8th MCI Basic Course Workshop on Medical Education Technology

ANDHRA MEDICAL COLLEGE 

MCI Regional Centre for Medical Education Technology 

8th Basic Course Workshop 

16th to 18th December 2014 (Tues - Thurs)

A   VERY   WARM  WELCOME   TO  THE   8TH  BASIC  WORKSHOP  ON  M.E.T.
Program starts at 8.00AM  on 16th December 2014. Registrations start from 8.00AM
venue - AMC Seminar Hall. Panagal block (principal's office block) Andhra Medical College vizag.
Please be there on time. 17th &18th sessions start at 8.30AM. daily sessions go on upto 5.30PM
Please note that attendance for all sessions is mandatory - pl cooperate with us.
(matter continues after photographs) - 

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Note - A project proposal related to medical education has to be formulated in the workshop - one by each participant. 
The participants go back to their colleges and must complete their project and submit a report to the Medical Education Cell / MCI Regional Centre, AMC Vizag.

CONTACT NUMBERS: 

Dr.KVV Vijay Kumar - 98491 13744
Dr P Saroj - 98484 44002
Dr KV Ram Prasad - 98665 96696

Dr PJ Srinivas - 

Dr Dhanyasri - 99595 60507
Dr Venkatachelam - 94409 23840

TENTATIVE SCHEDULE IS GIVEN AT THE END OF THIS POST.
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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 3^rd 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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Course fee of Rs. 1500 includes a working lunch and tea /biscuits.  
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DAY 1 -

Time	Topic
8.00 – 8.30	Welcome & Registration
8.30- 8.45	Pre-Test
8.45- 9.00	Introduction & Ice Breaking
9.00- 9.45	Group Dynamics & Team Building
9.45- 10.15	Systems Approach in Medical Education
10.15- 10.30	Tea
10.30- 11.00	Inauguration
11.00- 11.30	Teaching Learning Process & Principles & Motivation
11.30- 12.00	Adult Learning & Self Directed Learning
12.00- 12.45	Taxonomy & Domains & Exercise
12.45- 1.15	Educational Objectives
1.15- 1.45	Lunch
1.45- 1.55	Exercise
1.55- 2.40	Competencies & Writing them & Exercise
2.40- 3.10	Introduction to  Microteaching
3.10- 3.25	Tea
3.25- 4.05	T / L Media & Exercise
4.05- 4.25	Powerpoint
4.25- 4.55	Lesson Plan
4.55- 5.15	Exercise
5.15- 5.30	Day Summary & Feedback

DAY 2 -

8.30- 8.45	Review - Preview
8.45 – 9.20	Curriculum – Introduction Components & Development
9.20 – 9.45	Exercise
9.45 – 10.15	Quality Assurance in Medical Education
10.15 – 10.30	Tea
10.30 – 11.15	Principles of Assessment & Exercise
11.15 – 11.45	Assessment of Knowledge- Essay Q & Improvement (Structured EQ)
11.45- 12.00	Short Answer Q
12.00- 1.00	Microteaching Sessions
1.00-  1.15	Exercise
1.15 – 1.45	Lunch
1.45- 2.15	MCQs & Item Analysis
2.15- 2.30	Exercise
2.30 – 2.50	Question Paper setting & Blueprint
2.50- 3.05	Exercise
3.05- 3.30	Open House on Assessment
3.30 - 3.45	Tea
3.45 – 4.15	Effective Feedback
4.15 – 4.45	Formative & Internal Assessment
4.45 – 5.15	Correction & scoring of answer scripts (Interactive)
5.15 – 5.30	Day Summary & Feedback

DAY 3 -

8.30 – 8.45	Review & Preview
8.45 – 9.15	Interactive Teaching Methods – Large Group T/L methods
9.15 – 9.45	Small group T/ L methods
9.45 – 10.00	Exercise
10.00 – 10.30	Clinical & practical T/ L methods
10.30 – 10.45	Tea
10.45 – 11.00	Exercise
11.00 – 11.20	Principles of e-learning
11.20 – 11.40	Virtual Learning & Distance Learning
11.40 – 11.50	Exercise
11.50 – 12.10	Good Teaching Practice : Foundation Course & Discussion
12.10 – 12.40	Good Teaching Practice : Communication Skills & Exercise
12.40 – 1.00	Good Teaching Practice : Integrated Learning & Discussion
1.00 – 1.30	Lunch
1.30 – 1.50	Good Teaching Practice : Early Clinical Exposure & Discussion
1.50 – 2.20	Assessing skills – Practicals & clinics
2.20 – 2.40	Improving Long Case & OSCE – OSPE
2.40 – 2.55	Tea
2.55 – 3.55	OSCE /OSPE Exercise & Demo
3.55 – 4.30	Orals /Viva voce
4.30 – 5.00	Post Test Day Summary & Feedback & Project Proposals
5.00 - 5.30	Valedictory

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