TUESDAY 28TH AUGUST 2018 8DD: Posters: Community Oriented community engagement. Evaluation of the course was needed to support this learning method. Medical Education Take-home message: Rural clinician development to be Location: Hall 4.1, CCB teacher and effective mentoring should be strongly Date: Tuesday 28th August considering for community-based student selective Time: 1400-1530 hrs components. 8DD1 (2878) 8DD2 (165) Student selective components: the way to improve Construction and Practice of Education System of Early community engagement in a community-based Community-based Clinic Contact curriculum Authors Authors Qiaoling Cai Wasana Hongkan, Chonburi Medical Education Center, Jing Gao Chonburi, Thailand Hongmei Tang Xiong Ye Presenter: Chenlei Li Wasana Hongkan, Chonburi Medical Education Center, Chonburi, Thailand Presenter: Qiaoling Cai, School of Clinical Medicine, Shanghai Background: Community-based is the important University of Medicine ＆ Health Sciences, Shanghai, curriculum to produce medical students to be community- People's Republic of China oriented doctors with comfortable medical practice in the rural community. The aim of this study is to demonstrate Background: To implement the “Healthy China 2030” planning for vertical integration of community-based planning outline and increase the level of hierarchical curriculum by student selective components(SSC). medical system, according to the “Global Minimum Method: During the academic year 2015-2018, Chonburi Essential Requirements, GMER”, Shanghai University of medical education center and Chulalongkorn university Medicine & Health Sciences (SUMHS) is committed to had planned to integrate community-based curriculum in initiating medical educational program and building 14 weeks duration of student selective components from community clinic partnership to train the family doctor. total 26 weeks that divined to four weeks before clinical Meanwhile, the early self-learning and practice has been years, six weeks during the middle of clinical years and carried out to enhance the competence of family doctor in four weeks in the final years. Planning on the curriculum community care. were consists of select the community and rural hospitals, Method: The Early Community-Based Clinical Contact planning with a rural clinician for staff development and (ECBCC) was established and integrated into the medical student support systems, consider for infrastructure and education curriculum which emphasized the family manpower support and design course syllabus and lesson medicine concept and basic clinical skills. Two courses, plan. “Introduction to the medicine” and “Early community Results: Community-based student selective components practice”, were introduced. The former describes the had designed and divided into two components origin of medicine, doctor-patient communication, (management and caring). Management topics consist of prevention and healthcare, family medicine concept, etc. Healthcare system, Health system analysis, Community Students are guided to pay close attention to healthcare health system and management, Information technology through Problem-Based Learning (PBL). The later consists and management information system in community health of several community practice modules such as general service, Economics in community health care system and clinic observation, home bed interview and patient care. patient safety with risk management. Caring topics consist Several methods including questionnaire survey and online of Occupational medicine, Alternative medicine in the assessment were adopted to evaluate this curriculum. community, Chronic care in the community hospital, The ECBCC system was set up through the effective course Stroke care in the community hospital, Palliative care, and a School-Hospital-Community three-level mechanism. Ambulatory care in the community, Mother and child Four learning methods were combined closely: PBL (P) health care in the community, Cross-culture health care based on family medicine case, Observation (O) in the real and medical linguistic and Emergency medicine in the community clinic, Interview (I) that community patient community hospital. The course syllabus and lesson plan care or patient home visiting and Service(S) oriented in had developed by Clinician staffs of Chonburi hospital with “Health education to patient” projects. the rural clinicians. Results: The curriculum was highly accepted with more Discussion: Mentoring is required for medical students to than 90% of students recognizing this teaching content. select appropriate selective components because of the The ECBCC system focuses on integrating “medical variety of SSC within the limit of times. The core liability, concept of family