The document describes the Thammasat Model of Community-based Learning curriculum used in the undergraduate dental program at Thammasat University. It involves exposing students to diverse community-based activities in a safe environment over multiple phases. Students gain experience in areas like health promotion, epidemiology, and community dentistry through fieldwork placements. Both students and faculty provide feedback on their experiences, noting benefits like understanding oral health issues but also challenges like student fatigue, ensuring all learn minimum requirements, and applying theory to practice.

1. Thammasat Model of Community-based Learning
Curriculum Description and Lessons Learned
from the Undergraduate Dental Program
Sutee Suksudej & Matana Kettratad
Faculty of Dentistry, Thammasat University
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2. Framework
• Prepare both knowledge & skills
• Expose students to diverse activities
and in a safe environment
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3. Diversity of activities
VDO clip
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4. Ethics & Professionalism series
Year 1 As a human-being: dialogue, thinking, presenting skills
Year 2 As a profession: service provider, carer
Year 2 As an academic: EBD + critical thinking
Year 3 As an administrator/manager: health/oral health system
Year 5 As a community member: laws, cultural competency, AEC
Community Dentistry series
Year 2 Holistic Health/ Community Rapport (10 day-fieldwork)
Year 3 Health Promotion Planning and Evaluation I (12 day-fieldwork)
Year 4 Epidemiology and Prevention
Year 6 Health Promotion Planning and Evaluation II (12 day-fieldwork)
Year 6 Community Dentistry Rotation (4 week-fieldwork)
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5. community-based learning: phase 1
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8. community-based learning: phase II
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9. Make health education fun
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10. They’re actors/change agents not us
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11. Various settings and target groups
Various health/oral health issues
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13. community-based learning: phase III
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14. community-based learning: phase IV
“The Rotation”
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15. Saturday, February 16, 13

16. Lessons Learned
• Positive feedback from the communities
• Projects based on participatory and
partnership/networking approach
• Comprehensiveness guided by Ottawa
Charter
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17. Lessons Learned
Feedbacks from the students
- tired, fatigue, and stress
- incidences required medical care
(e.g. insects bites, allergies, cuts and bruises)
- inconvenience/ not comfortable
- overall great experience + eye opener
VDO clip
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18. Lessons Learned
feedback from the faculty members
- students saw the interconnectedness and
complexity of oral health related issues
- tremendous unexpected gains
e.g. meeting skill, time management skill, etc.
- let both students and communities
show their fullest capacities and
great things happened.
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19. Lessons Learned
feedback from the faculty members
- students learned by doing but no guarantee of
repeated success in other context.
- no standardized learning processes.
- a trade off when working as a class project.
- not everybody get to practice every roles.
- so how to assure that individual students
achieve the minimal requirement?
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20. Lessons Learned
feedback from the faculty members
- evaluation through action and reflection takes
a lot of effort and time consuming.
- “individual” affective and psychomotor
assessment could not be measured.
- the most problematic is using theory-based
practice in Phase IV.
- reality of top-down management hits.
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