9th Basic Workshop on Medical Education of MCI at Andhra Medical College Visakhaptnam. 2015 February 3rd to 5th (tuesday to thursday)
MCI
Regional Centre for Medical Education Technology
Andhra
Medical College Visakhapatnam
9th
Basic Workshop on Medical Education Technology
3rd to 5th February 2015
A VERY WARM WELCOME TO THE 9TH BASIC WORKSHOP ON M.E.T. Program starts at 8.30AM sharp on 3rd February 2015. Registrations start from 8.00AM
venue - AMC Seminar Hall. Panagal block (principal's office block) Andhra Medical College vizag.
Please be there on time. daily sessions go on upto 5.30PM
Please note that attendance for all sessions is mandatory - pl cooperate with us.
course fee = 1500 rs. (working lunch. tea /biscuits)
accommodation available in Sr.residents hostel - on twin sharing basis - on first come first serve basis.
CONTACT NUMBERS:
Dr.P Balamuralikrishna 98492 72308
Dr KVV Vijaya Kumar 98491 13744
Dr P Saroj 98484 44002
Dr KVV Vijaya Kumar 98491 13744
Dr P Saroj 98484 44002
Dr Dhanyasri - 99595 60507
Dr Venkatachelam - 94409 23840
Dr Venkatachelam - 94409 23840
he workshop is being conducted at the AMC Seminar Hall in the building of the Principal's office- Panagal Building- Andhra Medical College.
For those who are not familiar with this place - the college and hospital (andhra medical college and king george hospital or KGH are in the same campus which is quite big - the hospital is on the northern side & the Physiology /Anatomy dept on the southern side with the Principal's office in the middle.)
The way to the college & principal's office & our venue is through the KGH Main gate.
KGH has 3 gates - OP gate at the western end and the Main /In gate at the eastern end. In between is the 'outgate' which allows vehicular traffic only in outward direction.
The hospital - KGH or King George Hospital is very popular and once you get into its Main Gate it leads slightly obliquely (crossing various wards) but right up a slope to the Principal's Office in Panagal Building.
This building has the Principal's office and depts of SPM (and also Biochem & Pharma) - the seminar hall is in the ground floor.
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pl read the following or your material on medical education if you can (before coming) - it hastens /facilitates our workshop activities -
Educational
Technology for Medical Teachers – A Recap
Education = process to bring a
desirable change in the behavior of the student
Latin
e-ducere means ‘to lead out’.
Educate
= develop the knowledge, skill or character of . . .
Educational spiral /
triangle consists of 3 components of
any educational program –
-
Objectives
-
Teaching/ Learning Experience or Activity
-
Evaluation
Educational Objectives can be
-
National objectives (broad goals of medical education)
-
Institutional Objectives (for the college)
-
Departmental objectives (for the particular dept./ speciality)
-
Specific Learning objective (for a given task/ knowledge)
SIO / SLO : A specific learning or
instructional objective must be
‘FORUM’ –
Feasible
Objective
Relevant
Unequivocal
& clear
Measurable
e.g.
at the end of the posting in Gynaec, the 3rd semester student must
be able to
- perform the 4 grips in abdominal examination of a
pregnant woman
- mention the normal values of Hb, urinalysis &
GTT in a pregnant woman
- interpret the lab report of GTT of
a pregnant woman as normal or diabetes
- be gentle & maintain privacy
when performing a pelvic examination
3 taxonomical domains of
learning –
-
Cognitive = theoretical / knowledge domain (Head)
-
Psychomotor = practical skills (Hand)
-
Affective = attitudes (Heart)
e.g.
in the above objectives, 1 is psychomotor, 2&3 are cognitive and 4 is
affective.
Curriculum –
Is
more than syllabus. Besides the syllabus or knowledge to be learnt, curriculum
includes how the knowledge will be learnt, when, by whom, with what aids and
how it will be assessed. It is a written description of what happens during the
educational course.
Teaching /learning
principles –
Memory
consists of 3 stages – Receiving the stimulus, Primary or short term memory
& Permanent or long term memory
Learning
is influenced by
-
Frequency of stimulus
-
Reinforcement
-
Internal motivation
-
Logical sequence, relating unknown to known
-
Competition with peers
-
Personal experiences
Teaching /learning methods -
Large group teaching – for 30 or more students –
-
Lecture
-
Symposium – by a group of
experts speaking serially
-
Panel – experts interact with a moderator
Small group teaching /
learning methods – for
< 30 students
Group
discussion – free or controlled by a teacher.
Seminar
– usually by advanced learners
Tutorial
– teacher guides a group, clarifies doubts, etc.
Workshop
– for hands on experience
Bedside
Clinics
Demonstration
Role
play
Field
visits
Buzz
group
Syndicate
Individual learning methods –
-
Reading / self study
-
Programmed learning – e.g. with a computer
-
Project
-
One to one conference
-
Simulation
Teaching learning aids –
Visual – Non- projected – blackboard,
marker board, other boards, charts, pictures,
Specimens, models, photographs, microscope
slides,
-
Projected – OHP, slide projector, silent films, epidiascope, projector,
LCD projector /powerpoint
Audio – Microphone/speakers, record player, CD
/cassette player, Radio
Audiovisual – Synchronized Tape-slide,
Video films, TV, cine films, computer
/DVD
Others – Simulators, manikins (for psychomotor skills),
computers for simulation, etc
Chalkboard – inexpensive; can solve
problems, explain organization of a concept; only smaller group can see; no eye
contact
Plan;
don’t overcrowd board; be neat and simple.
