Presented by Dr Amir Maroof Khan and Dr Dinesh Kumar in IAPSM Preconference workshop held on 16th March 2021 - online. Focused on Community Medicine.
Workshop convener: Dr Pankaj Shah
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Systems approach,Principles of Adult learning & Learning process in Medical E...anitasreekanth
MEU WORKSHOP:Changing trends in the societal attitude calls for change in the medical education curriculum in India so that an INDIAN MEDICAL GRADUATE is of global significance
To choose the most appropriate T-L Method for objectives & competencies
To discuss efficiency and effectiveness of various TLM
To discuss advantages and limitations of various TLM
To discuss factors in selection of T-L Method in different domains and levels of learning to match objectives and competencies
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
To be effective, an Integrated curriculum needs integrated assessment. This brief talk captures the essence of integrated evaluation carried out in Malaysia using a hybrid curriculum modelled after the British curricula. Harden's 11-step ladder of integration forms the basis of the talk.
37 slide presentation involving learning objectives, introduction, components of CBME, teaching-learning-assessment-challenges in CBME, MCI UG curriculum and its future implicability
Electives in Undergraduate Medical Education: A sneak-peeklavanyasumanthraj
National Medical Commission has introduced electives module in Indian Undergraduate Medical System (CBME model). This slide set gives an introduction in to the basic principles (What, why, how, when) of Electives module
Journal Club - Mortality after Fluid Bolus in African Children with Severe In...Farooq Khan
Critical Appraisal of:
Maitland K, Kiguli S, Opoka RO, et al. Mortality after fluid bolus in African children with severe infection. N Engl J Med 2011;364:2483-95
Research in International Emergency Medicine: Scope, Impact and Challenges
EBM Topic: Subgroup Analysis
Systems approach,Principles of Adult learning & Learning process in Medical E...anitasreekanth
MEU WORKSHOP:Changing trends in the societal attitude calls for change in the medical education curriculum in India so that an INDIAN MEDICAL GRADUATE is of global significance
To choose the most appropriate T-L Method for objectives & competencies
To discuss efficiency and effectiveness of various TLM
To discuss advantages and limitations of various TLM
To discuss factors in selection of T-L Method in different domains and levels of learning to match objectives and competencies
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
To be effective, an Integrated curriculum needs integrated assessment. This brief talk captures the essence of integrated evaluation carried out in Malaysia using a hybrid curriculum modelled after the British curricula. Harden's 11-step ladder of integration forms the basis of the talk.
37 slide presentation involving learning objectives, introduction, components of CBME, teaching-learning-assessment-challenges in CBME, MCI UG curriculum and its future implicability
Electives in Undergraduate Medical Education: A sneak-peeklavanyasumanthraj
National Medical Commission has introduced electives module in Indian Undergraduate Medical System (CBME model). This slide set gives an introduction in to the basic principles (What, why, how, when) of Electives module
Journal Club - Mortality after Fluid Bolus in African Children with Severe In...Farooq Khan
Critical Appraisal of:
Maitland K, Kiguli S, Opoka RO, et al. Mortality after fluid bolus in African children with severe infection. N Engl J Med 2011;364:2483-95
Research in International Emergency Medicine: Scope, Impact and Challenges
EBM Topic: Subgroup Analysis
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This course provides an overview of healthcare delivery systems, national health programs, the AYUSH system of medicine, and key concepts in public health and epidemiology. Students will explore the healthcare system in India, community participation, and the role of the private sector. They will also study national health programs, the AYUSH system of medicine, and gain insights into public health issues and epidemiological principles.
NUR 532 Nursing Leadership and the Healthcare System i0321.docxcherishwinsland
NUR 532: Nursing Leadership and the Healthcare System| i03/21/2016
Nursing Leadership and the Healthcare System
Course Description
Three hours per week theory. Prerequisite: Permission of nursing faculty and successful completion for NUR
506. Students will explore and analyze the role of the nurse leader as it relates to the healthcare system.
Included in this analysis is the delivery of safe, effective, and efficient patient care. The course focuses on
the business of health care, including the internal and external environment, financing of health care, and
resource management and utilization. The legislative and regulatory processes as they are related to changing
the health care system are explored.
Course Objectives
Upon completing the course, the student will be able to:
• Analyze and evaluate the US health care delivery system and key functional components
• Critique various delivery systems and patient care models and the advantages/disadvantages of each.
