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Action Plan

Action Plan. Implementation. PBL in rest of the departments. By: Associated Prof. Maqsoud Stanikzai MD Department of Pathology, KMU Dean of Curative Faculty December 2006. Background.

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Action Plan

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  1. Action Plan Implementation

  2. PBL in rest of the departments By: Associated Prof. Maqsoud Stanikzai MD Department of Pathology, KMU Dean of Curative Faculty December 2006

  3. Background • Paraclinic subjects are taught in 1st, 2nd and 3rd class completely, and beside that some subjects in classes 4th and 5th are also included. • PBL has been already implemented in 1st class, and now we are going to implement it into the 2nd class.

  4. Aims • PBL is useful to facilitate self-directed learning • Students will integrate different aspects of medicine • PBL will motivate group processes • Expand capacity to produce long life learning

  5. Weaknesses • Resources • Tutors, staffs • Rooms • Library, text books • Low experience

  6. Goal • Improvement of education system Objectives • Standardization of teaching method • Structuring of lectures in practice • Increase motivation for learning • The developing of an effective reasoning process

  7. Methods • Scenario writing in Dari language • In the 1st session, case scenario is distributed, and discussion to determine learning issues • Self-directed learning for a week • In the 2nd session presentation and further discussion • Tutors facilitate the discussion • 100 minutes /session • 6 cases (12 sessions) /semester

  8. Schedule • 100 students will be divided into 15 groups • Each PBL case has 2 sessions (2 weeks) • 6 cases for each semester (12 weeks) • 3 rooms, 3 tutors will be needed

  9. Implementation Plan • PBL will be started in August 2007 • In the 2nd semester • August: Edema and congestion cases • September: Inflammation and tumor cases • October: Shock and infarction cases • Tutors from physiology, microbiology, biochemistry, and pathology

  10. Resources • Facilities • Rooms: laboratory rooms for paraclinic • Scenarios • Dr. Stanikzai will write scenarios assisted by Dr. Kamal

  11. Arigato Gozaimasu Thank you Associated Prof. Stanikzai

  12. CBL for all clinical departments By: Prof. Mohammad Salim Tawana MD Head, Department of General Surgery Maiwand Hospital December 2006

  13. Background • Clinical subjects are taught in 3rd, 4th, 5th, and house job (internship) • Lectures 60% • Practical 40% • CBL is a proved teaching method • CBL had been already started in some departments, and now we are going to implement in the rest of the departments.

  14. Case-based Learning (CBL) • 10 students come to the dept for 10 days • Students come to the teaching hospital in a.m. and go to KMU in p.m. every day • 5th class students have already learned clinical examination skills in 3rd and 4th classes • 10 students will work with a case with a tutor to take history, examine patients, and present the findings to the tutor and other students

  15. Schedule

  16. Current Clinical Practical • Common cases for thoracic surgery • Goiter • Breast cancer • Hemopneumothorax • Esophageal mass • Lung Hydatid cyst • Varicose vein of legs • Pleural empyema • Rib fracture

  17. Weaknesses • Need of resources • Tutor time • Library • Transportation of students and lecturers between hospitals and KMU • Low experience

  18. Goal • Implementation of CBL in education system Objectives • Standardization of teaching method • Integrating lectures into practice • Increasing motivation for learning

  19. Methods • Patients (cases) • Students small groups • Clinical tutor • Discussion on clinical reasoning and management

  20. Implementation Plan • March 2007 • For 5th class students • In thoracic surgery department

  21. Arigato Gozaimasu Thank you Prof. Tawana

  22. OSCE for house job (Internship) By: Assistant Prof. Abdul Majeed Hosham MD,DO Eye surgeon, Department of Ophthalmology University Eye Hospital December 2006

  23. Background • House job period in KMU / 48 weeks • MD Diploma history: • Previously Governmental / National Examination (oral and written examinations) • Recently unorganized exam by each dept • OSCE is a new and proved method for clinical skill assessment

  24. Weaknesses • Resistance from old system • Resources • Standardized patients • Low experience • Unreliable assessment

  25. Time: February 2008 End of house job students 500 House job students Distribution and Collection: Dr Hosham, Prof Azizi Scoring of Questionnaire by EDC administration Methods

  26. Methods

  27. Methods (cont) • Time:40 minutes/ day, 10 days/year • Interview 10 minutes • Neurological examination 10 minutes • Head, Neck, and Abdomen 10 minutes • Chest, Vital signs 10 minutes

  28. Time Frame • If 13 streams of 4 stations are available, 52 students will finish OSCE in 50 minutes • In one day, 260 students will finish OSCE in 4 hours 10 minutes • KMU will need 2 days to complete all the OSCE

  29. Settings • Broad space (being used for exams) will be separated by partitions into 52 areas • 52 examiners (1 for each station) and several admin staffs (time keeper, etc) • Two cases and manuals for each station will be needed for two-day OSCE • 30 standardized patients will be needed for medical interview. Junior students will do SP for physical examination stations.

  30. Suggestions • Establishment of OSCE committee /EDC • Establishment of OSCE stations • Preparation of a OSCE guide manual

  31. Thank you Hosham

  32. Arigato Gozaimasu

  33. Expansion of EDC capacity By: Prof. Hedayatllah Salihi MD Head, Department of ENT Maiwand Hospital President ,EDC/KMU December 2006

  34. Background • Established on 2002 • Supported by JICA from 2005 • Different divisions • Curriculum development department • Evaluation and feedback department • Postgraduate department • Clerical staff

  35. Background (cont.) • Goals of Establishment of EDC • Better arrangement of academic affairs • Arrangement and observation of teaching methods • Development of education system in KMU • Establishment of relationship between KMU and other universities • Establishment of workshops and seminars for improvement of education system in KMU

  36. Background (cont.) • EDC Outputs (independently) • Establishment of postgraduate training program • Curriculum revision, development and standardization. • evaluation of lecturers by students

  37. Background (cont.) • EDC Outputs (with cooperation of JICA) • Establishment of workshops. • Introduction and implementation of new teaching methods in KMU (PBL,CBL and EE) • Implementation of OSCE

  38. Visions • EDC will lead the best medical education in Afghanistan • EDC will expand all the medical education systems within the limitation of current resources

  39. Objectives • Proposal for expansion • Negotiation with Ministry of Higher Education • EDC staff capacity building • Providing needed material (JICA) • Establishment of OSCE committee • Proposal for implementation of OSCE as a new exam method to KMU

  40. Objectives (cont.) • Conduct a workshop for OSCE • Establishment of OSCE stations • Increasing students’ motivation by CBL • Publicity for OSCE as a new examination method • Sending more KMU lecturers for Medical education to Japan

  41. Methods • Workshops for EDC personnel • Negotiation with KMU, MoHE • Conduction of workshops by EDC and JICA, for lecturers and house job students • Establishment of OSCE station (KMU) • Continuation of JICA project for medical education

  42. Suggestions for JICA • Fund for: • Partitions for OSCE/PBL

  43. Suggestions for KMU • To submit responsibility of implementation of PBL to all Paraclinic departments. • PBL committee should have as a supervisory role. • 1st and 2nd grade students should cooperate and participate in clinical practice for creation and motivation of learning (during winter vacation) as Early Exposure. • Having long term expert of Medical Education in KMU.

  44. Arigato Gozaimasu Thank you Prof. Salihi

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