The project successfully fulfilled the objective of fostering empathy and understanding. Through direct interaction with children with Down syndrome, I gained invaluable insights into their unique needs, challenges and strengths. This experience deepened my empathy and enhanced my ability to approach patient care with greater compassion. Observing and supporting these children in various activities allowed me to appreciate their resilience and individuality, reinforcing the importance of patient-centered care in my future medical practice.

The project provided ample opportunities to develop and refine my patient interaction skills. Interacting with children who have Down syndrome required me to adapt my communication strategies to be more patient, clear and empathetic. Whether guiding them through Gross Motor activities or engaging in light conversations during Snack Time, these interactions honed my ability to connect with and understand patients from diverse backgrounds. The experience has undoubtedly improved my communication skills, making me more confident in my ability to engage with patients in a clinical setting.

Although the primary focus of the project was on educational and recreational activities, it also provided valuable clinical insights. I observed the physical and cognitive challenges associated with Down syndrome, gaining a better understanding of how these can impact daily life and healthcare needs. The hands-on experience with the children, particularly during activities like Messy Play and Study Time, offered a glimpse into the tailored approaches needed in healthcare settings. While not a clinical environment, the experience has enriched my understanding of the medical aspects of Down syndrome and the importance of personalized care.

The project was highly successful in fostering a sense of community engagement and social responsibility.

Volunteering at the Kiwanis Down Syndrome Foundation allowed me to contribute meaningfully to the lives of the children and the broader community. The sense of fulfillment from participating in activities like Circle Time, Story Time and Picture Time underscored the importance of advocating for and supporting populations with special needs. The experience has strengthened my commitment to serving and engaging with the community, a vital aspect of my future role as a healthcare professional.

2. What have you enjoyed or liked the most about the project?

One of the most enjoyable aspects of the project was the opportunity to build meaningful connections with the children at the Kiwanis Down Syndrome Foundation. Engaging with them during activities like Circle Time, Snack Time and Messy Play was incredibly rewarding. Witnessing their progress, sharing in their moments of joy and seeing their personalities shine through were highlights of the experience. The smiles and laughter we shared made every effort worthwhile and provided a profound sense of fulfillment.

I particularly enjoyed observing the positive effects of the various activities on the children’s development. Whether it was seeing their improved motor skills through Gross Motor exercises or their growing comfort with sensory experiences during Messy Play, it was gratifying to witness the tangible benefits of the activities we facilitated. Knowing that our efforts contributed to their growth and happiness was immensely satisfying.

The project offered a wealth of learning opportunities that I found both stimulating and valuable. From developing effective communication strategies to understanding the specific needs of individuals with Down syndrome, the experience enriched my perspective and skills. The challenge of managing group activities and adapting to the children’s diverse needs provided practical lessons in patience, flexibility and creativity.

Creating a positive and inclusive environment during Circle Time and other activities was another aspect I enjoyed.

The sense of community and the supportive atmosphere we fostered for the children and among ourselves was rewarding. Being part of a team that worked together to create a welcoming and engaging space for the children was a highlight of the project.

3. What have you found challenging about this project? (any part of the project you found hard to do)

One of the significant challenges I faced was managing group activities, particularly when we took on a more active role during the final week. Coordinating the children and keeping them engaged in activities like the Gross Motor exercises proved to be more complex than anticipated. The session became somewhat chaotic, which highlighted the difficulty of maintaining order and ensuring each child received the attention they needed. This experience taught me the importance of preparation, clear communication and adaptability in managing group dynamics.

Each child had unique needs and preferences, which required us to be highly adaptable. For example, during Messy Play, many children were initially hesitant to touch the slimy materials. Overcoming their reluctance and encouraging them to engage with the activity was challenging. It required patience and creativity to help them feel comfortable and to make the experience enjoyable. This highlighted the need for tailored approaches to address individual comfort levels and sensory preferences.

Communicating with children who have different levels of verbal expression and understanding presented another challenge. Sometimes, it was difficult to gauge whether they fully comprehended instructions or felt comfortable with the activities. Developing strategies to overcome these communication barriers and ensuring that each child felt included and understood was a learning experience in itself.

