{"id":446,"date":"2020-02-12T12:18:34","date_gmt":"2020-02-12T04:18:34","guid":{"rendered":"https:\/\/medicine.nus.edu.sg\/taps\/?post_type=issues&#038;p=446"},"modified":"2020-05-15T13:50:31","modified_gmt":"2020-05-15T05:50:31","slug":"a-cross-sectional-survey-of-3rd-year-undergraduate-medical-students-perception-of-a-community-oriented-multifaceted-learning-approach-in-the-special-studies-module-ssm-3","status":"publish","type":"issues","link":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/a-cross-sectional-survey-of-3rd-year-undergraduate-medical-students-perception-of-a-community-oriented-multifaceted-learning-approach-in-the-special-studies-module-ssm-3\/","title":{"rendered":"A cross sectional survey of 3rd year undergraduate medical students\u2019 perception of a \u2018Community Oriented\u2019 multifaceted learning approach in the Special Studies Module SSM 3"},"content":{"rendered":"<p style=\"text-align: justify;\">Published online: 5 September, TAPS 2017, 2(3), 8-15<br \/>\r\nDOI:<span>\u00a0<\/span><a href=\"https:\/\/doi.org\/10.29060\/TAPS.2017-2-3\/OA1023\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.29060\/TAPS.2017-2-3\/OA1023<\/a><\/p>\r\n<p style=\"text-align: justify;\">Hashmet P Ghouse, Fazean IH Idris, Zaw Wint &amp; Tayyab Hasan<\/p>\r\n<p style=\"text-align: justify;\"><em>Universiti Brunei Darussalam, Brunei Darussalam\u00a0<\/em><\/p>\r\n<p style=\"text-align: center;\"><strong>Abstract<\/strong><\/p>\r\n<p style=\"text-align: justify;\"><strong>Introduction:<\/strong><span>\u00a0<\/span>With the growing trend and importance towards producing holistically groomed medical graduates as discussed in Tomorrow\u2019s Doctors, we introduced a community oriented Special Study Module 3 (SSM3) in the Year 3 undergraduate medicine program in the Institute of Health Sciences, Universiti Brunei Darussalam. This module incorporates the principles of Community Oriented Medical Education (COME) to facilitate Holistic development and Team-based learning.<\/p>\r\n<p style=\"text-align: justify;\"><strong>Method:<\/strong><span>\u00a0<\/span>A descriptive cross sectional survey design using a self- designed 18 item questionnaire to explore the overall organization, benefits and skills learnt from this module, was sent to the emails of all students in the three cohorts. Questionnaire was piloted on a small group of nursing students who accomplished a community based project. Cronbach\u2019s Alpha analysis was done to establish the reliability of survey.<\/p>\r\n<p style=\"text-align: justify;\"><strong>Result:<\/strong><span>\u00a0<\/span>Questionnaire was sent to 47 students and got a 74% response rate. Most of the students found the project very interesting and useful in learning various skills and enhancing self-development. Cronbach\u2019s Alpha of more than 0.70 suggested strong internal reliability. Discussion: Students perception strongly suggests that all the objectives of SSM3 module have been achieved. This approach facilitated multifaceted learning including leadership, teamwork, communication skills, managerial and organizational skills by working with the community members to identify and address their health risks.<\/p>\r\n<p style=\"text-align: justify;\"><strong>Conclusion:<\/strong><span>\u00a0<\/span>Community oriented medical education approach can be used to enhance multifaceted learning in real life environment as small group students led projects.<\/p>\r\n<p style=\"text-align: justify;\"><strong>Keywords:\u00a0\u00a0\u00a0\u00a0\u00a0<span>\u00a0<\/span><\/strong><em>Undergraduate Medical Education; Community Oriented Medical Education; Holistic Health Professionals<\/em><\/p>\r\n<p style=\"text-align: center;\"><strong>Practice Highlights<\/strong><\/p>\r\n<ul class=\"ul-inner-format\">\r\n\t<li style=\"text-align: justify;\">\u00a0 Community Oriented Medical Education (COME) approach is useful in enhancing multifaceted learning in undergraduate medical students if applied properly.<\/li>\r\n\t<li style=\"text-align: justify;\">\u00a0 Students value activities that let them know more about community and its health related issues.<\/li>\r\n\t<li style=\"text-align: justify;\">\u00a0Students perceive that small group student led field projects are beneficial in developing teamwork, communication and organizational skills.<\/li>\r\n\t<li style=\"text-align: justify;\">\u00a0Time allocated and credits awarded for modules should match with the workload and the intended impact.<\/li>\r\n\t<li style=\"text-align: justify;\">COME can be used in a wider scope such as to promote IPE, sustainable health promotion in communities, community engagement towards healthy living.<\/li>\r\n<\/ul>\r\n<p style=\"text-align: center;\"><strong>I. INTRODUCTION<\/strong><\/p>\r\n<p style=\"text-align: justify;\">In order to produce holistically groomed medical graduates as described in Tomorrow\u2019s Doctors (General Medical Council Education Committee, 2009), medical curriculum needs to provide a teaching environment where students get the opportunity for multifaceted learning. In addition, Declaration of Alma-Ata (1978) released in International Conference on Primary Health Care identified the role of primary health care in promoting health for all, demands undergraduate medical students to be exposed to community so they can understand various non-biological determinants of health in addition to biological and therefore can contribute in preventive medicine practices as part of primary health care team. NHS also recommends increasing community oriented undergraduate medical education to increase the understanding of patients\u2019 needs that may promote a more holistic medical practice (Habbick &amp; Leeder, 1996; Schroeder, Zones &amp; Showstack, 1989). Health organizations and policy makers have realized the need of moving medical education focus from the patient to the community, along with developing educational programs designed to measure and improve the health of the community (General Medical Council Education Committee, 2009; Henderson, 1989; World Health Organization, 1987).