2ND REVISED BASIC COURSE WORKSHOP ON MEDICAL EDUCATION TECHNOLOGIES
Name of the Institution where conducted: Adichunchanagiri Institute of Medical Sciences, BG Nagara, Nagamangala Taluk, Mandya District – 571448.
Name of the Nodal Center: St. John’s Medical College, Bengaluru.
Dates of Workshop: 8th to 10th May 2017.
DAY-WISE SUMMARY OF THE WORKSHOP
DAY 1 – 08/05/2017
|Session Title (1): Introduction: Ice breaking & group dynamics||Time: 9.00 – 10.00||Resource person: Dr. Tejaswi H.L.|
· Understand and apply concepts of group dynamics and team based functioning in teaching and learning.
· The session started with ice breaking. The participants were asked to draw a picture that starts with the first letter of their name and to introduce themselves using the picture as adjective to their name.
· Difference between a group and a team was discussed. The importance of working in a group was demonstrated to the participants with the help of group activity. Participants came up with advantages, limitations and challenges of working in group in medical education. The session ended with summarising the contents to see if the learning objectives were met or not.
|Session Title (2): System’s approach: Principles of Adult learning, learning process||Time: 10.00 – 11.15||Resource person: Dr. Madhav K Savkar|
· Use principles of adult learning in the teaching learning process
· Use the systems approach for instructional design
· Discussed the meaning of the terms Teaching and learning & explained how Andragogy differs from Pedagogy. Mentioned Malcolm Knowles principles of learning like respect, relevance, orientation, practice based etc.
· The different learning styles viz. visual, auditory and kinesthetic were stressed. Individual activity on determining the learning styles was given.
· Explained the concept of System by showing four different objects. Discussion on How to motivate to learn was very interesting. Explained the Educational spiral & highlighted on framing educational objectives, T/L methods & planning assessment. ADDIE model of instructional design was highlighted. The session ended with a group activity – Solving a jigsaw puzzle on educational spiral, which confirmed that the objectives were met.
|Session Title (3): Goals, Roles & Competencies: CBME||Time: 11.30 – 12.15||Resource person: Dr. Sudhir G.K|
· Define goals, roles, competencies & explain the relationship between each other
· Elaborate the principles of competency based learning
· The session started with a group activity on organizing an event – a get together of friends, which provided the basic understanding of goal setting, roles & competencies. Explicit definitions of goal, role & competencies in medical education were made.
· The shortcomings of the traditional system of medical education & hence the need for change in curriculum was emphasized. The framework of competency based curriculum was explained by citing examples of the western world (ACGME, CanMEDS, GMC, etc).
· The session ended with a group activity on setting one goal of graduate medical education & one competency to achieve that goal in their areas of specializations, which strengthened understanding of concept of goal & competency in medical education.
|Session Title (4): The IMG – Goals, Roles & Competencies||Time: 12.15 – 12.30||Resource person: Dr. M.R. Swaroop|
· Be sensitized to the goals, roles & global competencies as developed by the Medical Council of India
· Mentioned the goals of medical education as envisaged by MCI in its Vision 2015 document & also roles of an IMG as a first contact physician.
· Listed the core competencies & sub-competencies to be attained during each professional year in the training process in order to perform these specific roles.
|Session Title (5): Learning domains & progression of learning||Time: 12.30 – 13.00||Resource person: Dr. Shashikiran M|
· Classify & define learning domains
· Demonstrate a basic understanding of hierarchy of knowledge progression
• Introduced taxonomy of learning by Dr. Benjamin Bloom. Classified & defined the different domains of learning & levels of attainment under each domain. Emphasis was laid on benefits of learning using multiple domains & its utility in curriculum designing & training process.
• Listed the specific verbs that can be used to write learning objectives for each domain
• Session concluded with a group activity on identifying the predominant domain of learning among the various SLOs provided.
|Session Title (6 & 7): Objectives – Writing objectives – developing objectives from competencies, linking learning & assessment with competencies. Workshop on writing objectives||Time: 13.45 – 15.45||Resource person: Dr. Aliya Nusrath & Dr. Madhav K Savkar|
· Differentiate competencies from objectives
· Develop objectives from different competencies
· Explain the relationship between objectives, learning & assessment
· Develop objectives from competencies & specify the domain & the skill level
· The session was dealt mainly by giving group activities with explanation of key concepts at the end & was jointly held by the two speakers.
