Revising medical curriculum at the Hanoi Medical University

No 1- Ton That Tung- Ha Noi- Viet nam . Tel: +844 38523798, Fax: +844 38521653 http://www.hmu.edu.vn

Key contents

1. Current medical curriculum of the HMU

2. SWOT analysis

3. Process to revise the curriculum

4. New curriculum

Introduction to HMU

1,377 staff members:

179 professors & Assoc./professors

653 doctors & masters

545 others 9.114 students in various levels and

types of education

40 majors (specializations), 4 schools, 3 institutes and centers , 1 campus, 1 hospital

Hundreds of Nation-level and Ministry-level scientific research projects.

•

•

•

Regular

Bachelor Of science

(4 year) 1.500

Doctor

(6 year)

4.500

Postgraduate

3.500

Regular Degrees

Current medical curriculum of the HMU

Education process

High school

students

Medical students (6 years)

Specialty orientation course (6-

12 months)

Residency (3 years)

Work at health related facilities

Master program (2 years)

PhD (4-6 years)

Second degree of specialty (2 years)

First degree of specialty (3 years)

Conventional Curriculum

Lectures: 64% Practice: 36%

Strengths Weakness

Opportunity Threats

SWOT

1. Strengths

1. Long history of medical training (117 years) high

reputation, attracts the best students

2. Number of teaching staff: about 700 teaching staff who are

highest ranking experts in their specialty, 38% have PhD

3. Clinical schools are high ranking hospitals at central level

4. Physical conditions and infrastructure have been

upgraded

5. Teaching methods have been improved during the past

years

7. Student assessment unit established and student

assessment is now more systematic, valid and reliable.

2. Weakness

1. Curriculum is not competency based, not integrated, has

not yet updated to respond to the society needs and

circumstances.

2. Too heavy, more theory oriented, several overlapping while

lacking some important topics such as problem solving

skills, communication, self study and research capacity

3. Student assessment: focus more on summative

assessment, and mostly are tests for low level of cognitive

ability.

4. Assessment of skill performance has not been well

designed and implemented in several modules

5. More students clinical schools are overloaded.

2. Weakness

6. Teaching staffs are too busy with other tasks in the hospital

as well as outside the hospital.

7. “Not open for changes” are common among teaching staff

8. Supportive system for training is not well designed and

functioned.

9. Training activities are not systematically managed

10. Use of IT in training management is still very limited.

1. International concerns of medical education stated in the report on renovation of health professional education in Lancet requirements for medical graduates are different (more in critical thinking, evidence based, self directed learning, communication, social knowledge and interaction)

2. Resolution 29-NQ/TW of the Central emphasizes on basic and comprehensive changes in education and training to meet the requirements of industrialization - modernization in conditions of market economy oriented and international integration

3. Health Professional Education Renovation Project focuses on medical and nursing programs opportunity to learn from experts.

4. Experiences from other universities.

3. Opportunities

Competency standards recently issued by MoH (May 18, 2015)

• HMU has to train medical graduates who have following competencies at:

1. Apply medical knowledge

2. Medical care/patient care

3. Communication and collaboration

4. Professionalism

1. Clinical hospitals are already overloaded

2. May be hard to get lecturer and tutors from hospitals

because they lack of interest to collaborate

3. Low level of tuition fees as regulated by the

government lack of resources for renovation

4. Students are still passive.

4. Threats

Revision of

medical curriculum

Exchange visits to other universities to learn

QUT, Australia 2014: 2 training courses(1and 6 weeks) about competency based curriculum development for 18 staffs

NUS, Singapore 2014: 2 training courses (1 week) competency based training for 10 staffs

Tokyo, Japan 2015: 1 week training course about competency based training for 6 staffs

Thailand 2015: 1 week training course about competency based training for 4 staffs

Sydney, Australia 2015 and 2017: 3 courses(1 week &4 weeks) competency based curriculum development and organization for 20 +14 staffs