<\/p>\r\n<p style=\"text-align: justify;\">Literature describes some instances of the use of educational approaches applied in community settings to teach social and environmental determinants of health (Davison et al., 1999; Kirk, 1994; Kisil &amp; Chaves, 1994; Kulig &amp; Wilde, 1996; McKnight &amp; Van Dover, 1994).<\/p>\r\n<p style=\"text-align: justify;\">In view of the current trends and demands of medical education in 21<sup>st<\/sup><span>\u00a0<\/span>century, we reviewed our modules and changed one of the Special Study Modules. During their first three years of medical education in the university, students are well supported to take three Special Study Modules (SSM) one in each year namely SSM 1, SSM 2 and SSM 3. We introduced a COMMUNITY ORIENTED multifaceted learning approach as Special Study Module 3 (SSM3), in the third year of our under-graduate medicine program. This module incorporates the principles of Community Oriented Medical Education (COME) where in addition to students, the teachers, members of the community, and representatives of other government and non-government sectors are actively involved throughout the educational process.<\/p>\r\n<p style=\"text-align: justify;\">COME is an education which is \u2018focused on population groups and individual persons taking into account the health needs of the community concerned\u2019 (Schmidt, 1991; World Health Organization, 2011). It is different from Community-based learning activity, where learning takes place in some primary or secondary health care facility in the community. Learning activities taken place in tertiary care settings like hospitals or large scale specialized medical facilities are not considered as community-based activities (World Health Organisation, 1987). The major difference between these two approaches is that in Community-based education learning activities take place in a particular setting in the community but these activities may or may not be directly relevant to that particular community health needs (Magzoub &amp; Schmidt, 2000<em>).<\/em>While Community oriented education refers to learning activities that have direct relevance with regard to the priority health problems of that particular community (Hamad, 1991).<\/p>\r\n<p style=\"text-align: justify;\">This SSM 3 module is based on developing projects that requires community involvement in participating in the planning, organization, operation and control of primary health care as highlighted in Declaration of Alma-Ata (1978). The module incorporate many important concepts that already have set the trend in medical education all around the world for example,<\/p>\r\n<ol class=\"ul-align-formet\" style=\"text-align: justify;\">\r\n\t<li>Holistic healthcare to cover not only the biological aspects but also the psychological, social and spiritual aspects of health and illness.<\/li>\r\n\t<li>Team-based learning and practice, Inter-professional education is gaining popularity in most of the medical education institutions and it is believed that working as a team enhances performances and patient care.<\/li>\r\n\t<li>Social Determinants of Health (SDH), World health organization (WHO) and Centres for disease control and prevention (CDC) has recognized various social determinants of health and understanding of these determinants is crucial for a holistic healthcare provider.<\/li>\r\n\t<li>Transforming \u2018Theory into Practice\u2019, according to Bloom\u2019s taxonomy the higher levels of learning need application, analysis, synthesis and evaluation and students should be able to apply all their knowledge and learning into real life situations.<\/li>\r\n<\/ol>\r\n<p style=\"text-align: justify;\">The main objectives of this module include:<\/p>\r\n<ul class=\"ul-align-formet\" style=\"text-align: justify;\">\r\n\t<li>To identify health related issues associated with various social and non-biological determinants of health.<\/li>\r\n\t<li>To be able to analyse health status or a health related problem in a community.<\/li>\r\n\t<li>To plan a solution for the problems with the involvement of relevant community, government and\/or non-governmental agencies<\/li>\r\n\t<li>To demonstrate leadership, teamwork and management skills<\/li>\r\n\t<li>To develop community oriented approach to healthy living and preventive medicine<\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify;\">The module contains a team-based, small group, student-centred approach to undertake group projects developed by students with consultation of supervisors and finally approved by SSM 3 committee.<\/p>\r\n<p style=\"text-align: justify;\">Students are given protected time of 6 weeks in semester 1 of year 3 to complete this module. They explore available material, resources, and literature to understand\u00a0the background of relevant health issues and their importance. The possible issues may be related to (though not limited to) healthy life-style, environmental pollution\/hazards, and belief, culture, knowledge, attitudes and practice of community related to health. Students, as a group, implement the project in a selected community with consultation and full involvement of the community and its leaders. The health issues or problems are identified, analysed, and the group plan and carry out an appropriate intervention with the full involvement of community. At the end, students write a project report and present their experience and intervention to share what they have learnt during the project. Two assessors assessed report, presentation and the expected impact of intervention. Each project report is assessed on pre-set criteria. Marks are awarded as:<\/p>\r\n<p style=\"text-align: justify;\">a) Group Marks (Written project report &amp; oral Presentation) \u2014 50% and<\/p>\r\n<p style=\"text-align: justify;\">b) Individual Marks (Peer assessment and 2 SSM3 committee members assessment based on information from 2 community representatives) \u2013 50%<\/p>\r\n<p style=\"text-align: justify;\">The purpose of this survey was to assess the overall organization and benefits obtained from SSM3 module.