Number of Citations: 0

Submitted: 28 March 2025
Accepted: 16 April 2025
Published online: 6 January, TAPS 2026, 11(1), 14-17
https://doi.org/10.29060/TAPS.2026-11-1/GP3708

Tang Ching Lau

Dean’s Office, Yong Loo Lin School of Medicine, National University of Singapore, Singapore

Abstract

Introduction: The healthcare landscape is evolving rapidly, driven by technological advancements, an aging population, and the increasing complexity of patient care. The National University of Singapore (NUS)’s Common Curriculum for Healthcare Professional Education (CCHPE) is a comprehensive framework designed to foster collaboration, communication, and shared decision-making among future healthcare leaders. This article explores how NUS Medicine’s curriculum prepares students for the challenges of modern healthcare through a multi-disciplinary approach, with a focus on Singapore’s unique healthcare context.

Methods: NUS Medicine employs several strategies including: (1) Curriculum design with the CCHPE structured around five pillars that integrate multi-disciplinary perspectives; (2) Educational Strategies through the implementation of Interprofessional Education (IPE) initiatives, Longitudinal Patient Experience (LPE) programs, use of technology and digital tools, as well as the assessment and feedback mechanisms to foster collaboration among students of different healthcare disciplines; and (3) Stakeholder Management though relationship building and ensuring leadership support.

Results: The CCHPE enhances teamwork, communication, and patient outcomes, preparing graduates to thrive in team-based healthcare environments. NUS Medicine graduates are known for their ability to effectively work in multi-disciplinary teams, contributing to high standards of care in Singapore.

Conclusion: NUS Medicine’s CCHPE emphasises the importance of collaboration in modern healthcare, preparing students to meet complex healthcare challenges, and is essential for ensuring that our graduates are able to meet the demand for high-quality, team-based care in Singapore.

Practice Highlights

• Interprofessional Education (IPE) Initiatives involve joint training sessions and collaborative projects among students from different healthcare disciplines.
• Longitudinal Patient Experience (LPE) provides interdisciplinary experiential learning through home visits over one year.
• Utilising digital platforms and tools for collaborative learning, including virtual case discussions and online modules.
• Assessment with regular feedback to students on teamwork and communication skills, as well as conducting reflective practices to enhance learning.
• Agile Curriculum is designed with regular reviews and updates to adapt to evolving healthcare needs and technologies.

I. INTRODUCTION

The healthcare landscape is evolving rapidly, driven by technological advancements, an aging population, and the increasing complexity of patient care. In Singapore, the National University of Singapore (NUS) Yong Loo Lin School of Medicine has been a pioneer in medical education, adopting innovative approaches to train healthcare professionals who can work effectively in multi-disciplinary teams. Central to this effort is the school’s Common Curriculum for Healthcare Professional Education (CCHPE), a comprehensive framework designed to foster collaboration, communication, and shared decision-making among future healthcare leaders. This article explores how NUS Medicine’s curriculum prepares students for the challenges of modern healthcare through a multi-disciplinary approach, with a focus on Singapore’s unique healthcare context.

Healthcare delivery today requires the coordinated efforts of diverse professionals, including doctors, nurses, pharmacists, and allied health workers. Research consistently shows that effective teamwork in healthcare leads to better patient outcomes, reduced medical errors, and improved patient satisfaction (Brandt et al., 2019; Reeves et al., 2017). In Singapore, where the healthcare system is renowned for its efficiency and quality, the demand for collaborative practice is further amplified by an aging population, rising chronic disease burden, and the need for cost-effective solutions.

Recognising these challenges, NUS Medicine has embraced Interprofessional Education (IPE), where students from different healthcare disciplines learn together to develop the skills necessary for collaborative practice. The school’s Common Curriculum for Healthcare Professional Education (CCHPE) serves as a model for integrating multi-disciplinary learning into medical education, ensuring that graduates are equipped to thrive in team-based healthcare environments.

