1 / 18

Himanshu Pandya Sarmishtha Ghosh

Preparing faculty to develop problem oriented approach to teaching & learning : our experience at Pramukhswami Medical College, India. Himanshu Pandya Sarmishtha Ghosh. Pramukhswami Medical College, Karamsad, Gujarat. INTRODUCTION.

awena
Download Presentation

Himanshu Pandya Sarmishtha Ghosh

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Preparing faculty to develop problem oriented approach to teaching & learning : our experience at Pramukhswami Medical College, India Himanshu Pandya Sarmishtha Ghosh Pramukhswami Medical College, Karamsad, Gujarat

  2. INTRODUCTION • Globally medical education has adopted an integrated, student centered and problem based approach. • Medical Council of India recommends integrated and problem based learning approach. • Switching to PBL requires training of the trainers who are mostly conversant with didactic mode of teaching • Faculty development should aim at creating awareness regarding concepts of PBL, role of teacher as facilitator, group dynamics and designing of case scenarios. OBJECTIVES • Medical Education Unit [MEU] of Pramukhswami Medical College at Karamsad, Gujarat decided to expose its academic staff to the concepts of PBL and allied teaching strategies supporting adult learning on the lines of recommendations by MCI

  3. This paper reports data collected from two faculty development workshops : Workshop I - Principles and methodology of PBL in the form of student experience Workshop II -Techniques of writing and refining case scenarios for PBL sessions

  4. METHODOLOGY WORKSHOP- I [PBL] WORKSHOP- II [Case Writing] 2 faculty per department, irrespective of experience, nominated by Head 1 faculty per department, interested faculty invited Selection of faculty Formation of Core group with experienced in house faculty. External expert from CMC, Vellore. Demonstration, small group discussions & large group interaction. External expert from IIM-A. In house coordinators Didactic lecture, small group discussion & large group interaction Strategy Schedule 2 days; morning- 4 hours 1day; 5 hours Number registered 39 25

  5. Workshop I; Morning session : 4 hours, DAY 1 What is PBL Pre workshop test Didactic interactive lecture on PBL Roles & Responsibilities of facilitator Demonstration of a PBL session 7 steps of PBL Question-AnswerSession

  6. Morning session : 4 hours, DAY 1 Morning session : 4 hours, DAY 2 STUDENT EXPERIENCE Session- I STUDENT EXPERIENCE Session- II 6-7 members/group, 1 facilitator; 6 groups Small group activity contd 2nd page of Case revealed 1 hour Case given Large group presentation Small group activity 1 hour Question-Answer Session Large group presentation by group representative Post Test & Evaluation of Workshop

  7. Case Writing Workshop MorningSession- 3hours Afternoon Session- 2 hours 1 hour 6 Preframed scenario Introduction by External & Internal Experts Small group activity Small group activity Case 1, groups 1,2,3 Large Group Presentation 1 hour One real scenario designed differently Case 2, groups 4,5,6 Evaluation with questionnaire Large Group Presentation

  8. RESULTS - WORKSHOP I 28.6% 33% 33% 34.8% 6%

  9. 1. What is PBL? 2. PBL is same as CBL, PBL, PSL, Inquiry Driven Learning, None 3. Role of faculty in PBL 4. Responsibility of student in PBL 5. Characteristics of an effective tutor

  10. RESULTS - WORKSHOP -II

  11. Conclusion • Comprehensive faculty development programs are essential for initiating curricular change • High satisfaction and considerable change in attitude was observed amongst faculty members • Some faculty expressed concern regarding implementation of PBL in present setting and the assessment of the same • Further workshop involving more faculty need to be conducted on a regular basis.

  12. Acknowledgement • CMCL-FAIMER Regional Institute • Mr. Sandeep Desai, CEO, H M Patel Centre for Med Care & Edu • Dr. H. H. Agravat, Dean, Pramukhswami Medical College • Dr. Rashmi Vyas, Christian Medical College, Vellore • Dr. Dileep Mavlankar, Indian Institute of Management, Ahmedabad • Core faculty of Pramukhswami Medical College- Dr. Barna Ganguly, Dr. Suman Singh, Dr. Praveen Singh, Dr. Anuradha Joshi • Medical Education Unit,Pramukhswami Medical College • Participant faculty at Workshop I & II.

  13. References 1. Physicians for the twenty First century: Report of the panel on the General Professional Education of the Physicians and College preparation for medicine, Association of American Medical Colleges, Washington, 1984. 2. Schmidt H: Problem based Learning: rationale and Description, Med Educ 1983; 17: 11-16. 3. Medical Council of India. Salient features of Regulations on Graduate Medical Education, 1997 Available http://www.mciindia.org/know/rules/rules_mbbs.htm, accessed Oct 08, 2007 4. Wood, DF (2003): ABC of learning and teaching in medicine: Problem based learning, BMJ 326; 328-330. Available at http://bmj.com.cgi.content/full/326/7384/328, accessed on 11.10.2007 5. Barrows HS, Peters MJ: How To Begin Reforming The Medical Curriculum, Southern Illinois School of Medicine, Springfield. Ill. 1984: 21-27 6. Des Marchais JE, Jean P, Delorme P: basic training program in medical pedagogy: a 1- year program for medical faculty. Can Med Assoc J 1990; 142: 734-740

More Related