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My Presentation
Curriculum development project
Programmatic assessment
Exam-bank and Assessment Methods
Student feedback
Evaluation
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CURRICULUM
DEVELOPEMENT
PROJECT
Content
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T/L Methods
Faculty Development
Outcome Assessment
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Working as a team to reach common goal
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Presenting the Team Work “ Curriculum Development Project”
Improved the communication and negotiation skills and participatory decision making
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1/25/2018 Knowledge Sharing AAF17 7
AcademicAcademicYearYear SemesterSemester 11 Semester 2Semester 2
Year 1(Block A)
Cardio-vascular Module(8 wk)
Respirat-ory Module
Gastro-intestinal,
Nutrition & Hepatobiliar
y Module
Hematology and
Immunolo-gymodule
Sum
mat
ive
Asse
ssm
ent
Clinical ManagementMedical Ethics and Professionalism
Community and Family HealthResearch Culture and skill
Social and Behavior Science
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2020 Planner for Year 1
Semester 1 Sem:EndTest
Semester 2 Sem:EndTest
Self -study
Final Supple
vacation
cardiovas-cularmoduleWeek 1-8
Respir-atorymoduleWeek 9-16
Week17
Gastro-intestinal, Nutrition & Hepatobili-ary ModuleWeek 18-25
Hematolo-gy and Immunol-ogymodule
Week 26-33
Week34
Week 35
Week36-39
Week
40-45
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Learning Outcomes Of CVS blockBy the end of the cardiovascular module, the
students will be able to:
1. Describe the structure and the functions of CVS2. Identify the major parts of the heart and their
functions and trace the blood supply3. Describe cardiac cycle and fetal circulation
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High Blood Pressure
• Normal structure and function of CVS:
Arterial and venous system, regulation of BP
and Measurement of BP, JVP (outcome 1)
• High blood pressure : pathophysiology and
organ changes of essential hypertension
(outcome:7,8,9)
• Clinical signs and symptoms of high BP
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2020 Year-1, CVS module(Week-1,. Hypertension)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY9:00 AM
TBL followed by Problem based learning , group discussions (concept
mapping)
Normal structure and functions of the Heart and
vesselsAnatomy 3 sections rotating Clinical Teaching: Aetiology,
clinical signs and Symptoms of Hypertension
Hospital based bed-side teaching
9:00 AM
9:15 AM 9:15 AM
9:30 AM 9:30 AM
9:45 AM 9:45 AM
10:00 AM
Cardiac cycle, regulation of blood pressure Anatomy 3 sections rotating
10:00 AM
10:15 AM 10:15 AM
10:30 AM
Pharmacology of antihypertensive drugs
10:30 AM
10:45 AM 10:45 AM
11:00 AMpathophysiology and organ
changes of essential hypertension
Anatomy 3 sections rotating
11:00 AM
11:15 AM 11:15 AM
11:30 AM 11:30 AM
11:45 AM 11:45 AM
12:00 PM
Lunch Break
12:00 PM
12:15 PM 12:15 PM
12:30 PM 12:30 PM12:45 PM 12:45 PM
1:00 PM
Seminar / presentations (Global Health,/life style
modifications/ NCD/ Metabolic Syndrome, PPD,
etc)
briefing and discussions small groups
Histology, histopathology, pathology
Small group teachings sessions Clinical Seminar
1:00 PM
1:15 PM 1:15 PM
1:30 PM 1:30 PM
1:45 PM 1:45 PM
2:00 PM
CXR (related to CVS diseases)
Histology, histopathology, pathology
2:00 PM
2:15 PM 2:15 PM
2:30 PM 2:30 PM
2:45 PM 2:45 PM
3:00 PM
Practical (Physical examination, pulse pressure,
BP)
Histology, histopathology, pathology
3:00 PM
3:15 PM 3:15 PM
3:30 PM 3:30 PM
3:45 PM 3:45 PM
4:00 PM 4:00 PM
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AssessmentsType of Assessment
Methods of assessment % Weightage
Number % Weightage
Low stake TBL5 TBL sessions
5% 2 10%
Semester end-testWritten ExamMCQ (MTF/SBA) EMQ
20% 2 40%
Barrier exam Written ExamMCQ (MTF/SBA) EMQ
5% 4 paper 20%
Multi-station Exam 6% 5 30%
Total 100%
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Assessment Blue Print: for Multi-stations
Stations
Modules
HistoryTaking
ProceduralSkill
Data Interpretation
Histology Anatomy
CVS
Respiration
GI, NutritionHepatobiliary
HaematologyImmunology
Weightage 6 6 6 6 6 30%
Note: there will be mock exam for practice
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Faculty Training Programs (Periodical programs for all new and old staffs)
Orientation training
(faculty training for how to orientate new staffs)
Teaching professionalism and ethics
Training for teaching learning Methodologies (
Pedagogy, TBL, PBL, EBM, Small group teaching
…etc)
Training for Peer teacher training
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Programmatic Assessment
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Exam Bank and Assessment Methods
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Aim• To control the quality of assessment
Key Elements• Web-based tool• Interface for assessment item entry• An opportunity for student feedback• An opportunity for exam item feedback• Secure system
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Exam Item Types
• SBA• EMQ• OSCEs• MMI• MEQ• Clinical Exercises
Year 1 and 2 • 40% factual questions• rest will be focused on
Dx, Mx• Scenario : Imaging,
ECG,Lab Investigations• Clinical reasoning item
type– case with open ended
short answers
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Setting the Pass Marks
Cohen Method• A standard setting method with the best
performing students as point of reference• Use two point of reference
– 60% standard– The 95th percentile point
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Student Feedback
• got immediate feedback on their performance in online formative assessments
• feedback during the context of learning experiences to get the meaningful feedback
• Teacher’s presence is key to student’s satisfaction --- online face to face
• teacher’s announcement related to assessment on seminar or assignment
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Evaluation in Context of Higher Education
1.Evaluation what or when • what education practices do you have in your
university?2.Student centered evaluation• Student experience surveys• Student engagement instruments• Student evaluation of teaching• Student satisfaction surveys
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3. Data driven evaluationonline data management tool for text analysis
to deal with student commentsDashboard or Interactive online feedback
immediately Two way discussion
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Program Evaluation
•
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To set up KPIsTo set up evaluation systemTo set up a team
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Thank You
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