· Group activities included 1. Recognizing the statements as Competency or Objectives, 2. Identifying the statements as Institutional, Departmental or Specific Learning Objectives, 3. Recognizing the predominant domain of learning among the given list of objectives, 4. Identification of the Act, content, condition and criterion in the given SLOs & 5. Developing two or three Specific Learning Objectives in any two domains for the given competency.
· The session concluded with a summary of learning objectives & emphasis on need for defining the learning objectives for any teaching learning session.
|Session Title (8): Introduction to Assessment||Time: 16.00 – 16.45||Resource person: Dr. Tejaswi H.L|
· Elaborate the principles & types of assessment
· Explain the utility of assessment
· The session started with discussion on difference between assessment and evaluation. The participants were asked to list the challenges in the existing evaluation system and to discuss the possible solutions for those challenges.
· The participants were made to recognise the position of the evaluation in the education spiral & the difference between formative and summative evaluation was discussed. Utility of the assessment was explained to the participants.
· The session ended with summarising the contents.
DAY 2 – 09/05/2017
|Session Title (9): Choosing a teaching method for objectives & competencies – workshop||Time: 9.00– 10.30||Resource person: Dr. Madhav K Savkar & Dr. Amita K|
· Choose the appropriate teaching method for various objectives & competencies.
Method: Group activities with discussion
· Session started with introduction to different T-L methods. Participants were given a task to list different T-L methods. Some of the methods like problem based learning, small group discussion, seminar, and symposium were discussed.
· Small group activities on selection of appropriate T-L methods for different scenarios were given. Discussion also went on with challenges a tutor faces during a tutorial and some solutions were suggested to overcome it.
· The session concluded with presentations by participants, the appropriate T-L method and media for the objectives identified on first day of workshop.
|Session Title (10): Interactive & Innovative teaching methods including large group (demo), small group (with demo) & appropriate use of media||Time: 10.45 – 12.30||Resource person: Dr. Aliya Nusrath & Dr. M.R. Swaroop|
· Use the principles of interactive learning in a large group
· Use the principles of interactive learning in a small group
· Choose appropriate media for a given learning session
Method: Group activity with discussion.
· The session had a group task on planning for a lecture of 45minutes including set induction, two engagement techniques, one mid lesson assessment plan.
· The delegates appreciated the various engagement triggers in large class room teaching and small group teaching and were positive in adopting them in their regular teaching.
· The academic session was highly interactive with large inputs from the participant delegates.
|Session Title (11): Writing a lesson plan||Time: 12.30 – 13.15||Resource person: Dr. Shashikiran M|
· Develop a lesson plan appropriate to the objectives and teaching learning method
• The session began with defining a lesson plan & its importance from a learner’s perspective. This was followed by listing the advantages of lesson plan for a teacher & student.
• Emphasized on the five guiding principles – viz Variety, Coherence, Balance, Flexibility, Challenge
Provided hints for lesson management. The session concluded by giving a group activity on preparing lesson plan for the competencies provided to each group.
|Session Title (12): Assessment planning & quality assurance, writing the correct essay question, short answer question & MCQ||Time: 14.00 – 16.00||Resource person: Dr. Sudhir G.K. & Dr. Amita K|
· Write an appropriate essay question
· Write an appropriate short answer question
· Write an appropriate MCQ Be sensitized to the goals, roles & global competencies as developed by the Medical Council of India
Method: Group activities with discussion.
· Emphasis was made on position of assessment in the educational spiral & also its importance from a learner’s perspective. Further emphasis was also made on linking teaching methods to assessment for effective learning to happen.
· Group activities on listing the various assessment methods / tools, rating the different assessment tools in terms of its validity, reliability & objectivity, Framing a structured long essay & short answer, followed by discussion on the same helped better understanding of utility of various assessment tools.
· The session on MCQs was framed under subheadings Comparison between descriptive questions and MCQs, Listing various types of MCQs, Enumerating the components of an MCQ, Constructing MCQs using prescribed guidelines & group activities on these components were given. The session concluded by explaining the importance of validation.
|Session Title (13): Internal assessment & formative assessment||Time: 16.15 – 16.55||Resource person: Dr. Tejaswi H.L|
· Develop a plan for internal assessment & formative assessment
· The session started with discussion on difference limitations of summative evaluation.
· The participants were made to identify strengths of formative assessment and internal assessmentThe participants were asked to develop a model for internal and formative assessment.
