MEDICAL EDUCATION What and Why Prof Tahmina Begum

MEDICAL EDUCATION What and Why? Prof. Tahmina Begum FCPS, MD, MMEd

Objectives � � What is Medical Education Why do we need Medical Education History of Medical Education Major Areas of Medical Education

Education - Is what survives when what has been learned has been forgotten -Skimmer

Medical education has 3 domains Knowledge Skills Attitude

Medical Education Medical education not only to provide students with knowledge …. But to teach and train on skills and to motivate students with attitudes and outlook of a medical professional

As a professional, we have a duty to maintain a good standard of practice and care and to show respect to human life

Aim of Medical Education To produce doctors with � wide range of skills � Relevant knowledge � Appropriate attitudes to meet the demand of the society & profession

Teachers are not teachers …. . and assessors too!

Teacher � � Have a profound responsibility to convey the art & science of current medical practice Must be aware of the principles of teaching –learning and assessment

Teachers are born, they are not made? Teachers are not born, they are made!

HISTORY OF MEDICAL EDUCATION Few Landmarks

The Flexner Report What was done? � In 1908, the Carnegie Foundation for the Advancement of Education in the United States authorised a study and report on the schools � of medicine in the United States. Abraham Flexner (a high school principal) was requested to conduct the study under the direction of the Foundation.

The Flexner Report What was done? � Flexner visited � all medical schools in North America, � a total of 150 undergraduate and 12 postgraduate schools in the US and 8 undergraduate schools in Canada. His report was published in 1910

The Flexner Report � � � What Flexner reported Too much theory Too much class Little interaction Only observation Less chance of participation

The Flexner Report � � � How things changed. The impact of the report and the sustained changes it produced are remarkable. It succeeded in establishing a single model of medical education that continues to the present day.

To cope with these changes Educational institutions need � to make their curricula more meaningful and relevant to the needs of the time � to produce doctors oriented to the real needs of the community.

“The physicians function is fast becoming social & preventive rather than individual & curative “ Alexender Flexner

The Edinburgh Declaration (1988) Actions within the medical school 1. Widen educational settings 2. National health needs as the context for curricula 3. Active learning methods (tutorial, self-directed and independent) for continuity of learning throughout life 4. Require professional competence (not mere knowledge recall) 5. Train medical teachers as educators 6. Prevention of illness and health promotion 7. Integration of science and clinical practice 8. Selection of applicants, for non-intellectual as

"Tomorrow's Doctors" of General Medical Council (GMC) of UK § Doctors of 21 st century

The Lancet 2010, Education of health professionals for the 21 st century: a global independent Commission It seeks to � advance health by recommending instructional and institutional innovations � develop a new generation of health professionals who will be better equipped to address present and future health challenges

Major areas of Medical Education

Major Areas of Medical Education Curriculum Educational Strategies Evaluation of Teachers and program Teaching – Learning Methods Media and Material Current Assessment Interest Faculty Development Research

Current Interest

Current Interest Continuing professional development Communication Skill Staff development Microteaching Doctor Patient Relationship Comprehensive professional development for medical faculty Patient safety

Certificate course on medical education

‘A teacher can never truly teach, unless he is still learning himself’ Rabindranath Tagore

COURSE DESIGN Four module Ø Each module has four units Ø

Contemporary issues in medical education (module 1) � � Curriculum development Educational objectives and competencies Principle of teaching- learning & teaching methods e-learning and continuing professional development (CPD)

Learning outcome Educational environment Assessmen t Content Educational strategies Learning opportunities An extended version of curriculum

Educational objective � � � Objective is the corner stone of instruction Aim is the broad statement of overall purpose or intention Objective is more precise & detailed. It is the desirable educational outcome & expressed in terms of what student will be able to do at the end of the course.

§ Teaching § is helping someone to learn something § is providing students with opportunities to learn is an organized communication between teacher & students

Learning � � � Natural, continuous, active process Acquiring knowledge by study Change of behavior or capacity for new behaviors

Facilitator Change of behaviors Learner

TEACHER Facilitator 2. Information provider 3. Motivates Involves learners actively 1. 4.

Teaching-Learning Cycle Planning Evaluating Assessing Teaching Learning

LEARNING APPROACH Ø Surface- only memorization of words & not retained for longer time Ø Deep –get the ideas behind the words, remained for longer time

e- learning Electronic resource / computer based education Important & the most current interest

Continuing Professional Development (CPD) � � � Medical education- Under graduate - Post-graduate - Continuing education/ life long learning- CPD /CME: It is a dynamic educational process to improve & upgrade ones professional performance. CPD- multi-professional CME- uni-professional

Instructional design (module 2) � � Principles of Instructional design and typography Power-point preparation and presentation study guide and hand out Educational environment & staff development

Insruction, needs � � � Designing a lesson plan following Gagne’s 9 events of instruction Preparing power point slides & presenting Preparing study guide & hand-out to facilitate learning

Teaching-learning (Module 3) � � Integrated teaching Interactive large group teaching Small group teaching and clinical teaching Other educational strategies- micro-teaching, distance learning, problem based learning (PBL), evidence based learning

Integrated teaching � � � Traditional curriculum- discipline based, teacher centered & examination oriented Course-pre-clinical, para-clinical & clinical, not related to each other, unnecessary repetition Students forget & failed to correlate the topics Integration- co-ordination in teaching –learning activities Integration a) Horizontal b) Vertical

Large group teaching Lecture is one way teaching How to make it interactive? � Gaining attention � Periodic pause & review � Questioning � Immediate test � Student participation � Ask student to summerize

Assessment (module 4) � � Principles and methods of assessment and criteria of good assessment Written assessments- essay questions, Structured Essay Question (SEQ) Modified Essay Question (MEQ), Multiple Choice Questions (MCQ), Short Answer Question (SAQ) Performance based assessment –Objective Structured Clinical Examination (OSCE)/OSPE, Clinical examination (Long and short case), DOPS, Mini- CEX Structured Oral Examination (SOE), selfassessment and portfolio

Assessment, things to remember Validity Ø Reliability Ø Objectivity Ø Miller’s pyramid Ø Competence Ø Performance Ø Formative assessment Summative assessment

METHODS OF TEACHING q Reading the supplied materials q Face to face

Assessment � � Formative (On line), feedback is given by the facilitators with Website. Assignment for each unit & MCQ Summative -SAQ, -Structured oral exam -Practical

… education is “not the filling of a pail, but the lighting of a fire. ” William Butler Yeats

Let there be light

Thank You