Development. The delegates were assigned to four groups discussing the various strategic approaches. With the participation from the various member of the AMDS, we have discussed on an appropriate graduate profile which may be utilised by members of the network in ensuring the competencies achieved by the medical students upon graduation. This will enable members of the AMSN to promote mobility and offer exchanges to medical students within this region.

II. ASEAN GRADUATE PROFILE

The ASEAN graduate profile utilised for discussion was developed through two cycles of projects – the Tuning Asia South East (TASE) (Yusoff & Trigt, 2019) and Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Asia (CALOHEA) (ASEAN University Network, 2024; Visser, 2021). These capacity-building projects were funded by the European Commission, Co-funded by the Erasmus+ Programme of the European Union and were co-coordinated by the ASEAN University Network (AUN) (ASEAN University Network, 2024). In TASE, the competencies of a medical graduate were outlined and discussed thoroughly with participating members from Malaysia, Indonesia, the Philippines, Cambodia, Vietnam and Myanmar.

The outcome of the project resulted in a framework for graduate’s competencies in South East Asia region. This framework was further enhanced in CALOHEA with the use of Regional Subject-Specific Qualifications and Assessment Reference Frameworks resulting in the SEA-CALOHEA Medical Competency Framework to permit greater comparability of institutional degree programme profiles.

During the summit, members of the team were introduced to the CALOHEA framework and the domains. The domains are (i) Health & Wellbeing; (ii) Ethics & Humanities; (iii) Integrated Medical Knowledge; (iv) Clinical Practice; (v) Quality Practice and (vi) Professional Behaviour. Each of the domains were discussed alongside the subdomains in the educational domains of Knowledge, Skills and Responsibilities.

III. DISCUSSION

The AMDS working members discussed on SEA-CALOHEA Medical Competency Framework which was proposed to be utilised as the foundation to an ASEAN graduate profile. The essential of demonstrating and applying basic and clinical medical sciences with appropriate skills were agreed upon. For the domain of Clinical Practice, graduates are expected to demonstrate appropriate knowledge, skills and responsibilities in history taking, clinical reasoning, clinical diagnosis, clinical management and patient safety. Graduates are also expected to demonstrate responsibilities as junior doctors with the highest standards of ethics and humanities while recognising diversity in the region. The domain of Quality Practice outlined the needs for graduates to demonstrate critical and innovative thinking, research skills, digital skills, financial skills for non-manager, practice evidence-based medicine and understanding the medico-legal issues in clinical practice.

The core of the framework centres on the Health & Wellbeing domain, where medical graduates are to demonstrate and apply the knowledge and understanding encompassing personal, family, community and population care as junior doctors with the knowledge, skills and responsibilities of their integrated medical knowledge, clinical practice, ethics and humanities, and quality practice. The domain of Professional Behaviour is an overarching competency required, where graduates are expected to perform appropriate professional behaviours with appropriate skills when performing responsibilities as a junior doctor. This domain consists attributes of teamwork and leadership, resilience, self-care, professional values, social and environment accountability, life-long learning skills and communication skills. The working members thought this through and agreed that the domains discussed could be utilised as the graduate profile for the region.

IV. THE WAY FORWARD

With an endorsed graduate profile, each higher education institution in ASEAN may utilise the profile in the curriculum review processes in ensuring a standardised outcome of the medical graduates. Following an agreed graduate profile, the AMDS members could propose possible educational activities to promote mobility, not only amongst medical students, but also faculty members regionally. In a long term, harmonisation of curricula across ASEAN could lead to mutual recognition of medical degrees.

Notes on Contributors

HWH and FCC was responsible for conceptualisation the paper. HWH, FCC and JGC were responsible for the discussion. HWH was responsible for the first draft of the manuscript. FCC and JGC provided their opinions and suggestions. All authors revised the manuscript. All authors read and approved the final version of the manuscript.

Acknowledgement

We would like to acknowledge members of the group – Professor Dr Apichat Asavamongkolkul (Siriraj Hospital, Mahidol University), Asst. Professor Dr Kanokwaroon Watananirunwho (Siriraj Hospital, Mahidol University), Dr Fazean Irdayati Idris (PAPRSB Institute of Health Sciences, Universiti Brunei Darussalam), Professor Dr Angela Aguilar (University of the Philippines College of Medicine), Ms Pearl Yin (Yong Loo Lin School of Medicine, National University of Singapore), Dr. Murti Andriastuti, Sp.A(K) (Universitas Indonesia) and Professor Dr Zamri Radzi (Faculty of Dentistry, Universiti Malaya) who have participated actively in the discussion during the AMDS workshop. The authors would also like to acknowledge the CALOHEA project research group led by the University of Groningen and co-funded by the European Union for the use of the Graduate Profile Framework.

Funding

There is no funding allocated for this paper.

Declaration of Interest

The authors declare that they have no competing interests.

References

ASEAN University Network. (2024).  CALOHEA Project. Retrieved March 30, 2024, from https://www.aunsec.org/aun-action/external-collaborations/calohea

Visser, M. (2021). Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Asia (CALOHEA). Retrieved 22 March 22 2024, from https://calohea.org/

Yusoff, M. S. B., & Trigt, A. V. (Eds.). (2019). Reference points for the design and delivery of degree programmes in medicine. Deusto University Press.

*Hong Wei-Han
Universiti Malaya, 50603 Kuala Lumpur,
Wilayah Persekutuan Kuala Lumpur, Malaysia
+603- 7967 5739
Email: weihan@um.edu.my

Submitted: 23 May 2024
Accepted: 26 August 2024
Published online: 1 October, TAPS 2024, SP01, 14-16
https://doi.org/10.29060/TAPS.2024-SP01/SP005

Khin Aung Htun, Ye Phyo Aung & Tayzar Hein

Department of Medical Education, Defence Services Medical Academy, Myanmar

I. INTRODUCTION

The Defence Services Medical Academy (DSMA) was established in 1992 to tackle a significant scarcity of doctors in the Myanmar Armed Forces. DSMA, originally known as the Defence Services Institute of Medicine (DSIM), has the specific objective of training skilled medical personnel who possess the necessary physical and mental capabilities to protect national interests. By 2008, DSMA had trained a substantial number of medical officers and specialists, establishing itself as the exclusive provider of medical officers for the Directorate of Medical Services. The admissions procedure at DSMA is extremely rigorous, necessitating prospective students to exceed a set of requirements that encompass entrance tests in botany, zoology, and English, in addition to physical, teamwork, and psychometric assessments. Only individuals who exhibit the utmost levels of academic proficiency and physical fitness are admitted through this tough selection process. DSMA provides a diverse selection of educational programmes and degrees in the field of medicine, encompassing both fundamental and advanced levels of study in medicine and surgery. The curricula of military medical school closely resemble that of civilian medical schools, but include additional subjects such as military medicine and leadership training. Upon completion of their studies, DSMA graduates are appointed as Medical Officers (Lieutenants) in the Myanmar Military Medical Corps. They are entrusted with the responsibility of fulfilling several roles, which include attending to healthcare requirements in remote areas. Graduates of DSMA make a significant contribution to healthcare and rural service by providing essential medical treatment to rural people in Myanmar, particularly in places where access to medical facilities is limited. This pledge is in line with the academy’s aim to not only train competent medical professionals but also make a substantial contribution to the country’s healthcare system.

II. EDUCATIONAL PRINCIPLES AND LEARNING THEORIES

DSMA’s educational philosophy is grounded in a commitment to producing medical professionals who are not only skilled but also possess high moral standards and the courage to serve. The academy’s curriculum is designed to foster a deep understanding of medical science, along with the development of practical skills and ethical values. Learning theories such as experiential learning, social learning, and constructivism play a pivotal role in shaping the educational approach at DSMA. These theories emphasise the importance of hands-on experience, the influence of social interactions, and the construction of knowledge through active engagement, respectively (Al-Eyd et al., 2018).

III. TEACHING AND LEARNING STRATEGIES

The teaching and learning strategies employed at DSMA are diverse and tailored to meet the needs of adult learners in a medical setting. The academy has embraced a shift from traditional lecture-based methods to more interactive and student-centered approaches. Small group teaching, problem-based learning, and clinical simulations are integral components of the curriculum, encouraging active participation and critical thinking. The use of multimedia resources, e-library facilities, and internet access further enriches the learning experience, providing students with a wealth of information at their fingertips (Anyim, 2019).

 IV. EDUCATIONAL LEADERSHIP

Educational leadership at DSMA is characterised by a vision that is focused on continuous improvement and innovation. The leadership team, the Commandant, Rector, heads of various wings, and faculty members, works collaboratively to ensure the alignment of the academy’s goals with its educational practices. The establishment of committees such as the Curriculum Review Committee, Assessment Committee and the Medical Education Committee reflects the academy’s commitment to maintaining high standards and adapting to the evolving landscape of medical education (Davis et al., 2005).

V. ASSESSMENT PRINCIPLES

Assessment at DSMA is an integral part of the learning process, designed to evaluate students’ knowledge, skills, and attitudes. The academy employs a variety of assessment methods, including written exams, practical exams, and clinical assessments, to provide a comprehensive evaluation of student performance. Formative assessments are used throughout the course to provide feedback and guide learning, while summative assessments are used to determine students’ readiness to progress to the next stage of their training (Houston & Thompson, 2017).

VI. SHAPING THE FUTURE OF HEALTHCARE

A. Medical Education Research Culture

Research in medical education is a growing area of focus at DSMA. The academy encourages faculty and students to engage in research activities that contribute to the advancement of medical education and practice. This research culture is supported by the availability of resources such as the e-library and internet access, as well as collaborations with other institutions and organisations. The findings from these research endeavors are used to inform curriculum development and teaching practices, ensuring that DSMA remains at the forefront of medical education innovation. In short, the Defence Services Medical Academy in Myanmar provides a comprehensive and dynamic educational environment for aspiring medical professionals. Through its adherence to educational principles, implementation of effective teaching and learning strategies, strong educational leadership, robust assessment practices, and a culture of medical education research, DSMA continues to make significant contributions to the field of medical education (McGaghie et al., 2010). Its commitment to quality, innovation, and international standards ensures that its graduates are well-equipped to serve the healthcare needs of the armed forces and the wider community.

B. Early Participation in ASEAN Forums

Following its establishment, DSMA began to participate in ASEAN forums and conferences related to medical education. These initial steps were crucial for DSMA to establish connections with other medical schools in the region.

C. Collaborative Research Projects

DSMA engaged in collaborative research projects with other ASEAN medical schools, focusing on areas of mutual interest such as tropical medicine, infectious diseases prevalent in the region, and military medicine.

D. Exchange Programs

DSMA implemented faculty and student exchange programs with ASEAN medical schools. These programs enhanced learning opportunities and fostered a deeper understanding of different healthcare systems and educational methodologies.

E. Joint Workshops and Training Programs

DSMA hosted and participated in joint workshops and training programs aimed at addressing common health issues in the region, such as dengue fever, malaria, and HIV/AIDS, leveraging its strengths in military medicine and public health.

F. Leadership in Medical Education Forums

DSMA’s role in ASEAN medical education networks evolved to include leadership positions within regional forums and working groups focused on medical education. This leadership role allowed DSMA to influence the agenda towards more integrated and innovative approaches to medical training.

G. Digital Learning and Telemedicine Initiatives

Recognising the importance of digital transformation in medical education, DSMA led initiatives on digital learning platforms and telemedicine within the ASEAN network, sharing its developments and learning resources with partner institutions.

H. Public Health and Disaster Management

DSMA’s expertise in military medicine uniquely positioned it to lead regional initiatives on public health crisis management and disaster response training, areas of growing importance within ASEAN countries.

I. Global Health Security

DSMA’s contributions have extended beyond ASEAN to global health security, particularly in areas like pandemic preparedness and biosecurity. Through international collaborations, DSMA has shared its expertise in handling health emergencies and disasters.

J. International Research Collaborations

The academy has engaged in international research collaborations, contributing valuable insights from the ASEAN region to global discussions on medical education and public health issues.

K. Looking Forward

The future sees DSMA continuing to play a crucial role in not just educating military medical personnel but also in contributing to the enhancement of medical education standards across ASEAN and globally. By focusing on innovative teaching methodologies, research, and international collaboration, DSMA aims to address the evolving challenges in healthcare and medical education, ensuring its graduates are well-equipped to meet the needs of their communities and beyond. DSMA’s history and ongoing contributions to the ASEAN medical school network and other international networks underscore its commitment to excellence in medical education and its pivotal role in promoting health and education across the region and the world.

Notes on Contributors

Professor Khin Aung Htun led the core concepts and guided the whole manuscript. Dr. Ye Phyo Aung and Dr. Tayzar Hein contributed significantly to the drafting of the manuscript.

Acknowledgement

We extend our heartfelt gratitude to the Defence Services Medical Academy for providing an enriching environment and resources that were instrumental in the realisation of this article. Our appreciation also goes to our peers and mentors, whose insights and feedback significantly contributed to the refinement of our work.

Funding

No external funding sources were utilised for the execution of this article, including the conceptualisation and publication phases.

Declaration of Interest

The authors declare that there are no conflicts of interest.

References

Al-Eyd, G., Achike, F., Agarwal, M., Atamna, H., Atapattu, D. N., Castro, L., Estrada, J., Ettarh, R., Hassan, S., & Lakhan, S. E. (2018). Curriculum mapping as a tool to facilitate curriculum development: A new School of Medicine experience. BMC Medical Education, 18(1), 1-8. https://doi.org/10.1186/s12909-018-1289-9

Anyim, W. O. (2019). Electronic information resources for learning and research activities among undergraduate students in the university library. Journal of Computer Science and Technology Studies, 1(1), 28-35. https://al-kindipublisher.com/index.php/jcsts/article/view/431

Davis, M. H., Karunathilake, I., & Harden, R. M. (2005). AMEE Education Guide no. 28: The development and role of departments of medical education. Medical Teacher, 27(8), 665-675. https://doi.org/10.1080/01421590500398788

Houston, D., & Thompson, J. N. (2017). Blending formative and summative assessment in a capstone subject:‘It’s not your tools, it’s how you use them’. Journal of University Teaching & Learning Practice, 14(3), Article 2. https://doi.org/10.53761/1.14.3.2

McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2010). A critical review of simulation‐based medical education research: 2003–2009. Medical Education, 44(1), 50-63. https://doi.org/10.1111/j.1365-2923.2009.03547.x