· The “quarter model” proposed by Dr. Tejinder Singh was discussed in the session & the session ended with summarising the contents.
DAY 3 – 10/05/2017
|Session Title (14): Discussion on ATCOM module: Reflection & Narrative||Time: 9.00 – 10.00||Resource person: Dr. Sudhir G.K|
· Demonstrate the ability to use the ATCOM module for the basic course in MET to be held
· Demonstrate the ability to write reflection& narrative on ATCOM module
· Demonstrate readiness to launch ATCOM module in own college.
· Participants were asked to provide their opinion on need for right attitude & good communication skills among medical graduates. A debate on the current status of these skills among the present graduates was called for.
· The proposed method for its teaching & learning by MCI in its ATCOM module was narrated where the need for explicit teaching of such skills was highlighted.
· A discussion was set across for participants to view their opinions on challenges in its implementation & appropriate strategies to overcome the same, which provided valuable inputs.
|Session Title (15): Matching assessment to competency, objectives & learning. Workshop – choosing the right assessment||Time: 10.00 – 11.00||Resource person: Dr. Madhav K Savkar|
· Choose the right assessment method for a given objective / competency & learning method
· Session started with discussion of the terms Assessment and Evaluation. Criterion and Norms based assessment testing was explained. Difference between assessment methods and tools were highlighted. A short description of Programmatic assessment was done.
· Participants were made to link the right assessment for the competency, objectives and T-L methods which they were working with from the first day. This was later presented by each group which was simultaneously discussed.
|Session Title (16): Effective clinical & practical skill teaching||Time: 11.15 – 12.15||Resource person: Dr. M.R. Swaroop|
· Teach skills effectively
· Teaching skills at the work place
· Use a skills lab effectively
Method: Group activity & discussion
· Highlighted on – a) Where to teach clinical skills, skills that make clinical teacher excellent, b) Challenges of clinical teaching, c) The “four-stage approach” to teaching practical skills, d) Applying the three-circle outcomes model for teachers in the clinical environment
· Types of simulators ,Skills that can be taught and learned in the Clinical skill labs, d) Advantages and disadvantages of clinical skill lab
|Session Title (17): Assessment of clinical & practical skills||Time: 12.15 – 13.15 & 13.45 – 14.45||Resource person: Dr. Shashikiran M. & Dr. M.R. Swaroop|
· Assess skills effectively
· Assess skills at the work place
· Use the skills lab to assess competency in skills
· Design a skills assessment station
• Determinants of effective assessment of skills were mentioned – viz T-L methods adopted, logistics, expectations of the evaluators etc.
• Advantages of workplace based assessments was discussed, followed by explaining the various WPBA tools – viz mini-CEX format, OSCE, OSPE, OSLER, DOPS etc.
• Participants were made to design a OSPE / OSCE station for a given skill & later made to document the performance by students in the workstations.
• The session concluded with a discussion on right method of framing the station, checklist for OSPE / OSCE & determining Weightage for different items was done.
|Session Title (18): Improving SDL through technology||Time: 14.45 – 15.15||Resource person: Dr. Sudhir G.K|
· Promote self directed learning in students
· Use technology to improve self directed learning
Method: Group task based learning – Self directed.
· Participants were given a group task to collect any information on Self directed learning using all possible routes within 15 minutes. At the end, participants listed the information on the chart & gave inputs on SDL.
· This group activity fulfilled the requirements of the session objectives indirectly with participants have done the job by self directed learning.
· This was followed by summarizing the salient features of SDL, its advantages & disadvantages, use of ICT in SDL etc., by the resource person.
|Session Title (19): Feedback||Time: 15.30 – 16.00||Resource person: Dr. Aliya Nusrath|
· Provide effective feedback to students
· The session started with delegates giving feedback on the workshop, which highlighted the importance of giving feedback in education process.
· A video demonstration of two feedback sessions, relating to medical students were given, one showing the ideal method and another on improper method of giving feedback. The delegates were asked to highlight the difference based on check list provided at the end of session.
· The characteristics of good feedback were highlighted and barriers of feedback were discussed
|Session Title (20): Educational networking for growth||Time: 16.00 – 16.45||Resource person: Dr. Tejaswi H.L|
· Understand avenues for growth in education
· Create networks in education
· The session started with discussion on the competencies required by a medical educator.
· The core competencies and special competencies required by a medical educator were discussed. The avenues to develop these competencies were discussed.
· The session ended with summarising the contents.