<\/p>\r\n<p style=\"text-align: center;\"><strong>II. METHODS<\/strong><\/p>\r\n<p style=\"text-align: justify;\">A descriptive cross sectional survey was designed to get perception from the three cohorts of medical undergraduates, who had undergone this new module and completed it successfully, by reflecting on their experiences about the effectiveness of this student-led learning experience. Survey included a self- designed 18 item questionnaire to explore the effectiveness, benefits and overall organization of SSM3 module using a 5 point Likert scale response option from 1 = \u2018Strongly disagree\u2019 to 5 = \u2018Strongly agree\u2019. Items I to 9, 11, 15 and 18 explore the overall organization of SSM3 module while items 10, 12, 13, 14, 16 and 17 explore the perceived benefits and skills learnt. Cronbach\u2019s Alpha analysis was done to establish internal reliability for these two sets of items. Items 19 and 20 explore any other learning experiences and suggestions to improve this module. Face and content validity was maintained by carefully selecting the questions to cover the area of interest.<\/p>\r\n<p style=\"text-align: justify;\">Questionnaire was piloted on a small group of nursing students who accomplished a community based project to confirm the clarity of questions. It was sent via email to all students in the three cohorts including a reminder email 2 weeks later. The survey was uploaded on a free online software available in public domain and answers were collected anonymously. Students were informed about the voluntary nature of participation. Completion and submission of the form indicated their consent for participating in this survey. Ethical approval was not needed as this activity is part of routine module and course evaluation based on students\u2019 feedback.<\/p>\r\n<p style=\"text-align: center;\"><strong>III. RESULTS<\/strong><\/p>\r\n<p style=\"text-align: justify;\">Questionnaire was sent to 47 students, 35 of them responded with completed surveys (74% response rate). Some students sent incomplete forms and few could not submit the survey online and sent their response in word document format. These incomplete and word format responses were not included in the analysis because of missing data and lack of anonymity which can influence the validity and reliability. For open questions, 21 responded for question 19 and 19 responded for question 20.<\/p>\r\n<p style=\"text-align: justify;\">IBM SPSS Statistics version 21 was used to do descriptive analysis of responses in the form of frequency distribution and to establish the internal reliability by Cronbach`s Alpha analysis (Tables 1 and 2). Based on SPSS analysis, a Microsoft Excel Worksheet was created to show the summary of all results. Responses to items 1 to 18 are summarized in Table 3 as percentage distribution of responses for each item. Question 19 and 20 were analysed manually for the emerging themes and are summarised in Table 4.<\/p>\r\n<p style=\"text-align: justify;\">Cronbach\u2019s Alpha for the set of questions to assess overall organization of SSM3 module (Q1 \u2013 9, 11, 15 and 18) is .974 (Table 1) and for set of questions assessing benefits and skills learnt (Q10, 12,13,14,16 and 17) .968 (Table 2). Both values are more than .70 and indicate strong internal consistency in terms of items under each set. This can be interpreted as having good internal reliability for the survey.<\/p>\r\n<div class=\"table-responsive\">\r\n<table class=\"table table-bordered\">\r\n<tbody>\r\n<tr>\r\n<td colspan=\"3\" width=\"302\"><strong>Reliability Statistics<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"100\">Cronbach\u2019s Alpha<\/td>\r\n<td width=\"100\">Cronbach\u2019s Alpha Based on Standardized Items<\/td>\r\n<td width=\"103\">N of Items<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"100\">.974<\/td>\r\n<td width=\"100\">.978<\/td>\r\n<td width=\"103\">12<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<p style=\"text-align: center;\">Table 1. Reliability for overall organization of module (Q1 \u2013 9, 11, 15 and 18)<\/p>\r\n<div class=\"table-responsive\">\r\n<table class=\"table table-bordered\">\r\n<tbody>\r\n<tr>\r\n<td colspan=\"3\"><strong>Reliability Statistics<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Cronbach\u2019s Alpha<\/td>\r\n<td>Cronbach\u2019s Alpha Based on Standardized Items<\/td>\r\n<td>N of Items<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>.968<\/td>\r\n<td>.972<\/td>\r\n<td>6<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<p class=\"alignnone\" style=\"text-align: center;\">Table 2. Internal reliability for benefits and skills learnt (Q10, 12,13,14,16 and 17)<\/p>\r\n<p style=\"text-align: justify;\">More than 90% students replied as \u2018agree\u2019 or \u2018strongly agree\u2019 for 15 out of 18 questions while for the remaining 3 questions the responses were: \u2018the learning objectives for the SSM 3 COMMUNITY OUTREACH PROGRAMME projects were clear\u2019 (87.5%), \u2018the time allocated for the project was sufficient to complete it\u2019 (76.4%) and \u2018the credits earned for the project equates the time spent to complete it\u2019 (57%).<\/p>\r\n<p style=\"text-align: justify;\">The highest response rate for \u2018strongly agree\u2019 option include questions about team working e.g. \u2018Good Team work is necessary for the project completion\u2019 (76.4%) and \u2018the project is a good tool to learn and enhance team building skills\u2019 (76.4%).<\/p>\r\n<p style=\"text-align: justify;\">The response \u2018strongly disagree\u2019 was selected for only one question on \u2018Project ideas were solely generated by students\u2019 (2.1%). Similarly, the response \u2018disagree\u2019 was selected for one question on \u2018The credits earned for the project equates the time spent to complete it\u2019 (10.4). This question also has the lowest agreement with a cumulative percentage for \u2018agree\u2019 and \u2018strongly agree\u2019 as 57%.