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Introduction of Medical Education Domain


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Introduction of Medical Education Domain

Introduction of Medical Education Domain

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  • 1. An Introduction of Medical Education Domain Md. Yunus Co-ordinator Medical Education Unit, NEIGRIHMS
  • 2. Medical Education is Geographical Domain Has Boundaries A Landscapes Mix of inhabitants Social system that energies it & manage in it
  • 3. 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
  • 4. Truly continuum Domain Divide in time line  1. Undergraduate ME  2. Postgraduate ME  3. CME / CPD  continuous professional development
  • 5. The whole purpose of study medicine To be able to promote health & relive suffering Come in to focus which is very motivating
  • 6. 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
  • 7. 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
  • 8. Faculty Development Programmes Objective To Improve the Quality of Medical Training by Training the Teachers
  • 9. 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
  • 10. The ultimate Goal of Medical Education To ensure that students can be transformed into the most effective deliverers of patient care that is possible…
  • 11. MCI Regional Centres Regional Centres, since July 2009
  • 12. 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
  • 13. 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
  • 14. Medical Education Unit, NEIGRIHMS 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
  • 15. First Aim of the Medical Education Unit (MEU) Training & Development of Teaching skills of Teachers / Faculty (Faculty Development OR Training of Trainer)
  • 16. 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
  • 17. 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
  • 18. •Teaching •Education •research •Clinical practice •Administration Medical Faculty –Role •Mentor•Faculty
  • 19. …Today’s Challenges in Medical Education Too much information Too little time Too many students in crowded rooms Exams that discourage real learning Advan. Physiol. Edu. 31: 283-287, 2007
  • 20. How we learn/ learnt… When we were medical students… And now…are we still learning or just teaching?
  • 21. The old way of learning, was knowing what you should know. •BMJ 2003;327:1430-1433
  • 22. 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
  • 23. Uncertainty was discouraged and ignorance avoided Now, uncertainty is legitimized and questioning encouraged •BMJ 2003;327:1430-1433
  • 24. Medical education was learning by Humiliation, with Naming, Shaming & Blaming Now, students are encouraged to question received wisdom •BMJ 2003;327:1430-1433
  • 25. TV will be shut in 10 years, says BILL GATES "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.
  • 27. Teaching Is an art Requires 3 things - - - Expertise at the subject Grasp of the language Skills to communicate
  • 28. Teaching 4th important thing required is CHOOSING THE APPROPRIATE TEACHING AID
  • 29. 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
  • 30. “I never try to teach my students any thing I only try to create an environment where they can learn” Albert Einstein
  • 32. Learning is the sharing or transfer of information between two parties Learning is…
  • 33. 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
  • 34. 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
  • 35. Learning – relatively permanent 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
  • 36. Adult learning Why we want to discuss?
  • 37. Malcolm Knowles 1980 text: Modern Practice of Adult Education Androgogy Art and practice of teaching adult learners Distinct from learning in childhood Pedagogy
  • 38. 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
  • 39. Learning to e-learning E-learning is also called Web-based learning online learning computer-assisted instruction Internet-based learning
  • 40. 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
  • 41. 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
  • 42. Knowledge Transfer a Growing Challenge  Effective knowledge transfer is of paramount importance for the maintenance & advancement of our health care system
  • 43. 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
  • 44. 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
  • 45. 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
  • 46. 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
  • 47. 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
  • 48. 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
  • 49. 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
  • 50. Group Dynamics & Team Building
  • 51. Teaching Learning Process
  • 52. Principles of adult learning 2. Self‐directed learning 3. Motivation to learn
  • 53. Taxonomy of Educational objectives
  • 54. What is MicroTeaching
  • 55. Principles of assessment (purpose, types, aligning with objectives)
  • 56. Interactive Teaching Techniques
  • 57. Appropriate and effective use of media in teaching learning
  • 58. Assessment Of Knowledge Construction of MCQs Setting Of Question Paper & Concept Of Blue Printing
  • 59. Item Analysis ‐ Process & Demonstration
  • 60. Continuous Internal Assessment
  • 61. 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
  • 62. Created by Dr Md. Yunus for awareness of Medical Education Email: