Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
University of Malta Strategic Plan 2020-2025BrendaVella
As a dynamic tertiary education institution, the University of Malta has developed a strategy that will chart its course for the years to come.
The Strategic Plan 2020-2025 sets out the goals and priorities for the University, its faculties, departments, centres, institutes and schools. The plan approved by the Senate on 30 May 2019 and by the Council on 21 June 2019, reflects the evolving state of higher education, society, industry and the economy. It focuses on students’ experience, resources, the contribution of the academic community and the University's impact on the nation as well as the insights of the wider University community and social partners.
During the academic year 2018-19 the entire University community of 15,000 students and staff, as well as its external stakeholders were invited to actively participate in the strategic planning process through strategy conferences, working groups, advisory committees and surveys.
The Strategic Plan will be supported by a more comprehensive implementation plan which will be endorsed by the University Senate and Council and overseen by the Steering Committee for Strategic Planning, chaired by the Rector. The University's internal and external stakeholders will remain vital to the implementation of the plan.
Main Editor:
Professor Tanya Sammut-Bonnici
Pro-Rector Strategic Planning and Enterprise
University of MALTA
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
University of Malta Strategic Plan 2020-2025BrendaVella
As a dynamic tertiary education institution, the University of Malta has developed a strategy that will chart its course for the years to come.
The Strategic Plan 2020-2025 sets out the goals and priorities for the University, its faculties, departments, centres, institutes and schools. The plan approved by the Senate on 30 May 2019 and by the Council on 21 June 2019, reflects the evolving state of higher education, society, industry and the economy. It focuses on students’ experience, resources, the contribution of the academic community and the University's impact on the nation as well as the insights of the wider University community and social partners.
During the academic year 2018-19 the entire University community of 15,000 students and staff, as well as its external stakeholders were invited to actively participate in the strategic planning process through strategy conferences, working groups, advisory committees and surveys.
The Strategic Plan will be supported by a more comprehensive implementation plan which will be endorsed by the University Senate and Council and overseen by the Steering Committee for Strategic Planning, chaired by the Rector. The University's internal and external stakeholders will remain vital to the implementation of the plan.
Main Editor:
Professor Tanya Sammut-Bonnici
Pro-Rector Strategic Planning and Enterprise
University of MALTA
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
Fostering a community of academics interested in teaching technologies and re...Jonathan Flutey
Rhian A Salmon | Science in Context, School of Chemical and Physical Sciences
Anne Macaskill | School of Psychology
Jonathan Flutey | Information Technology Services
Suzanne Boniface | School of Chemical and Physical Sciences
Stuart Brock | Philosophy, School of History, Philosophy, Political Science, and International Relations
Sydney J Shep | Wai – te – ata Press & School of Information Management
In 2019 ACODE ran a survey to understand where Australasian HE Institutions were up-to in relation to establishing micro-credentials. At that point less than a quarter had even a policy in place. Since then the effort towards micro- credentialing has increased. The 2020 ACODE survey reveals that, if not already well-underway, institutions are developing or seriously considering micro- credentialing strategies. A number of interesting trends emerged that this presentation will explore, such as, several universities are working on ways to
integrate existing short course systems into award course systems. Others are planning to offer micro-credentials to businesses and government in a commercial capacity. It was noted that professional practice degrees are a new space being explored to tap into industry partnerships. There is also consideration of co-delivery with VET providers. In all this, many indicated that they needed to rethink their operating structures to best service micro-credentials in their various permutations.
Panel: State and Federal Regulatory Changes for Online ProgramsAlexandra M. Pickett
SUNY Online Summit 2021 Day 2 Panel
Speakers:
Moderator:Kim Scalzo, Director of Open SUNY and Interim Exec Director of Academic Technologies & Innovation.
Panelists:
Dr. David Cantaffa, Associate Provost for Academic Programs, Planning, and Assessment, System Administration, State University of New York.
Russ Poulin, WCET Executive Director & WICHE Vice President.
Frank VanderValk, Dean of the School of Social and Behavioral Sciences, & Interim Dean of Digital Learning, Innovation, and Strategy in the School for Undergraduate Studies, SUNY Empire State College.
.
Panel: State and Federal Regulatory Changes for Online Programs
https://sunyonlinesummit2021.edublogs.org/2021/02/09/changing-regulations/
https://sunyonlinesummit2021.edublogs.org/tag/day-2/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Instructional Technology and Local Institutional Cultures (VLC March 2015)UOInTRO
Sharing with our regional Virtual Learning Community--trends in comparator research as well as the results of a group survey about attitudes and perceptions at local institutions.
As colleges and universities respond to changing conditions and increased community spread of COVID-19 in their regions, they need a tool to revise their reopening plans – and keep revising them as things change.
Based on our conversations with dozens of colleges and universities this spring and our work advising institutions on if/how/what to reopen, we created a tool called the Adaptive Campus Planner.
