assoc. prof. dr rasidah mohamed (uitm)

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Page 1: Assoc. Prof. Dr Rasidah Mohamed (UiTM)
Page 2: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

MODELING ANDTRANSFORMATION OF

ALLIED HEALTH SCIENCEEDUCATION

Assoc. Prof. Dr. Rasidah MohamedLecturer

UiTM3March 2014

Page 3: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

OUTCOMES

Determine own role as an educator through self examination.Examine own educational

systemDiscuss application of an

effective educational model

Page 4: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

SELF EXAMINATION - ME AS AN EDUCATOR

1.What type of teaching method am I using?2. Do I inspire students with my teaching?3. Am I creative in inspiring my students to excel?4. Do I examine students weakness and identify

strengths?5. Do I produce “parrot base” examination?6. Do I have a stand in the succession planning7. Does my opinion in teaching and learning

mater? 8. Am I empowered to make related educational

changes? If so how much?

Page 5: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

SELF EXAMINATION - ME AS AN EDUCATOR

9. Do I allow for students positive spontaneous and rebellious culture (those who dare to be different) without being punitive?

10. How open minded am I?11. How passionate am I?

Page 6: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

MY ‘DEMANDS’ ON MY STUDENTS

Do I demand that my students be engage in one identified learning mode?

Do I expect my students to meet only the identified learning outcomes?

Do I question my students who goes for instant gratification of knowledge gain through the internet?

Do I demand my students to acknowledge the authority of academia at all times?

Page 7: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

AS TEACHERS SHOULD WE :- teach students to think? move from teaching and learning to

thinking and living skills? encourage use of our mind and our students

mind to -SOLVE, DECIDE AND IMAGINE?

Page 8: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

PARADIGM SHIFT - HOW CAN I BEA THINKING INDIVIDUAL?

Higher educationUnbind the binding teaching and

learning cultureSet a user friendly learning environmentRelax own authoritative attitudeProvide stimuli in the lecture hall, lab or

clinical field for students to excel.

Page 9: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

HOW DO I MOVE FORWARD? Interpret teaching with research and

integrate research with teaching. Final year project – research lead teaching Inquiry based and life long learning Identify model – on major competencies of:

- thinking- ability to think through situations and problems

- working in a team

RESEARCH ENHANCED TEACHING AND LEARNING IS A TRANSFORMATION

Page 10: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

STRATEGIC TARGET FOREDUCATIONAL ORGANIZATIONS

Quality educationDynamic graduates

Page 11: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

RESEARCH INNOVATION AND FOCUS

Enhance the culture of research in teaching and learning of quality

Use blended learning initiativesLeadership talent poolEnculturation of Islamic/religious

enculturation

Page 12: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

EDUCATORS ROLE WITHIN THE SYSTEM

How involve am I in curriculum change?

Any educator who wants to offer change must be able to effectively address of curriculum

change

Page 13: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

ELEMENTS IN THE MODEL OFLEARNING IN INSTITUTIONS OF

EXCELLENCE

Supportive administrationResearch bodyLeadership and empowermentProgressive staff development

↓↓DYNAMIC ACADEMICIANS

Page 14: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

INTERMISSION

Page 15: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

Innovative and Effective Teaching and Learning

Model in Education

Page 16: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

WHAT ARE OUR OPTIMAL FOCUS ASHEALTH CARE EDUCATORS?

Nursing Medical assistants Medical imaging Occupational therapists Physiotherapists

Page 17: Assoc. Prof. Dr Rasidah Mohamed (UiTM)
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Page 19: Assoc. Prof. Dr Rasidah Mohamed (UiTM)
Page 20: Assoc. Prof. Dr Rasidah Mohamed (UiTM)
Page 21: Assoc. Prof. Dr Rasidah Mohamed (UiTM)
Page 22: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

INTER PROFESSIONALTEACHING AND LEARNING

Model of Inter

professional Education

Page 23: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

THE TYPE OF EDUCATIONAL SYSTEMREQUIRED

Focus on learning by doing – all programmes

Improving communication skills -interprofessionally

Developing life long learning skills

Critical thinking abilities guided with conscientious reflection

Page 24: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

Inter professional education-Teaching -Learning

Page 25: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

WHAT IS INTER PROFESSIONALLEARNING?

Students learn from professionals "When two or more professions learn with, from and

about each other to improve collaboration and the quality of care"

Centre for the Advancement of Inter professional Education (CAIPE, 2002)

IPL is: "Learning arising from interaction between members

(or students) of two or more professions. This may be a product of IP education or happen spontaneously in the workplace or in education settings."

(Freeth, Hammick, Reeves, Koppel, & Barr, 2005)

Page 26: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

AIM OF IPL Engage in reflection and discussion about

similarities and differences between different professions

When misconceptions and stereotypes occur communication skills can be practiced.

The ultimate aim is to increase communication and collaboration between health professionals in the workplace.

Main aim – to improve client outcomes and reduce the risk of adverse events arising from professionals working in isolation.

(Thistlethwaite & Nisbet, 2007).

Page 27: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

WORLD HEALTH ORGANIZATION

WHO report on ‘Framework for Action on Inter professional Education and Collaborative Care’ (2010).

This report highlights the importance of incorporating IPL in the health curriculum.

Page 28: Assoc. Prof. Dr Rasidah Mohamed (UiTM)
Page 29: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

INTER-PROFESSIONAL EDUCATION

IPL is learning together to promote collaborative practice when two or more professions learn from and about each other to improve collaboration and the quality of health and social care

IPE is about educating within practice or educating to enter practice, accounting for the context in which people practice their profession.

