ROJoson Being a 5-star Filipino Physician

Essay - Justification for Award

Part I. ROJoson Being a 5-star Filipino Physician

Dr. Reynaldo O. Joson, UPCM Class 1974 and UPMAS life member, is being nominated to the UPMAS Distinguished Alumnus Award.

ROJoson has brought distinct honor to UPCM and UPMAS through his exceptional achievements and excellent contribution in the fields of medical-surgical education, patient-centered care management, community service through outreach medical-surgical education inclusive of public health education, hospital administration and quality management system, and hospital disaster preparedness program.

Through his sustained interest, commitment and efforts in the abovementioned medical endeavors, he has given substantial benefits to the society in the local, national and international level.

ROJoson has distinguished himself NOT ONLY IN ANY ONE (as stipulated in the award criteria) BUT IN ALL of the following:

- Distinguished teacher or trainor in a recognized medical school or institution.
- Distinguished clinical specialist or public health specialist.
- Distinguished researcher and creative creator in science, technology, national development policies and community programs.
- Distinguished leader / administrator, holding important or key positions in the community, academe or country.

Part I. ROJoson Being a 5-star Filipino Physician

ROJoson is considered a Filipino 5-star physician as he has integrated the following 5 expected roles and competencies of a physician from the time he became a faculty of the UPCM in 1985 up to present (2019):

- MD-Clinician
- MD-Community Health Problem Solver
- MD-Educator
- MD-Researcher
- MD-Manager

ROJoson is considered a Filipino 5-star physician as he has accomplished and demonstrated the following aptitude mix parameters as collated from WHO (World Health Organization), WONCA (World Organization of Family Doctors) and Philippine Departments of Family and Community Medicine:

- Health Care Provider / Healer / Counselor
- Decision-maker (Ethical and Cost-effective)
- Communicator / Counselor / Social Advocate
- Community Leader /Social Advocate
- Manager / Team Member / Social Advocate
- Researcher / Life-long Learner
- Teacher / Educator

Dr. Delen de la Paz, Professor at the UPCM and PGH, in March 2014, considered ROJoson as a 5-star physician when she invited him to give a talk on being a 5-Star Physician to her UPCM LU3 Class, HS 201 Human Health and Wellness.

Below are the slides presented in 2014 by ROJoson in the UPCM LU3 Class of Dr. Delen de la Paz that explained why he is an epitome of a 5-star physician based on his self-assessment using the aptitude mix parameters as collated from WHO (World Health Organization), WONCA (World Organization of Family Doctors) and Philippine Departments of Family and Community Medicine. [Link: https://www.slideshare.net/rjoson/5star-physician-am-i-how-to-be]

Aside from being imbued with the ideals of the UPCM where he graduated in 1974, ROJoson enhanced his 5-star physician competencies by acquiring 3 master degrees, namely: Master in Hospital Administration (MHA) in 1991, Master in Health Profession Education (MHPEd) in 1993, and Master of Science in Clinical Medicine in General Surgery (MScSurg) in 1998.

The 3 Masters (MHA, MHPEd, MScSur) have enhanced his being a 5-star physician competencies in the following way:

· MHA – Manager, community health problem solver, researcher

· MHPEd – Educator, researcher

· MSc Surg – Clinician, researcher, educator

ROJoson’s alma mater, UP Manila, in 2008 and the UP Alumni Association, in 2004 and 2015, considered ROJoson as a 5-star physician by awarding him the UPM Centennial Professorial Award, UPAA 2004 Professional Awardee in Medicine, and UPAA 2015 Lifetime Distinguished Achievement Awardee respectively.

The citation in the UPM Centennial Professorial Award was as follows: “Outstanding achievement in teaching, research, publications, and services to university, community and country.”

The citation in the UPAA 2004 Professional Awardee in Medicine was as follows: “For his sterling achievements in a triumvirate of roles: surgeon, teacher, healer; For pioneering and advocating the health-process-evidenced-based clinical practice guidelines; and For his innovative approaches in medical education and practice.”

The citation in the UPAA 2015 Lifetime Distinguished Achievement Awardee was as follow: “in recognition of your leadership, achievements and contributions in your field of endeavor. All these have benefited not only yourself and your profession, but also the University and the community you have chosen to serve.”

The following slides were supposed to be projected in ROJoson’s curriculum vitae during UPAA 2015 awarding ceremonies (unfortunately ROJoson was not able to attend) – they consisted of his being a 5-star physician (a physician; a physician-teacher; a physician-researcher; a physician-manager; and a physician-community-health problem-solver).

