Please use this identifier to cite or link to this item:
https://doi.org/10.1186/s12909-019-1740-6
DC Field | Value | |
---|---|---|
dc.title | Evaluation of Constructing Care Collaboration - Nurturing empathy and peer-to-peer learning in medical students who participate in voluntary structured service learning programmes for migrant workers | |
dc.contributor.author | Sin, D.Y.E. | |
dc.contributor.author | Chew, T.C.T. | |
dc.contributor.author | Chia, T.K. | |
dc.contributor.author | Ser, J.S. | |
dc.contributor.author | Sayampanathan, A. | |
dc.contributor.author | Koh, G.C.H. | |
dc.date.accessioned | 2021-12-09T03:02:40Z | |
dc.date.available | 2021-12-09T03:02:40Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Sin, D.Y.E., Chew, T.C.T., Chia, T.K., Ser, J.S., Sayampanathan, A., Koh, G.C.H. (2019). Evaluation of Constructing Care Collaboration - Nurturing empathy and peer-to-peer learning in medical students who participate in voluntary structured service learning programmes for migrant workers. BMC Medical Education 19 (1) : 304. ScholarBank@NUS Repository. https://doi.org/10.1186/s12909-019-1740-6 | |
dc.identifier.issn | 1472-6920 | |
dc.identifier.uri | https://scholarbank.nus.edu.sg/handle/10635/209947 | |
dc.description.abstract | Background: Experiential learning through service provides opportunities to nurture and practice empathy. Of growing concern, studies showed significantly decreased empathy scores as students progress through medical school. Additionally, peer-to-peer learning provides an effective way for students to learn. Constructing Care Collaboration (CCC) is a student initiated, structured-service-learning-program that promotes the development of empathy and peer-to-peer teaching. CCC is conducted in cycles of 6 sessions. This is a mixed methods study that explores the effectiveness of CCC as a service learning platform in developing student participants' empathy, social and cultural competencies, communication skills and peer-to-peer teaching skills, ultimately aiming to promote a culture of serving the underprivileged. Methods: The study comprised of a self-administered quantitative questionnaire and qualitative interviews. Both evaluated if CCC participation developed volunteers' social-awareness, cultural competency, communication, confidence and motivation to teach their peers. Results: Quantitative data were collated from 38 completed student volunteers' questionnaires. Volunteers generally agreed CCC improved social-awareness and cultural competency. It increased confidence of participants in approaching migrant-workers, communicating with people from different social backgrounds, and promoted a culture of peer-to-peer teaching. Thematic analysis of 17 interviews was conducted. Themes identified include: increased empathy towards migrant-workers, improved communication skills, and identifying benefits and challenges in peer-to-peer teaching. Conclusion: From the quantitative and qualitative information gathered, CCC has been shown to be effective in nurturing participants' self-reported empathy, cultural competence, communication skills and improved attitude towards peer-to-peer teaching. Given its effectiveness, CCC can be adopted as a model for structured service-learning. © 2019 The Author(s). | |
dc.publisher | BioMed Central Ltd. | |
dc.rights | Attribution 4.0 International | |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Scopus OA2019 | |
dc.subject | Medical education | |
dc.subject | Peer-to-peer learning | |
dc.subject | Service learning | |
dc.type | Article | |
dc.contributor.department | SAW SWEE HOCK SCHOOL OF PUBLIC HEALTH | |
dc.description.doi | 10.1186/s12909-019-1740-6 | |
dc.description.sourcetitle | BMC Medical Education | |
dc.description.volume | 19 | |
dc.description.issue | 1 | |
dc.description.page | 304 | |
Appears in Collections: | Elements Staff Publications |
Show simple item record
Files in This Item:
File | Description | Size | Format | Access Settings | Version | |
---|---|---|---|---|---|---|
10_1186_s12909-019-1740-6.pdf | 604.77 kB | Adobe PDF | OPEN | None | View/Download |
This item is licensed under a Creative Commons License