*Professor Khin Aung Htun
No .94, D-1, Pyay Road,
Mingaladon Township,
Yangon, Myanmar
Postal code – 11021
+95 95280374
Email: khinaunghtun@dsma.edu.mm

Submitted: 6 May 2024
Accepted: 28 August 2024
Published online: 1 October, TAPS 2024, SP01, 22-24
https://doi.org/10.29060/TAPS.2024-SP01/SP008

Jamuna Vadivelu¹, Wei-Han Hong¹ & April Camilla Roslani²

¹Medical Education & Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Malaysia; ²Department of Surgery, Faculty of Medicine, Universiti Malaya, Malaysia

I. INTRODUCTION

The ASEAN Medical Schools Network (AMSN) was established in 2012 with the aims of promoting friendship and collaboration among the leading medical schools in ASEAN. In line with the ASEAN Vision 2020, we work as one community, sharing resources and building capacity to achieve excellence in medical education and healthcare. The 12th ASEAN Medical Deans’ Summit (AMDS), held from 28-29 July 2023 in Kuala Lumpur, Malaysia, focused on capacity building initiatives for an ASEAN healthcare workforce that can work across borders, facilitating mobility of healthcare professionals who are trained to adapt to local cultural practices and sensitivities.

Internationalisation of higher education across regions is a multidimensional process. To promote the development of a regional integrated higher education space, the 12^th AMDS was delivered in the Faculty of Medicine, Universiti Malaya, as a two-day programme over three sessions and a workshop, with each school sharing their best practices regarding preparation of practice-ready graduates, assessments and learner-centred coaching.

II. ACTIVITIES DURING THE 12^TH AMDS

A diverse group of medical educators presented current initiatives at their respective schools in Sessions 1, 2 and 3. They were then asked to define strategies for multicentre collaboration to advance the current state of preparing future-ready healthcare professionals who can work across ASEAN through medical education initiatives by harnessing the power of collective expertise.

Session 1, moderated by AMSN President, Professor Charlotte Chiong (Philippines), addressed the preparation of graduates who are ready for practice. Professor Yang Faridah Abdul Aziz (Malaysia) focused on the shift to competence-based education in Malaysia, while Adjunct Professor Lau Tang Ching (Singapore) shared on how developing common curricula for healthcare adjacent fields could facilitate interprofessional education. The design and implementation of competence-based medical curricula was further developed by Professor Nguyen Huu Tu (Vietnam), while the experience of Faculty of Medicine Siriraj Hospital in non-compensatory evaluation & Pi-shape education was shared by Associate Professor Tripop Lertbynnaphong (Thailand).

Session 2 focused on teaching, mentoring and coaching in medical education, moderated by Associate Professor Marion Aw (Singapore). The need to refine the roles of trainers in postgraduate clinical programmes was presented by Professor Shahrul Bahyah (Malaysia), further illustrated by the PGH experience of supporting medical trainees during the pandemic shared by Associate Professor Dionne Sacdalan (Philippines). Presentations on the importance of coaching in a learner-centered approach, by Professor Dwiana Ocviyanti (Indonesia), and the transformative impact of problem-based learning by Professor Khin Aung Htun (Yangon), rounded off the session.

Assistant Professor Kanokwaroon Watananirun (Thailand) moderated Session 3, on best practices in assessments. While Professor Christina Tan (Malaysia) tackled the thorny issue of hawks and doves impacting assessments, Dr Nurhanis Syazni Roslan (Malaysia) showed how standard setting in high-stakes assessments provided evidence of validity. The theme was further developed by Dr Dujeepa Samarasekera (Singapore) who spoke on performance-based assessments, while assessment implementation of interprofessional health education across the Faculties of Medicine, Public Health, and Nursing were described by Assoc Prof Ahmad Hamim Sadewa (Indonesia).

In Session 4, the workshop on harmonisation of curricula across ASEAN moderated by Associate Professor Prapat Wanitpongpan (Thailand), participants were divided into four groups to discuss different strategic approaches. The discussion on the ASEAN graduate profile was led by Dr Hong Wei-Han (Malaysia), Professor Ari Fahrial Syam (Indonesia) steered the group on ASEAN Collaborative Learning, the discussant for Diversity, Equity and Inclusion (DEI) was Prof. Bernadette Heizel M. Reyes (Phillipines) while ASEAN Faculty development was chaired by Dr Dujeepa Samarasekera (Singapore). Participants were led through presentations and structured discussions about the challenges of initiatives in future-proofing health care professional who could work across borders with increased mobility and the opportunities offered through international collaboration.

Led by Professor Muhammad Yazid Jalaludin (Malaysia), the AMSN Student Chapter Programme was aimed to encourage networking and leadership, through discussions on current local medical education initiatives and brainstorming on proposed improvements amongst medical students. In preparation for the meeting, the student representatives met online prior to the event and had discussion on Comprehensive Assessment for Future-ready Medical Practitioners. The student representatives from each institution prepared and presented a poster amongst their peers. The students presented on Authentic Assessments, Assessment of Professionalism and Simulation Based Assessment during the Student Dialogue Session, in the presence of the educators. During the summit dinner, students also presented cultural performances and attended the event with all the delegates. The educators and students also had the opportunity to engage with each other through joint academic and social activities such as Faculty of Medicine UM Tour (Centrepoint, Pathology Museum, Anatomy Dissection Hall), Campus Tour which includes Dewan Tunku Canselor and Rimba Ilmu, and KL City Tour around Central Market, Merdeka Square and the Sultan Abdul Samad building.

III. STRATEGIC INITIATIVES

The workshop focused on developing strategies for harmonisation of curricula across ASEAN. All the members present were allocated into four different groups to consider international strategies in future-proofing healthcare professionals for the region. Four strategic initiatives were discussed, which included, creating a generic ASEAN graduate profile, collaborative learning in the region, addressing diversity, equity and inclusion (DEI) and a robust ASEAN Faculty development.

Summarised below are the working group’s recommendations for consideration.

1. To use the graduate profile that was developed through consensus in the Tuning Academy – South East project (TA-SE). This meta-profile consisted of common regional competencies (core and subject-specific) for medicine programme in this region. A review of the competencies with potential challenges were discussed with the aim to promote development of common goals in human resource capacity, curriculum development recognition of professional qualifications and academic credentialing within the region.

2. To develop a standardised medical curriculum for medical schools within countries in the ASEAN region. Assure that these curricula are comprehensive, but also allow for geographic/regional variability—knowing that analysing the effect of curricula on learners requires some variability and because different courses will have different goals (research, education, clinical, public health, etc.). To foster best practices in development and implementation of these curricula.

3. To develop database of ASEAN Experts to formulate an ASEAN Framework for Faculty Development. To review processes, policies, bureaucracies which may restrict mobility and sharing.

4. Develop standardised evaluation tools that could give rise to large-scale qualitative and quantitative data sets from learners’ global health experiences. Develop multi-institutional, multidisciplinary research networks to compile and share data. Investigate methods to improve coordination of efforts between global health GME programs and research networks to facilitate above recommendations.

IV. CONSENSUS STATEMENT

Recommendations and priority areas for the development of future ready ASEAN health professionals across this region will be based on the outcomes of discussions on the four strategies for the future-proofing of healthcare professionals in the region.  A developmental and implementation plan will be designed at future meetings.

Notes on Contributors

JV was responsible for conceptualisation the paper. All authors were responsible for the discussion. JV was responsible for the first draft of the manuscript. HWH and ACR provided their opinions and suggestions. All authors revised the manuscript. All authors read and approved the final version of the manuscript.

