การจัดการเรียนการสอนเพื่อมุ่งผลสัมฤทธิ์ ในการพัฒนาให้ได้บัณฑิตที่พึงประสงค์

1. การจัดการเรียนการสอนเพื่อมุ่งผลสัมฤทธิ์การจัดการเรียนการสอนเพื่อมุ่งผลสัมฤทธิ์ ในการพัฒนาให้ได้บัณฑิตที่พึงประสงค์ :Chulalongkorn University Dental School Experience August 25,2008

2. Outline • Part I • ประสบการณ์คณะทันตแพทยศาสตร์ • Why we change? • Our goals • แนวคิดและหลักการในการพัฒนาหลักสูตรไปสู่ Competency – based curriculum • กระบวนการและขั้นตอนในการพัฒนาหลักสูตร

3. Outline • Part II • การพัฒนากลุ่มรายวิชา Professional development และ กลุ่มรายวิชา Active learning • Competencies & components • Contents & sequences • Activities • Student & program evaluation

4. Outline • Part III • การนำแนวคิดไปพัฒนากลุ่มรายวิชาศึกษาทั่วไป • การกำหนด Outcome ที่ชัดเจน • การวิเคราะห์และพัฒนารายวิชาและเนื้อหา • การสร้าง learning activities เพื่อให้บรรลุตาม outcome ที่กำหนด • การพัฒนาวิธีการประเมิน

5. Decisions The dental school committee as well as the curriculum committee decided to reform undergraduate curriculum to a competency-based curriculum in 2002(2545)

6. ประสบการณ์คณะทันตแพทยศาสตร์ประสบการณ์คณะทันตแพทยศาสตร์ • 2544 : Sense for changes, perception of needs • 2545 : decided to change • 2545-2546: setting competency standard • 2546-2547: setting competency component &content analysis • 2548: setting new curriculum structure, subjects, course description

7. ประสบการณ์คณะทันตแพทยศาสตร์ • 2549 setting timetable • writing whole program • preparation (in detail) for year I • 2550 program launched • preparation (in detail) for year II • 2551 second year • preparation (in detail) for year III

8. Why did we change ? • Concerns with former curriculum • Heavily discipline-based • Dept. worked as a separate unit • Emphasis own discipline rather than on the practice of dentistry • Less & less integration • Explode of contents/dense pack • Crowded with redundant or marginal useful materials

9. Why did we change? Concerns with former curriculums Styles of teaching • Teacher-centered • Didactic instruction - spoon feeding • Not enough teaching learning activities to help student gain higher level of learning

10. Why did we change? Concerns with former curriculums Style of learning • Students studied separate subjects • Memorization not understanding • No time to consolidate concepts • Developed technical skills without sufficient development of clinical reasoning • Lack of other aspects of comprehensive dentistry such as patient care,communication , management, team work etc.

11. Why did we change? Concerns with former curriculums Evaluation techniques • Mainly summative • Test separately • Knowledge : test more about factual knowledge not much understanding or problem solving ability • Practical skills : test more on freedom from error

12. Why did we change? External factors • National Education Standards and Quality assessment 2000 (B.E.2543) • Health care reform and Hospital accreditation • Shifts of oral health needs : broad spectrum ,from low to high end • Rapid changes in socioeconomic, sciences & technology, information technology

13. Our goals Curriculum reform • Major changes/improvements have been implemented in all aspects of dental education

14. Our goals Highest quality in dental education • Set an educational program suitable for producing general dental practitioners in the 21st century • Competent practitioners who are caring and ethical, as well as be ready to do future self-directed learning/self development

15. Our goals Highest quality in dental education • Clear goals & objectives • Relevant contents • Suitable teaching and learning experiences • Proper organized • Systematic & comprehensive evaluation

16. What did we change? • Changes have been implemented in all aspects: • Educational objectives • Changed from broad educational goals to intermediate & specific objectives • Using competencies (define clear outcome) • Domains • Major competencies • Supporting competencies