Paris VII (Diderot), 2015: 1 week training course about competency based training for 4 staffs

CHU Strasbourg, 2016: undergraduate and post graduate training for 4 staffs…

Process

1. Seeking comments of key persons (head/vice head of department)

n %

Needs for

curriculum

renovation

Very necessary 123 58.0

Necessary 81 38.2

Don’t know 2 0.9

Not necessary 0 0

No answer 6 2.8

Integrated

curriculum

yes 195 92.0

no 7 3.3

No answer 10 4.7

Process- setting objectives

Renovate the medical curiculum and training activities to improve quality of graduate who are able to respond to the society needs in the coming period and to maintain leading role of the HMU in medical education, integration and globaliztion.

– 2014-2019: preparation

– 2019-2020: apply new curciculum

– 2024-2025: revision is completed.

Process

3. Setting up steering committee

4. Establishing technical groups: curriculum development; teaching method; student assessment; training organization; physical conditions

5. Training technical groups.

Principles for changes

1. Integrated Competency based curriculum, in responses to globalization and internalization

2. Maintain the professional departments

3. Replace the old curriculum on yearly basis

4. Ensure other training activities.

Plan

1. Learning outcomes development

3. Develop module learning outcome

4. Develop syllabus

2. Integrated, competency based

5. Training management

6. Development of Teaching materials

7. Student assessment designs

8. Monitoring and supervision

SCie

ntific co

mm

ittee

s , Re

ctor b

oard

, Ste

erin

g com

mitte

e, …

Year 6

Training Develop syllabus

Teaching materials

Assessment design

Implement

Year 5

Training Develop syllabus

Teaching materials

Assessment design

Implement

Implement

Year 4

Training Develop syllabus

Teaching materials

Assessment design

Implement

Implement

Implement

Year 3

Training Develop syllabus

Teaching materials

Assessment design

Implement

Implement

Implement

Implement

Year 2

Training Develop syllabus

Teaching materials

Assessment design

Implement

Implement

Implement

Implement

Implement

YEaR 1

Training Develop syllabus

Teaching materials

Assessment design

Implement

Implement

Implement

Implement

Implement

Implement

Technical Revising learning outcomes

Curriculum development

Training technical group

Development off module learning outcomes

Capacity building for core group

2017 Rector board, more guesss 2019-2020 Rector baard

2023-2024

Rector, steerin g commitees

2016-6/2017

Mission and vision of medical program

Hanoi Medical University will graduate medical students who are outstanding clinicians, who are research capable, life long learners, and internationally recognized for their compassion and competence and committed to improving the health of the country.

(10/2016)

Competencies

1. Apply medical knowledge

2. Medical care/patient care

3. Communication and collaboration

4. System-based practice

5. Professionalism.

New curriculum

Teaching methods

• Short lectures

• E-learning

• Team based learning (TBL)

• Student lead Seminars

• Group exercises

• Skill Lab

• Bed site teaching.

Training management

• Revising training management system

• Develop teaching/learning procedures

• IT system

• Monitoring and Reporting system.

Student assessment

• MCQs,

• Short essays

• OSPEs, OSCEs

• MiniCEX (Mini Clinical Evaluation)

2013: Computer based exam

With computer based exam we can:

• Introduce questions with images, video higher level of knowledge and skill, can combine assessment of knowledge and skill

ASSESSMENT SYSTEM 800 TABLETS

FINGER PRINT CHECK IN

ONLINE EXAMS

2017: Use of fingerprint to check in

In 2019: using tablets for assessment of both

knowledge and skill

Tablet based practical exam Reduce paperwork for teacher, more accurate, save time to complete the scoring

800 TABLETS

Getting feedback continuously

• From students:

– Direct feedback

– End of the training modules

• From teaching staffs: End of training modules

• Regularly Meetings among steering committee and technical groups decide changes, supports.

THANK YOU FOR LISTENING!

If it doesn’t challenge you, it won’t change you.