assoc. prof. dr rasidah mohamed (uitm)
TRANSCRIPT
MODELING ANDTRANSFORMATION OF
ALLIED HEALTH SCIENCEEDUCATION
Assoc. Prof. Dr. Rasidah MohamedLecturer
UiTM3March 2014
OUTCOMES
Determine own role as an educator through self examination.Examine own educational
systemDiscuss application of an
effective educational model
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?
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?
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?
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?
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.
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
STRATEGIC TARGET FOREDUCATIONAL ORGANIZATIONS
Quality educationDynamic graduates
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
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
ELEMENTS IN THE MODEL OFLEARNING IN INSTITUTIONS OF
EXCELLENCE
Supportive administrationResearch bodyLeadership and empowermentProgressive staff development
↓↓DYNAMIC ACADEMICIANS
INTERMISSION
Innovative and Effective Teaching and Learning
Model in Education
WHAT ARE OUR OPTIMAL FOCUS ASHEALTH CARE EDUCATORS?
Nursing Medical assistants Medical imaging Occupational therapists Physiotherapists
INTER PROFESSIONALTEACHING AND LEARNING
Model of Inter
professional Education
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
Inter professional education-Teaching -Learning
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)
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).
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.
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).
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.
How do we develop inter professional
education?
What does it entails?
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
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
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 )
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.
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).
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.
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.
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