4. What has really worked? (any part in the project that you thought worked well)

The various activities we implemented, such as Gross Motor exercises, Messy Play and Circle Time, proved to be highly effective in engaging the children and supporting their development. Activities like commando crawling, sliding, and picking up balls from a hoop were particularly successful in enhancing the children's physical coordination and motor skills. The sensory exploration during Messy Play also provided a valuable hands-on learning experience that the children enjoyed and benefited from.

Circle Time and Story Time were standout components of the project. The interactive nature of these sessions helped create a welcoming and inclusive environment. Singing songs and participating in Picture Time fostered a sense of community and allowed the children to engage in a fun and educational way. These sessions not only set a positive tone for the day but also contributed to building strong connections with the children.

Working closely with the teacher advisors and other volunteers was instrumental in the success of the project. The collaborative approach allowed us to share insights, support each other, and provide a consistent and supportive experience for the children. This teamwork was crucial in managing activities effectively and ensuring that the children received the attention and encouragement they needed.

The ability to adapt activities and approaches based on the children's responses and needs worked well throughout the project. Being flexible in our methods allowed us to address the children's varying levels of comfort and engagement, ensuring that each activity was tailored to their needs. This adaptability was essential in maintaining a positive and effective experience for both the children and the volunteers.

5. What can be improved in this project?

Providing more comprehensive training for volunteers on specific techniques and strategies for working with children with Down syndrome would be beneficial. This training could cover communication strategies, behavioral management and tailored approaches for different activities. Improved training would better equip volunteers to handle diverse challenges and provide more effective support to the children.

Developing and implementing more effective communication strategies for interacting with children who have varying levels of verbal expression could improve the experience. Incorporating visual aids, simplified instructions, and more interactive methods could help in bridging communication gaps and ensuring that all children understand and engage with the activities.

Implementing a structured feedback mechanism for volunteers and staff could provide valuable insights into what works well and what areas need improvement. Regular feedback sessions would allow for ongoing adjustments and improvements, ensuring that the project continuously evolves to meet the needs of both the children and the volunteers.

While group activities are valuable, there could be more emphasis on individual needs and personalized support. Offering additional one-on-one time or tailored activities for children who require extra attention could enhance their overall experience and development. This could involve creating more opportunities for individualized interactions and adapting activities to better suit each child's needs.

1. Name: Regina Swaaty A/P Ramis, Matrics No: A189110, Date: 19/8/2024 - 23/8/2024

2. Were the objectives of the project fulfilled?

Yes, the objectives of the project were fulfilled. The primary goal was to enhance empathy and understanding. Direct engagement and interaction with children with Down syndrome during volunteer activities significantly enhanced my empathy and understanding of their experiences. Participating in their daily routines, offering support, and witnessing their individual progress helped deepen my appreciation for their unique strengths and challenges. This objective was not only met but exceeded as I developed a more inclusive and compassionate perspective. Other than that, this project fostered a strong sense of social responsibility and advocacy for individuals with Down syndrome and other marginalized communities. Working within the Kiwanis Down Syndrome Foundation allowed me to engage directly with a population that is often underrepresented, which in turn heightened my commitment to community service and advocacy. Furthermore, another goal was to acquire and refine patient interaction skills, and through this project, I was able to do so effectively. Communicating empathetically and respectfully with the children and their families required active listening, patience, and a genuine interest in their well-being. I learned to adapt my communication style based on the needs of each individual, which will be invaluable in future healthcare or community settings. In addition,the hands-on experience in a clinical and educational setting was highly beneficial. By assisting with therapeutic activities, such as motor skill exercises, and educational programs, I gained practical knowledge in how to tailor interventions to meet the specific needs of individuals with Down syndrome. This experience gave me a deeper understanding of the multidisciplinary approaches used to support developmental progress.Throughout the project, I developed a stronger sense of responsibility and adaptability. Learning new tasks on the spot, managing time effectively, and fulfilling my volunteer duties required flexibility and dedication. This experience has enhanced my ability to adapt to new environments and manage responsibilities, skills that are crucial in both personal and professional contexts.