<\/p>\r\n<p style=\"text-align: justify;\">There were 4 questions where students were very decisive and didn\u2019t select \u2018neither agree nor disagree\u2019 option e.g. \u2018Good Team work is necessary for the project completion\u2019, \u2018the project is a good tool to learn and enhance team building skills\u2019, \u2018the project is a good tool to learn and enhance organizing skills\u2019 and \u2018conducting the project is a worthwhile personal experience\u2019. In all these 4 questions the cumulative percentage for responses as \u2018agree\u2019 and \u2018strongly agree\u2019 was 100%.<\/p>\r\n<p style=\"text-align: justify;\">For question 19, the most frequent themes emerged were communication skills (07), teamwork and managerial skills (05) and community knowledge (04). Students also mentioned about learning other skills as shown in Table 4. For question 20, majority suggested to provide more time and funding\/sponsorship (07), early introduction of Module (03) and guidelines for getting funds from private organizations and sponsors (02). In addition, overseas exposure to carry out community projects and a smooth process for getting permission letters to carry out their projects were also suggested. One interesting suggestion was to focus more on studies then this type of projects.<\/p>\r\n<div class=\"table-responsive\">\r\n<table class=\"table table-bordered\">\r\n<tbody>\r\n<tr>\r\n<td width=\"51\">No.<\/td>\r\n<td width=\"317\">Items<\/td>\r\n<td width=\"54\">Strongly Disagree<\/td>\r\n<td width=\"54\">Disagree<\/td>\r\n<td width=\"62\">Neither Agree nor Disagree<\/td>\r\n<td width=\"57\">Agree<\/td>\r\n<td width=\"57\">Strongly Agree<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Theme<\/td>\r\n<td width=\"317\">Organisation of the SSM3<\/td>\r\n<td width=\"54\"><\/td>\r\n<td width=\"54\"><\/td>\r\n<td width=\"62\"><\/td>\r\n<td width=\"57\"><\/td>\r\n<td width=\"57\"><\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q1<\/td>\r\n<td width=\"317\">The learning objectives for the SSM 3 COMMUNITY OUTREACH PROGRAMME projects were clear.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">12.5<\/td>\r\n<td width=\"57\">52.8<\/td>\r\n<td width=\"57\">34.7<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q2<\/td>\r\n<td width=\"317\">Project ideas were solely generated by students.<\/td>\r\n<td width=\"54\">2.1<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">4.2<\/td>\r\n<td width=\"57\">34<\/td>\r\n<td width=\"57\">59.7<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q3<\/td>\r\n<td width=\"317\">Your supervisors provided enough good support and direction.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">6.3<\/td>\r\n<td width=\"57\">39.6<\/td>\r\n<td width=\"57\">54.2<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q4<\/td>\r\n<td width=\"317\">Your supervisors were readily available for constructive feedback.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">8.3<\/td>\r\n<td width=\"57\">40.3<\/td>\r\n<td width=\"57\">51.4<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q5<\/td>\r\n<td width=\"317\">The time allocated for the project was sufficient to complete it.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">23.6<\/td>\r\n<td width=\"57\">52.1<\/td>\r\n<td width=\"57\">24.3<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q6<\/td>\r\n<td width=\"317\">The credits earned for the project equates the time spent to complete it.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">10.4<\/td>\r\n<td width=\"62\">32.6<\/td>\r\n<td width=\"57\">39.6<\/td>\r\n<td width=\"57\">17.4<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Theme<\/td>\r\n<td width=\"317\">Community awareness and personal bonding<\/td>\r\n<td width=\"54\"><\/td>\r\n<td width=\"54\"><\/td>\r\n<td width=\"62\"><\/td>\r\n<td width=\"57\"><\/td>\r\n<td width=\"57\"><\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q7<\/td>\r\n<td width=\"317\">This project activity is useful to the community.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">6.3<\/td>\r\n<td width=\"57\">31.3<\/td>\r\n<td width=\"57\">62.5<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q8<\/td>\r\n<td width=\"317\">This project made you more aware of health issues in the community.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">8.3<\/td>\r\n<td width=\"57\">40.3<\/td>\r\n<td width=\"57\">51.4<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q9<\/td>\r\n<td width=\"317\">The project is a good learning experience<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">4.2<\/td>\r\n<td width=\"57\">27.8<\/td>\r\n<td width=\"57\">68.1<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q15<\/td>\r\n<td width=\"317\">Conducting the project is a worthwhile personal experience.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">0<\/td>\r\n<td width=\"57\">34.7<\/td>\r\n<td width=\"57\">65.3<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q18<\/td>\r\n<td width=\"317\">The project activities were enjoyable.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">4.2<\/td>\r\n<td width=\"57\">27.8<\/td>\r\n<td width=\"57\">68.1<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Theme<\/td>\r\n<td width=\"317\">Benefits and skills learnt<\/td>\r\n<td width=\"54\"><\/td>\r\n<td width=\"54\"><\/td>\r\n<td width=\"62\"><\/td>\r\n<td width=\"57\"><\/td>\r\n<td width=\"57\"><\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q10<\/td>\r\n<td width=\"317\">The project activities enhances teamwork.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">8.3<\/td>\r\n<td width=\"57\">20.8<\/td>\r\n<td width=\"57\">70.8<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q11<\/td>\r\n<td width=\"317\">Good teamwork is necessary for the project completion.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">0<\/td>\r\n<td width=\"57\">23.6<\/td>\r\n<td width=\"57\">76.4<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q12<\/td>\r\n<td width=\"317\">The project is a good tool to learn and enhance team building skills.