• Analyze the role of the advanced practice nurse in the context of an ever-changing health care delivery
system
• Evaluate the concepts of health and disease, risk factors, and the role of health promotion and disease
prevention
• Explore various types of health services professionals, practice requirements, and qualifications of health
services administrators
• Evaluate the role of medical technology in healthcare delivery
• Evaluate both regulatory and market-oriented approaches to contain costs in healthcare systems
• Articulate federal and state laws, regulations, and payment systems which affect the provision of care and
the organization’s finances.
• Identification of issues of access for vulnerable populations
• Identification of issues in healthcare delivery, standards, and outcomes
• Discuss future trends and how they will affect health care delivery
• The expanding role of nursing leadership in assessment and planning related to current healthcare issues
• Examine the magnet status journey and the 14 Forces of Magnetism
ii
Topic Outline
1. Patient-centered care in clinical practice
2. Roles and functions of patient care team members
3. Healthcare delivery systems and patient care models
4. Federal and state payment systems
5. Role of the governing body of the healthcare organization
6. Utilization of research findings
7. Organizational cultures and structures
8. Non-healthcare constituents within the community
9. Incorporating evidence-based research into nursing practice
Teaching Strategies
• Assigned Readings
• Online Discussion Activities
• Collaborative Learning Teams
• Guest Speakers
• Lecture/Discussion
• Discussion Boards
• Student Presentations
• Written Projects
Evaluation Methods
All students will be evaluated using the following methods:
Discussion Board (8 @ 25 points each) 200
Poster: Comparison of U.S. Health System with one other Country 125
Health care environment and sy.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1. IAPSMCON 2021
Pre Conference CME
Integration
Presented by:
Dr Amir MK, Professor, Community Medicine, UCMS and GTB
Hospital, University of Delhi, Delhi
Dr Dinesh K, Professor, Community Medicine, PS Medical
College, Bhaikaka University, Karamsad
Date of presentation: 16 March 2021
4. Objectives of the session
At the end of this session participants should be
able to
-discuss some common methods of integration
-apply these methods in own teaching context
5.
6. Fig. Steps and oversight required in development of aligned and integrated topics
7. What is alignment?
Alignment implies the
teaching of
subject material
that occurs under a
particular organ system/
disease concept
from the same phase in the
same time frame i.e.,
temporally.
8. What is integration?
Integration implies that concepts in a
topic / organ system that are
similar,
overlapping
or redundant
are merged into a single teaching
session in which subject based
demarcations are removed
9. What is not integration?
1 hour
1 hour
Medicine
Community
Medicine
Community
Medicine
Medicine
1 hour
10.
11. Horizontal vs Vertical
• When integration takes place among the subjects
being taught in the same phase, it’s horizontal
integration
• When integration takes place among the subjects
taught across in different phases, it’s vertical
integration
12. Advantages of integration
• Can avoid redundancy
• Promote contextual learning
• Meaningful and relevant learning
• Correlation of contents between basic and
clinical sciences
• Better retention (Rosse – 1974)
• Promotes faculty communication
Reference: Academic Cell, Medical Council of India. Curriculum implementation
support program. Presentation on Integration.
16. Integration
• Plan jointly - Begins, when you plan your teaching session
• A meaningful outcome – agreed upon mutually
• Recommended techniques of integration – to be used
• Prerequisites – The SLOs of the competencies must be
ready with the departments which are planning to
integrate a topic
16
18. 1. Symposium/ panel discussions
Basu M, Das P, Chowdhury G. Introducing integrated teaching and comparison with traditional
teaching in undergraduate medical curriculum: A pilot study. Med J DY Patil Univ 2015;8:431-8
19. 2. Case based discussions
• A 9 months old boy was brought by grandmother to a PHC
for being very weak and not yet able to sit up. On
examination the baby was found to have very low weight
[5kg], bloated abdomen and brownish hair. The child had
not received any vaccine.
1. Comment on the development status of the child.
2. What could be the most likely reason for his condition?
3. What is likely explanation for his bloated abdomen?
4. What other measurement should be taken to rule out
any immediate danger to the child?
5. What is the best advise related to vaccination of the
child?
19
20. Limitations of these
• Feasibility issue
• Competencies not linked
• Uniform standard not maintained i.e. which
competency to be integrated etc.