17. What did we change? • Reform learning contents • To be directly related to competencies • Incorporate knowledge from separated subjects to more integration among subjects • Improve and emphasize more on contents of • Professionalism • Communication & interpersonal skills • Practice management & comprehensive patient care

18. What did we change? • Reform learning contents • Reduced duplicating materials • Deleted out of date and peripheral materials • Included update materials • Better sequences

19. What did we change? • Reform teaching/learning strategies • Place more active learning into the curriculum • Encourage students to do self-directed learning • Create closer interlink sequence of learning activities : theory> laboratory> clinical training • Early clinical exposure

20. What did we change? • Improve evaluation techniques and processes • Students' evaluation : • Increase formative evaluation • Evaluate competencies • Evaluate other aspects not just technical skills • Program evaluation: more systematic & continuous

21. แนวคิดและหลักการ แนวคิดและหลักการเกี่ยวกับ Professional competencies Public want safe, effective, accountable practice more than a course- passers =They want competent practitioners

22. แนวคิดและหลักการ • Dental graduates : not the end of education • Half or more what dentists learn is learn after graduation • They need ‘Self direct learning skill’ • They need‘Self assessment skill’ • They need‘Critical thinking skill’

23. แนวคิดและหลักการ • Dental curricular should be characterized in term of their impact on students • Focuses on outcomes of education • i.e., dental graduates Express as competencies

24. แนวคิดและหลักการ • The foundation of building competency-based dental curriculum is based on developing statements that describe the dental graduates • Grounded around function required for the practice

25. แนวคิดและหลักการ • Competencies (= outcome) • Abilities essential to beginning the practice of dentistry • The behaviors expected of beginning independent practitioner

26. แนวคิดและหลักการ • Shift from Broad goals + Dept. defining content-specific behavioral objectives Competencies : what newly graduates should be able to do Identified tasks and responsibilities of general practitioners

27. แนวคิดและหลักการ Characteristics of competency-based curriculum • Precise definition of trainee outcome • Focus on what students need to learn in order to perform in real practice • Hierarchically sequenced, interdisciplinary modules • Competencies assessment

28. แนวคิดและหลักการ • 1st : Develop sets of statements defining graduates of various educational experiences • 2nd : Review & improve contents, learning activities, sequences to be related to competencies • 3rd : Improve students’ evaluation method especially assessing competencies

29. แนวคิดและหลักการ Questions • What should students be able to do when they graduate? = Competencies (outcome) • What learning experiences will help students to acquire these competencies? = Curriculum • How do we know if students have attain these competencies? = Evaluation • What proof is needed to certify competencies?

30. How did we do that ? Curriculum reform process 1st Step: Philosophy shift among the administrators • Changing perspectives of the Administrators & Curriculum committee

31. Curriculum development process Information given • Why we had to change • Former curriculum and its problems • Changes in educational thoughts • Responses of other countries • Other models for curriculum development • Competency-based model : rationale, principle and way to changes etc

32. Curriculum development process 2nd step: Set up a working committee • Direct responsibility in improving the curriculum • ~10 staffs from various disciplines ranged from junior to senior

33. Curriculum development process 3rd Step: Philosophy shift of whole faculty • Whole faculty should understand • The philosophyof competency-based curriculum • Differences between old and new models • The need to look for new model • Steps for working towards the change

34. Curriculum development process 4th step: followed steps of curriculum development • Analysis of needs ☺(2001-2005) • Defining educational objectives ☺(2002) • Selection of contents ☺(2003-2004) • Sequencing of contents ☺(2005) • Selection of learning experiences ☺(2004-2005) • Organization of content and learning experiences ☺(2005-2006) • Develop evaluation system ♫(ongoing process)

35. 1 Analysis of needs • Surveys • Opinions of faculty staffs and general practitioners on competencies standard (2001) • What dentists do in real practice and their training needs (2001) • Expectation of parents (2002,2003,2004) • Expectation of freshman (2002,2003,2004) • Graduates’ opinion towards the curriculum (2002,2003,2004) • Graduates perception of competence (2003,2004)