3. What have you enjoyed or liked the most about the project?

I thoroughly enjoyed the hands-on interaction with the children and the relationships I built with them. Engaging in activities such as circle time, messy play, gross motor, singing sessions, picture time, study time and practising for sports day was incredibly rewarding. I especially appreciated the joy and enthusiasm the children brought to each task, which made even the smallest moments feel meaningful. Witnessing their progress, whether it was mastering a new skill or simply becoming more confident, was one of the most fulfilling aspects of the project. In addition, I was grateful to be able to speak briefly with the occupational therapist there as she explained the reasons for some of the activities there for the children's benefit. Other than that, being able to converse with the teachers there taught me many valuable lessons. One of the conversations we had that got me thinking a lot was how these children really have to rely on their parents and it is important to teach them to be able to do daily activities from a young age so that they can have a good future as once their parents are no longer here they can protect themselves. In conclusion, I am happy that I was able to contribute a little to the community and learn many things from this experience. 

4. What have you found challenging about this project? (any part of the project you found hard to do)

One of the biggest challenges I encountered was managing children with diverse needs and varying levels of energy. It was difficult at times to keep every child engaged and focused, especially during group activities that required structure and cooperation. Additionally, balancing the attention between children with different developmental stages proved to be demanding, as some required more individualized support than others. Other than that, at the beginning of the project I found it challenging to communicate effectively with the children, primarily because many of them had varying communication abilities. Some children were non-verbal, while others communicated in ways that were unfamiliar to me, such as using gestures, facial expressions, or limited verbal cues. This created initial barriers in understanding their needs, emotions, and responses during activities. It took time and patience to learn how to interpret their non-verbal signals and develop a method of communication that worked for each child. I had to adjust my expectations and approach by being more observant, listening carefully, and simplifying my language to better connect with them. Moreover,adapting to these dynamics in real-time was challenging but ultimately taught me valuable lessons in patience and adaptability. Adjusting to the environment at the Kiwanis Down Syndrome Foundation was another initial difficulty. The center’s daily routines, the structure of activities, and the unique needs of the children were unlike anything I had experienced before. I initially found it overwhelming to keep up with the fast-paced demands of transitioning between different activities while ensuring that I provided the appropriate level of support to the children. The environment required constant adaptability,whether it was dealing with unexpected behavioral challenges or learning how to integrate myself into the established routines without disrupting the flow of activities. Over time, through observation, guidance from teachers, and hands-on experience, I was able to gradually adapt to the environment, gaining confidence in managing my responsibilities and providing the children with the support they needed.

5. What has really worked? (any part of the project that you thought worked well)

The most successful aspect of the project in terms of communication skills was the consistent use of active listening and adaptability when interacting with the children. By paying close attention to both verbal and non-verbal cues, I became better at understanding the children's needs, even when they couldn't express them verbally. One of the most impactful realizations from this project was breaking stereotypes about individuals with Down syndrome. Before starting, I may have unknowingly held preconceived notions about the capabilities and limitations of these children. However, through daily interactions and participation in their activities, I realized that these stereotypes were not only inaccurate but limiting. The children demonstrated unique strengths, creativity, and resilience that defied these stereotypes, teaching me to approach every individual with an open mind, free from assumptions. In the view of the activities held there, the structured routines and activities worked exceptionally well throughout the project. For example, the gross motor activities and circle time were effective in building the children's physical coordination, social skills, and sense of belonging. Other than that, working closely with the children and teachers required patience, empathy, and teamwork. The collaborative nature of the project helped me improve my teamwork skills, as I needed to communicate effectively with the staff to ensure that the children received the best care and guidance possible. 

6. What can be improved in this project?

One area for improvement would be in the preparation phase before starting the project. I would invest more time in researching Down syndrome and familiarizing myself with effective communication strategies for children with developmental disabilities. This would have given me a stronger foundation from the beginning, reducing the initial struggle with communication. Another area of improvement would be in maintaining a greater level of adaptability and patience in my behavior. I would focus on cultivating a mindset of flexibility, anticipating that things may not always go as planned and being ready to adjust my approach without becoming discouraged. In addition, improvements that can be done for the activities there would be enhancing the planning and preparation for group activities. Sometimes, activities needed more flexibility to accommodate the children’s varying attention spans and energy levels. Incorporating more individualized strategies within group settings could help ensure that every child feels included and engaged at their level. Additionally, providing more training for future volunteers on how to handle challenging situations, such as a child becoming upset or uncooperative, could improve the overall flow of the project and increase volunteer confidence.

