Social Responsibility

Transcription

1 UNIVERSITI PERUBATAN ANTARABANGSA Bachelor of Medicine & Surgery,Dental Surgery, Pharmacy, Nursing, Nursing Science, Biomedical Sciences, Medical Biotechnology, Pharmaceutical Chemistry, Nutrition, Dietetics with Nutrition, Psychology, Chiropractic, Chinese Medicine Social Responsibility MPU3412 (2 credits) Module Guide 1

2 TITLE: Social Responsibility COURSE CODE: MPU 3412 LEVEL: Refer to Course PROGRAMME: All Bachelor Programmes CONTENT SYNOPSIS This module aims to prepare our students be socially responsible and engaged in their communities that they will serve as future health professionals. The emphasis will be on learning by doing through participation in problem-based learning sessions and in community service projects. Students are required to reflect on their experiences and to make presentations of their experiences and reflection. OBJECTIVES 1. To prepare the students be socially responsible and engaged in their communities that they will serve as future health professionals. 2. To develop that skills in a. Leadership b. Inter-professional learning c. Team working d. Presentation LEARNING OUTCOMES Knowledge Domain 1. Recognise issues of social concern and express informed opinions on these issues 2. Develop and apply academic knowledge and skills to help resolve real life issues in relevant communities Skills Domain 1. Be an advocate for the community s well being 2. Communicate effectively with others using audiovisual, ICT and other appropriate media Attitude Domain 1. Practice social responsibility and accountability in relation to the health of the community and the environment 2. Demonstrate respect, sensitivity and tolerance for the different values, beliefs and perceptions of their clients in the context of the cultural diversity of Malaysia 3. Demonstrate ethical conduct and intellectual honesty when carrying out their responsibilities 4. Demonstrate leadership and work effectively as a member of a team in a culturally diverse context 2

3 LEARNING HOURS CONTACT HOURS TEACHING AND LEARNING METHODS Lectures 1 hours Lectures 1 hour Worksop 3 hours Workshop 3 hours PBL 18 hours PBL 18 hours Presentation of Project 2 hour Presentation of Project 2 hours Community service project Student Independent Learning 40 hours 16 hours TOTAL HOURS CONTACT 24 hours TOTAL LEARNING HOURS 80 hours ASSESSMENTS In-course assessment Weightage Portfolio consists of reflective reports based on 60% i. PBL Learning 20% ii. service learning 40% Team presentations (seminars or poster) 40% Total 100% MODULE LEADER: Chen Yu Sui ASSOCIATE LECTURERS ALL Lecturers in the respective Bachelor Programmes SYLLABUS 1. IMU s Vision, Mission and Core values (Lecture 1 hr) a. Vision statement b. Mission statement c. Core values 2. Orientation for service (Workshop 3hrs) a. IMU Care community projects b. Project proposal c. Reflective report 3. Health and wellbeing (PBL 3hours) issue related to health and wellbeing. 3

4 4. Health as a universal human right (epbl 3hours) to health as a universal human right. 5. The environment and health (epbl 3hours) issue related to the environment and health. 6. Food insecurity, poverty and health (epbl 3hours) to food insecurity, poverty and health. 7. The influence of culture, beliefs and tradition on health (epbl 3hours) to the influence of culture, beliefs and tradition on health. 8. Ethics and professionalism (PBL 3hours) issue related to Ethics and professionalism in the context of a student as well as a professional. 9. Community service project (Independent work 40 hours) Students from different programmes will be put into groups of (each group will be consist of students from different programmes). They will be brought to visit selected/proposed community/charity homes. They will be given 5 hours for preparation of proposal regarding the needs and actions to be taken to address the needs. The first visit is a need analysis trip after which the students can prepare the proposal. The subsequent trips are to execute the action plan in the community based on the proposal prepared. During the last visit, the students will evaluate the impact and the effectiveness of the action plan. At the end, each student will submit a reflective report as well as a group presentation describing their experience in the project. ATTENDANCE RELATED REQUIREMENTS Attendance is compulsory for face to face PBL (attendance will be taken for every time-tabled session), e-pbl sessions (attendance will be taken once for each PBL trigger based on student online participation) and the workshop. Students must achieve at least 75% of the attendance in order for the scores of their reports and presentations to be included in the module assessment. REFERENCES 1. Banack JG et al. A conceptual model for teaching social responsibility and health advocacy: an ambulatory/community experience (ACE). Canadian Medical Education Journal 2011; 2:e53-e Bloeman O. Social responsibility and sustainability in undergraduate courses at the University of Edinburgh Institute for Academic Development, University of Edinburgh. 4

5 3. Dharamsi S et al. The physician as health advocate: Translating the quest for social responsibility into medical education and practice. Academic Medicine 2011; 86: Doorn N and Kroesen JO. Using and developing role play in teaching aimed at preparing for social responsibility. Sci Eng Ethics 2013; 19: Faulkner LR and McCurdy RL. Teaching medical students social responsibility: the right thing to do. Academic Medicine 2000; 75: Griffiths Institute for Higher Education. Griffith graduate attributes. Ethical behaviour and social responsibility toolkit. 7. McMenamin R et al. Training socially responsive healthcare graduates: is service learning an effective educational approach? Med Teacher 2014; 36: Musil CM. Personal and Social Responsibility. The Civic Learning Spiral. In: Jacoby B and Associates (Eds) Civic Education in Higher Education : Concepts and Practices. John Wiley and Sons Stochelak SE. A decade of reports calling for change in medical education: what do they say? Academic Medicine 2010; 85:S26-S33 5