36. 1 Analysis of needs What did we achieve from analyses • Clear picture/information of what and where need significant improvements • Develop shared vision and goals for the new curriculum • Specific goals were not clearly set at the first stage due to the lack of experiences • Clearly set before curriculum structure were reorganized

37. 2 Defining educational objectives • Shift from Broad goals + Dept. defining content-specific behavioral objectives Competencies : what newly graduates should be able to do Identified tasks and responsibilities of general practitioners

38. โครงสร้าง (Organization) ปริเขต(Domains) I. ความเป็นวิชาชีพ (Professionalism) II. การประเมินผู้ป่วยและสภาวะช่องปาก (Assessment of the Patient and Oral Environment) III. การสร้างและคงสภาพสุขภาพช่องปากที่ดี (Establishment and Maintenance of a Healthy Oral Environment) IV. การบูรณะรูปร่าง หน้าที่และความสวยงาม (Restoration of Form, Function and Esthetics) V. ทันตสาธารณสุข (Dental Public Health) VI. การบริหารจัดการหน่วยงาน (Practice Administration) สมรรถนะวิชาชีพหลัก (Major Competencies)เรียงตามปริเขต (Domain) I. ความเป็นวิชาชีพ (Professionalism) 1. จรรยาบรรณวิชาชีพ จริยธรรม และกฎหมาย (Professional, Ethics and Jurisprudence) บัณฑิตทันตแพทย์ต้องมีจรรยาบรรณวิชาชีพ มีจริยธรรม มีความรู้เกี่ยวพระราชบัญญัติวิชาชีพ เพื่อให้บรรลุวัตถุประสงค์ บัณฑิตทันตแพทย์ต้องสามารถ จรรยาบรรณวิชาชีพ 1.1 ประพฤติตนอย่างเหมาะสมตามจรรยาบรรณวิชาชีพ 1.2 คำนึงถึงประโยชน์ของผู้ป่วยและส่วนรวมเป็นสำคัญ 1.3 ตระหนักรู้ถึงขีดความสามารถของตนเอง และรู้ว่าเมื่อใดควรจะส่งต่อผู้ป่วย

39. Defining competencies • Established proposed competencies • Had each department reviewed and made comment • Had the whole faculty reviewed and made comment ( worked together in interdisciplinary teams) • Reviewed again by the committee • Competencies standard for new dental graduates (2003)

40. Benefits from setting competencies • Gain general acceptance and awareness • Act as a bridge between education and practice • Act as a standard for qualification • Establish better communication between stakeholders • Reference points in the curriculum development process

41. 3 Selection of contents • Analyzing components of each supporting competencies • Modified from UK National Vocational Qualification (Training and developing competence, Jill Brookes 1995) • 4 components • Performance criteria • Range indicator • Knowledge requirements : K,A,P • Performance evidence

42. Analyzed components of competencies Four components of competencies 1 Performance criteria • indicate standard of performance required for the successful achievement of the element of competence 2 Range indicators • describe the limits/level of competencies (separate abilities between undergrad and post grad)

43. Analyzed components of competencies Four components of competencies 3 Knowledge requirements • Indicate essential knowledge, attitudes and practice skills that students need to learn and be trained in order to be competent 4 Performance evidence • States the evidence of performance students need to be proven that he/she are competent

44. การควบคุมความเจ็บปวดและความกังวล (Control of pain and anxiety) • 9.1 ป้องกันความเจ็บปวดและลดความกังวลที่เกี่ยวข้องกับการรักษาทางทันตกรรม

45. Who analyzed the components • Working committee • 6 major competencies ( Domains; Professionalism and Practice management ) • Interdisciplinary groups • 6 major competencies related to many dept. • Departments • 9 major competencies related to those department

46. Pre-clinical departments • Pre-clinical departments analyzed their present contents • Biomedical sciences anatomy, physiology, biochemistry, microbiology, pharmacology, pathology • Aim : let them realized of how their subjects were related to competencies

47. Related pre-clinical subjects to competencies

48. Content analysis of previous curriculum • Another working group: young staffs • Analyzed contents of the previous curriculum • How departments’ subjects/ topics/contents were related to competencies • Repeated materials