The primary objective of enhancing empathy and patient care skills was fully achieved. Throughout the project, I interacted with individuals with various disabilities daily, which allowed me to develop effective strategies for dealing with their unique needs. For individuals with Down syndrome, who often experience slow learning and difficulties producing certain speech sounds, I learned the importance of maintaining eye contact, paying full attention to their attempts to communicate, and patiently guessing their intended words.

For autistic individuals, who can be highly sensitive and emotionally impacted by small events, I discovered the value of providing physical empathy, such as hugs or head pats, is often more effective than verbal reassurances, which may not be as useful. When working with students with intellectual disabilities, I found that patience was key, and avoiding losing my temper, even when tasks took longer than expected, was essential to prevent them from feeling discouraged. Finally, for students with ADHD, I learned the importance of consistently redirecting their attention towards the task at hand when they exhibited signs of disengagement.

While I made significant progress in improving my communication skills, I acknowledge that there were instances where I struggled to fully understand students' attempts to communicate using sign language or other non-verbal cues. In these situations, I occasionally lost patience. Beyond individual interactions, I also focused on enhancing communication with colleagues and supervisors. In this area, I believe the objective was largely met, as we fostered a collaborative and cooperative working environment.

The third objective of building leadership and teamwork skills was successfully achieved. I am grateful to my supervisors and the three teachers at the center for their guidance in interacting with individuals with disabilities and for training me to develop the necessary skills to feel comfortable and confident in these interactions. Regarding teamwork, we worked together to prepare classes and activities, ensuring that all necessary staff and resources were in place. Effective collaboration and division of labor were crucial to providing the best possible care and support to our students.

2. What have you enjoyed or liked the most about the project?

What I enjoyed most about the project was witnessing the joy of my students when they achieved something successfully. Even small accomplishments can bring pure happiness to a child, something we often don't experience as much in adulthood. This realization made me understand that happiness and a sense of accomplishment are always around us; we just don't notice them as easily as we grow older.

For example, while teaching a 33-year-old woman with intellectual disabilities and dyslexia to read the A-Z alphabet, I was thrilled when she successfully read all 26 letters on her own. Her excitement was palpable—she clapped her hands, shouted, and high-fived me with a smile that was the happiest I had seen throughout the project.

This experience taught me the importance of generosity in giving praise. A simple acknowledgment, like shouting "Wow, correct!" when they solve a problem like 3+4=7, can bring immense joy to them. They have disabilities, but they also have abilities, and it's important to appreciate what they can do while working to discover and support their areas of growth. They love to be recognized and valued, and their happiness brings me joy as well, knowing that I make them feel appreciated and needed.

3. What have you found challenging about this project? (any part of the project you found hard to do)

One of the challenges I encountered during this project was dealing with stubbornness. Many individuals with disabilities, who have been labeled as incapable since birth, often believe they cannot achieve tasks beyond their perceived abilities and may give up easily. This belief can sometimes be reinforced by their caregivers, who might say things like, "Aiya, he/she won't be able to do it; just help them instead."

This mindset creates a barrier to their potential because they are discouraged from trying due to these low expectations. For example, one student would always ask the teacher to unpack a loaf of bread, assuming she couldn't do it herself. However, when I guided her step by step through the process, she was able to do it and was pleasantly surprised by her own success.

Despite this, she often insisted she couldn’t do things and would even shout or blame me when I didn't immediately assist. The challenge was to not be discouraged by their resistance and to remain patient with their stubbornness. It was important to keep explaining how to handle tasks and to encourage them until they began to believe in their own abilities.

Instead of dismissing their struggles with phrases like "Aiya, it's easy, just do it," I found it more effective to say, "Okay, we can handle this together. Watch me and follow my lead, okay?" Stubbornness can be addressed with patience and gentle encouragement, rather than responding with stubbornness in return.

