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Thammasat Model of Community-based Learning
Curriculum Description and Lessons Learned
from the Undergraduate Dental Program
Sutee Suksudej & Matana KettratadFaculty of Dentistry, Thammasat University
Saturday, February 16, 13
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Framework
• Prepare both knowledge & skills
• Expose students to diverse activities and in a safe environment
Saturday, February 16, 13
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Diversity of activities
VDO clip
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Ethics & Professionalism series
Community Dentistry series
Year 1Year 2Year 2Year 3Year 5
As a human-being: dialogue, thinking, presenting skillsAs a profession: service provider, carer
As a community member: laws, cultural competency, AECAs an administrator/manager: health/oral health systemAs an academic: EBD + critical thinking
Year 2Year 3Year 4Year 6Year 6
Holistic Health/ Community Rapport (10 day-fieldwork)
Health Promotion Planning and Evaluation I
Health Promotion Planning and Evaluation IIEpidemiology and Prevention
Community Dentistry Rotation
(12 day-fieldwork)
(12 day-fieldwork)
(4 week-fieldwork)
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community-based learning: phase 1
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Saturday, February 16, 13
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Saturday, February 16, 13
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community-based learning: phase II
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Make health education fun
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They’re actors/change agents not us
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Various settings and target groups
Various health/oral health issues Saturday, February 16, 13
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Saturday, February 16, 13
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community-based learning: phase III
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community-based learning: phase IV“The Rotation”
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Lessons Learned • Positive feedback from the communities
• Projects based on participatory and partnership/networking approach
• Comprehensiveness guided by Ottawa Charter
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Lessons Learned Feedbacks from the students
- tired, fatigue, and stress- incidences required medical care (e.g. insects bites, allergies, cuts and bruises)- inconvenience/ not comfortable- overall great experience + eye opener VDO clip
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feedback from the faculty members
Lessons Learned
- students saw the interconnectedness and complexity of oral health related issues - tremendous unexpected gains e.g. meeting skill, time management skill, etc.- let both students and communities show their fullest capacities and great things happened.
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- students learned by doing but no guarantee of repeated success in other context. - no standardized learning processes. - a trade off when working as a class project.- not everybody get to practice every roles. - so how to assure that individual students achieve the minimal requirement?
dealing with gen Y
feedback from the faculty membersLessons Learned
Saturday, February 16, 13
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- evaluation through action and reflection takes a lot of effort and time consuming.- “individual” affective and psychomotor assessment could not be measured.
- the most problematic is using theory-based practice in Phase IV. - reality of top-down management hits.
dealing with gen Y
feedback from the faculty membersLessons Learned
Saturday, February 16, 13