II. CURRICULUM STRUCTURE

The CCHPE is a cornerstone of NUS Medicine’s educational strategy. It is designed to provide students with a strong foundation in medical knowledge while emphasising the importance of collaboration, communication, and systems thinking. The curriculum is structured around five pillars, each addressing specific learning objectives with a focus on integrating multi-disciplinary perspectives.

A. Pillar 1 – Socio-Ecological Determinants of Health

This pillar introduces students to the social, ecological, and behavioral determinants of health, emphasising their influence on health and illness. Students learn to develop empathy for individuals embedded in various settings and systems that impact their health. This pillar aligns with Singapore’s Healthier SG initiative, which promotes population health through a life-course approach and targeted health measures for specific segments of society. By understanding these determinants, students are better equipped to address the root causes of health issues and work collaboratively to improve community health outcomes.

B. Pillar 2 – Professional Practice 1: The Foundations of Health Professionalism

In this pillar, students explore the professional attributes that underpin the identity of healthcare professionals, including compassion, honesty, integrity, empathy, responsibility, and respect. They learn to apply ethical principles to practical healthcare scenarios and understand the legal and regulatory frameworks that govern the health professions. This pillar also emphasises the importance of therapeutic communication and adopting a person-centered approach in professional practice, which is critical for building trust and rapport with patients and their families.

C. Pillar 3 – Professional Practice 2: Basic Skills in Health Professionalism

Building on the foundations of professionalism, this pillar focuses on developing interpersonal skills, cultural competence, and teamwork. Students learn to collaborate effectively in healthcare delivery, apply ethical reasoning, and navigate the ethical and regulatory considerations that arise in the context of vulnerable populations and health systems. They also learn to apply principles of conflict resolution and constructive feedback, which are essential for fostering a collaborative and supportive work environment.

D. Pillar 4 – Data Literacy for Healthcare

In an era of data-driven healthcare, this pillar equips students with the skills to evaluate clinical evidence, understand study designs, and recognise sources of bias in data analysis. Students learn to calculate and interpret basic statistical tests, enabling them to make informed decisions based on data. This pillar is particularly relevant in Singapore, where the integration of data and technology is a key component of the Healthier SG initiative.

E. Pillar 5 – Digital Literacy for Healthcare

The final pillar focuses on developing students’ ability to apply computational thinking and use digital tools safely and effectively. In a rapidly digitising healthcare landscape, this pillar prepares students to leverage technology to improve practice and outcomes. It aligns with Singapore’s vision of becoming a global leader in healthcare innovation, as outlined in the Healthcare 2020 Masterplan.

III. METHODS

NUS Medicine employs several strategies to ensure that its curriculum fosters effective collaboration among healthcare professionals:

A. Interprofessional Education (IPE) Initiatives

Students from medicine, nursing, pharmacy, and allied health programs participate in joint training sessions and collaborative projects. These activities are designed to break down silos and promote mutual respect among disciplines (Reeves et al., 2019).

B. Longitudinal Patient Experience (LPE)

As part of their interdisciplinary experiential learning, students from the four healthcare professions are grouped together to visit patients in their homes and living environments over a one-year period. This program allows students to apply concepts learned in class to real-world situations, fostering a person-centered approach to care.

C. Technology and Digital Tools

NUS Medicine leverages digital platforms to facilitate collaborative learning. Virtual case discussions and online modules allow students to engage with peers from different disciplines, even outside the classroom (Masters et al., 2020).

D. Assessment and Feedback

Students receive regular feedback on their teamwork and communication skills, helping them identify areas for improvement. Reflective practices, such as reflective writing and debriefing sessions, further enhance learning (Ramani & Krackov, 2019).

The CCHPE is likely to have a profound impact on NUS Medicine graduates and the broader healthcare system. Studies have shown that interprofessional education improves teamwork, communication, and patient outcomes (Reeves et al., 2019). In Singapore, graduates of NUS Medicine are known for their ability to work effectively in multi-disciplinary teams, contributing to the high standards of care that the country is renowned for.

