Introduction of Medical Education Domain

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

20. …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

21. How we learn/ learnt…
When we were medical students…
And now…are we still learning or just
teaching?

22. The old way of learning, was
knowing what you should know.
•BMJ 2003;327:1430-1433

23. 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

24. Uncertainty was discouraged and
ignorance avoided
Now, uncertainty is legitimized and
questioning encouraged
•BMJ 2003;327:1430-1433

25. Medical education was learning by
Humiliation, with Naming, Shaming
& Blaming
Now, students are encouraged to
question received wisdom
•BMJ 2003;327:1430-1433

26. 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.

28. WHAT IS TEACHING?

29. Teaching
Is an art
Requires 3 things - - -
Expertise at the subject
Grasp of the language
Skills to communicate

30. Teaching
4th important thing required is
CHOOSING THE
APPROPRIATE
TEACHING AID

31. 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

32. “I never try to teach
my students any
thing
I only try to create an
environment where
they can learn”
Albert Einstein

33. WHAT IS PROCESS OF
LEARNING
WHAT IS LEARING?

34. Learning is the sharing or
transfer of information
between two parties
Learning is…

35. 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

36. 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

37. 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

39. Adult learning
Why we want to discuss?

40. Malcolm Knowles
1980 text: Modern Practice of Adult
Education
Androgogy
Art and practice of teaching adult
learners
Distinct from learning in childhood
Pedagogy

41. 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

42. Learning to e-learning
E-learning is also
called Web-based
learning
online learning
computer-assisted
instruction
Internet-based
learning

43. 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

44. 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

45. Knowledge Transfer a Growing
Challenge
 Effective
knowledge
transfer is of
paramount
importance for the
maintenance &
advancement of
our health care
system

46. 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

47. 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

48. 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

49. 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

50. 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

51. 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

52. 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

53. Group Dynamics & Team
Building

54. Teaching Learning Process

55. Principles of adult learning
2. Self‐directed learning
3. Motivation to learn

56. Taxonomy of
Educational objectives

57. What is MicroTeaching

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

60. Interactive Teaching
Techniques

61. Appropriate and effective
use of media in teaching
learning

63. Assessment Of Knowledge
Construction of MCQs
Setting Of Question Paper
&
Concept Of Blue Printing

64. Item Analysis ‐ Process &
Demonstration

65. Continuous Internal
Assessment

66. 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

67. Created by Dr Md. Yunus
for awareness of Medical Education
Email:
drmdyunus@hotmail.com