introduction of medical education domain

An Introduction of Medical An Introduction of Medical

Education Domain Education Domain

Md. Yunus Md. Yunus

Co-ordinator Medical Education Unit, Co-ordinator Medical Education Unit, NEIGRIHMSNEIGRIHMS

Medical Education is Geographical Domain

Has Boundaries

A Landscapes

Mix of inhabitants

Social system that energies it &

manage in it

Medical Education

A life long learning continuum

Explaining how learner enter the

continuum

What they experience thereafter

How medical practice can be made

most useful to society

Truly continuum Domain

Divide in time line

1. Undergraduate ME

2. Postgraduate ME

3. CME / CPD

continuous professional development

The whole purpose of study medicine

To be able to promote health & relive

suffering

Come in to focus which is very

motivating

Foundation of Medical Education

Medical education had as its foundation a combination of didactic instruction in the classroom & integrated, hands-on "Socratic Method" learning in the clinical setting

The Medical Council of India

MCI Regulations on Graduate Medical Education, 1997, made it mandatory for all medical colleges to establish Medical Education Units (MEUs) / MET

In order to enable Faculty members to avail modern education technology for teaching

Faculty Development Programmes

ObjectiveObjective

To Improve the Quality of

Medical Training by Training

the Teachers

AIMs

Sensitize teachers about new concepts in teaching & assessment methods

Develop knowledge & clinical skills required for performing the role of competent & effective

Teacher, Administrator, Researcher & Mentor (TARM)

Assist Clinicians to acquire competency in communication & behavioural skills

Update knowledge using Modern Information & Research Methodology Tools

The ultimate Goal of Medical Education

To ensure that students can be transformed into the most effective deliverers of patient care that is possible…

MCI Regional Centres Regional Centres, since July 2009

Workshop & Module

A 3 days module for the Basic

Course Workshop in Medical

Education Technologies

A one-day module for an Orientation

programme developed for

Coordinators of Medical Education

Units

Fellowship in Medical Education (FAIMER®)

In 2000, the Educational Commission for Foreign

Medical Graduates (ECFMG®) Philadelphia,

Pennsylvania, United States

Established Foundation for Advancement of

International Medical Education and Research

(FAIMER®)

With the intention of helping to improve global

health by improving health professions education

Medical Education Unit, Medical Education Unit, NEIGRIHMSNEIGRIHMS

Dr. A. Mishra Chairman

Dr. Md. Yunus Co-ordinator & M S

Dr. S. Panda Member

Dr. A. Handique Member

Dr. W.V. Lyngdoh Member

Dr. M. Agarwal Member

Dr. Star Pala Member

Mrs. W. Dkhar Member

First Aim of the Medical Education Unit

(MEU)

Training & Development of Teaching

skills of Teachers / Faculty (Faculty

Development OR Training of Trainer)

Other objectives of Medical Education Unit

Printing facility for poster

Scientific Photography section

Videography with editing facility

Computer skill development

programme

Scientific writing

Bibliographic management

Organization of one-two day

CME/Workshop /Training

programme/Guest Lectures

conducted by Eminent Speakers

of the Country & from abroad.

Supporting other departments in

the organization of

CME/Workshop/Training Course

Orientation program for MBBS ,

PG Student & New Faculty

Coordination of CGR

Supervision of Lts

Development of protocol &

Manual for Institute

Many more

School Teacher – Medical Teacher

There is an effective and compulsory

training programme for school teachers to

teach & train their students

Unfortunately there is no such compulsory

course to become a medical teacher

•Teaching •Education

•research

•Clinical

practice•Administration

Medical Faculty –Role

•Mentor•FacultyFaculty

…Today’s Challenges in MedicalEducation

Too much informationToo much information

Too little timeToo little time

Too many students in crowded roomsToo many students in crowded rooms

Exams that discourage real learningExams that discourage real learning

Advan. Physiol. Edu.Advan. Physiol. Edu. 31: 283-287, 2007 31: 283-287, 2007

How we learn/ learnt…How we learn/ learnt…

When we were medical students…

And now…are we still learning or just teaching?

The old way of learning, was knowing what you should know.

•BMJ  2003;327:1430-1433BMJ  2003;327:1430-1433

Now the way of learning is knowing what you don't know, not feeling bad about it, and knowing how to

find out

•BMJ  2003;327:1430-1433 BMJ  2003;327:1430-1433 

Uncertainty was discouraged and ignorance avoided

Now, uncertainty is legitimized and questioning encouraged

•BMJ  2003;327:1430-1433BMJ  2003;327:1430-1433

Medical education was learning by Humiliation, with Naming, Shaming

& Blaming

Now, students are encouraged to question received wisdom

•BMJ  2003;327:1430-1433BMJ  2003;327:1430-1433

TV will be shut in 10 years, says BILL TV will be shut in 10 years, says BILL GATESGATES

"An interesting revolution is underway".

said Microsoft founder Bill Gates.

In the future there will be elimination of

text book or books altogether because

we will have a very light screen, a tablet-

like computer connected to the Internet

that you will carry with you at all times.

WHAT IS TEACHING?

Teaching

Is an art

Requires 3 things - - -

Expertise at the subject

Grasp of the language

Skills to communicate

Teaching

4th important thing required is

CHOOSING THECHOOSING THE

APPROPRIATEAPPROPRIATE

TEACHING TEACHING

AIDAID

Teaching

Previously educationists gave importance

to teaching only Teaching

Presently Educationist give importance to

Teaching‐Learning

In present, the attention is more focused

on Learning & the Learner

“I never try to teach my students any thing

I only try to create an

environment where they can learn”

Albert Einstein

WHAT IS PROCESS OF LEARNING

WHAT IS LEARING?

Learning is the sharing or transfer of information between two parties

Learning is…

Learning

A process resulting in some change or

modification in the learner’s way of thinking,

feeling & doing

More effective the learning experience,

better is the learning

New experience is just a beginning step

How is learning initiated?

New experience‐registration

Analysis‐reflection‐action

Analysis another experience or exposure

Repetition of the process, till a demonstrable

change occur in the learner

Learning is thus a cyclical process

Can be an uprising spiral motion

Learning – relativelypermanent change in behavior

Learning

83 % - See

11% - Hear

3% - Smell

2% - Touch

1% - Taste

Retention

10% - Read

20% - Hear

30% - See

50% - See/Hear

70% - Discuss

80% - See/Hear/Do

Adult learning

Why we want to discuss?

Malcolm Knowles

1980 text: Modern Practice of Adult Education

Androgogy

Art and practice of teaching adult learners

Distinct from learning in childhood

PedagogyPedagogy

Androgogy vs. Pedagogy

Pedagogy

Formal

Learners are dependent

& directed by teacher

Evaluation is external

(teachers, tests)

Learners extrinsically

motivated (grades)

Androgogy

Informal & cooperative

Learners are independent

& self‐directed

Evaluation through self

assessment

Learners intrinsically

Motivated

Learning to e-learning

E-learning is also called Web-based learning

online learning

computer-assisted instruction

Internet-based learning

Didactic lectures The problems with

traditional didactic lectures is that they often present information that targets one of the many learning style of the students involved.

In addition, the time & resources required to deliver the material is high and often does not completely meet the needs of those who are participating

Pros and Cons of Didactic Lectures

Traditional didactic lectures address the delivery of factual knowledge; however one can question both the effectiveness as well as efficiency of this mode of education

The traditional didactic lecture is more passive in nature & less effective as a teaching tool compared with active learning methods

Knowledge Transfer a Growing Challenge

Effective knowledge transfer is of paramount importance for the maintenance & advancement of our health care system

Traditional Education Methods Need Change

Traditionally, medical education had as its foundation

a combination of didactic instruction in the classroom

& integrated, hands-on "Socratic Method" learning

in the clinical setting

Of late an increase in the use of problem-based learning

discussions (PBLD's)

In an effort to integrate basic science knowledge & clinical

decision making with a goal of teaching critical decision making

skills to upcoming physicians & other health care providers

The teacher & changes in medical education

1- Changes in medical education

• Medical education has seen major changes over the past

decade

• Integrated teaching

• Problem-based learning

• Community-based learning

• Core curricula with electives or options & more systematic

curriculum planning

The teacher & changes in medical education

2- Changes in medical education

• Increasing emphasis is being placed

on self-directed study with students

expected to take more responsibility

for their own learning

The teacher and changes in medical education

3- Changes in medical education

• The application of new learning technologies

has supported this move

• New directions can be identified too in the

area of assessment with increased emphasis

on performance assessment

The teacher and changes in medical education

4- An increased emphasis on the students The increasing emphasis on student

autonomy in medical education has moved the centre of gravity away from the teacher and closer to the student

Indeed it has become fashionable to talk about learning & learners rather than teaching & the teacher

SPICES Model of Medical Education

Student-centered ---x Teacher-centered

Problem-based---- x Information-oriented

Integrated -----x Discipline-based

Community-based ----x Hospital-based

Elective ----x Uniform

Systematic ---x Apprenticeship

Physician of the 21st century

• Effective Medical and Health Communication.

• Good clinical skills.

• EBM based Diagnosis, Management, Therapeutics

• Lifelong Learning.

• Social & Community Contexts of Health Care.

• Ability to effectively use tools of medical informatics

Group Dynamics & TeamBuilding

Teaching Learning Process

Principles of adult learning2. Self‐directed learning3. Motivation to learn

Taxonomy ofEducational objectives

What is MicroTeaching

Principles of assessment(purpose, types, aligning with objectives)

Interactive TeachingTechniques

Appropriate and effective use of media in teaching learning

Assessment Of Knowledge

Construction of MCQs

Setting Of Question Paper

&

Concept Of Blue Printing

Item Analysis ‐ Process &Demonstration

Continuous InternalAssessment

Summery

• Medical education has a history of tinkering with the

curriculum endlessly without realizing larger

educational objectives

• Medical college have yet to create a True learner-

centered environment that makes active, Self-Directed

Learning

• Under the close Tutelage of Interested Faculty

Members

Created by Dr Md. YunusCreated by Dr Md. Yunusfor awareness of for awareness of Medical EducationMedical Education

Email:

drmdyunus@hotmail.com