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">0<\/td>\r\n<td width=\"57\">23.6<\/td>\r\n<td width=\"57\">76.4<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q13<\/td>\r\n<td width=\"317\">The project is a good tool to learn and enhance organizing skills.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">0<\/td>\r\n<td width=\"57\">29.2<\/td>\r\n<td width=\"57\">70.8<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q14<\/td>\r\n<td width=\"317\">The project is a good tool to learn and enhance communication skills?<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">4.2<\/td>\r\n<td width=\"57\">25<\/td>\r\n<td width=\"57\">70.8<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q16<\/td>\r\n<td width=\"317\">The project is a good tool to learn and enhance bonding with the community?<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">4.2<\/td>\r\n<td width=\"57\">38.9<\/td>\r\n<td width=\"57\">56.9<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"51\">Q17<\/td>\r\n<td width=\"317\">The project is a good tool to foster bonding with teammates.<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"54\">0<\/td>\r\n<td width=\"62\">6.3<\/td>\r\n<td width=\"57\">25.7<\/td>\r\n<td width=\"57\">68.1<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<p style=\"text-align: center;\">Table 3. Percentage distribution of responses<\/p>\r\n<div class=\"table-responsive\">\r\n<table class=\"table table-bordered\">\r\n<tbody>\r\n<tr>\r\n<td width=\"123\">Question No.\r\n\r\n<p>&nbsp;<\/p>\r\n<\/td>\r\n<td width=\"189\">Themes emerged from open responses\r\n\r\n<p>&nbsp;<\/p>\r\n<\/td>\r\n<td width=\"76\">Total responses<\/td>\r\n<td width=\"161\">Top 3 themes<\/td>\r\n<td width=\"66\">Total responses<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"123\">Q19: In your own words what else did you learn from this project?\r\n\r\n<p>(21 responses)<\/p>\r\n<p>&nbsp;<\/p>\r\n<\/td>\r\n<td width=\"189\">Communication skills\r\n\r\n<p>Leadership skills<\/p>\r\n<p>Time management<\/p>\r\n<p>Team work<\/p>\r\n<p>Organizational skills<\/p>\r\n<p>Community knowledge<\/p>\r\n<p>Planning<\/p>\r\n<p>Critical thinking<\/p>\r\n<p>Finance management<\/p>\r\n<p>Trust<\/p>\r\n<p>Self-control<\/p>\r\n<p>Self-exploration<\/p>\r\n<p>Administration<\/p>\r\n<p>Problem solving<\/p>\r\n<\/td>\r\n<td width=\"76\">7\r\n\r\n<p>3<\/p>\r\n<p>3<\/p>\r\n<p>5<\/p>\r\n<p>5<\/p>\r\n<p>4<\/p>\r\n<p>2<\/p>\r\n<p>2<\/p>\r\n<p>2<\/p>\r\n<p>1<\/p>\r\n<p>1<\/p>\r\n<p>1<\/p>\r\n<p>1<\/p>\r\n<p>1<\/p>\r\n<\/td>\r\n<td width=\"161\">1. Communication skills\r\n\r\n<p>&nbsp;<\/p>\r\n<p>2. Team work and Organizational skills<\/p>\r\n<p>&nbsp;<\/p>\r\n<p>3. Community knowledge<\/p>\r\n<\/td>\r\n<td width=\"66\">7\r\n\r\n<p>&nbsp;<\/p>\r\n<p>5<\/p>\r\n<p>&nbsp;<\/p>\r\n<p>4<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"123\">Q20: Do you have any suggestions or comments about this project could be improved?\r\n\r\n<p>(19 responses)<\/p>\r\n<p>&nbsp;<\/p>\r\n<p>&nbsp;<\/p>\r\n<p>&nbsp;<\/p>\r\n<\/td>\r\n<td width=\"189\">More time\r\n\r\n<p>Funding\/sponsorship<\/p>\r\n<p>Early introduction<\/p>\r\n<p>Guidelines for getting funds<\/p>\r\n<p>Overseas exposure<\/p>\r\n<p>More focus on studies than SSM3<\/p>\r\n<p>Permission letters<\/p>\r\n<\/td>\r\n<td width=\"76\">7\r\n\r\n<p>7<\/p>\r\n<p>3<\/p>\r\n<p>2<\/p>\r\n<p>1<\/p>\r\n<p>1<\/p>\r\n<p>1<\/p>\r\n<\/td>\r\n<td width=\"161\">1. More Time and Funding\/sponsorship\r\n\r\n<p>&nbsp;<\/p>\r\n<p>2. Early introduction<\/p>\r\n<p>&nbsp;<\/p>\r\n<p>3. Guidelines for getting funds<\/p>\r\n<\/td>\r\n<td width=\"66\">7\r\n\r\n<p>&nbsp;<\/p>\r\n<p>3<\/p>\r\n<p>&nbsp;<\/p>\r\n<p>2<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<p style=\"text-align: center;\">Table 4. Responses to open questions<\/p>\r\n<p style=\"text-align: center;\"><strong>IV. DISCUSSION<\/strong><\/p>\r\n<p style=\"text-align: justify;\">We would like to cite a few examples of the community projects undertaken during this six weeks module which clearly points to a student community involvement and education outcome envisaged by the COME principles in this module. One of the most impressive programmes was an outreach BREAST CANCER AWARENESS PROGRAMME. Students started with approaching the Ketua Kampong or Headman of a remote village for permission to meet the women in that village between the ages of 18-50years. They then organised a meet and greet session whereby they spoke about the prevalence of breast cancer and how Breast Self -Examination (BSE) is a simple way of screening oneself regularly. They employed the help of their classmates and ran a session on teaching BSE to the gathered women and finally ran a fun quiz to assess how much the participants remembered their take home messages. Another example was a small endeavour to help initiate a HEALTHY FOOD CHOICES IN PRIMARY SCHOOL CHILDREN. Here it was completely left to the students to obtain permission to conduct this programme, from the school Principal and the parents of these primary school children. They chose one PE session time to invite parents and children to learn and draw common local fruits and vegetables after a talk on the nutrition value of some common fruits and vegetables. The programme ended in a quiz competition for the children\u00a0 who were answering questions on caloric values and benefits of the local fruits and vegetables and prizes were in the form of fruits and vegetables.\u00a0 Students\u2019 overall perception about SSM3 Module suggests that community oriented medical education approach can be used effectively to enhance multifaceted learning in undergraduate medical education. Results show that the overall organization of SSM3 module was well accepted by students and this module motivated them to learn about community health problems, their reasons and to develop appropriate strategies to solve these issues.