medicine, doctor’s empathy curriculum and medical professional development toward patient, doctor-patient communication, and program with community-based should be developed and preliminary skills of community service” into the integrate since the preclinical year. curriculum so as to foster students’ professionalism in the Conclusion: Student selective components are the early studying stage. alternative way for medical students to develop AMEE 2018 ABSTRACT BOOK 1 TUESDAY 28TH AUGUST 2018 Conclusion: Through this system, students recognize their course was well rated by students as it allowed them to future social role and improve their capability of doctor- immediately practice clinical skills and brought relevancy patient communication, professionalism and health to their education. promotion awareness. The classroom is extended to Conclusion: As LMIC strive for Universal Health Coverage patients through exploring the narrative medical and move beyond acute, episodic care delivery, a greater “patients’ illness stories”. emphasis on community-based care and chronic disease Take-home message: The ECBCC system based on POIS management is needed. Medical training programs must has been successfully established and utilized in student- adapt to ensure that graduates can meet population centered progressive medical education. health demands. Our successful implementation of a new community-based clinical skills course in a LMIC serves as a 8DD3 (1539) model for the many schools undergoing similar reform Introduction of early clinical and community-based efforts. experiences to undergraduate medical education in Take-home messages: 1) As LMIC health systems Vietnam to meet evolving epidemiological and population transition to chronic, longitudinal care models, medical demands training programs must evolve to meet the need. 2) Recent pedagogical trends of early clinical exposure can Authors be effectively applied to LMICs. Phuc Minh Vu, University of Medicine and Pharmacy at Ho Chi Minh City, Ho Chi Minh City, Vietnam 8DD4 (3055) David B Duong, Harvard Medical School - The Partnership for Prevention of Sexually Transmitted Diseases and Health Advancement in Vietnam, Boston, USA Pregnancy in Secondary School by Community-based Tuan Anh Nguyen, University of Medicine and Pharmacy at Approach of Sixth Year Medical Students Ho Chi Minh City, Ho Chi Minh City, Vietnam Kristen Goodell, Boston University School of Medicine, Authors Boston, MA, USA Kanokrot Kovjiriyapan My Hanh Thi Nguyen, University of Medicine and Pharmacy Chawachai Pongpanus at Ho Chi Minh City, Ho Chi Minh City, Vietnam Anan Malairungsakul Lisa Cosmi, Harvard Medical School - The Partnership for Health Advancement in Vietnam, Boston, USA Presenter: Kanokrot Kovjiriyapan, Medical Education Center Phayao Presenter: Hospital, Phayao, Thailand Phuc Vu, University of Medicine and Pharmacy at Ho Chi Minh City, Ho Chi Minh City, Vietnam Background: Thailand's teenage pregnancy rate is the highest in Southeast Asia. Common medical problems Background: Early and community-based clinical exposure among adolescent mothers include poor weight gain, has become an integral component of medical training pregnancy-induced hypertension, anemia, sexually programs around the world. Most Low-and-Middle Income transmitted diseases (STDs), and cephalopelvic Countries (LMICs) still apply a traditional model of pre- disproportion. Increasing teenage knowledge of clinical science taught in the classroom followed by contraception and prevention of sexually transmitted hospital-based clinical rotations, with minimal emphasis on infections which utilizes school sex education is very community-based care. Vietnam, a LMIC, has undergone important. an epidemiological transition towards chronic, non- Method: In community and Family subject of sixth year communicable diseases. To address this, the University of medical curriculum was assigned medical students to Medicine and Pharmacy at Ho Chi Minh City (UMP) is develop activities and/or tool to approach community. In reforming its 6-year curriculum to include early, 2017 they educated grade 11 students about contraception community-based clinical experience in the pre-clinical and sexually transmitted infections. Their knowledge was years. assessed using pre- and post 15 multiple choice questions. Method: We conducted a series of workshops over a two- Results were analysed using paired t test. year period, focused on course and faculty development Results: 20 grade 11 students in a rural secondary school, 11 for communication, professionalism and clinical skills, with were the girls. Mean age was 17.2 years old.There was a dedicated practicums at community-based sites. UMP significant improvement in student’s knowledge on faculty participated