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

Dye Sin; Tct Chew; T K Chia; J S Ser; A Sayampanathan; Gch Koh

doi:10.1186/s12909-019-1740-6

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 Med Educ. 2019 Aug 8;19(1):304. doi: 10.1186/s12909-019-1740-6.

Authors

Dye Sin¹, Tct Chew², T K Chia², J S Ser², A Sayampanathan², Gch Koh³

Affiliations

¹ Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore. Davidsin.ye@gmail.com.
² Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.
³ Saw Swee Hock School of Public Health, National University of Singapore, Singapore, Singapore.

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.

Keywords: Medical education; Peer-to-peer learning; Service learning.

MeSH terms

Cooperative Behavior*
Empathy*
Female
Humans
Interprofessional Relations*
Male
Peer Group*
Problem-Based Learning
Students, Medical / psychology*
Surveys and Questionnaires
Transients and Migrants*
Young Adult