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Introduction to Concepts and Principles of Learning ( Medical Education) (CMD 211). Dr. Muhammad Ghauth Qureshi Dr. Muhammad Nour-El-din Saleh Dr. Khadija Dandash Al-Jouf College of Medicine. Contents. General aspects What is this block & Why we have it Block objectives
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Introduction to Concepts and Principles of Learning (Medical Education) (CMD 211) Dr. Muhammad Ghauth Qureshi Dr. Muhammad Nour-El-din Saleh Dr. Khadija Dandash Al-Jouf College of Medicine
Contents • General aspects • What is this block & Why we have it • Block objectives • Learning strategy – block activities • Block Topics • How students are assessed • Resources
General aspects • Block order: First • Title: The Process of Learning: Concepts & Principles (MEDICAL EDUCATION) • Symbol: CMD 211 • Duration: 4 weeks; 11/10/29 - 7/11/29 (11/10/08 - 5/11/08) • Credit hours: 3; (2 + 1) • Block Organizers: • Dr. Muhammad Ghaus Qureshi • Dr. Muhammad Nour- eldin Saleh • Dr. Khadija Dandash
Aim of the CMD 211 block • This course aims to make students understand the rationale behind adopting the Problem based learning (PBL) curriculum with horizontaland vertical integrationbetween all disciplines, which is not only community oriented , but at the same time also teaches them appropriate clinical and professional skills.
What is Problem Based Learning • Problem based learning (PBL) is a learning method in which students, in small groups, learn through analysis of patient problems with guidance of a tutor Students PBL Problem Tutor
What is problem-based learning? “ A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.” H.S. Barrows 1982
Rationale of PBL • PBL emerged to cope for the need for producing graduates who have the ability to effectively acquire, update, retrieve and apply their knowledge to patients problems. • PBL not only overcomes the explosive growth of knowledge but it alsointegrates theory and practice from the 1st day in medical school.
Advantages of PBL • PBL is a student-centered cognitive method that makes students • Acquire the habit of self directed & life-long learning abilities • Acquire knowledge of basic sciences subjects and integrate them with clinical subjects to understand the patient’s problems • Acquire problem solving abilities • Acquire effective communication skills
Aim of the CMD 211 block (ctd) • The block is designed to help students ‘learn to learn’ through acquisition and practice of inquiry, group interaction and efficient exchange of information, and become self-directed, lifelong learners. • It also aims to use several problem scenarios so that they actively go through the tutorial process so vital to Problem-Based Learning.
Block General Objectives By the end of this course students are expected to: • Be aware of their responsibility in ‘learning to learn’ and become motivated to be self-directed learners. • Understand the problem-based learning environment of the College • Acquire the skills of mutual interactive communication and the skills of seeking relevant information from different resources and learning through small groups.
Block General Objectives (ctd) • Develop positive attitudes towards learning and towards peers/colleagues and the society. • Build up effective study habits to cope with the information overload and utilize all affordable resources.
Educational Activities Course objectives are implemented through • Problem Based Learning tutorial sessions • Open discussions on related themes • Interactive Lectures • Report writing on National health issues • Student presentations on topics selected by students.
Educational Resources • Faculty members, particularly those with interest in innovative education system and with past experience in problem based learning. • Library and audiovisual aids (tapes, video, posters, computer files & data show material).
Introduction to the block Strategy at QCM Medical Terminology Role of the Problem in PBL Characteristics of Adult Learners Learning resources in PBL e-learning Assessment methods to be used How to improve your performance in exams? Steps in PBL How to Make a “Concept Map” Deriving learning issues from the problem Communication Skills in PBL Use of the library How to write a scientific report Searching for data on the net Effective Presentation Course Topics: Lectures
What is expected from a medical graduate? Learning Styles & adult learners Improving study habits & performance in the exam Importance of feedback Role of the students in PBL Role of the Tutor in PBL The 6th & 7th Jumps in PBL Role of Clinical skills in PBL Role of Biomedical labs in PBL Feedback about PBL sessions Course Topics: Open discussions It also includes • Student presentations • Feedback from students regarding the Block
Weekly Activities: The 1st week: • Revolves around two problems which will be used to make students go through the first five steps (Jumps) in PBL • Only two sessions for the first four problems • First session: Students, facilitated by the tutor will go through & understand these steps • By the end of the session they should have derived some learning issues (based on their recognition of ‘what they do not know’)
Weekly Activities: The 1st week: • In 2nd session: They will review what they did in the first session and refine, add to or delete/modify any of the learning issues • Did we miss some important issue?
Weekly Activities: The 1st week: • Lectures on steps in problem based learning & how to make a concept map & • Open discussions about related issues with two or more faculty members • Will help students to really understand the process of PBL tutorials
Weekly Activities: The 2ND week: • 2nd week’s problem : used to refresh Jumps 1-5 • PLUS: willmake students go through 6th & 7th Js • 1st session: as previous week, but less helpful tutors • Second session: for sharing of information between students • Students must understand importance of the 6th & 7th Js
Weekly Activities: The 2ND week: • In particular, it is hoped that the students will clearly understand theimportant adage : • “most learning occurs between the first and the last session”
Weekly Activities: The 2ND week: • Supporting lectures & open discussions on: • Roles of students & tutor during the PBL sessions • Roles of: the problem & role of the tutor etc. • Importance of peer learning & evaluation in the last session (the 7th Jump) • Deriving learning issues from the problem, importance of communication skills in PBL, and writing scientific reports.
Weekly Activities: 2ND week: • Other issues: • Styles of learning & characteristics of adult learners • Use of different learning resources • Assignments will be given to students • Effective presentation skills • Topics of their choice for presentations
Weekly Activities: The 3rd Week • Third problem : full three sessions • Lectures & open discussions on: • Effective time management skills • Improving study habits & performance in exams • Role of Clinical Skills in PBL • Presentation on Assessment methods to be used in The College of Medicine • Importance of getting and giving feedback
The 4th week: Evaluation week: • END OF BLOCK EXAM will be held on the last working day of this week
Sessions for Medical Terminology: • Several lectures devoted to medical terminology are also included in the block • These lectures will be spread out through the first three weeks of the block • Students will be examined on these terms in the End of Block examination
Student Assessment What will be assessed? • Assessment will basically monitor learning process and student learning outcome issues
Student Assessment (ctd) How will be students be assessed? • Formative assessment: Marks will not count to the exams • Summative assessment: 100 marks • Continuous Assessment: 40 marks; 30 for PBL sessions & 10 for Assignments • End of Block Examination: 60 Marks; Paper I 30 marks : SEQs & MEQs Paper II 30 marks : MCQs
Block Evaluation • Who will evaluate the block? • Students • Staff advisors • MEU • How they will do? • Verbal • Written • Checklists • To whom will the reports go to? • Block organizers • Curriculum committee
We hope that at the end of this block, the students will have become convinced with the need for this innovative curriculum at Al Jouf College of Medicine • We also hope that students will give their honest opinions & suggestions to improve the block for future