Carlos Kiyan Tsunami, MDckiyan@itg.beMoscow, October 1 2007

Since 2003, ITM organises each summer the Short Course on Antiretroviral Therapy (SCART) with about 40 physicians/year, who work in low resource countries

(N=1564)

European Quality Observatory. 2005. Quality in e-learning. Use and dissemination of quality approaches in European e-learning. A study by the European Quality Observatory. Available at: http://www2.trainingvillage.gr/etv/publication/download/panorama/5162_en.pdf

“All the planned and systematic activities implemented within the quality system, and demostrated as needed, to provide adequate confidence that an entity will fulfil requirements for quality”

Wouter , V. 1998. Application of ISO 9000 standards to education an training. European Journal Vocational Training 15 . Available at:http://www.trainingvillage.gr/etv/Upload/Information_resources/Bookshop/124/15_en_vandenberghe.pdf

Procedures Monitoring Records Identification and Analysis

Corrective action

Meet the needs and demands of its customers in a planned and controlled way.

Not guarantee that Not guarantee that the products are the the products are the highest possible highest possible quality level. quality level.

Wouter , V. 1998. Application of ISO 9000 standards to education an training. European Journal Vocational Training 15 . Available at:http://www.trainingvillage.gr/etv/Upload/Information_resources/Bookshop/124/15_en_vandenberghe.pdf

EVALUATION COMPONENTS BY UOC (OPEN UNIVERSITY IN CATALUÑA SPAIN)

Framework proposal by European quality observatory

•Learning objectives•Concept of the contents•Didactic concepts/methodology•Roles and activities•Organizational design

•Realization of content•Implementation of design

•Testing of learning resources•Adaptation of learning resources•Release of learning resources

•Administration•Activities•Review of level of competence

•Planning•Implementation•Evaluation•Optimization

•Initiation•Identification of stakeholders•Definition of objectives•Needs analysis

•Analysis of external context•Analysis of personnel resources•Analysis of target group

•IT and tools Skills•Domain of the knowledge

•Opinion of Teaching staff knowledge level •Material, activities according with the learning objectives

•Academic Results

Duart J. 2001 Evaluation of teaching quality in virtual learning environments. Available at http://www.uoc.edu/web/esp/art/uoc/0109041/duartmartin_imp.html

http://cmap.ihmc.us/

1. Understand the clinicalclinical, immunological and virological evolution over time of HIV infection in adults and children.

2. Make predictionspredictions on the course of natural course of natural evolutionevolution based on clinical and immunological data of the patient.

3. Apply WHO (World Health Organization) stagingstaging system on individual patients (adults and child)

4. Use Clinical and Laboratory Information Laboratory Information to identify patients who need OI (Opportunistic Infections) prophylaxis and HAARTHAART

LEVEL DEFINITION SAMPLEVERBS

SAMPLEBEHAVIORS

KNOWLEDGE Student recalls orrecognizes information,ideas, and principlesin the approximateform in which theywere learned.

WriteList LabelNameStateDefine

The student will define the 6 levels of Bloom'staxonomy of thecognitive domain.

COMPREHENSION Student translates,comprehends, orinterprets informationbased on priorlearning

ExplainSummarizeParaphraseDescribeIllustrate

The student will explainthe purpose of Bloom'staxonomy of thecognitive domain

APPLICATION Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.

UseComputeSolve DemonstrateApplyConstruct

The student willwrite an instructionalobjective for eachlevel of Bloom'staxonomy.

ANALYSIS Student distinguishes,classifies, and relatesthe assumptions,hypotheses, evidence,or structure of astatement or question.

AnalyzeCategorizeCompareContrastSeparate

The student willcompare and contrastthe cognitive andaffective domains

SYNTHESIS Student originates,integrates, andcombines ideas into aproduct, plan orproposal that is newto him or her.

CreateDesignHypothesizeInventDevelop

The student willdesign a classificationscheme for writingeducational objectivesthat combines thecognitive, affective,and psychomotordomains.

EVALUATION Student originates,integrates, andcombines ideas into aproduct, plan orproposal that is newto him or her.

JudgeRecommendCritiqueJustify

The student willjudge the effective-ness of writingobjectives usingBloom's taxonomy.

Blooms Taxonomy

1. Understand the clinical, immunological and virological evolution over time of HIV infection in adults and children.

2. Make predictions on the course of natural evolution based on clinical and immunological data of the patient.

3. Apply WHO (World Health Organization) staging system on individual patients (adults and child)

4. Use Clinical and Laboratory Information to identify patients who need OI (Opportunistic Infections) prophylaxis and HAART

General overview of all the learning objectives and the relationship among them.

Identify clearly the learning activities and materials needed to achieve the learning objective.

Make a summary for the students, they can have an idea of what we want them to learn.

Dr. Lut LynenDr. Lut Lynen Dr. Maria ZolfoDr. Maria Zolfo Verena Renggli Verena Renggli Inge De WaardInge De Waard