<\/p>\r\n<p style=\"text-align: justify;\">This study shows that students were clear about the learning objectives of this module (Q1) and projects were developed by students themselves (Q2), only a small fraction (2.1%) strongly disagree with this. The reason may be that in one or two groups, supervisors interfered or dictated the project to students but majority of the projects were developed by students. Results also show that supervisors` role were well acknowledged as supportive and constructive (Q3 and Q4). Students also realized the usefulness of this module and approach not only for the communities (Q7) but also for students understanding of community health issues (Q8). Results endorses the value of this approach in enhancing learning experience by students by showing 95.9% students from 3 different cohorts either strongly agree or agree to this statement (Q 9) and at the same time 100% students consider this module worthwhile personal experience (Q15) and 95.9% consider it enjoyable (Q18). This module is conducted as small group activity and 100% students agree that good teamwork is mandatory for completing this type of projects (Q11). A 6 week protected time was provided for completion of this module and project but only 76.4% students agree that it\u2019s enough time (Q5), a significant number of students (23.6%) are not sure if this allocated time is enough to complete their projects. Considering this fact, it might be useful to modify the time allocated for this module. One option may be to offer this module throughout the semester or even over two semesters. This will provide enough time for students to explore community, identify health issues and plan and develop a good project with more efficient interventions for a bigger and long lasting impact. SSM3 module is a Pass\/Fail module and adds only 1 grade point towards cGPA. Only 57% Students agree that the credit earned for the project equates the time spent to complete it (Q6), 10.4% disagree and another 32.6% are undecided if they agree or disagree. This raises the concern about re-thinking module\u2019s grade point. One way is to convert it from pass\/fail to graded module so the time and efforts spent will have more value in terms of grade points and cGPA. The reason it was not graded was concern from faculty members about the quality and reliability of assessment system. In SSM3 students are awarded marks based on group work and from that individual marks are obtained. In addition, peer assessment and assessment by supervisors also contribute to individual marks. After 3 years of assessment without any issues, this 360<sup>o<\/sup><span>\u00a0<\/span>nature of assessment can help in making this a graded module.<\/p>\r\n<p style=\"text-align: justify;\">This study also highlights the perception of students in achieving multifaceted learning. Students perceived that this module helped them in learning teamwork (91.6%), developing team building skills (100%) and fostering bonding among team members (93.8%) in Q10, Q12 and Q17. In addition, 100% students agreed that they learn about organizational skills (Q13), 95.8% about communication skills (Q14) and 95.8% about learning and enhancing bonding with the community (Q16).<\/p>\r\n<p style=\"text-align: justify;\">On exploring further regarding students\u2019 learning experience in Q19, new scopes even beyond the objectives of SSM3 were identified by students, for example, students indicated various aspects of communication skills including written communication, communication with community leaders, governmental and non-governmental organizations. Students also mentioned acquiring effective leadership skills (03), time management, teamwork, organizational skills, community knowledge, planning, critical thinking, finance management, trust development, self-control, self-exploration, administration and problem solving skills.<\/p>\r\n<p style=\"text-align: justify;\">Students also provided some suggestions to further improve the project success and to increase the scope of their projects in Q20. Students strongly feel that more time should be provided to complete the project and this will help them in understanding the community needs more effectively. With more time they can develop better and long lasting interventions to solve community health issues. In order to organize events and activities in communities, students need funds and currently University is not providing any funding for SSM3 projects. Students find it difficult to get sponsors or funds to organize big scale events and attract more members of the community. They strongly suggest that institution should provide some funding to support their educational projects. Some students suggested to at least provide some formal guidelines on how to approach private organizations and sponsors to support their activities. Students also suggested having early introduction of this module so they are well prepared and developing their projects before the start of SSM3 six week period for better planning and activities. Other students indicated issues related with getting permission letters from institution to carry out activities in various communities or from various agencies, they suggest to have some proper procedure to get these letters quickly so time is not wasted while just waiting for letters. One student suggested widening the scope of this project and allowing students to do community work in other countries. Another student indicated that these activities are good but students should focus more on their studies. This suggestion indicates that some students may not be clear about the need of learning various other skills important to work as a doctor in future. This issue can be addressed by more explicit description of the benefits of having this type of modules in module handbook.<\/p>\r\n<p style=\"text-align: justify;\">Overall, the result of this survey shows that SSM3 module is well accepted by students in terms of their interest, enthusiasm, motivation and participation. Students enjoy working on their own in community with various agencies to identify health related issues. They are very keen to work together with community representatives and leaders to implement the solutions designed in solving problems in a particular community. Students also agree that this community oriented medical education approach is helpful in multifaceted learning and skill developments they need to work as a good doctor in future.<\/p>\r\n<p style=\"text-align: justify;\">Community Oriented Medical Education (COME) approach in SSM3 module can also be extended to other health professions and may be useful in facilitating \u2018Inter-Professional Education (IPE)\u2019 concepts among undergraduate health professionals.<\/p>\r\n<p style=\"text-align: justify;\">The limitation of this study is small number of participants and \u00a0lack \u00a0of \u00a0focus \u00a0group \u00a0\u00a0discussion to\u00a0 \u00a0elaborate the\u00a0benefits of this module in depth. Community and supervisors feedback may help in evaluating this module. Future studies should focus on mixed method approach with descriptive survey and qualitative exploration of issues from various stakeholders for triangulation to increase reliability.<\/p>\r\n<p style=\"text-align: center;\"><strong>V. CONCLUSION<\/strong><\/p>\r\n<p style=\"text-align: justify;\">Undergraduate medical students perceive Community Oriented Medical Education (COME) approach in SSM3 module as an effective method to enhance multifaceted learning in real life environment. This approach is useful in developing various skills especially teamwork, leadership, organizational, managerial and communication skills. COME also helps in enhancing knowledge and understanding about communities and their health related issues with fostering bonding with community. SSM3 type small group students led projects may be useful in developing teamwork skills at various levels.<\/p>\r\n<p style=\"text-align: center;\"><strong>Notes on Contributors<\/strong><\/p>\r\n<p style=\"text-align: justify;\">Ghouse H.P is General practitioner and Senior lecturer clinical academia, Coordinator of MSC PHC and Coordinator of SSM3 Programme for BHSc medicine at the PAPRSB Institute of health sciences, Brunei Darussalam. The author has also an active role in the MRCGP int exams in the university.<\/p>\r\n<p style=\"text-align: justify;\">Idris F.I is General practitioner and Senior lecturer clinical academia, Programme Leader for the BHSc medicine programme at the PAPRSB Institute of health sciences, Brunei Darussalam. Brunei Coordinator for the MRCGP int exams in the university.<\/p>\r\n<p style=\"text-align: justify;\">Wint Z is Director, Office of Planning and Development, Universiti Brunei Darussalam and Senior Lecturer at PAPRSB Institute of health sciences.<\/p>\r\n<p style=\"text-align: justify;\">Hasan T. Is General practitioner and\u00a0 Lecturer clinical academia, Ex Programme leader for the BHSc medicine programme at the PAPRSB Institute of health sciences, Brunei Darussalam. The author has also an active role in the teaching and coordinating of the undergraduate medicine programme.<\/p>\r\n<p style=\"text-align: center;\"><strong>Declaration of Interest<\/strong><\/p>\r\n<p style=\"text-align: justify;\">This is an unfunded study. All authors have no potential conflicts of interest.<\/p>\r\n<p style=\"text-align: center;\"><strong>References<\/strong><\/p>\r\n<p style=\"text-align: justify;\">Davison, H., Capewell, S., Macnaughton, J., Murray, S., Hanlon, P., &amp; McEwen, J. (1999). Community\u2010oriented medical education in Glasgow: developing a community diagnosis exercise.<span>\u00a0<\/span><em>Medical Education<\/em>,<span>\u00a0<\/span><em>33<\/em>(1), 55-62.<\/p>\r\n<p style=\"text-align: justify;\">Declaration of Alma-Ata (1978). International Conference on Primary Health Care, Alma-Ata, USSR, 6-12 September 1978. Retrieved from:\u00a0http:\/\/www.who.int\/social_determinants\/tools\/multimedia\/alma_ata\/en\/<\/p>\r\n<p style=\"text-align: justify;\">General Medical Council Education Committee (2009). Tomorrow\u2019s Doctors. Retrieved from:\u00a0http:\/\/www.gmc.uk.org\/Tomorrow_s_Doctors_1214.pdf_48905759.pdf<\/p>\r\n<p style=\"text-align: justify;\">Habbick, B. F., &amp; Leeder, S. R. (1996). Orienting medical education to community need: A review.<span>\u00a0<\/span><em>Medical Education,<\/em><span>\u00a0<\/span><em>30<\/em>(3), 163-71.<\/p>\r\n<p style=\"text-align: justify;\">Hamad, B. (1991). Community-oriented medical education: What is it?<span>\u00a0<\/span><em>Medical Education<\/em>,<span>\u00a0<\/span><em>25<\/em>(1), 16-22.<\/p>\r\n<p style=\"text-align: justify;\">Henderson, D. A. (1989). Defining global medical education needs.<span>\u00a0<\/span><em>Academic Medicine,<\/em><span>\u00a0<\/span><em>64<\/em>(5), S9-12.<\/p>\r\n<p style=\"text-align: justify;\">Kirk G. D. (1994). Medical students, community join in Cherokee model to prevent child injury.<span>\u00a0<\/span><em>Public Health Report,<\/em><span>\u00a0<\/span><em>109<\/em>(2173), 4.<\/p>\r\n<p style=\"text-align: justify;\">Kisil, M., &amp; Chaves, M. (1994). Linking the university with the community and its health system.<span>\u00a0<\/span><em>Medical Education<\/em>,<span>\u00a0<\/span><em>28<\/em>(5), 343-349.<\/p>\r\n<p style=\"text-align: justify;\">Kulig, J. C., &amp; Wilde, I. (1996). Collaboration between communities and universities completion of a community needs assessment.<span>\u00a0<\/span><em>Public Health Nursing,<\/em><span>\u00a0<\/span><em>13<\/em>(2), 112-119.<\/p>\r\n<p style=\"text-align: justify;\">McKnight, J., &amp; Van Dover, L. (1994). Community as client: a challenge for nurse education.<span>\u00a0<\/span><em>Public Health Nursing<\/em>,<span>\u00a0<\/span><em>11<\/em>(1), 12-16.<\/p>\r\n<p style=\"text-align: justify;\">Magzoub, M. E. M.., &amp; Schmidt, H. G. (2000). A Taxonomy of Community-based Medical Education.<span>\u00a0<\/span><em>Academic Medicine<\/em>,<span>\u00a0<\/span><em>75<\/em>(7), 699\u2013707.<\/p>\r\n<p style=\"text-align: justify;\">Schmidt, H. G., Neufeld, V. R., Nooman, Z. M., &amp; Ogunbode, T. (1991). Network of community-oriented educational institutions for the health sciences.<span>\u00a0<\/span><em>Academic Medicine<\/em>,<span>\u00a0<\/span><em>66<\/em>(5), 259-263.