IV. STRATEGIES AND RESULTS

Implementing a multi-disciplinary curriculum like the CCHPE is not without its challenges. However, NUS Medicine has identified key strategies to address these obstacles:

A. Building Relationships and Trust Among Faculties and Administrators

• Challenge: Different faculties and departments may have varying priorities and teaching styles, which can hinder collaboration.
• Solution: NUS Medicine emphasises relationship-building and trust among educators and administrators. Regular communication and mutual support are key to ensuring the success of the curriculum.

B. Ensuring Senior Leadership Support

• Challenge: Without strong support from senior leadership, it can be difficult to align resources and priorities across disciplines.
• Solution: NUS Medicine has secured strong backing from senior leadership, which has been instrumental in driving the curriculum forward and ensuring its sustainability.

C. Adapting to Evolving Needs

• Challenge: The healthcare landscape is constantly evolving, requiring the curriculum to adapt to new challenges and technologies.
• Solution: The curriculum is designed to be agile, with regular reviews and updates to ensure it remains relevant. Faculty members are encouraged to be flexible and responsive to emerging needs.

D. Integrating Evaluation and Research

• Challenge: Measuring the effectiveness of a multi-disciplinary curriculum can be complex.
• Solution: NUS Medicine has built evaluation and research into the curriculum from the outset, allowing for continuous improvement based on data-driven insights.

V. CONCLUSION

Looking ahead, NUS Medicine aims to expand its interprofessional training opportunities and strengthen partnerships with healthcare institutions. By doing so, it will continue to produce graduates who are not only skilled clinicians but also effective collaborators and innovators.

The NUS Yong Loo Lin School of Medicine’s Common Curriculum for Healthcare Professional Education (CCHPE) represents a forward-thinking approach to medical education, emphasising the importance of collaboration in modern healthcare. By integrating multi-disciplinary learning into every aspect of the curriculum, NUS Medicine is preparing its students to meet the challenges of an increasingly complex healthcare system. In Singapore, where the demand for high-quality, team-based care is greater than ever, this approach is not just beneficial—it is essential. As other institutions look to NUS Medicine as a model, the school’s commitment to innovation and collaboration will continue to shape the future of healthcare education.

Notes on Contributors

Adjunct Professor Lau Tang Ching contributes to the conception and writing of the initial draft, and revising it critically for important intellectual content, approves the final version to be published, and agrees to be accountable for all aspects of the work.

Funding

No funding was received.

Declaration of Interest

The author has no conflict of interest, including financial, consultant, institutional and other relationships that might lead to bias.

References

Brandt, B., Lutfiyya, M. N., King, J. A., & Chioreso, C. (2019). A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim. Journal of Interprofessional Care, 28(5), 393-399. https://doi.org/10.3109/13561820.2014.906391

Motola, I., Devine, L. A., Chung, H. S., Sullivan, J. E., & Issenberg, S. B. (2020). Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. Medical Teacher, 35(10), e1511-e1530. https://doi.org/10.3109/0142159X.2013.818632

Masters, K., Ellaway, R. H., Topps, D., Archibald, D., & Hogue, R. J. (2020). Mobile technologies in medical education: AMEE Guide No. 105. Medical Teacher, 38(6), 537-549. https://doi.org/10.3109/0142159X.2016.1141190

Ramani, S., & Krackov, S. K. (2019). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher, 34(10), 787-791. https://doi.org/10.3109/0142159x.2012.684916

Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N., McFayden, A., Rivera, J., & Kitto, S. (2019). A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical Teacher, 38(7), 656-668. https://doi.org/10.3109/0142159x.2016.1173663

*Lau Tang Ching
1E Kent Ridge Road
NUHS Tower Block, Level 11,
NUS Yong Loo Lin School of Medicine,
Singapore 119228
Email: mdcltc@nus.edu.sg