(Barr 2002).

Page 30: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

PRINCIPLES OF INTER PROFESSIONALEDUCATION

Focuses on the needs of individuals, families and communities to improve their quality of care, health outcomes and wellbeing; Keeping best practice central throughout all teaching and learning

Applies equal opportunities within and between the professions and all with whom they learn and work; Acknowledging but setting aside differences in power and status between professions

Respects individuality, difference and diversity within and between the professions and all with whom they learn and work; Utilising distinctive contributions to learning and practice

Sustains the identity and expertise of each profession;Presenting each profession positively and distinctively

Promotes parity between professions in the learning environment; Agreeing ‘ground rules’

Instils interprofessional values and perspectives throughout uniprofessional and multiprofessional learning. Permeating means and ends for the professional learning in which it is embedded

• CAIPE.

Page 31: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

How do we develop inter professional

education?

Page 32: Assoc. Prof. Dr Rasidah Mohamed (UiTM)
Page 33: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

What does it entails?

Page 34: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

INTER PROFESSIONAL EDUCATION: PROCESS Comprises a continuum of learning for education, health, managerial, medical,

social care and other professions; Sequencing IP learning progressively throughout pre-registration and post-experience studies

Encourages student’ participation in planning, progressing and evaluating their learning; Including them with teachers and others in working groups

Reviewing policy and practice critically from different perspectives; Subjecting policy and practice to critical analysis against experience and evidence

Enables the professions to learn with, from and about each other to optimise exchange of experience and expertise; Facilitating interaction, exchange and co-reflection as they compare perceptions, values, roles, responsibilities, expertise and experience

Deals in differences as it searches for common ground; Showcasing different yet mutually reinforcing roles and expertise in collaborative practice grounded in mutual understanding working towards shared objectives

Integrates learning in college and the work place; Teachers and practice supervisors planning, delivering, assessing and evaluating classroom and practice-based learning together

Synthesises theory and practice; Deriving theory from and applying it to practice

Page 35: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

INTER PROFESSIONAL EDUCATION: PROCESS

Grounds teaching and learning in evidence; Citing findings from research including those in systematic reviews of process and outcomes from IP learning

Includes discrete and dedicated interprofessionalsequences and placements; Building in dedicated IP learning based on these principles

Applies consistent assessment criteria and processes for all the participant professions; Including summative assessment by the same means to the same standards

Carries credit towards professional qualifications; Negotiating ways in which satisfactory fulfilment of IP assignments meets requirements for professional awards

Involves service users and carers in teaching and learning; Including them in planning, delivery, assessing and evaluating teaching

Page 36: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

OUTCOMES OF INTER PROFESSIONALEDUCATION

Enhance interprofessional capability; Devising outcome-led learning delivering collaborative capabilities

Enhances practice within each profession; Enabling each profession to improve its practice to complement that of others

Informs joint action to improve services and instigate change; Applying critical analysis to collaborative practice

Improves outcomes for individuals, families and communities; Responding more fully to their needs

Disseminates its experience; Contributing to the advancement and mutual understanding in interprofessional learning in response to enquiries, at conferences and via the professional and interprofessional literature

Subjects developments to systematic evaluation and research; Collecting data systematically to test against the requirements and expectations of stakeholders, funding, validating and regulatory bodies and to contribute to the evidence base

(Barr and Low 2011 )

Page 37: Assoc. Prof. Dr Rasidah Mohamed (UiTM)
Page 38: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

VISION OF IPL improves the quality of care focuses on the needs of service users and carers involves service users and carers encourages professions to learn with, from and about

each other respects the integrity and contribution of each

profession enhances practice within professions increases professional satisfaction.

Page 39: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

CHALLENGES

How to create, within the existing and future workforce, the capability to work in multi professional teams capable of effective collaboration.

Collaboration between professionals, agencies, providers and above all with the people they seek to serve

To be underpinned by values common to all healthcare professionals including a commitment to equal opportunities and positive regard for difference, diversity and individuality’

(CAIPE, 2006).

Page 40: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

MULTI DISCIPLINARY EDUCATION (MDE)

MDE has to deal with the potential for resentment in its participants.

IT should not be seen as a sub-set or step towards IPL, particularly when the learning involves students from diverse professional groups.

Page 41: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

WHEN AND WHERE CAN WE START IPL?

In the early or foundation years where much of the basic science or communications skills learning might be shared learning.

The specific aim is to encourage students to work together and learn about one another’s practice, but often it is to provide students with a common foundation or baseline level of learning so as to provide them with a range of options at the next stage of learning.

Page 42: Assoc. Prof. Dr Rasidah Mohamed (UiTM)
Page 43: Assoc. Prof. Dr Rasidah Mohamed (UiTM)
Page 44: Assoc. Prof. Dr Rasidah Mohamed (UiTM)

FIKIR FIKIRKAN LAH Orang bodoh kerap halang orang yang pintar Jadilah orang yang pintar Orang pintar sering beralah dari orang yang licik Jadilah orang yang licik Tapi orang yang licik kalah dari orang yang

beruntung Jadilah kalian orang yang beruntung dengan

mengikuti quran dan sunnah

Reward Top performers for bottom line impact

Bapak Khairul Tanjung“Anak singkung”

Billoinaire Indonesia Feb 2014

Page 45: Assoc. Prof. Dr Rasidah Mohamed (UiTM)
Page 46: Assoc. Prof. Dr Rasidah Mohamed (UiTM)