4.What has really worked? (any part in the project that you thought worked well)

The daily activity schedule played a significant role in the project's success. Each day focused on specific developmental areas, ensuring a well-rounded learning experience.

On Mondays, activities aimed to enhance fine motor skills through manipulative play, drawing, coloring, puzzles, and tactile exercises. A notable achievement was the students' ability to tie their shoelaces independently, demonstrating improved motor coordination.

Tuesdays were dedicated to domestic activities that fostered independence and life skills. By engaging in household chores, caring for plants, folding clothes, and making beds, students developed essential skills that would benefit them both at the center and at home.

Wednesdays focused on academic skills, including letter and number tracing, basic math problems, and sequencing activities. Additionally, we introduced different languages, such as Malay, Mandarin, Tamil, and English, to broaden their linguistic abilities. The students' progress in learning basic vocabulary, forming simple sentences, and communicating in different languages was highly encouraging.

Thursdays offered a creative outlet through handcraft activities such as painting, papercraft projects, and repurposing materials into art , allowing students to explore their artistic talents and develop attention to detail.

On Fridays, teachers conducted home visits to assess students' physical and mental well-being. These visits helped to build relationships with families and address any concerns or challenges they might be facing.

Overall, the carefully designed activities contributed significantly to the students' development and helped them to build their self-esteem and confidence.

5. What can be improved in this project?

To improve the project, a few areas could be addressed. First, gaining a deeper understanding of each condition and identifying their differences before starting the project would be beneficial. This knowledge would enhance my understanding of the individuals from the beginning and increase my confidence when interacting with them, rather than merely observing how the teachers handle them. Additionally, being more proactive in approaching their parents to understand their home situations could help address their concerns more effectively.

Another area for improvement is developing greater patience. Although I can generally manage my temper, I sometimes reach a point where I become frustrated, which can lead to unintended outbursts or harsh words. Even if I apologize and explain my actions afterward, this can still hurt the individuals involved. Taking deep breaths and finding ways to calm myself before reaching this breaking point could help manage my reactions more effectively.

Yes, the objectives of the project was fulfilled successfully. My main objective for this project was for me to develop effective communication skills. This was achieved successfully after a lot of training and observing. Every student has a different way of interacting. Some of them can understand verbal communication very well while some students are non-verbal. Therefore, I have to adapt a new and different set of communication skills to interact with them. I did a lot of studying and implemented it well such as the use of sign language and understanding facial expressions or gestures. Other than that, I also improved my communication skills with the teachers and staffs. But improving that, it was easier for me to ask any questions or help when I don't have enough knowledge in certain areas.

The next objective was for me to learn on how the center provides education to children with autism special needs. After a month going through my elective posting at Pusat Jagaan Autisme CSEAT, I learned a lot of different ways to teach the children either in their daily routines or academics according to their objectives. With the help of the teachers, I was able to understand how different student learns and what are their likes and dislikes. For instance, some prefer visual aids, step-by-step instructions and some prefer individual tasks instead of group work.

Lastly, to provide support and assistance to individuals with autism spectrum disorder (ASD) in their daily activities and social interactions. This was achieved successfully throughout the posting when I managed to teach them teamwork, helping them with their tasks and others. In a nutshell, this project has been a huge success and has helped me in a lot of aspect.

2. What have you enjoyed or liked the most about the project?

Throughout this project, I enjoyed it the most when I see the children being so happy after achieving even the little things or when getting something they love. For example, after solving a question, I would praise them and they would be extremely happy that they would high-five me, jump around or hug me. Another example is when they were rewarded with items they love like toy trucks and colours after finishing a task. They would clean their desks just so they could play and would ask me to take their toys for them. When they receive it, they would thank me happily.

Another thing I enjoyed was during the National Day's programme. This is when all the children and teachers work together in terms of preparations and throughout the programme itself. Some of the children would help me with tasks they're able to and indirectly, I taught them the importance of teamwork. During the programme, we sat together and the teachers helped the students with their activities such as shape-matching and others. The most enjoyable part was because the activities came from my presentation from the week before, approved by the teachers, were executed perfectly and that the kids love them.