Acknowledgement

We would like to acknowledge the organising committee, all speakers, all members of the AMSN and all medical students who have participated actively in the discussion during the AMDS.

Funding

There was no funding allocated for this paper.

Declaration of Interest

The authors declare that they have no competing interests.

*Jamuna Vadivelu
Medical Education & Research Development Unit (MERDU),
Faculty of Medicine, Universiti Malaya
Kuala Lumpur, Malaysia
+603-7967 5739
Email: jamuna@ummc.edu.my

Submitted: 21 June 2024
Accepted: 20 August 2024
Published online: 1 October, TAPS 2024, SP01, 1-3
https://doi.org/10.29060/TAPS.2024-SP01/SP001

Dujeepa D. Samarasekera¹ & Dow Rhoon Koh²

¹Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; ²International Relations, Yong Loo Lin School of Medicine, National University of Singapore, Singapore

I. INTRODUCTION

In anticipation of the development of the ASEAN Economic Community (AEC) by 2015, the ASEAN Medical Schools Network (AMSN) was established in 2012 by Clinical Professor Udom Kachintorn during his tenure as Dean of the Faculty of Medicine at Siriraj Hospital, Mahidol University. The AMSN aims to promote friendship and collaboration among leading medical schools in the ASEAN region, achieve excellence in medical education and healthcare, share human resources, and assist in capacity building in medical education and research. Through the AMSN, the ASEAN Medical Deans’ Summit (AMDS) establishes a platform for deans and leadership of the regional medical schools to meet to discuss, share and brainstorm over key challenges in medical education and health care, creating a cohesive framework and leading to a unified action and solutioning among ASEAN nations. This flagship summit of the AMSN seeks to share research development in common areas of interest and develop common basic global standards in medical education and healthcare systems through cooperative efforts and strategic partnerships. The summit also provides opportunities to explore student exchange cooperative student projects across the region.

II. HISTORIC GATHERING

In a landmark event for the ASEAN community, the 1st summit marked the first-ever assembly of medical education leaders, including Deans and Rectors, from the 10 ASEAN member states: Thailand, Laos, Myanmar, Vietnam, Cambodia, Indonesia, Malaysia, the Philippines, Singapore, and Brunei. This historic convergence took place in September 2012 at Siriraj Hospital, Bangkok, Thailand, serving as a pivotal platform for these leaders to share their visions, exchange collaborative ideas, and set the stage for future joint initiatives. In the spirit of ASEAN centrality, the summit underscored the importance of collective action to address the healthcare needs of the 600 million people within the ASEAN community, highlighting the potential for significant advancements through shared expertise and resources.

III. DIVERSE PARTICIPATION

The inaugural summit witnessed the active participation of 12 renowned medical schools from various ASEAN countries, enriching the collaborative discussions with a wide array of perspectives and experiences. The founding institutions included:

• PAPRSB Institute of Health Sciences, Universiti Brunei Darussalam
• Faculty of Medicine, University of Health Sciences, Cambodia
• International University, Cambodia
• Faculty of Medicine, Universitas Indonesia
• Faculty of Medicine, University of Health Sciences, Lao PDR
• Faculty of Medicine, Universiti Malaya, Malaysia
• University of Medicine, Yangon, Myanmar
• University of Medicine, Mandalay, Myanmar
• University of Philippines College of Medicine
• Yong Loo Lin School of Medicine, National University of Singapore
• Faculty of Medicine, Siriraj Hospital, Mahidol University, Thailand
• Faculty of Medicine, Ramathibodi Hospital, Mahidol University, Thailand
• Hanoi Medical University, Vietnam

These institutions played a critical role in the success of the summit, contributing their unique insights and expertise to the collective dialogue aimed at enhancing medical education and healthcare across the region. Since inception, other ASEAN institutions have also joined the group adding diversity and new perspectives to the AMSN. The newer schools include:

• Universitas Gadjah Mada, Indonesia
• Universiti Sains Malaysia. Malaysia
• University of Santo Thomas, Philippines
• University of East Ramon Magsaysay, Philippines
• Faculty of Medicine, Ramathibodi Hospital, Mahidol University, Thailand
• University of Medicine and Pharmacy, Vietnam
• Hue Medicine and Pharmacy University, Vietnam

IV. ASEAN MEDICAL SCHOOLS NETWORK ORGANISATION

The establishment of the AMSN during the inaugural AMDS provided the organisational structure to facilitate sustained collaboration and strategic planning for the network. The AMSN is chaired by a rotating President decided by consensus during the AMSN board meeting, and each President term runs for 2 years. The President is supported by a secretariat that leverages on the administrative structure of the institution the President comes from. The annual AMDS is also hosted by rotation across the member institutions of the AMSN and decided by consensus at the board meeting. Institutions can tap on financial support from a generous donation by the China Medical Board if needed to host the annual meeting. Through early discussions, the network established four specialised working groups to realise its mission: each tasked with addressing key areas essential for the advancement of medical education and healthcare systems within ASEAN. The working groups are:

• Education Work Group: Focused on standardising and enhancing medical education curricula across member institutions to ensure high-quality training for future healthcare professionals.
• Student Exchange Work Group: Aimed at promoting student mobility and exchange programs to foster cross-cultural learning and collaboration, thereby enriching the educational experience and broadening the perspectives of medical students.
• Research Work Group: Dedicated to advancing collaborative research efforts, sharing resources and expertise, and addressing regional health challenges through joint research projects and initiatives.
• Accreditation Work Group: Tasked with developing and implementing accreditation standards and processes to ensure that medical schools within the ASEAN network meet basic globally recognised benchmarks of excellence.

V. KEY ACTIVITIES AND MILESTONES

In the early years, the AMSN supported student-led collaborative project – ASEAN Student Collaborative Project (ASCP) where student groups from the respective institutions come together to share and collaborate in joint projects. The students would run their programme in parallel to that of the main AMDS. Where appropriate, the students are also given opportunities to present to the Deans a summary of their discussions. The student meetings also included student dialogue sessions guided by local faculty and later evolved to a formal student chapter within the AMSN in 2022 and an addendum was appended to the AMSN charter.

The research working group fostered a spirit of sharing and collaboration across a range of areas from public health, infectious diseases (HIV, dengue, TB, COVID-19) and non-communicable diseases (cancer, biomarkers, cardiovascular and aging). In order to facilitate greater collaboration, an ASEAN Research Collaborative Fund (ARCF) was set up with a funding provided by the Yong Loo Lin School of Medicine, National University of Singapore (NUS) and administered by a committee chaired by the University of Malaya. The ARCF provides support for travel grants, joint symposia and meetings.

For education, discussions over curricular harmonisation, transfer of credits, faculty development, consolidation of local journals on the web and student exchange were made. The covid pandemic accelerated the use of IT and virtual platforms across the region and spurred the conception of 2 webinar series in the region hosted by the Centre for Medical Education (CenMED), YLL School of Medicine, NUS. A 7-part webinar series in 2021 on “Lessons learnt during the pandemic and strategies in the new normal” provided a platform for many in the region to share their experiences and best practices. This was followed in 2022 with the AMSN “Webinar series 2” which focused on key education issues using a panel discussion format. To continue the regional spirit of sharing, the Global Classroom project was developed and anchored by Siriraj Hospital to share lecture videos on the CenMED Scholar platform.

