introduction of medical education domain
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Introduction of Medical Education DomainTRANSCRIPT
An Introduction of Medical An Introduction of Medical
Education Domain Education Domain
Md. Yunus Md. Yunus
Co-ordinator Medical Education Unit, Co-ordinator Medical Education Unit, NEIGRIHMSNEIGRIHMS
Medical Education is Geographical Domain
Has Boundaries
A Landscapes
Mix of inhabitants
Social system that energies it &
manage in it
Medical Education
A life long learning continuum
Explaining how learner enter the
continuum
What they experience thereafter
How medical practice can be made
most useful to society
Truly continuum Domain
Divide in time line
1. Undergraduate ME
2. Postgraduate ME
3. CME / CPD
continuous professional development
The whole purpose of study medicine
To be able to promote health & relive
suffering
Come in to focus which is very
motivating
Foundation of Medical Education
Medical education had as its foundation a combination of didactic instruction in the classroom & integrated, hands-on "Socratic Method" learning in the clinical setting
The Medical Council of India
MCI Regulations on Graduate Medical Education, 1997, made it mandatory for all medical colleges to establish Medical Education Units (MEUs) / MET
In order to enable Faculty members to avail modern education technology for teaching
Faculty Development Programmes
ObjectiveObjective
To Improve the Quality of
Medical Training by Training
the Teachers
AIMs
Sensitize teachers about new concepts in teaching & assessment methods
Develop knowledge & clinical skills required for performing the role of competent & effective
Teacher, Administrator, Researcher & Mentor (TARM)
Assist Clinicians to acquire competency in communication & behavioural skills
Update knowledge using Modern Information & Research Methodology Tools
The ultimate Goal of Medical Education
To ensure that students can be transformed into the most effective deliverers of patient care that is possible…
MCI Regional Centres Regional Centres, since July 2009
Workshop & Module
A 3 days module for the Basic
Course Workshop in Medical
Education Technologies
A one-day module for an Orientation
programme developed for
Coordinators of Medical Education
Units
Fellowship in Medical Education (FAIMER®)
In 2000, the Educational Commission for Foreign
Medical Graduates (ECFMG®) Philadelphia,
Pennsylvania, United States
Established Foundation for Advancement of
International Medical Education and Research
(FAIMER®)
With the intention of helping to improve global
health by improving health professions education
Medical Education Unit, Medical Education Unit, NEIGRIHMSNEIGRIHMS
Dr. A. Mishra Chairman
Dr. Md. Yunus Co-ordinator & M S
Dr. S. Panda Member
Dr. A. Handique Member
Dr. W.V. Lyngdoh Member
Dr. M. Agarwal Member
Dr. Star Pala Member
Mrs. W. Dkhar Member
First Aim of the Medical Education Unit
(MEU)
Training & Development of Teaching
skills of Teachers / Faculty (Faculty
Development OR Training of Trainer)
Other objectives of Medical Education Unit
Printing facility for poster
Scientific Photography section
Videography with editing facility
Computer skill development
programme
Scientific writing
Bibliographic management
Organization of one-two day
CME/Workshop /Training
programme/Guest Lectures
conducted by Eminent Speakers
of the Country & from abroad.
Supporting other departments in
the organization of
CME/Workshop/Training Course
Orientation program for MBBS ,
PG Student & New Faculty
Coordination of CGR
Supervision of Lts
Development of protocol &
Manual for Institute
Many more
School Teacher – Medical Teacher
There is an effective and compulsory
training programme for school teachers to
teach & train their students
Unfortunately there is no such compulsory
course to become a medical teacher
•Teaching •Education
•research
•Clinical
practice•Administration
Medical Faculty –Role
•Mentor•FacultyFaculty
…Today’s Challenges in MedicalEducation
Too much informationToo much information
Too little timeToo little time
Too many students in crowded roomsToo many students in crowded rooms
Exams that discourage real learningExams that discourage real learning
Advan. Physiol. Edu.Advan. Physiol. Edu. 31: 283-287, 2007 31: 283-287, 2007
How we learn/ learnt…How we learn/ learnt…
When we were medical students…
And now…are we still learning or just teaching?
The old way of learning, was knowing what you should know.
•BMJ 2003;327:1430-1433BMJ 2003;327:1430-1433
Now the way of learning is knowing what you don't know, not feeling bad about it, and knowing how to
find out
•BMJ 2003;327:1430-1433 BMJ 2003;327:1430-1433
Uncertainty was discouraged and ignorance avoided
Now, uncertainty is legitimized and questioning encouraged
•BMJ 2003;327:1430-1433BMJ 2003;327:1430-1433
Medical education was learning by Humiliation, with Naming, Shaming
& Blaming
Now, students are encouraged to question received wisdom
•BMJ 2003;327:1430-1433BMJ 2003;327:1430-1433
TV will be shut in 10 years, says BILL TV will be shut in 10 years, says BILL GATESGATES
"An interesting revolution is underway".
said Microsoft founder Bill Gates.
In the future there will be elimination of
text book or books altogether because
we will have a very light screen, a tablet-
like computer connected to the Internet
that you will carry with you at all times.
WHAT IS TEACHING?
