Summary and Reflection Paper - Orientation to Medical School
Sample Output (written in 2013):
Orientation and Introduction to My Medical College (PH College of Medicine)
A Summary and Reflection Paper
Ph Md
March 21, 2013
Summary:
The general objective of the learning unit on Orientation and Introduction to Medical School is to get me oriented to my medical college (which is the PH College of Medicine) and the health status of my community including my target community of practice after graduation (Metro Manila). This orientation is intended to facilitate my learning to become a community-oriented basic-generalist physician. It is sort of an induction program to an organization and project.
The PH College of Medicine (PHCM) was established in 1994. Its targeted community stakeholder is the Philippines. The director is Dr. PH MD. The PHCM has about 25 faculty located in different parts of the Philippines. The faculty are all trained to be aligned with the philosophy, vision, mission, and goal of PHCM. They are also trained on distance mode of education. Lastly, they underwent a re-training on how to be a basic-generalist physician based on the philosophy, vision, mission, and goal of PHCM.
The philosophy, vision, mission, and goal (PVMG) of the PHCM are clearly expressed and can be seen below and in the following URL (http://rojosonmedicaleducation.wordpress.com/2013/03/12/ph-college-of-medicine-medical-curriculum-philosophy; http://rojosonmedicaleducation.wordpress.com/2013/03/12/vision-mission-and-goal-of-ph-college-of-medicine)
Essentially, the PVMG consists of statements on the role of the college (which is community-oriented medical education in the Philippines); on educational approaches (which are competency-based, community-oriented, and problem-based learning); on the type and quality of graduates it will produce (which are community-oriented basic-generalist physicians who are community health managers). They are included basic assumptions to support and rationalize the stated role of the college, the educational approaches, and type and quality of graduates it will produce.
PHILOSOPHY
We, the Board of Trustees and Faculty of the PH College of Medicine, believe that:
1. Man exists not only for himself but also for other people in the community.
2. Society exists for the welfare of men.
3. Health is a fundamental right of every person.
4. There will always be health problems in every person and in every community at one time or another.
5. The medical school exists because of the health problems that are prevalent in every person and in every community.
6. The medical school should help solve the health problems of the community through its administrators, faculty, students, and graduates and through a primary health care approach.
7. Medical students shall be treated as adult learners.
8. All adults are capable of learning given the proper guidance and support.
9. Active learning activities yield the best results.
10. Learning to become a competent physician is best achieved through a problem-based and a competency-based learning approach.
11. Learning to be a community-oriented physician is best achieved through a community-based learning approach.
12. Medical education is a life-time learning process.
13. All physicians should have competency in self-directed learning.
VISION, MISSION, AND GOAL
We, the Board of Trustees and Faculty of the PH College of Medicine, envision and aim to produce graduates who:
1. Will solve the health problems of the Catchment Region as a priority over other communities.
2. Can solve the health problems of a community other than that of the Catchment Region.
3. Can pass the Philippine Board of Medicine examination.
4. Are competent (effective, efficient, and humane) in the practice of their medical profession.
5. Are self-directed physicians in their continuing medical education.
6. Can be effective and efficient administrators of a health care unit.
7. Can conduct health researches.
8. Can be medical teachers.
The medical curriculum of PHCM is competency-based, community-oriented, and problem-based learning using a distance mode of education. The design is seen below and in the following URL(http://basicgeneralistphphysician.wordpress.com/2013/03/19/ph-college-of-medicine-medical-curriculum)
DESIGN OF THE MEDICAL CURRICULUM
The medical curriculum of the PH College of Medicine (PHCM) is designed according to the following guidelines:
1. Philosophy-vision-mission-goal of PHCM.
2. Community-based learning approach.
2.1 Each student will spend about 50% of the medical course in a community learning medicine and solving the health problems of the community.
2.2 Each student has an assigned community in the Catchment Region as his/her laboratory for learning. He/She is exposed to his/her assigned community as early as his/her first year of medical schooling.
2.3 In his/her assigned community, under the guidance of a faculty, he/she will serve as a community physician who will manage the health problems of individuals.
2.4 In his/her assigned community, under the guidance of a faculty, he/she will serve as a community physician who will solve the health problems of the community. He/She is expected to solve at least one community health problem during his/her entire medical schooling. This is one of the major requirements for passing the course or for graduation.
