After only having immersion duty in the Indang RHU on Monday for the previous week. Today, we finally continue or RHU duties! Like before, the second-years were assigned to the consultation room, while the first-years were assigned to the registration area. Different from the previous days of duty here at the RHU though, we finally start the health teaching program here. Due to the scheduling issues brought about by the stormy weather, it was decided that all of the teaching was to be conducted here at the RHU. Though we would have liked to teach the specific communities of the barangays, we were still satisfied with the opportunity to teach the community through the people going to the RHU.
For the teaching, we were assigned in pairs with specific topics to teach, scheduled at certain times. Paired with a second-year student, we were assigned to teach about deworming and the first 1000 days. We split the topics so we could focus on a specific one, and I took deworming as the topic for me to teach. The health teaching was arranged in a way that people who finished with the registration area could be taught about those topics before continuing to the consultation room. I though this was quite a good setup since the people who were yet to line up for the consultation room would be the most willing to attend a quick health teaching session. The tarpaulin posters we had printed were set up inside the lobby area where the health teaching would occur, while the pamphlets were handed out once it started. Before the teaching, the participants were asked to answer a 5 question pre-test, and afterwards they were given a 5 question post-test as well. Though initially I was really nervous about teaching the patients about the topic, even though I had studied about it a lot the day before, the teaching went really well and I could feel that they were actually interested in the topic of deworming; especially the parents. I learned that deworming knowledge is actually not a given for a lot of parents, meaning that this topic being taught helped them be more aware of it as a health service that ensures the safety and health of their children. This whole teaching experience felt extremely rewarding and helped solidify my expectations of being a doctor as a profession that brings security and well-being to patients that rely on them. Once our pair was finished with teaching, we assisted other pairs with the materials while they were teaching.
Once our shifts were over, we first-years were invited by the second-years to eat at an open-air restaurant near the CvSU campus, as a sign of goodwill among each other. We obliged, seeing as to how we wanted to spend at least a dinner of camaraderie with the people we've been working with since the start of the immersion program. The night was cheerful yet relaxing. We talked mostly about our outputs and RHU duties, among other things. Getting to know them in this way before we enter the final phases of the immersion program was bittersweet, yet something to be grateful for. Once we got home, we finalized a physical evaluation form we could to give to our RHU supervisors since the internet connectivity issues would make it difficult to evaluate us via the online google forms. Since I had finished the data tasks that were assigned to me over the weekend, I only had to do some minor adjustments to the health indicator and statistics data as requested by our second-year editors who were checking on our local health system report output. With a hard day of work ended with a pleasant evening dinner with the people we collaborate with, we look forward to our last day of RHU duty tomorrow.
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