Overhead Projector – need not switch off
lights; easy to prepare; can reuse.
Can
write / draw /Xerox. Eye contact present.
Use
only 1 or 2 colors. Preferably <7 lines per sheet. Letters at least 7 mm. high
& at least 7 mm. apart. One concept per sheet.
Evaluation –
Determining
how well (the extent to which) the student has acquired the educational
objective. A test is a tool for evaluation and has a series of items
/questions. Evaluation or the tests of evaluation may be –
1. Formative (to provide
feedback to student for improvement) or
-
Summative (test for certification for pass /fail)
2. Subjective – e.g. essay q.,
orals,
-
Objective – e.g. MCQs, OSCE,
3. Supply type – e.g. fill in
blanks, essay q.
-
Selection type – e.g. MCQs, True/false
4. Open ended – e.g. essay
-
Closed ended – e.g. MCQs, true /false
5. Internal exam – examiner
involved in instruction
-
External exam – examiner not the teacher of the student
6. Criterion based evaluation –
a set pass mark is pre-fixed & those who get it pass
-
Norm based evaluation – a set proportion of students are passed
7. Product evaluation – seeing
if student got answer
-
Process evaluation – seeing how student proceeded to the answer
8. Written / oral / practical
9. Continuous evaluation
-
Terminal evaluation
Written tests can be – Long essay
question, Structured essay q., Short answer question (short notes), Multiple
choice questions, fill in the blanks, true/false, matching,
Practicals can be experiments, clinical
examinations, OSCE/OSPE, standaradised patients,
Orals /viva voce
Other evaluation methods – observation & global
rating, structured observation, role play, project work, Self assessment, peer
assessment, patient assessment (360 degree assessment), portfolio, logbook,
record, interview.
OSCE / OSPE – Objective Structured
Clinical / Practical Examination is a way of structuring the clinical
/practical exam to make it more objective. There are several ‘stations’ and
students keep rotating from one to the next. The student performs a given task
at each station where he is observed by an observer/ faculty with a check list
to see which steps he has done, which he has omitted, etc. This can be used for
evaluation and also as formative evaluation for feedback.
Microteaching – is a method to improve
one’s teaching/ presentation skills. The teacher takes a short ‘class’ to a
small group of 4 or 5 peers or students, after deciding which skill he will
practise. The group gives feedback and the teacher may once again take a class
if needed to improve that skill. (e.g. skill of maintaining eye contact, or
voice modulation, etc.)
Micropresentation is a modification of the
above technique which can be used to train PGs / UGs in presentation skills –
like case presentation, or viva voce. The emphasis here is on presentation
skills and not on subject content per se.
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participants attending 9th basic MCI workshop in February 2015 3rd to 5th tuesday to thursday
|
Bora Prasada Rao
|
Associate Professor
Department of Physiology
|
|
Burri Thirumala Rao
|
Assistant Professor
Department of SPM
|
|
N.Srikantha Rao
|
Associate Professor
Department of Anatomy
|
|
K.Manoj Kumar
|
Assistant Professor
Department of Medicine
|
|
G.Hima Bindu
|
Assistant Professor
Department of Pharmacology
|
|
M.Subba Rao
|
Assistant Professor
Department of Forensic
Medicine
|
|
V.Aruna Kumari
|
Assistant Professor
Department of Pathology
|
|
Y.Rajani
|
Assistant Professor
Department of Microbiology
|
|
B.Balaji Naik
|
Associate Professor
Department of DVL
|
|
Md.Zafrullah
|
Professor
Department of Physiology
|
|
K.Ambika Devi
|
Professor
Department of Biochemistry
|
|
V.Seshayamma
|
Professor
Department of Pharmacology
|
|
S.Subbarayudu
|
Professor
Department of Microbiology
|
|
P.G.Deotale
|
Professor
Department of SPM
|
|
P.Bapuji
|
Professor
Department of Anatomy
|
|
Sudhir Kumar Satpathy
|
Professor
Department of SPM
|
|
Ch.Swamy Naidu
|
Professor
Department of Surgery
|
|
Prahallada Chandra Mishra
|
Professor
Department of Medicine
|
|
Vaddadi Sarojini
|
Professor
Department of Gynaecology
|
|
P.Vijaya Kumar
|
Professor
Department of Medicine
|
|
P. Kalyan Chakravarthy
|
Associate Professor
Department of Anesthesia
|
|
Vydehi Bhimaraju
|
Professor
Department of Pathology
|
|
P.Kamal Subhashini
|
Assistant Professor
Department of Pharmacology
|
|
R.Sowjanya
|
Assistant Professor
Department of Gynaecology
|
|
A.Sita Rama
|
Professor
Department of SPM
|
|
N. Subrahmanyam
|
Associate Professor
Department of ENT
|
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