{"id":73130,"date":"2025-12-01T14:17:06","date_gmt":"2025-12-01T06:17:06","guid":{"rendered":"https:\/\/medicine.nus.edu.sg\/taps\/?post_type=issues&#038;p=73130"},"modified":"2026-01-06T09:18:32","modified_gmt":"2026-01-06T01:18:32","slug":"training-healthcare-professionals-to-work-collaboratively-through-a-multi-disciplinary-curriculum-the-nus-yong-loo-lin-school-of-medicine-approach","status":"publish","type":"issues","link":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/training-healthcare-professionals-to-work-collaboratively-through-a-multi-disciplinary-curriculum-the-nus-yong-loo-lin-school-of-medicine-approach\/","title":{"rendered":"Training healthcare professionals to work collaboratively through a multi-disciplinary curriculum: The NUS Yong Loo Lin School of Medicine approach"},"content":{"rendered":"<p>Submitted: 28 March 2025<br \/>\r\nAccepted: 16 April 2025<br \/>\r\nPublished online: 6 January, TAPS 2026, 11(1), 14-17<br \/>\r\n<a href=\"https:\/\/doi.org\/10.29060\/TAPS.2026-11-1\/GP3708\">https:\/\/doi.org\/10.29060\/TAPS.2026-11-1\/GP3708<\/a><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Tang Ching Lau<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">Dean\u2019s Office, Yong Loo Lin School of Medicine, National University of Singapore, Singapore<\/span><\/i><i><span lang=\"EN-GB\"><\/span><\/i><\/p>\r\n<p style=\"text-align: center;\"><b><span lang=\"EN-GB\">Abstract<\/span><\/b><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Introduction: <\/span><\/b><span lang=\"EN-US\">The healthcare landscape is evolving rapidly, driven by technological advancements, an aging population, and the increasing complexity of patient care. The\u00a0National University of Singapore (NUS)\u2019s 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\u2019s curriculum prepares students for the challenges of modern healthcare through a multi-disciplinary approach, with a focus on Singapore\u2019s unique healthcare context.<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Methods: <\/span><\/b><span lang=\"EN-GB\">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. <b><\/b><\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Results: <\/span><\/b><span lang=\"EN-GB\">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.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Conclusion: <\/span><\/b><span lang=\"EN-GB\">NUS Medicine\u2019s 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. <\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Practice Highlights<\/span><\/strong><\/p>\r\n<ul>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Interprofessional Education (IPE) Initiatives involve joint training sessions and collaborative projects among students from different healthcare disciplines.<\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Longitudinal Patient Experience (LPE) provides interdisciplinary experiential learning through home visits over one year.<\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-US\">Utilising digital platforms and tools for collaborative learning, including virtual case discussions and online modules<\/span><span lang=\"EN-GB\">.<\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Assessment with regular feedback to students on teamwork and communication skills, as well as conducting reflective practices to enhance learning.<\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Agile Curriculum is designed with regular reviews and updates to adapt to evolving healthcare needs and technologies.<\/span><\/li>\r\n<\/ul>\r\n<p style=\"text-align: center;\"><strong><span lang=\"EN-GB\">I. <\/span><span lang=\"EN-GB\"><\/span><span lang=\"EN-GB\"><\/span><span lang=\"EN-GB\">INTRODUCTION<\/span><\/strong><\/p>\r\n<ol><\/ol>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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\u2019s\u00a0Common 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\u2019s curriculum prepares students for the challenges of modern healthcare through a multi-disciplinary approach, with a focus on Singapore\u2019s unique healthcare context.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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\u00a0better patient outcomes,\u00a0reduced medical errors, and\u00a0improved 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.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Recognising these challenges, NUS Medicine has embraced\u00a0Interprofessional Education (IPE), where students from different healthcare disciplines learn together to develop the skills necessary for collaborative practice. The school\u2019s 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.<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">II. CURRICULUM STRUCTURE<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The CCHPE is a cornerstone of NUS Medicine\u2019s 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\u00a0five pillars, each addressing specific learning objectives with a focus on integrating multi-disciplinary perspectives.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">A. Pillar 1 \u2013 Socio-Ecological Determinants of Health<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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\u2019s 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.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">B. Pillar 2 \u2013 Professional Practice 1: The Foundations of Health Professionalism<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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\u00a0in professional practice, which is critical for building trust and rapport with patients and their families.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">C. Pillar 3 \u2013 Professional Practice 2: Basic Skills in Health Professionalism<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">D. Pillar 4 \u2013 Data Literacy for Healthcare<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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\u00a0Healthier SG\u00a0initiative.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">E. Pillar 5 \u2013 Digital Literacy for Healthcare<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The final pillar focuses on developing students\u2019 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\u2019s vision of becoming a global leader in healthcare innovation, as outlined in the Healthcare 2020 Masterplan.<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">III. METHODS<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">NUS Medicine employs several strategies to ensure that its curriculum fosters effective collaboration among healthcare professionals:<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">A. Interprofessional Education (IPE) Initiatives<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">B. Longitudinal Patient Experience (LPE)<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">C. Technology and Digital Tools<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">D. Assessment and Feedback<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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 &amp; Krackov, 2019).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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.