Through a process of discussion and a regional institutional survey, a set of basic medical education quality indicators for the ASEAN region was developed. The indicators were refined by a pilot application of the indicators through an internal assessment of the key member institutions. It was felt that the indicators would be useful as a benchmark for developing schools in the region. However, further developments were paused with the advent of the WFME review and use of the WFME global standards.

VI. CONCLUSION

The ASEAN Deans’ Summit represented a historic milestone in the journey towards collaborative advancement in medical education and healthcare within the ASEAN region. By bringing together leaders from across the region and establishing a structured network, the summit laid the groundwork for collective action and continuous quality improvement. The collaborative efforts initiated at this summit have the potential to significantly enhance the quality of medical education and healthcare delivery, ultimately benefiting the vast population of the ASEAN community. As the network continues to grow and evolve, it stands as a testament to the strength of diverse perspectives in the region and power of collective action in achieving shared goals and addressing common challenges.

Submitted: 8 May 2024
Accepted: 26 August 2024
Published online: 1 October, TAPS 2024, SP01, 8-10
https://doi.org/10.29060/TAPS.2024-SP01/SP003

Ari Fahrial Syam

Faculty of Medicine, Universitas Indonesia, Indonesia

I. INTRODUCTION

The history of medical education development in Indonesia could not be separated from the establishment of Faculty of Medicine, Universitas Indonesia (FMUI) as the first medical school in the country. The name of the institution itself was established in 1950, yet the first medical school was established in 1898 under the name STOVIA (School tot Opleiding voor Indische Artsen). For more than a century, FMUI has constantly been the centre of medical education and research in Indonesia. FMUI has borne more than twenty percent of medical doctors in Indonesia which is aligned with its vision to be the centre of medical knowledge and technology so that it can contribute to national and global development (Fakultas Kedokteran Universitas Indonesia, 2022).

FMUI has such a complete educational program varying from medical doctor to doctorate degree. There are four masters, 32 specialist doctors, 7 subspecialists, and 3 doctorate study programs to date. FMUI also has international class study programs in collaboration with University of Melbourne, Monash University, and University of Newcastle Upon Tyne so the students are able to achieve a double degree at the end. With more than 120 active professors, more than 5,000 students per year, and more than tens of thousands alumni, FMUI stays consistent being the best medical institution in Indonesia to date. FMUI is ranked 201-250 based on QS World University Ranking by Subject Medicine 2024, 501-600 based on THE World University Ranking by Subject Clinical and Health 2024, and 588th World Rank EduRank Subject Medicine 2024 (Fakultas Kedokteran Universitas Indonesia, 2022).

II. ASEAN MEDICAL DEANS’ SUMMIT (AMDS)

The Southeast Asian Medical School Network Initiative is a collaboration between Medical Faculties in Southeast Asian countries to create excellence in medical education and increase biomedical research capabilities that can compete globally. To reach that goal, there are several activities such as development of harmonised curricula, collaborative networks in biomedical research, and academic exchange programs for students and faculty. Annually to discuss the progress of their goal, ASEAN Medical Deans’ Summit is held annually at member faculties (ASEAN Medical School Network, 2024).

The ASEAN Medical Deans’ Summit (AMDS) has significance since it serves as the catalyst for advancing medical education in the member states of ASEAN in terms of quality, relevance, and accessibility. The summit helps to enhance excellence in healthcare delivery throughout the area and harmonise standards for medical education by promoting conversations on research, faculty training, curriculum development, and healthcare delivery. Additionally, it gives medical institutions a venue for networking and cooperation, creating alliances that promote innovation and progress in the field of healthcare (ASEAN Medical School Network, 2024).

III. FACULTY OF MEDICINE, UNIVERSITAS INDONESIA (FMUI) CONTRIBUTIONS

FMUI is one of the founders of ASEAN Medical Deans’ Summit (AMDS) which initially was established in 2012 at Faculty of Medicine, Mahidol University, Bangkok. Along with other deans of ten ASEAN countries, FMUI consistently participates in annual deans’ summits to establish and reinforce a network of collaborations among all participating medical schools from this region. FMUI also contributed as a host for the 5th AMDS and the 1st ASEAN Students Collaborative Project (ASCP) which was held on 26th – 28th July 2016. In this AMDS’ edition, there were several collaboration agreements on medical education and research formulation, including development of medical education curricula, academic quality assurance, prevalence disease mapping research, and initiation of various studies toward health status and policy (Fakultas Kedokteran Universitas Indonesia, 2016).

At that meeting, FMUI dean former, Prof. Dr. dr. Ratna Sitompul, SpM(K), also presented a report regarding the 1st ASCP event. FMUI initiated this research-based event which was done by students. This effort was done in order to encourage all medical students from 12 best universities in ASEAN to be capable of identifying their contribution in various systematic, planned, and structured community services and to collaborate in community-based research projects. The students were asked to produce a community-based project in their respective countries, thereafter assigned to create the emerging health issues mapping. It was expected that through this event, medical student collaboration in the ASEAN region would keep improving. The results of the project were then presented at the peak of the ASCP event which took place on 26-28 July 2016 at Hulu Cai Camp, Ciawi, Bogor. In general, this event was expected to be part of preparations for the ASEAN Economic Community (AEC) era and increase the competitiveness of both medical education institutions and medical students as prospective medical graduates in the future. Prof Ari also become the President of the ASEAN Medical Schools Network from 2018 to 2020 (Fakultas Kedokteran Universitas Indonesia, 2016).

On the 12th AMDS which was held in 2023 at Universiti Malaya, FMUI Dean, Prof. Dr. dr. Ari Fahrial Syam, SpPD-KGEH presented a topic concerning ASEAN Collaborative Learning. Vice Dean Prof. Dr. dr. Dwiana Ocviyanti, SpOG(K) also participated at the meeting by presenting a topic regarding “Coaching in Learner-centered Medical Education”. (Fakultas Kedokteran Universitas Indonesia, 2016).

Along with FMUI contributions in AMDS, FMUI actively participated in the AAHCI Association of Academic Health Centres International. In 2023, the Executive Director of AAHCI awarded Prof. Ari with the AAHCI Distinguished Service Award for his contributions as Regional Ambassador from 2018 until 2013. FMUI also participates in the China-ASEAN Medical Education Symposium & Roundtable Discussion on Establishing China-ASEAN University Consortium on Medical Education, Research, and Healthcare, which aims to strengthen medical and health cooperation for countries along the Belt and Road Initiative.

IV. IMPACT OF FMUI’S CONTRIBUTIONS

FMUI is actively involved in the development of medical education and research in the Southeast Asia region. The real form that can be seen is the formation of the FKUI Medical Education Department which was established with the aim of becoming a centre for science, technology and culture in the field of medical education and health professions that is superior and competitive, through efforts to educate the life of the nation to improve the welfare of society so as to contribute to development. Indonesia and the world. This department also routinely publishes scientific journals which have helped the development of medical education in Indonesia (IMERI FKUI, 2022).

Furthermore, FKUI also built the Indonesian Medical Education and Research Institute (IMERI) Building as a means for academics and researchers to develop transdisciplinary research. The purpose of building this building is to answer the challenges that will arise in the future, especially in the health and medical fields. Currently, IMERI FKUI provides various facilities such as the Big Data Center, Bio Bank, Bio Informatica, Animal Research Facilities, and Molecular Biology and Proteomics Facilities (FKUI, 2021). The other form of commitment to the development of science, FKUI has published 4560 Scopus indexed publications from the last 5 years (FKUI, 2023).

