10th MCI Basic Course Workshop on Medical Education Technology - Andhra Medical College

10th Basic Workshop on Medical Education of MCI at Andhra Medical College Visakhaptnam. 2015 June 9th to 11th (tuesday to thursday)

MCI Regional Centre for Medical Education Technology

Andhra Medical College Visakhapatnam

10^th Basic Workshop on Medical Education Technology

9th to 11th  June 2015 

A   VERY   WARM  WELCOME   TO  THE   10TH  BASIC  WORKSHOP  ON  M.E.T.
Program starts at 8.30AM sharp on 9th june 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)

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CONTACT NUMBERS: 

Dr.P Balamuralikrishna 98492 72308 
Dr KVV Vijaya Kumar 98491 13744
Dr P Saroj 98484 44002

Dr I Vani  - 9346627652 
Dr Venkatachelam - 94409 23840

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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 feasible, objective, relevant, unequivocal, measurable (mnemonic - ‘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

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.

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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.

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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, mini-CEX (mini clinical examination), OSLER (objective structured long case examination record), 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 the 10th Basic Course Workshop - June 9 to 11, 2015 -

Ashalatha D	Associate Professor Department of Anatomy
Lakshmana Rao P	Assistant Professor Department of Anatomy
Kasi Babu A	Professor Department of Biochemistry
Leela KV	Associate Professor Department of Biochemistry
Geethanjali MP	Professor Department of Physiology
Sreedevi B R	Assistant Professor Department of Physiology
Raju PSN	Assistant Professor Department of Physiology
Rajeswara Rao V	Professor Department of Ophthalmology
Viswamithra P	Associate Professor Department of Ophthalmology
Nirmala Jyothi P	Assistant Professor Department of Ophthalmology
Sri Ramachandra Murty	Assistant Professor Department of Ophthalmology
Kanakamaha Lakshmi A	Assistant Professor Department of Medicine
Vikram Vardhan R	Assistant Professor Department of Medicine
Sugunakara Rao K	Assistant Professor Department of Surgery
Uma N	Associate Professor Department of OBG
Sandhya Devi KVSM	Associate Professor Department of OBG
Anuradha J	Assistant Professor Department of OBG
Rajani Kumari B	Assistant Professor Department of OBG
Ananda Kumari M	Assistant Professor Department of OBG
Usha Devi	Assistant Professor Department of OBG
Usha Prasad	Assistant Professor Department of OBG
Chandraprabha	Assistant Professor Department of OBG
Jhansilakshmi S	Assistant Professor Department of DVL
Gayatri Devi Y	Assistant Professor Department of Pulmonary Medicine
Sujatha N	Professor Department of Radiotherapy
Aparanji K	Assistant Professor Department of Anesthesiology
Padmaja A	Assistant Professor Department of Anesthesiology
Sudhakar PV	Professor Department of Plastic Surgery
Dasaratha Rao	Assistant Professor Department of Pediatric Surgery

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