Teaching
Is an art
Requires 3 things - - -
Expertise at the subject
Grasp of the language
Skills to communicate
Teaching
4th important thing required is
CHOOSING THECHOOSING THE
APPROPRIATEAPPROPRIATE
TEACHING TEACHING
AIDAID
Teaching
Previously educationists gave importance
to teaching only Teaching
Presently Educationist give importance to
Teaching‐Learning
In present, the attention is more focused
on Learning & the Learner
“I never try to teach my students any thing
I only try to create an
environment where they can learn”
Albert Einstein
WHAT IS PROCESS OF LEARNING
WHAT IS LEARING?
Learning is the sharing or transfer of information between two parties
Learning is…
Learning
A process resulting in some change or
modification in the learner’s way of thinking,
feeling & doing
More effective the learning experience,
better is the learning
New experience is just a beginning step
How is learning initiated?
New experience‐registration
Analysis‐reflection‐action
Analysis another experience or exposure
Repetition of the process, till a demonstrable
change occur in the learner
Learning is thus a cyclical process
Can be an uprising spiral motion
Learning – relativelypermanent change in behavior
Learning
83 % - See
11% - Hear
3% - Smell
2% - Touch
1% - Taste
Retention
10% - Read
20% - Hear
30% - See
50% - See/Hear
70% - Discuss
80% - See/Hear/Do
Adult learning
Why we want to discuss?
Malcolm Knowles
1980 text: Modern Practice of Adult Education
Androgogy
Art and practice of teaching adult learners
Distinct from learning in childhood
PedagogyPedagogy
Androgogy vs. Pedagogy
Pedagogy
Formal
Learners are dependent
& directed by teacher
Evaluation is external
(teachers, tests)
Learners extrinsically
motivated (grades)
Androgogy
Informal & cooperative
Learners are independent
& self‐directed
Evaluation through self
assessment
Learners intrinsically
Motivated
Learning to e-learning
E-learning is also called Web-based learning
online learning
computer-assisted instruction
Internet-based learning
Didactic lectures The problems with
traditional didactic lectures is that they often present information that targets one of the many learning style of the students involved.
In addition, the time & resources required to deliver the material is high and often does not completely meet the needs of those who are participating
Pros and Cons of Didactic Lectures
Traditional didactic lectures address the delivery of factual knowledge; however one can question both the effectiveness as well as efficiency of this mode of education
The traditional didactic lecture is more passive in nature & less effective as a teaching tool compared with active learning methods
Knowledge Transfer a Growing Challenge
Effective knowledge transfer is of paramount importance for the maintenance & advancement of our health care system
Traditional Education Methods Need Change
Traditionally, medical education had as its foundation
a combination of didactic instruction in the classroom
& integrated, hands-on "Socratic Method" learning
in the clinical setting
Of late an increase in the use of problem-based learning
discussions (PBLD's)
In an effort to integrate basic science knowledge & clinical
decision making with a goal of teaching critical decision making
skills to upcoming physicians & other health care providers
The teacher & changes in medical education
1- Changes in medical education
• Medical education has seen major changes over the past
decade
• Integrated teaching
• Problem-based learning
• Community-based learning
• Core curricula with electives or options & more systematic
curriculum planning
The teacher & changes in medical education
2- Changes in medical education
• Increasing emphasis is being placed
on self-directed study with students
expected to take more responsibility
for their own learning
The teacher and changes in medical education
3- Changes in medical education
• The application of new learning technologies
has supported this move
• New directions can be identified too in the
area of assessment with increased emphasis
on performance assessment
The teacher and changes in medical education
4- An increased emphasis on the students The increasing emphasis on student
autonomy in medical education has moved the centre of gravity away from the teacher and closer to the student
Indeed it has become fashionable to talk about learning & learners rather than teaching & the teacher
SPICES Model of Medical Education
Student-centered ---x Teacher-centered
Problem-based---- x Information-oriented
Integrated -----x Discipline-based
Community-based ----x Hospital-based
Elective ----x Uniform
Systematic ---x Apprenticeship
Physician of the 21st century
• Effective Medical and Health Communication.
• Good clinical skills.
• EBM based Diagnosis, Management, Therapeutics
• Lifelong Learning.
• Social & Community Contexts of Health Care.
• Ability to effectively use tools of medical informatics
Group Dynamics & TeamBuilding
Teaching Learning Process
Principles of adult learning2. Self‐directed learning3. Motivation to learn
Taxonomy ofEducational objectives
What is MicroTeaching
Principles of assessment(purpose, types, aligning with objectives)
Interactive TeachingTechniques
Appropriate and effective use of media in teaching learning
Assessment Of Knowledge
Construction of MCQs
Setting Of Question Paper
&
Concept Of Blue Printing
Item Analysis ‐ Process &Demonstration
Continuous InternalAssessment
Summery
• Medical education has a history of tinkering with the
curriculum endlessly without realizing larger
educational objectives
• Medical college have yet to create a True learner-
centered environment that makes active, Self-Directed
Learning
• Under the close Tutelage of Interested Faculty
Members
Created by Dr Md. YunusCreated by Dr Md. Yunusfor awareness of for awareness of Medical EducationMedical Education
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