24. Sharing & Nesting example
CM 5.3 - Define and describe common
nutrition related health disorders (including
macro-PEM, Micro-iron, Zn, iodine, Vit. A),
their control and management
IM9.14 - Describe the national programs for
anemia prevention
SLO1 – Define anemia SLO1 – Enumerate the objectives of
National Anemia prophylaxis program
(NAPP)
SLO2- Define Protein energy malnutritoin SLO2 – Describe the strategies of NAPP
SLO3 – Describe the anemia control
strategy in India
SLO3 – Discuss the anemia prophylaxis
regimen for pregnant women
SLO4 – Describe the management of an
anemic pregnant mother
SLO4 – Discuss the anemia treatment
regimen for pregnant mother
25. Sharing
CM 5.3 - Define and describe common nutrition related
health disorders (including macro-PEM, Micro-iron, Zn,
iodine, Vit. A), their control and management
IM9.14 - Describe the national programs for anemia
prevention
SLO1 – Define anemia SLO1 – Enumerate the objectives of National Anemia
prophylaxis program (NAPP)
SLO2- Define Protein energy malnutritoin SLO2 – Describe the strategies of NAPP
SLO3 – Describe the anemia control strategy in India SLO3 – Discuss the anemia prophylaxis regimen for
pregnant women
SLO4 – Describe the management of an anemic pregnant
mother
SLO4 – Discuss the anemia treatment regimen for
pregnant mother
SLO5 – Define anemia (nested from CM5.3)
Nesting
31. Linker case – must be relevant for more than one discipline
• A 42 year old man visits a primary care physician complaining of
shortness of breath and weakness. He also complains of weight loss,
and fever since the last two months. The doctor asks for an X-ray to
be done and complete hemogram. He is an occasional smoker, works
as a factory worker, with family income of 10000 per month. He lives
in a nuclear 3-member family, his wife is pregnant, and there is a
four year old child in the family.
• He returns after one week with the investigation reports. There is
evidence of pleural effusion in his X-ray report.
• The physician prescribes the medicines and asks him to report after
one week.
32. Next step
• Look at the competency table of CM and see which
competencies are needed for this case
• Ask the faculty from other specialties which you think
are needed for this case
• Then identify the specific SLOs which are to be covered
in the ‘integration session’
• Never lose sight of the case and the IMG
33. Linker case – relevant competencies
• Competencies of Community Medicine:
• CM8.1 - Describe and discuss the epidemiological and control measures
including the use of essential laboratory tests at the primary care level for
communicable diseases
• CM8.3 - Enumerate and describe disease specific National Health Programs
including their prevention and treatment of a case
• Competencies of Microbiology:
• MI8.4 - Describe the etiologic agents of emerging Infectious diseases.
Discuss the clinical course and diagnosis
• Competencies of General Medicine:
• IM4.9 - Elicit document and present a medical history that helps delineate
the aetiology of fever that includes the evolution and pattern of fever,
associated symptoms, immune status, comorbidities, risk factors, exposure
through occupation, travel and environment and medication use
34. • Competencies of General Medicine: (contd…)
• IM4.11 - Generate a differential diagnosis and prioritise based on clinical
features that help distinguish between infective, inflammatory, malignant
and rheumatologic causes
• IM4.12 - Order and interpret diagnostic tests based on the differential
diagnosis including: CBC with differential, peripheral smear, urinary analysis
with sediment, Chest X ray, blood and urine cultures, sputum gram stain
and cultures, sputum AFB and cultures, CSF analysis, pleural and body fluid
analysis, stool routine and culture and QBC
Linker case – relevant competencies
35. Timetable
• Correlation - Linkers (most visible as an
integrated teaching session is introduced here)
• Nesting – these are in the lesson plans
• Sharing – these are in the lesson plans
35
36. Reference: MCI Course Material. Integration. Curriculum implementation support. Medical council of India. 36
37. Integration in assessment??
• The integration strategies mentioned earlier are to be used
in teaching-learning and not in assessment.
• The exam questions will be set by the concerned
department only e.g. Community Medicine exam paper will
be set by Comm Med faculty only
• Ask questions related to competencies of Comm Med
• Assess the student based on the competencies expected in
Community Medicine
37
38. Challenges – proposed solutions
• Some faculty unaware about integration makes it difficult to
communicate – Hold regular online sessions on new topics;
documentation; or show this webinar’s video
• Interpersonal problems - write through HOD for nominating
faculty
• The idea about integration varies between faculty – Be liberal
• Overzealous faculty – Ask them to do medical education project
with the unique idea and then scale it up
39. Summary
• Plan jointly is a must
• Don’t lose sight of the learner and the IMG
• Use the recommended techniques
• Nesting and sharing can be easily done in the
competency tables
• Linker cases need to be based on
organ/topic/disease/health condition
• Share ideas and agree to disagree when planning
integration with other faculty
