Reflective Learning in Myanmar - International Medical University Collaborative Community Project (MICCP)

Introduction: The aim of this study was to determine the enhancement of the student community service-learning experiences through the reflective learning approach. Methods: A total of 56 students from various Medical and Health Sciences programmes participated in the MICCP. Services provided were health screening, education talks, nutritional assessment, teaching first aid and English activities. Students listed their expected learning outcomes before the project. Upon completion of the activities, a semi-structured, open-ended written survey was conducted. It consisted of student’s daily diary and narrative reflection. Significant descriptions were extracted, coded by content, and then grouped into subcategories. Items were scored using a five-point Likert scale. The subcategories were then grouped to eight main themes. Result: The 91% of participants responded the questionnaire survey. A total of 26 participants (90%) submitted daily diary reflection. In the open-ended questionnaires survey, the participants (81%) rated the high score in terms of the categories of learning via the community project was more meaningful than in a classroom setting and learning tool for inter professional collaboration work. The main eight themes identified were team working skills, leadership skills, communication skills, inter-professional learning, community health learning, learning clinical and technical soft skills, real life problem solving and reasoning skills, understanding of social accountability and altruism. Conclusion: Authentic learning can be promoted in a contextual setting through reflective practice. Better communication skills, teamwork, leadership and inter-professional learning were demonstrated.