In this webinar, we walk you through the Adaptive Campus Planner to help jumpstart how you adapt this fall.
Upload Sloan Online Learning as a Strategic Asset: APLU-Sloan National Commis...Sloan Consortium, Inc.
Online Learning as a Strategic Asset: APLU-Sloan National Commission on Online Learning Benchmarking Study
Bob Samors, Association of Public and
Land-grant Universities
Sally McCarthy, APLU-Sloan National Commission on Online Learning
Jeff Seaman, Babson Survey Research Group
15th Annual Sloan-C Conference
October 2009
Fostering a community of academics interested in teaching technologies and re...Jonathan Flutey
Rhian A Salmon | Science in Context, School of Chemical and Physical Sciences
Anne Macaskill | School of Psychology
Jonathan Flutey | Information Technology Services
Suzanne Boniface | School of Chemical and Physical Sciences
Stuart Brock | Philosophy, School of History, Philosophy, Political Science, and International Relations
Sydney J Shep | Wai – te – ata Press & School of Information Management
In 2019 ACODE ran a survey to understand where Australasian HE Institutions were up-to in relation to establishing micro-credentials. At that point less than a quarter had even a policy in place. Since then the effort towards micro- credentialing has increased. The 2020 ACODE survey reveals that, if not already well-underway, institutions are developing or seriously considering micro- credentialing strategies. A number of interesting trends emerged that this presentation will explore, such as, several universities are working on ways to
integrate existing short course systems into award course systems. Others are planning to offer micro-credentials to businesses and government in a commercial capacity. It was noted that professional practice degrees are a new space being explored to tap into industry partnerships. There is also consideration of co-delivery with VET providers. In all this, many indicated that they needed to rethink their operating structures to best service micro-credentials in their various permutations.
Panel: State and Federal Regulatory Changes for Online ProgramsAlexandra M. Pickett
SUNY Online Summit 2021 Day 2 Panel
Speakers:
Moderator:Kim Scalzo, Director of Open SUNY and Interim Exec Director of Academic Technologies & Innovation.
Panelists:
Dr. David Cantaffa, Associate Provost for Academic Programs, Planning, and Assessment, System Administration, State University of New York.
Russ Poulin, WCET Executive Director & WICHE Vice President.
Frank VanderValk, Dean of the School of Social and Behavioral Sciences, & Interim Dean of Digital Learning, Innovation, and Strategy in the School for Undergraduate Studies, SUNY Empire State College.
.
Panel: State and Federal Regulatory Changes for Online Programs
https://sunyonlinesummit2021.edublogs.org/2021/02/09/changing-regulations/
https://sunyonlinesummit2021.edublogs.org/tag/day-2/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Instructional Technology and Local Institutional Cultures (VLC March 2015)UOInTRO
Sharing with our regional Virtual Learning Community--trends in comparator research as well as the results of a group survey about attitudes and perceptions at local institutions.
As colleges and universities respond to changing conditions and increased community spread of COVID-19 in their regions, they need a tool to revise their reopening plans – and keep revising them as things change.
Based on our conversations with dozens of colleges and universities this spring and our work advising institutions on if/how/what to reopen, we created a tool called the Adaptive Campus Planner.
In this webinar, we walk you through the Adaptive Campus Planner to help jumpstart how you adapt this fall.
Upload Sloan Online Learning as a Strategic Asset: APLU-Sloan National Commis...Sloan Consortium, Inc.
Online Learning as a Strategic Asset: APLU-Sloan National Commission on Online Learning Benchmarking Study
Bob Samors, Association of Public and
Land-grant Universities
Sally McCarthy, APLU-Sloan National Commission on Online Learning
Jeff Seaman, Babson Survey Research Group
15th Annual Sloan-C Conference
October 2009
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
From 5/22/13 webinar
Teachers who want to increase engagement in the classroom, leverage the mind-body connection to increase academic performance, and increase students' physical and health literacy, are applying Active Learning with their students. Attend this webinar to learn about the role of Active Learning in changing education.
The webinar will present:
* The Fizika Active Learning Model
* The research behind active learning and physical literacy
* A sample lesson from the online course
* The benefits of the Active Learning Specialist Certificate
Active Learning Specialists play a vital role in designing strategies for incorporating physical movement into the learning process, helping classroom teachers, counselors, and athletic directors apply brain based research to help all students learn more effectively. With the advent of the common core and new teacher evaluation requirements, Active Learning Specialists can help principals implement effective teaching and learning methods that prepare students' brains for learning.