Lastly, I enjoyed my time there everyday. I learned something new everyday, gradually gain their trusts and was able to have conversations with them. I also get to witness their progress either in their academics or their skills such as their fine motor skills or communication skills. In conclusion, I'm grateful for picking this place to undergo my elective posting as I learned a lot of new things about autism and meeting great people that taught me lot.

3. What have you found challenging about this project? (any part of the project you found hard to do)

One of the challenges that I faced throughout this posting was the ability to communicate with the children at the center. Every child has a different and unique way of interacting, which makes it essential to adapt my communication style to meet their needs. While some of the children understand verbal communication well, others are non-verbal, which required me to learn alternative methods of connecting with them.

For the non-verbal children, I had to rely on sign language, visual cues, and other non-verbal forms of communication. This was initially exhausting, as it pushed me out of my comfort zone and needed me to acquire new skills. I had to be very observant, paying close attention to their gestures, facial expressions, and other little signs that might indicate their feelings or needs.

Other than that, I found it challenging with the behavioural changes exhibited by the students. These behaviours can vary such as having meltdowns, throwing tantrums and sometimes self-injury like hitting themselves. Each student's triggers and response differ from each other. Therefore, I have to be calm, patient and make quick decisions on how to solve the situations to ensure the safety and well-being of everyone involved.

Lastly, it's also challenging to deal with any group works. This is because some students don't prefer doing activities in groups as they love individual tasks and receive one-on-one attention. It is hard to ask them to cooperate as they tend to throw tantrums or run around. But it is essential for me to get them to sit down during the group activities to help them develop social skills, learning to work as part of a team, and understanding the importance of cooperation.

4. What has really worked? (any part in the project that you thought worked well)

One aspect of my project that has really worked well is the use of visual aids and structured routines to support communication and behavior management. I found that many of the children responded positively to visual schedules and picture cards that helped them understand what to expect throughout the day and what they are about to learn. By using these tools, I was able to reduce anxiety and minimize disruptive behaviors, as the children felt more secure knowing what was coming next. For example, by using visual aids, I could make them understand what they are about to do next such as learning time, eating or play time. Other than that, by using picture cards or flash cards, it helped in enhancing understanding to the students about what they're learning such as the days of the week.

Another thing that has really worked was praising them or rewarding them with things they love to encourage and motivate the students. After completing tasks, I would reward them with things they love, like toys, colours, or other favorite items. This approach not only helped to maintain their focus during activities but also made the learning process more enjoyable for them. For example, one student who was initially hesitant to engage in group activities became much more motivated when I introduced a reward system. Each time he completed a task or participated in an activity, I would praise him and offer a small reward, such as a favorite toy. Over time, he began to anticipate the rewards, which helped to build his confidence and encourage consistent participation.

Lastly, the ability for me to recognise and implement suitable teaching methods for each student has been incredibly beneficial. Understanding that each child has unique learning needs and preferences has allowed me to adapt my approach, ensuring that the teaching methods I use are both effective and engaging for each individual. For instance, some students respond better to visual aids and hand-on acitvities such as doing puzzles and matching games while other students may prefer a step-by-step instruction. By observing how each student responds to different learning methods, I have been able to identify what works best for them and enhance their learning experience.

5. What can be improved in this project?

To improve this project, I should increase my preparation before starting it. For instance, dedicating more time to studying autism and its various manifestations could make a difference in how smoothly I can contribute in this project. Being more well-prepared would help me anticipate potential challenges and prepare more effective solutions. For instance, understanding common triggers for anxiety or tantrums and learning strategies to manage them proactively could improve the overall experience for both the children, teachers and me. This knowledge would also help me approach each child’s needs with greater empathy, allowing me to implement more effective strategies.

Another area that could be improved is improving communication among staff members. For example, having a regular meeting amongst the teachers and parents especially could help to ensure that everyone is on the same page regarding each student's progress and the learning strategies that are being implemented. This would help in achieving the student's objectives and would also help to recognise which part needs improvement.