V. CONCLUSION

ASEAN Medical Deans’ Summit emphasises how vital it is for the medical communities of the ASEAN countries to maintain the relations between medical faculties and working together. FMUI commits to actively participate in these platforms. For the development of medical curriculum and the benefit of the people living in the ASEAN, AMDS must work together to face healthcare challenges, raise the bar for medical education, and improve healthcare delivery through collaboration, exchanging best practices, and using collective expertise.

Notes on Contributors

Ari Fahrial Syam pitched the idea, wrote the draft, and actively revised the draft. This manuscript is built on the previous collaboration and cited from the official institutional website.

Acknowledgement

No technical help and/or financial and material support or contributions were received in the preparation of this manuscript.

Funding

No funding source to declare.

Declaration of Interest

The author declares that there are no possible conflicts of interest, including financial, consultant, institutional, and other relationships that might lead to bias or a conflict of interest.

References

ASEAN Medical School Network. (2024). About us. https://ASEANmedschool.com/index.php/about-us/

IMERI Fakultas Kedokteran Universitas Indonesia. (2022). Core Facilities. https://imeri.fk.ui.ac.id

Fakultas Kedokteran Universitas Indonesia. (2023). Rekapitulasi Scopus.

Fakultas Kedokteran Universitas Indonesia. (2021). Departemen Pendidikan Kedokteran. https://fk.ui.ac.id/departemen/departemen-pendidikan-kedokteran.html

Fakultas Kedokteran Universitas Indonesia. (2022). Sejarah. https://fk.ui.ac.id/sejarah.html

Fakultas Kedokteran Universitas Indonesia. (2022). FKUI Dalam Angka. https://fk.ui.ac.id/fkui-dalam-angka.html

Fakultas Kedokteran Universitas Indonesia. (2016). FKUI Tuan Rumah The 5th ASEAN Medical Deans’ Summit dan The 1st ASEAN Students Collaborative Project. https://fk.ui.ac.id/berita/fkui-tuan-rumah-the-5th-ASEAN-medical-deans-summit-dan-the-1st-ASEAN-students-collaborative-project.html

*Ari Fahrial Syam
Jl. Salemba Raya No.6,
Kenari, Kec. Senen, Kota Jakarta Pusat,
Daerah Khusus Ibukota Jakarta 10430
+62 21 3929651
Email: ari.fahrial@fk.ui.ac.id

Submitted: 31 March 2024
Accepted: 26 August 2024
Published online: 1 October, TAPS 2024, SP01, 19-21
https://doi.org/10.29060/TAPS.2024-SP01/SP007

Yodi Mahendradhata

Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Indonesia

I. INTRODUCTION

The Faculty of Medicine, Public Health, and Nursing at Universitas Gadjah Mada (FMPHN UGM) has a rich and illustrious history dating back to its establishment in 1946. Originally known as the Faculty of Medicine, it predated establishment of Universitas Gadjah Mada (UGM), which was founded in 1949 as Indonesia’s first national university. From its inception, FMPHN UGM has been dedicated to training healthcare professionals and conducting research to address the health needs of Indonesia. Over the years, the Faculty has expanded its scope to include Public Health, Nutrition and Nursing programs, reflecting a commitment to an interprofessional approach to healthcare education and practice.

Throughout its history, FMPHN UGM has played a pivotal role in shaping the landscape of healthcare and healthcare professionals’ education in Indonesia. It has produced generations of doctors, public health experts, nutritionists/dietitians and nurses who have gone on to serve their communities and contribute to advancements in health policy, research, and practice. The Faculty has also been at the forefront of addressing key health challenges facing Indonesia, such as infectious diseases, maternal and child health, non-communicable diseases, and disasters (e.g. tsunami, volcanic eruptions, pandemic). Its research initiatives have led to the development of innovative interventions and solutions to improve health outcomes and promote wellbeing across the nation.

Today, we are poised to elevate to the Southeast Asian region our initiatives for training healthcare professionals, conducting cutting-edge research, and working collaboratively with communities to improve health and wellbeing. In line with this commitment, FMPHN UGM is looking forward to work through the ASEAN Medical Deans’ Summit (AMDS) on three proposed strategic areas: (1) promoting social accountability of academic medical institutions in the region; (2) strengthening capacity of academic medical institutions in the region for disaster health management; (3) enhancing the role academic medical institutions to promote evidence-informed policy in the region.

II. PROMOTING SOCIAL ACCOUNTABILITY

Social accountability in medical education can be defined as: “The obligation to direct their education, research and service activities towards addressing the priority health concerns of the community, region, and/or nation they have a mandate to serve. The priority health concerns are to be identified jointly by governments, health care organisations, health professionals, and the public” (Boelen & Heck, 1995). This definition emphasises the responsibility of medical schools to align their activities with the health needs and priorities of the communities they serve, as identified through collaborative efforts involving various stakeholders. It underscores the importance of education, research, and service in addressing these priority health concerns and promoting the overall wellbeing of society. Promoting social accountability in medical education is essential for ASEAN Medical Deans to fulfil their mandate of producing competent, compassionate, and socially responsible healthcare professionals who can effectively address the health needs of the Southeast Asian region.

For many decades, FMPHN UGM has demonstrated a strong commitment to promoting social accountability in health professionals’ education through various experiences and achievements: (1) implementing community-based education programs that provide students with opportunities to engage directly with communities and address their health needs; (2) establishing partnerships with local communities, government agencies, and non-governmental organisations to identify and address priority health concerns; (3) integrating social accountability principles into the curricula of medical, public health, nutrition and nursing programs; (4) conducting research that addresses pressing health issues facing Indonesian communities. Overall, the Faculty of Medicine, Public Health, and Nursing at Universitas Gadjah Mada has demonstrated a strong commitment to promoting social accountability in medical education through its community-based education programs, partnerships with communities, curricular integration, research for social impact, service-learning initiatives, and advocacy efforts. These experiences and achievements serve as examples of best practices in promoting social accountability within medical education in the Southeast Asian region. These achievements have led to the recent award of certificate of merit in social accountability by AMEE International Association for Health Professions Education as part of the ASPIRE to excellence award.

III. STRENGTHENING CAPACITY FOR DISASTER HEALTH MANAGEMENT

Disaster health management can be defined as: “The organisation, coordination, and management of health sector response and recovery efforts in the event of disasters. It involves preparedness, response, relief, and recovery activities aimed at minimising the health impact of disasters on affected populations” (World Health Organization, 2020). This definition underscores the importance of a coordinated and integrated approach to managing health sector response efforts during all phases of a disaster, from preparedness and response to relief and recovery. It emphasises the need for proactive planning, effective coordination, and timely interventions to minimise the health impact of disasters and support the wellbeing of affected populations. ASEAN Medical Deans have a unique opportunity and responsibility to contribute to strengthening the capacity of medical schools for disaster health management in the Southeast Asian region. By leveraging their expertise, resources, and networks, they can play a critical role in preparing future healthcare professionals, advancing research and innovation, enhancing institutional preparedness, fostering community engagement, and advocating for policy change to build resilience and mitigate the health impact of disasters.

