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Mingalardon Chapter 1 Obj Intro

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Khant Si Thu
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30 views

Mingalardon Chapter 1 Obj Intro

Uploaded by

Khant Si Thu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Chapter (1)

Introduction

1.1 Objectives of Residential Field Training


1. Aware of community lifestyle, values, norms, tradition, and customs
2. Know the setup and function of health departments, centers, programs and
projects at the peripheral level
3. Observe roles of government and NGOs in healthcare activities
4. Notice conditions in community that may facilitate or impede healthcare
5. Improve communication skills in health service provision
6. Acquire the knowledge and skills concerning health research
7. Eager to be involved in health and community activities for the total
development of the country

1.2 Introduction to Residential Field Training

The Residential Field Training (RFT) program is an essential three-week


course designed for Final Part (1) MBBS students, aimed at providing crucial
community exposure and hands-on medical training in line with the guidelines
recommended by medical education seminars. Each year, groups of 34 students,
comprising both male and female participants, are dispatched to various townships
assigned by the university. The program is a collaborative effort involving the
Department of Human Resource for Health, Department of Medical Care, Department
of Public Health, the Regional Health Department (Yangon), and the Department of
Preventive and Social Medicine, University of Medicine (2) Yangon. For the 2024
session, eight townships in the Yangon region were selected, and students
commenced their placements on October 22nd ,28th and 29th .

The RFT program offers students invaluable insights into the realities of
community health and social structures. Beyond academic enrichment, it fosters
personal growth by cultivating independence, teamwork, and the ability to adapt to
new environments. Through direct interaction with the community, students gain a

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deeper understanding of the challenges faced by local populations, allowing them to
develop a holistic view of public health needs.

As future doctors, medical students bear the responsibility of improving and


maintaining the health of the communities they serve. RFT serves as a critical
stepping stone in this journey, enabling students to not only identify the needs and
issues of the community but also to develop practical approaches to addressing them.

Day 1 (Monday, 21.10.24): We commenced our training with an informative


session on healthcare administration in Myanmar, focusing on the structure and
organization of the Township Health Department (THD).

Day 2 (Tuesday, 22.10.24): Our day included a practical experience where we


conducted an eye health screening survey at Aung San Thuriya Hla Thaung School
( Mingalardon Township), applying our skills in a real-world context.
Day 3 (Wednesday, 23.10.24): We engaged in a comprehensive study of
universal health coverage and practiced essential literature search techniques, which
are crucial for public health research.
Day 4 (Thursday, 24.10.24): The morning session was dedicated to report
writing, enhancing our documentation skills. In the afternoon, we learned about the
organization and facility setup of THD, Station Health Units (SHU), and Rural Health
Centers (RHC).
Day 5 (Friday, 25.10.24): We continued our focus on report writing in the
morning and studied Maternal and Reproductive Health (MRH) and adolescent health
issues in the afternoon.
Day 6 (Monday, 28.10.24): We explored urban healthcare facilities, gaining
insights into the unique challenges and services provided in city environments.
Day 7 (Tuesday, 29.10.24): Our focus shifted to rural healthcare facilities,
where we examined the setups of SHU, RHC, and Sub-Centers (SC).
Day 8 (Wednesday, 30.10.24): We learned about the organization of health
services in Myanmar and discussed the significant role of non-governmental
organizations (NGOs) in healthcare.

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Day 9 (Thursday, 31.10.24): We covered the control of vector-borne diseases,
including Malaria, Dengue Hemorrhagic Fever (DHF), Filariasis, and Japanese
Encephalitis (JE), followed by a session on surveillance and outbreak investigation.
Day 10 (Friday, 1.11.24): The morning was dedicated to occupational and
environmental health, and we continued with data entry training, concluding with a
session on current tuberculosis (TB) control activities in Myanmar.
Day 11 (Monday, 4.11.24): We studied the Expanded Program on
Immunization in the morning and focused on food and drug control activities in
Myanmar in the afternoon.
Day 12 (Tuesday, 5.11.24): Our discussions included school health and elderly
health activities, followed by an examination of current HIV/STI control activities in
Myanmar.
Day 13 (Wednesday, 6.11.24): We explored common nutritional problems and
the national nutrition program in Myanmar, while also preparing for our Residential
Field Training (RFT) presentations.
Day 14 (Thursday, 7.11.24): We dedicated the morning to RFT report writing
and studied non-communicable diseases (NCDs) and the PEN project in the
afternoon.
Day 15 (Friday, 8.11.24): We concluded our training with the RFT Grand
Presentation, where we showcased the knowledge and skills we acquired throughout
All in all, our the program.

RFT gave us knowledge of the organization and setup of THD, SHU, RHC,
and subcenters, as well as the roles and responsibilities of basic health staff. Besides,
we had a great chance to meet these basic health staff and observe what they were
doing in real life.

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1.3 Residential Field Training to Mingalardon Township

On the first day , group 1 students were warmly welcomed by the headmaster
and teachers at Aung San Thuriya Hla Thaung High School (Mingalardon). With the
assistance of Nurse Daw Khin Myat Noe Oo from the Township Health Department,
eye screenings were conducted for Grade 9 and 10 students, including color blindness
and vision tests. Additionally, students received adolescent health education,
reinforced with visual aids to make the information engaging. This experience was
valuable, marking a positive start to the school year and promoting health awareness
among students.

After an initial briefing at the Preventive and Social Medicine Department, the
students from UM 2 Yangon visited Mingalardon Township Hospital, where they met
Dr. Win Win Mar, the Township Medical Officer (TMO), on second day. Dr. Mar
delivered an informative presentation on the hospital’s public health programs and
discussed her experiences and challenges in delivering healthcare services, combining
professionalism with a friendly and engaging approach. Then TMO explained the
organization setup and functions of Mingalardon Township Health Department,
hospital management, public health services, disease control program, maternal and
child health, EPI program, and disaster management. And we had a chance to learn
about the Cold Chain System, and she briefly explained about vaccine vial monitoring
and adverse events following immunization. After that, Township Health Nurse
(THN) Daw Nyein Nyein Ei explained the nine components of School Health in
detail.

Midwife Daw Aye Thida Aung also outlined the daily routine health programs
designed to support community health and well-being. The schedule is as follows:

Monday: Antenatal care (ANC) registration and referral of high-risk


pregnancies to nearby general hospitals.

Tuesday: Outpatient Department (OPD) services at the sub-center.

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Wednesday: Checkups for non-communicable diseases, focusing on patients
with diabetes (DM) and hypertension.

Thursday: Follow-up for antenatal care.

Friday: Community field visits to provide care and support directly within the
community.

This structured approach allows for comprehensive, focused care across


various health needs.

On third day, In Padamyar Rural Health Center, Health Assistant (HA) U


Hauk Khant Khaing gave an explanation about RHC profiles, setup, and functions. He
also explained about Antenatal care, Maternal and Child Health, under-5 children's
Health Care, deworming, EPI programs, and environmental sanitation services that
are performed by RHC. Then we went to Pale Station Health Unit. Station Medical
Officer (SMO) Dr. Thet Zin Aung explained the setup and functions of SHU.

During RFT, we managed to take care of one another. We are also involved in
community activities and know that our communication skills are essential in health
care. In addition, we got to contact different cultures, customs, norms, and values in
rural and urban areas.

Mingalardon Township Residential Field Training Group

Final Part -1, M.B., B.S (5/2024)

University of Medicine (2), Yangon

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