• I had three objectives as per my application form. The first few weeks maybe it may not have aligned with the said objectives but it slowly started to pick up as I saw the importance as to how palliative care was prioritized. It finally solidified in my fourth and final week that it proved all three of my objectives as per the initial application form which states :

• Increase awareness of the needs of those with progressive and life-limiting diseases

• Provide best possible palliative care services to community based on their needs

• Value life and promote quality of life for patients regardless of illness or stages through advocacy and education.

2. What have you enjoyed or liked the most about the project?

• It was definitely my final week in Hospis Malaysia that genuinely made me fall in love to the place because it is the one that made me feel most intertwined with medicine and also have a glimpse into a supposed stardom.

• In the fourth and final week of Hospis I had the opportunity of tagging along with Ms Suba (supervisor) to Menara Star, due to the fact that two staff members who are Ms Emily (a palliative care nurse) and Dr Zin Yee (a palliative care doctor) are to be interviewed by 988 under The Star. Subsequently I was also approached by Ms Suba that apparently they were seeking an interview, a few days from then at the time, with a volunteer, which so happens that I was the only remaining viable option at the time.

• Due to this I accepted the offer and received an interview by The Star on the experiences of being a volunteer under Hospis and the importance of palliative care for patients who are in terminal stages. I was interviewed alongside the CEO of Hospis Malaysia, Dr Ednin Hamzah, who is a well-renowned and respected pioneer within the field of Palliative Care.

• Besides that, I also had first-hand experience on seeing patients who are under the care of palltiation via shadowing a nurse with Hospis after attending the early morning case presentation briefing, who goes by the name of San San. She was a lovely and jovial nurse who was in her mid-30s, happily explaining the dire needs of such patients and the conditions of such patients were deteriorating. Having firsthand experience like this makes it all the more pertinent as to how much dire help these patients need, and all the more reason for me to realise such a field exists since I am not exposed much to it yet in the hospital I study at.

3. What have you found challenging about this project? (any part of the project you found hard to do)

• It was most definitely working with people who weren't exactly in the same demographic as me. I was in my early 20s, my colleagues at Hospis Malaysia were in there late 40s or well into their 50s, give or take some 60s or so still contributing their services towards pallitiave care, which majority of them were women. At the start it was tough since it took time for me to relate to them when it comes to topics in conversation and generally experiences in life but however they more or less treated me as their own son/child for a lack of a better word.

• Hence, they took care of me and were keen to know of my progress in university as well as treated me to tidbits from time to time and vice versa too. Sooner or later I fit in the place quite well and was able to converse easily with everyone.

4.What has really worked? (any part in the project that you thought worked well)

• My contributions in the Public Relations department, though it is something that my career did not specialize in at all however it was truly something that sparked a minute hobby. I successfully was able to make partnerships and receive sponsorship aid from several renowned companies for example Boh Tea, YTL, Linaco and so on so forth for several events that Hospis was handling.

• Albeit most of the work was done online and through calls and emails but it felt rewarding since my experience and ability to speak in this field made me flourish. And to top it all off, I also received a small sum of payment despite being a volunteer. This to me shows that as a volunteer, someone who does not even require to be paid but that is getting paid, is an exemplary scenario that at times putting in more effort than what is required normally can more often than not, be rewarding.

  
  

5. What can be improved in this project?

• Perhaps if there was more emphasis on patient care since the fineprint was not explained thoroughly that patient care services or observing patients was not prioritized to non-medical personnel (medical students included), I may have reconsidered this entire organization as a whole. This is an improvement from the organization's side though.

• Improvement from my side however, unfortunately I took more pictures than I did videos so I apologize if my video that will be prepared will be more of a montage with pictures than a slideshow, however there are still plenty of pictures I did take. I should definitely improve documentation from my side in this elective posting

1. First patient was an 18 year old who is suffering from myoclonic seizures with longstanding neuroregression

2. Second patient, who was in her mid 50s was a patient with pneumoparenchymal fibroelastosis, a chronic interstitial lung disease slowly making her suffocate

3. The third patient is a 97 year old experiencing delirium from having severe stomach ache. This was a result of UTI and neurogenic bladder and she had to be relieved via using a catheter.