The Faculty of Medicine, Public Health, and Nursing at Universitas Gadjah Mada (UGM) has a strong track record of experiences and achievements in disaster health management and building capacity for disaster health management. Some of these notable experiences and achievements include: (1) participated in disaster response and relief efforts during various natural disasters, including earthquakes, volcanic eruptions, floods, and tsunamis; (2) conducted research and innovation projects focused on disaster health management; (3) engaged with local communities to raise awareness about disaster preparedness and response; (4) integrated disaster health management into its education and training programs for students, healthcare professionals, and community members.  Overall, the Faculty of Medicine, Public Health, and Nursing at Universitas Gadjah Mada has demonstrated significant experiences and achievements in disaster health management and building capacity for disaster health management. Through its research, education, community engagement, policy advocacy, and international collaboration efforts, the Faculty continues to play a critical role in strengthening disaster resilience, reducing health risks, and improving health outcomes for vulnerable populations in Indonesia and beyond. These achievements have led to the recent appointment of FMPHN UGM as the Secretariat of the ASEAN Institute for Disaster Health Management and the ASEAN Journal of Disaster Health Management.

IV. ENHANCING EVIDENCE-INFORMED HEALTH POLICIES

Evidence-informed policy making can be defined as: “a systematic and transparent approach that draws on the best available data, research and other forms of evidence and knowledge” (World Health Organization, 2024). This definition emphasises the importance of utilising high-quality scientific knowledge and research evidence to inform policy-making processes. It underscores the need for policymakers to rely on evidence-based practices and data-driven approaches to develop and implement policies that effectively address health challenges and contribute to achieving desired health outcomes. ASEAN Medical Deans have a unique opportunity and responsibility to contribute to strengthening the capacity of medical schools for enhancing evidence-informed policy in the Southeast Asian region. By leveraging their expertise, resources, and networks, they can play a vital role in promoting evidence-based approaches to policy-making and driving positive changes in health systems and outcomes across the region.

The Faculty of Medicine, Public Health, and Nursing at Universitas Gadjah Mada (UGM) has demonstrated several experiences and achievements in enhancing evidence-informed policy and building capacity for evidence-informed policy. Some notable examples include: (1) strong track record of conducting high-quality research, which contributes valuable evidence to inform policy-making processes; (2) actively engage in policy advocacy efforts to promote evidence-informed policy-making; (3) collaborates closely with government agencies, non-governmental organisations, and other stakeholders to strengthen evidence-informed policy-making processes; (4) provides training and capacity-building programs to enhance the skills and competencies of students, researchers, and policymakers in evidence-informed policy-making; (5) actively engages in knowledge translation and dissemination activities to ensure that research findings reach policymakers, practitioners, and other relevant stakeholders. Overall, the Faculty of Medicine, Public Health, and Nursing at UGM has made significant contributions to enhancing evidence-informed policy and building capacity for evidence-informed policy-making. Through its research excellence, policy advocacy, collaboration with stakeholders, curricular integration, capacity-building efforts, and knowledge translation activities, the faculty continues to play a vital role in promoting evidence-based approaches to improving health policies and outcomes in Indonesia and beyond. These achievements led to the recent appointment of the Dean of FMPHN UGM as member of the Global Steering Group of WHO Evidence to Policy Network (EvipNet) and initation of the ADVISE (Advancing Evidence-Informed Policy In South East Asia region) initiative supported by WHO Evidence to policy and impact unit in collaboration with the TDR, the Special Programme for Research and Training in Tropical Diseases.

V. EPILOGUE

Our commitment to training the next generation of healthcare professionals, conducting groundbreaking research, and fostering community partnerships resonates with the core values of AMDS. As we look forward to contributing to the advancement of AMDS, we are poised to champion social accountability, ensuring that academic medical institutions across the region prioritise the needs of the communities they serve. We are steadfast in our resolve to strengthen the capacity of academic medical institutions for disaster health management, equipping future healthcare leaders with the tools and knowledge needed to respond effectively to crises. Moreover, we are committed to promoting evidence-informed policy, harnessing the power of research and innovation to shape policies that improve health outcomes and enhance the wellbeing of individuals and communities throughout the ASEAN region. Together, united in purpose and vision, AMDS will continue to lead, inspire, and drive positive change for the betterment of healthcare and humanity in the region and beyond.

Notes on Contributors

The author confirms sole responsibility for conception and manuscript preparation.

Acknowledgement

The author received no specific technical help, financial, material support or contributions for the writing of this article.

Funding

The author received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors for the writing of this article.

Declaration of Interest

The author declares no known competing financial interests that could have appeared to influence the work reported in this article.

References

Boelen, C., & Heck, J. E. (1995). Defining and measuring the social accountability of medical schools. World Health Organization. https://www.who.int/publications/i/item/defining-and-measuring-the-social-accountability-of-medical-schools

World Health Organization. (2020). WHO glossary of health emergency and disaster risk management terminology. https://www.who.int/publications/i/item/9789240003699

World Health Organization. (2024). Citizen engagement in evidence-informed policy-making: A guide to mini-publics. https://www.who.int/publications/i/item/9789240081413

*Yodi Mahendradhata
Faculty of Medicine,
Public Health and Nursing
Universitas Gadjah Mada,
Sekip Utara, Yogyakarta 55281, Indonesia
Email: ymahendradhata@ugm.ac.id

Submitted: 1 April 2024
Accepted: 20 August 2024
Published online: 1 October, TAPS 2024, SP01, 4-7
https://doi.org/10.29060/TAPS.2024-SP01/SP002

Coralie Therese Dimacali

College of Medicine, University of the Philippines Manila, Philippines

I. INTRODUCTION

The Philippine Medical School was established by virtue of a legislative act passed by the Second Philippine Commission in 1905. It opened in 1907 predating the establishment of the University of the Philippines (UP) in 1908 and the Philippine General Hospital (which is the training hospital for the school) in 1910. In 1923, the name was changed to University of the Philippines College of Medicine (UPCM) (University of the Philippines Manila, 2019).

Re-organisation of the UP led to the establishment of the UP Health Sciences Centre in 1967 to provide training and research in various health sciences. It became an autonomous member of the University of the Philippines System in 1979 and was renamed and re-organised as the University of the Philippines Manila (UPM) in 1982. The UPCM is one of nine colleges of the UPM, the others being the UP College of Nursing, UP College of Dentistry, UP College of Pharmacy, UP College of Public Health, UP College of Allied Medical Professions, UP College of Arts and Sciences in Manila, UP School for Health Sciences, and the National Teacher Training Centre for the Health Professions.

The UPCM currently has about one thousand medical students trained by 750 academic staff members while its teaching hospital, the Philippine General Hospital (PGH), caters to 600,000 patients annually. There are currently twenty-two residency and seventy-eight specialty and subspecialty fellowship training programs. The UPCM has been accredited by the Philippine Accrediting Association of Schools, Colleges, and Universities (PAASCU), the organisation tasked to visit medical schools for accreditation in the Philippines. Currently the UPCM holds a Level IV accreditation status as conferred by the Federation of Accrediting Agencies of the Philippines (FAAP) valid until 2026. It was declared a Commission on Higher Education (CHED) Centre of Excellence for Medicine in 2015, and it is due for revisit by the ASEAN University Network Quality Assurance in 2026.