<\/p>\r\n<p style=\"text-align: justify;\">Schroeder, S. A., Zones, J. S., &amp; Showstack, J. A. (1989). Academic medicine as a public trust.<span>\u00a0<\/span><em>Journal American Medical Association<\/em>,<span>\u00a0<\/span><em>262<\/em>(6), 803-812.<\/p>\r\n<p style=\"text-align: justify;\">World Health Organisation (1987). WHO study group on Community-based Education of Health Personnel. Retrieved from http:\/\/apps.who.int\/iris\/handle\/10665\/41714<\/p>\r\n<p style=\"text-align: justify;\">World Health Organization (2011). Innov8 approach for reviewing national health programmes to leave no one behind. Retrieved from http:\/\/www.who.int\/social_determinants\/en\/<\/p>\r\n<p style=\"text-align: justify;\">*Dr. Hashmet Parveen<br \/>\r\nPAPRSB Institute of Health Sciences<br \/>\r\nUniversiti Brunei Darussalam<br \/>\r\nTel: 6738818424<br \/>\r\nEmail: parveenbrunei@gmail.com<\/p>","protected":false},"featured_media":0,"parent":0,"menu_order":0,"template":"","issues_category":[12],"archive_category":[],"issue_type":[],"volume_category":[33],"class_list":["post-446","issues","type-issues","status-publish","hentry","issues_category-original-articles","volume_category-volume-2-number-3-september-2017"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>A cross sectional survey of 3rd year undergraduate medical students\u2019 perception of a \u2018Community Oriented\u2019 multifaceted learning approach in the Special Studies Module SSM 3 - The Asia Pacific Scholar<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/a-cross-sectional-survey-of-3rd-year-undergraduate-medical-students-perception-of-a-community-oriented-multifaceted-learning-approach-in-the-special-studies-module-ssm-3\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"A cross sectional survey of 3rd year undergraduate medical students\u2019 perception of a \u2018Community Oriented\u2019 multifaceted learning approach in the Special Studies Module SSM 3 - The Asia Pacific Scholar\" \/>\n<meta property=\"og:description\" content=\"Published online: 5 September, TAPS 2017, 2(3), 8-15 DOI:\u00a0https:\/\/doi.org\/10.29060\/TAPS.2017-2-3\/OA1023 Hashmet P Ghouse, Fazean IH Idris, Zaw Wint &amp; Tayyab Hasan Universiti Brunei Darussalam, Brunei Darussalam\u00a0 Abstract Introduction:\u00a0With the growing trend and importance towards producing holistically groomed medical graduates as discussed in Tomorrow\u2019s Doctors, we introduced a community oriented Special Study Module 3 (SSM3) in the [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/a-cross-sectional-survey-of-3rd-year-undergraduate-medical-students-perception-of-a-community-oriented-multifaceted-learning-approach-in-the-special-studies-module-ssm-3\/\" \/>\n<meta property=\"og:site_name\" content=\"The Asia Pacific Scholar\" \/>\n<meta property=\"article:modified_time\" content=\"2020-05-15T05:50:31+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"22 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/a-cross-sectional-survey-of-3rd-year-undergraduate-medical-students-perception-of-a-community-oriented-multifaceted-learning-approach-in-the-special-studies-module-ssm-3\/\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/a-cross-sectional-survey-of-3rd-year-undergraduate-medical-students-perception-of-a-community-oriented-multifaceted-learning-approach-in-the-special-studies-module-ssm-3\/\",\"name\":\"A cross sectional survey of 3rd year undergraduate medical students\u2019 perception of a \u2018Community Oriented\u2019 multifaceted learning approach in the Special Studies Module SSM 3 - The Asia Pacific Scholar\",\"isPartOf\":{\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/#website\"},\"datePublished\":\"2020-02-12T04:18:34+00:00\",\"dateModified\":\"2020-05-15T05:50:31+00:00\",\"breadcrumb\":{\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/a-cross-sectional-survey-of-3rd-year-undergraduate-medical-students-perception-of-a-community-oriented-multifaceted-learning-approach-in-the-special-studies-module-ssm-3\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/a-cross-sectional-survey-of-3rd-year-undergraduate-medical-students-perception-of-a-community-oriented-multifaceted-learning-approach-in-the-special-studies-module-ssm-3\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/a-cross-sectional-survey-of-3rd-year-undergraduate-medical-students-perception-of-a-community-oriented-multifaceted-learning-approach-in-the-special-studies-module-ssm-3\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/medicine.nus.edu.sg\/taps\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"A cross sectional survey of 3rd year undergraduate medical students\u2019 perception of a \u2018Community Oriented\u2019 multifaceted learning approach in the Special Studies Module SSM 3\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/#website\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/\",\"name\":\"The Asia Pacific Scholar\",\"description\":\"\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/medicine.nus.edu.sg\/taps\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"A cross sectional survey of 3rd year undergraduate medical students\u2019 perception of a \u2018Community Oriented\u2019 multifaceted learning approach in the Special Studies Module SSM 3 - The Asia Pacific Scholar","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/a-cross-sectional-survey-of-3rd-year-undergraduate-medical-students-perception-of-a-community-oriented-multifaceted-learning-approach-in-the-special-studies-module-ssm-3\/","og_locale":"en_US","og_type":"article","og_title":"A cross sectional survey of 3rd year undergraduate medical students\u2019 perception of a \u2018Community Oriented\u2019 multifaceted learning approach in the Special Studies Module SSM 3 - The Asia Pacific Scholar","og_description":"Published online: 5 September, TAPS 2017, 2(3), 8-15 DOI:\u00a0https:\/\/doi.org\/10.29060\/TAPS.2017-2-3\/OA1023 Hashmet P Ghouse, Fazean IH Idris, Zaw Wint &amp; 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