1. Were the objectives of the project fulfilled?
Yes, the objectives of the project were fulfilled. My goal was to support the physiotherapists and assist patients during their rehabilitation. Throughout the four weeks, I gained valuable experience in helping patients with exercises, improving my understanding of physiotherapy, and building confidence in a clinical setting. I was able to contribute meaningfully to patient care, and I feel that I have grown both personally and in my ability to assist patients.

2. What have you enjoyed or liked the most about the project?
What I enjoyed most about this project was interacting with the patients and seeing their progress. Watching them gain strength and confidence through their rehabilitation was incredibly rewarding. I also loved learning from the professional physiotherapists, as they were always willing to share their knowledge and guide me. The hands-on experience gave me a new appreciation for the work they do.

3. What have you found challenging about this project?
One of the biggest challenges was dealing with my lack of technical knowledge and experience in physiotherapy. At times, I felt overwhelmed when I didn’t know how to respond to certain patient needs or when I couldn’t assist as much as I wanted. There were moments when I felt unsure about how to adjust exercises or provide proper support, but I managed by asking questions and seeking help from the professionals.

4. What has really worked?
What worked well was the collaboration between the physiotherapists and me as a volunteer. Their guidance allowed me to learn at a comfortable pace, while still feeling useful in the patient care process. The clear structure and support provided by the team made it easier for me to get involved and apply what I was learning. Patients also responded well to the extra attention and encouragement, which helped create a positive environment.

5. What can be improved in this project?
One area for improvement would be more structured training or orientation for volunteers before starting. While I was able to learn on the job, having a clearer understanding of the basics of physiotherapy at the beginning would have helped me feel more prepared. Additionally, more opportunities to discuss challenges with the physiotherapists would have been beneficial, allowing for deeper learning and reflection throughout the process.

• I can confidently say that all the objectives were fulfilled. The primary goal of this project was for me to improve my social skills, and I have achieved that. Not only did I learn to communicate better, but I also developed a deeper sense of empathy and understanding for the kids. Moreover, I’ve gained valuable insight into how to interact with people from different backgrounds, which has been one of the most enriching aspects of this experience.

• Another objective was to step out of my comfort zone, and this project definitely pushed me in that direction. I found myself involved in activities that challenged me, helping me grow personally and professionally.

2. What have you enjoyed or liked the most about the project?

• Discovering that I’m still capable of getting attached to people. I used to not care much about others and preferred staying in my own world, but this project has given me the opportunity to connect deeply with the kids. I felt my heart break the day I had to say goodbye. It was honestly the hardest goodbye I’ve had in my 23 years because I knew I wouldn’t be able to reach out to them or get updates, as the use of gadgets is strictly prohibited. I care so much about these kids that I’ve even started to consider them like my own.

3. What have you found challenging about this project?

• I found it hard to voice my opinions to the higher-ups regarding the welfare of the kids due to my position as just an intern. I honestly had many suggestions to improve their quality of life, but I kept them to myself because I didn’t feel I had the right or power to speak up.

• Saying goodbye was another major challenge.

4. What has really worked?

• One thing that worked well was how I learned to deal with kids who have mental health issues. By spending time with them and befriending them, I gained a deeper understanding of their struggles and what it’s like to be in their shoes. This experience has helped me develop a sense of patience and compassion that I didn’t have before.

• Knowing that I’m always welcome to visit whenever I want has also been a highlight. Everyone in the community is so welcoming, and it feels like a second home to me now. This sense of belonging has made the experience even more meaningful.

• Another aspect that worked was the flexibility of the project. Being able to choose the activities I wanted to engage in allowed me to explore my strengths and challenge myself, which contributed to my growth.

5. What can be improved in this project?

• Although I think the project is well-structured, one area that could be improved is communication between interns and the higher-ups. It would be great to create a space where interns feel empowered to share their thoughts or suggestions about the kids' welfare. Even though we’re interns, we spend a lot of time with the kids and may have valuable insights.

• Additionally, while the freedom to choose what we want to do is amazing, there could be a bit more structured guidance, especially for new interns who may feel lost at first. Having a clearer orientation at the start might help ease into the experience while still maintaining the flexibility to explore.