After his being recognized as a 5-star Filipino physician in 2003 by the UPMAS, in 2004 by the UPAA, and in 2008 by the UPManila, ROJoson has continued to enhance his competencies as a physician-surgeon; a physician-teacher; a physician-researcher; a physician-manager; and a physician-community-health problem-solver, even after his retirement in 2014 (at age 65) and up to present age of 70. These will be expounded in the write-ups on his chosen medical endeavors below and in subsequent pages.

ROJoson’s Chosen Medical Endeavors and Education for Health Development in the Philippines

ROJoson has devoted and focused 40 years of his professional life after graduation from the UPCM in 1974 to the following medical endeavors which all redound to better health care delivery services not only to his patients and institutions he is connected with but to patients and institutions at large (in the Philippines):

· Medical-surgical education

· Patient-centered care management

· Community service through outreach medical-surgical education inclusive of public health education

· Health action research

· Hospital administration and quality management system

· Hospital disaster preparedness program

All the abovementioned focused medical endeavors are considered his flagship projects under a program he dubbed in 1990 as Education for Health Development in the Philippines (EdHeDePhi). The EdHeDePhi has one central theme: using EDUCATION as the primary tool for improving the health care services in the Philippines.

ROJoson had done numerous surgical missions in underserved communities in the Philippines. However, starting 1990, he felt EDUCATION would carry more impact and longer lasting effect in improving the health care delivery services in the Philippines. He subscribed to the saying: “Give a man a fish, you feed him for one day. Teach him how to fish, you feed him for his whole lifetime.” That was how his Education for Health Development in the Philippines (EdHeDePhi) Program started in 1990 and is continuing up to the present (2019). [Link: http://edhedephi.tripod.com/; https://rojosonedhedephi.wordpress.com/; https://rojosonfacebooknotes.wordpress.com/2017/09/12/rojosons-education-for-health-development-in-the-philippines/; http://edhedephi.tripod.com/projects.htm]

Goal: Health development in the Philippines through education

Objectives:

To promote a dynamically improving health education in health and non-health educational institutions using the following:

1.1 Agents

1.1.1 Curriculum

1.1.2 Educators

1.1.3 Students

1.2 Tools

1.2.1 Services

1.2.2 Research

1.3 Strategies

1.3.1 Multi-sectoral cooperation

1.3.2 Outreach program

To conduct health education to the public

Targets:

1. Public

2. Health educational institutions

Medical schools

Nursing schools

Other paramedical schools

3. Non-health educational institutions

4. Other health agencies

Evaluation Indicators:

Documented improvements in

Health development in the Philippines, in specific communities in the Philippines

Health problems in the Philippines, in specific communities in the Philippines

Health education curriculum

Health educators

Competencies of health education students

Strategies:

Curriculum development and improvement

Faculty training-student training

Public health education

Multi-sectoral cooperation

Outreach programs

For education, he has used the following teaching-learning strategies and activities for his students (in medicine, in surgery, in hospital administration, in hospital quality management system, and in hospital disaster preparedness program) and for the public or community at large (in public health management, in public health education, and in patient-centered care management):

· Large group learning

· Small group learning (inclusive of small group discussion)

· Individualized instruction

· Active learning

o Problem-based learning (See ROJoson’s Pioneering Effort in Problem-based Learning) [Links: https://rojosonmedicaleducation.wordpress.com/2017/05/12/problem-based-learning-in-medicine-rojosons-notes/; https://sites.google.com/site/problembasedlearninginmed/home; https://rojosonmedicaleducation.wordpress.com/2017/05/25/incorporation-of-the-problem-based-learning-approach-into-the-present-year-level-iv-surgery-curriculum/; https://rojosonmedicaleducation.wordpress.com/category/problem-based-learning/]

o Self-directed learning

o Demonstration and return demonstration

o Debate (See ROJoson’s Pioneering Effort in Debate as a Teaching-learning Activity) [Links: https://rojosonuppghgs1filesandnotes.wordpress.com/debate-as-a-teaching-learning-activity-in-a-department-of-surgery-in-the-philippines/; https://rojosonuppghgs1filesandnotes.wordpress.com/2013/07/29/tele-debate-pgh-gs1-and-zcmc-breast-cancer-october-3-1994/]

· Lecture

· Blended learning (combined face-to-face and online learning)