<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">IV. STRATEGIES AND RESULTS<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Implementing a multi-disciplinary curriculum like the CCHPE is not without its challenges. However, NUS Medicine has identified key strategies to address these obstacles:<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">A. Building Relationships and Trust Among Faculties and Administrators<\/span><\/i><b><i><span lang=\"EN-US\"><\/span><\/i><\/b><\/p>\r\n<ul style=\"text-align: justify;\">\r\n\t<li><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">Challenge:<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">Different faculties and departments may have varying priorities and teaching styles, which can hinder collaboration.<\/span><\/li>\r\n\t<li><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">Solution:<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">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.<\/span><\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify;\"><em><span lang=\"EN-US\">B. <\/span><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">Ensuring Senior Leadership Support<\/span><\/em><b><i><span lang=\"EN-US\"><\/span><\/i><\/b><\/p>\r\n<ol style=\"text-align: justify;\"><\/ol>\r\n<ul style=\"text-align: justify;\">\r\n\t<li><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">Challenge:<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">Without strong support from senior leadership, it can be difficult to align resources and priorities across disciplines.<\/span><\/li>\r\n\t<li><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">Solution:<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">NUS Medicine has secured strong backing from senior leadership, which has been instrumental in driving the curriculum forward and ensuring its sustainability.<\/span><\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">C. Adapting to Evolving Needs<\/span><\/i><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<ol style=\"text-align: justify;\"><\/ol>\r\n<ul style=\"text-align: justify;\">\r\n\t<li><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">Challenge:<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">The healthcare landscape is constantly evolving, requiring the curriculum to adapt to new challenges and technologies.<\/span><\/li>\r\n\t<li><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">Solution: <\/span><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">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.<\/span><i><span lang=\"EN-US\"><\/span><\/i><\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">D. Integrating Evaluation and Research<\/span><\/i><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<ol style=\"text-align: justify;\"><\/ol>\r\n<ul>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">Challenge: <\/span><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">Measuring the effectiveness of a multi-disciplinary curriculum can be complex.<\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">Solution: <\/span><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">NUS Medicine has built evaluation and research into the curriculum from the outset, allowing for continuous improvement based on data-driven insights.<\/span><\/li>\r\n<\/ul>\r\n<p style=\"text-align: center;\"><strong><span lang=\"EN-US\">V. <\/span>CONCLUSION<\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">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.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The NUS Yong Loo Lin School of Medicine\u2019s\u00a0Common Curriculum for Healthcare Professional Education (CCHPE)\u00a0represents 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\u2014it is essential. As other institutions look to NUS Medicine as a model, the school\u2019s commitment to innovation and collaboration will continue to shape the future of healthcare education.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Notes on Contributors<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">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.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Funding<\/span><\/strong><\/p>\r\n<p><span lang=\"EN-GB\">No funding was received.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Declaration of Interest<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The author has no conflict of interest, including financial, consultant, institutional and other relationships that might lead to bias.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">References<\/span><\/strong><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Brandt, B., Lutfiyya, M. N., King, J. A., &amp; Chioreso, C. (2019).\u00a0A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim. <i>Journal of Interprofessional Care<\/i>, <i>28<\/i>(5), 393-399. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.3109\/13561820.2014.906391\">https:\/\/doi.org\/10.3109\/13561820.2014.906391<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Motola, I., Devine, L. A., Chung, H. S., Sullivan, J. E., &amp; Issenberg, S. B. (2020).\u00a0Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. <i>Medical Teacher<\/i>, <i>35<\/i>(10), e1511-e1530. <\/span><a href=\"https:\/\/doi.org\/10.3109\/0142159X.2013.818632\">https:\/\/doi.org\/10.3109\/0142159X.2013.818632<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Masters, K., Ellaway, R. H., Topps, D., Archibald, D., &amp; Hogue, R. J. (2020).\u00a0Mobile technologies in medical education: AMEE Guide No. 105. <i>Medical Teacher<\/i>, <i>38<\/i>(6), 537-549. <\/span><a href=\"https:\/\/doi.org\/10.3109\/0142159X.2016.1141190\">https:\/\/doi.org\/10.3109\/0142159X.2016.1141190<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Ramani, S., &amp; Krackov, S. K. (2019).\u00a0Twelve tips for giving feedback effectively in the clinical environment. <i>Medical Teacher<\/i>, <i>34<\/i>(10), 787-791.<\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.3109\/0142159x.2012.684916\"> https:\/\/doi.org\/10.3109\/0142159x.2012.684916<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N., McFayden, A., Rivera, J., &amp; Kitto, S. (2019).\u00a0A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. <i>Medical Teacher<\/i>, <i>38<\/i>(7), 656-668. <\/span><a href=\"https:\/\/doi.org\/10.3109\/0142159x.2016.1173663\">https:\/\/doi.org\/10.3109\/0142159x.2016.1173663<\/a><\/p>\r\n<p>*Lau Tang Ching<br \/>\r\n1E Kent Ridge Road<br \/>\r\nNUHS Tower Block, Level 11, <br \/>\r\nNUS Yong Loo Lin School of Medicine, <br \/>\r\nSingapore 119228<br \/>\r\nEmail: mdcltc@nus.edu.sg<\/p>","protected":false},"featured_media":0,"parent":0,"menu_order":4,"template":"","issues_category":[15],"archive_category":[],"issue_type":[24],"volume_category":[],"class_list":["post-73130","issues","type-issues","status-publish","hentry","issues_category-global-perspectives","issue_type-current-issue"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Training healthcare professionals to work collaboratively through a multi-disciplinary curriculum: The NUS Yong Loo Lin School of Medicine approach - 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\/training-healthcare-professionals-to-work-collaboratively-through-a-multi-disciplinary-curriculum-the-nus-yong-loo-lin-school-of-medicine-approach\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Training healthcare professionals to work collaboratively through a multi-disciplinary curriculum: The NUS Yong Loo Lin School of Medicine approach - The Asia Pacific Scholar\" \/>\n<meta property=\"og:description\" content=\"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\u2019s 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. 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