3. Problem-based learning approach.
4. Competency-based learning approach.
5. Distance education mode of teaching and learning especially when students are in the community away from the school.
6. The selection of content will be on the basis of importance (“must know”) and relevance to being a physician and to being a solver of the health problems of the community.
7. The organization of the content will be structured:
7.1 From general to specific.
7.2 From simple to complex.
7.3 From basic to advanced.
7.4 Based on prioritization of importance and relevance.
7.5 Based on rational sequence.
8. The overall design of the instruction is such that it starts from an overview, framework, progressing to foundation, development, and ending in mastery.
9. Integrated approach as early as the first year of medical schooling with no medical subspecialty departmentalization of subject matter and no separation of basic and clinical science.
10. Self-directed learning will be promoted through a problem-based learning approach, self-instructional programs, and independent study.
11. Emphasis on active learning activities such as group discussions, direct patient and community contacts, practicum, and projects as modes of teaching and learning.
12. Avoidance of lectures as a primary mode of teaching and learning.
13. Preparation of students for the Philippine Board of Medicine examination.
The PHCM has a structured and comprehensive student progress report which can be used by the students for self-assessment as well as the faculty for evaluation of their students. This progress report can be seen in following URL (http://basicgeneralistphphysician.wordpress.com/2013/03/19/assessment-report-for-medical-students-from-year-level-1-to-year-level-5-internship-prior-to-board-examination)
There are established rules and regulations governing student performance, discipline and administration. These can be seen in a yet to published handbook and online. They are conventional that are being seen with other medical colleges. The only difference is that PHCM requires students to have legible handwriting. Partly, these rules and regulations can be seen in the student progress report.
The health status of the world and Philippines including Metro Manila are essentially the same in terms of prevalent diseases, the current prevailing diseases of mankind. Non-communicable diseases are more common than communicable diseases nowadays with coronary artery diseases, strokes, cancer and pneumonia being the most prevalent. The detailed information can be seen from the websites and webpages of the World Health Organization (http://www.who.org.ph)
and PH Department of Health (http://www.doh.gov.ph).
Reflection:
Conducting a course on Orientation and Introduction to the Medical School of the students should rightfully be the first agenda or activity at the start of classes on the first year. On day 1, the students should know the philosophy, vision, mission, and goal of the medical college, its medical curriculum, the evaluation methods and student progress reports, rules and regulations of the college, and the health status of the communities relevant to the college and the students. These information will definitely facilitate the journey of both the college (inclusive of the faculty) and the students in their mission to manage the health problems of their concerned communities. Simply put, this orientation and introduction course serves as an induction activity of the college for the students.
The philosophy, vision, mission, and goal of PHCM are down-to-earth, very clearly stated and comprehensive in terms of the outputs and impacts expected from both the college and the students.
The medical curriculum of PHCM is very well-designed that it is congruent with the philosophy, vision, mission, and goal of the college. Its design also promotes achievement of the goals of the college as well as those of the students.
Comparing the medical curricula of some well-known medical schools and colleges in the Philippines, here are my perceptions (I may be wrong).
There is a structured and comprehensive student progress report being used in PHCM. Rarely does one see such kind of a student progress report in other medical schools and colleges in the Philippines. The parameters included in the student progress report are congruent with the vision-mission, goals of the college and the students.
Knowing the health status of the world, the Philippines and other relevant communities on the first day of school promotes motivation on the part of the students. It also promotes a sense of relevance for both the college and students.
Data gathered from study of health status and health problems in the community are useful not only for the Department of Health and government health bodies like the provincial and city health offices. They are also useful for all medical colleges and private health institutions and medical practitioners who are expected to contribute to the health development of their catchment communities. They are also useful to administrators and medical practitioners in ensuring viability and sustainability of their organizations and programs.
The essential data that are being gathered in the study of health status and health problems of the community will be useful in terms of the following:
Potential quantity of patient-clients
Potential quantity of patient-client groups
Community health management
Family health management
Individual health management
Practice / business plan
I honestly think this course should be a must for all medical colleges on the first day of classes. To repeat, it has served to orient me to my medical college (which is the PH College of Medicine) and the health status of my community including my target community of practice after graduation (Metro Manila). It facilitated my learning to become a community-oriented basic-generalist physician. It is truly an induction program to my college and to our goals.
ROJ@17apr26