II. ASEAN MEDICAL SCHOOLS NETWORK

The ASEAN Medical Schools Network (AMSN) was established in 2012 to promote collaboration among the leading medical schools in the ASEAN region to achieve excellence in medical education and healthcare, share human resources, assist one another in capacity building in medical education and research, and to work as one community as part of the ASEAN Economic Community.  To this end, an annual ASEAN Medical Deans’ Summit (AMDS) has been organised and has been hosted by an ASEAN country on rotation basis. (Special Issue ASEAN Medical Schools Network) (Mahidol University, n.d.). The University of the Philippines Manila College of Medicine (UPCM) is a founding member of the AMSN and has been an active participant in this endeavour. This paper chronicles the contributions and participation of the UPCM in the AMSN.

III. ACCREDITATION

In its initial meeting, the AMSN identified four working groups:  Medical Education curriculum, Medical Electives Exchange, Research and Accreditation. The UPCM volunteered to participate in the Working Group on Accreditation, which was convened by Dean Prasit Watanapa, head of the Working Group on Accreditation, in Siriraj Hospital, Thailand on July 25, 2014. Each country representative shared a presentation on the status of accreditation of medical schools in their country. After the meeting, the group representatives resolved that:

• Accreditation of medical schools ensures quality assurance.
• Each country’s representative is obliged to meet with other medical institutions within his/her respective country to disseminate information regarding this meeting.
• Presentations will be reviewed to identify common standards of accreditation for consensus.
• Each country will work towards identifying or establishing an accrediting agency for medical schools within the country.

The Accreditation Group will conduct regular meetings to share and learn how to use accreditation to leverage the standards of medical education.

As reported in the 3^rd AMDS in Singapore on September 12-14, 2014, only six out of ten respondents had some form of external accreditation, five were mandatory and one was voluntary. Accreditation was mandatory for publicly funded schools and more commonly applied to postgraduate medical education. Most accreditations at that time utilised local guidelines. The World Federation for Medical Education (WFME) guidelines were not widely used. The WFME is a global organisation dedicated to enhancing the quality of medical education worldwide. WFME accreditation guarantees that the accredited medical institutes uphold the highest standards of education and training in medicine. and international medical schools would need to be accredited by an agency recognised by the WFME. During the 4^th AMDS in the Philippines, the AMDS acknowledged the establishment of the Association for Medical Education Accreditation (AMEAc), an autonomous entity based in Thailand to serve as an accrediting agency for medical schools in Thailand and ASEAN countries where accreditation was not yet available. In the recent 13^th AMDS in Bangkok, Thailand, the UPCM announced that the Philippine Accrediting Association of Schools, Colleges, and Universities (PAASCU), the accreditation body of medical schools in the Philippines, is now recognised by the WFME as an accrediting agency effective April 2023 to 2033 (PAASCU, 2023). Malaysia and Indonesia likewise have agencies accredited by WFME.

The UPCM was host for the 4^th ASEAN Medical Deans Summit from June 23-24, 2015. During the meeting, the AMSN Charter was presented and approved by nine deans/representatives from ASEAN medical schools who were present in the meeting. Dr. Jose Cueto, member of the Board of Medicine, Professional Regulation Commission (PRC) gave a clear exposition on the challenges of harmonisation of medical schools in the ASEAN region. He emphasised that harmonisation should focus on identifying equivalence among curricular systems rather than standardisation or uniformity of curricula. The ASEAN medical school deans agreed to:

• Work towards harmonising qualifications to make educational programs comparable to allow greater mobility and exchange of professionals and students in the ASEAN region.
• Support the ASEAN Students’ Collaborative Project spearheaded by the Faculty of Medicine Universitas Indonesia designed to improve students’ skills in developing health projects in a community within a collaborative framework.
• Recognise the importance of research on TB in the ASEAN with TRUNCATE-TB trial as lead trial, establish the ASEAN TB data base, and participate in research on dengue control.
• Establish a healthy campus initiative by generating evidence and intervention through survey of healthy lifestyle practices in campus, development of validated tools, and implementation of intervention appropriate to setting, and
• Participate in medical education research involving mapping of learning outcomes of ASEAN medical graduates, interprofessional education, and accreditation and quality assurance.

IV. MAPPING LEARNING OUTCOMES FOR ASEAN MEDICAL GRADUATES

The 5^th ASEAN Medical Deans Summit was held in Bogor, West Java in Indonesia from July 26-28, 2016. Results of the first phase of the survey on Mapping out Learning Outcomes of the ASEAN medical graduates were presented. Six of seven schools had an outcome-based curriculum which was developed in varied ways, e.g., by consensus building with relevant stakeholders, through a review of health outcomes data from Ministries of Health, or as defined by a national qualification agency or higher body of education. Common learning outcomes were identified. Through a Delphi technique, these learning outcomes went through another round of comments on operational definitions, ranking according to importance and relevance, and a listing of competencies and standards for each learning outcome.

On March 28, 2018, Dr. Coralie Dimacali (UPCM) convened with Dr. Suwannee Suraseranivongse (Siriraj Hospital, Mahidol University) and Dr. Cherdsak Iramaneerat (Siriraj Hospital, Mahidol University) to finalise the competencies of an ASEAN medical graduate based on feedback from respondents (See Figure 1). These were then presented by Dr. Suwannee in the 7^th AMDS meeting in Hanoi, Vietnam on August 23, 2018.

Figure 1. Common competencies for ASEAN Doctors (as compiled by Dr Coralie Dimacali, Dr Cherdsak Iramaneerat and Dr Suwannee Suraseranivongse)

Prior to the 6^th AMDS meeting, schools were tasked to assess their medical education programs according to quality indicators developed in Thailand. Results based on eleven respondents representing ten ASEAN countries were presented in the 6^th AMDS meeting held in Myanmar on July 27-28, 2017. Although the general scores were average, three areas needed improvement:  Student, Curriculum and Program evaluation. They were identified as topics for discussion in subsequent AMDS meetings. The remainder of the meeting was spent on discussing updates on the Student Collaboration projects and research initiatives on tuberculosis, dengue, and healthy campus initiatives.

V. VIRTUAL PARTICIPATION

During the COVID 19 pandemic, the UPCM continued to participate in the AMSN webinar series, the Global classroom initiatives on Alzheimer’s Disease and Ischemic Heart Disease, and the AMDS virtual conference hosted by University of Cambodia with the assistance of staff from the Yong Loo Lin School of Medicine, National University of Singapore (NUS).

VI. SUMMARY

This article has detailed the participation of the UPCM as an active member of the ASEAN Medical Schools Network. The UPCM will host the 14^th AMDS in Manila, Philippines on June 12-14, 2024.

Funding

There is no direct funding for this manuscript.

Declaration of Interest

Authors have no conflicts of interest for this publication.

References

PAASCU (2023, September 7). PAASCU is now WFME Recognized. https://paascu.org.ph/index.php/2023/04/14/paascu-is-now-wfme-recognized

Mahidol University. (n.d.). Special issue ASEAN Medical Schools Network. Mahidol University. Retrieved 2024, from https://www2.si.mahidol.ac.th/en/wp-content/uploads/2017/09/Special-Issue-ASEAN-Medical-Schools-Network.pdf

University of the Philippines Manila. (2019). UP Manila catalogue of information 2019. University of the Philippines Manila.

*Coralie Therese D. Dimacali
College of Medicine,
University of the Philippines Manila,
Philippines
Email: cddimacali@up.edu.ph