Based on research and informed by best practices, the Active Learning Specialist Certificate is designed to help educators incorporate physical literacy, educational neuroscience and cognitive psychology into the learning process to improve academic and health outcomes. An online learning course has been developed to provide teachers with knowledge and skills to create and implement an Active Learning Plan in their classroom, school, district or alternative educational setting. This course is self-paced and applied, with coaching and feedback from leading experts in the field of Active Learning. Developed by the innovators and thought leaders at Fizika Group, the course curriculum is balanced with research from the fields of physical science and education, and includes practical steps to develop meaningful classroom applications. To learn more about the program go to www.HarrisburgU.edu/ActiveLearning.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
NHS Education for Scotland has developed a Quality Improvement Curriculum designed to support staff in Scotland in their efforts to improve services. This is an opportunity for NHSScotland staff to consider and comment on the Scottish Quality Improvement Curriculum.
The Current State of Play of Community Health Workers Training Programs in Su...germainsky
Literature Review, Commissioned of the One Million Community Health Workers Campaign by mPowering Frontline Health Workers, through support from USAID & Intel
OER in Technical Vocational Education and Training (TVET)Robert Schuwer
Presentation @ 2nd OER World Congress Ljubljana 19 September 2017.
Some results from the draft report. Final report will be available end of November 2017.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
2. Community
Based
Education Research
Graduate
Support
Tracking
Centers
Technical Working
Groups (TWGs)
Competency
eLearning Based
Medical Education
Education
Research
3. Technical Working Groups and the
3 MEPI Themes
Community
Based
CAPACITY Education Research
Graduate
Support
Tracking
Centers
RETENTION Technical Working
Groups (TWGs)
Competency
eLearning Based
RESEARCH Medical Education
Education
Research
6. Why focus on Community Based
Education?
High impact potential on
distribution/ rural retention
Common area of activity among
MEPI schools and global priority
Strong leadership in MEPI
community
7. CBE Links to Health System
Strengthening
National workforce development plans
Education for service strategies
CBE Appropriate skill training for rural
practice
National physician distribution
strategies
8. Potential Outcomes for
the CBE TWG
• Enhanced CBE training in UGME and sharing of successful strategies
among MEPI schools
• Strengthen PGME program in the community through use of district
hospitals and focus on Family Medicine
• Promote student interest and skills in regard to national health
problems and health system strengthening
• Enhanced faculty skills in family medicine, rural practice, and health
systems research
• Establish strategies for long-term improvements in national
physician distribution
12. Research Support Center
TWG Activities
• Consult on implementation & program
improvement
• Provide advice on financial concerns
• Assist in developing a leadership structure
• Help develop an overarching research
administration strategy for the institution
• Conduct workshops or plenary at Symposium
• Conduct one webinar in Y2 on a RSC topic.
14. Graduate Tracking
A fundamental purpose of MEPI is to produce doctors who
provide health care in their country and local communities.
Graduate tracking is necessary to demonstrate the
success of medical schools in achieving this goal.
Proposed Methods of Tracking at MEPI Medical Schools:
• Collaboration with National HRH Observatories
• Collaboration with Medical Councils
• Establishing Alumni Associations
• Using Social Media (e.g. Facebook, LinkedIn)
• Customized tools (e.g. mobile phones application, online
tracking)
15. Country Level Physician Tracking
Physician Tracking Benefits:
Ministries of Health,
Medical Schools
Education & Stakeholders
Evaluate the outcomes of Provide clear data on the
programs to increase current workforce
capacity & rural retention
Inform workforce policies
Locate alumni for alumni
giving and CME Support HRH funding and
evaluate outcomes
Existing Resources:
• WHO: Handbook on Monitoring and Evaluation of HRH
• Africa Health Workforce Observatory
• iHRIS (free open source HRH software)
16. Physician Tracking TWG
• Develop a standardized set of physician data
points
• Develop a framework of organizational,
regulatory, and stakeholder requirements for
tracking systems
• Partner with MEPI schools to advocate at the
country level for implementation of physician
tracking systems
18. eLearning TWG Goals
Case studies
Perform in-depth reviews of eLearning efforts
at MEPI
identified within the MEPI schools network
schools
Create & maintain a toolbox of eLearning resources
usable by the MEPI network
Toolbox
Host a mini-conference :“eLearning in medical
education in resource constrained settings”
Global Define, classify, and discuss the current state of
Literature eLearning in medical education globally with
review emphasis on Sub-Saharan Africa
19. Why focus on eLearning?
Potentially
Increased
Common High impact for
relevance
activity supporting:
within Medical • Distance/ remote
among MEPI education
Education
schools • Continuing medical
globally education
• Teaching training
20. eLearning TWG Collaboration
• Coordinating Center roles:
• Searchable repository of resources on www.mepinetwork.org
• Practical Roadmap
• List of MEPI eLearning activities
• MEPI Grantee institutional role:
• Recommend resources
• Define eLearning needs
• Connect with other MEPI Network members
22. Why Emphasize Medical
Education Research?
• Accountability
• MEPI is a large investment, we must document how the
investment is used
• Document Outcomes
• Demonstrate how educational investments strengthen
the health system
• Catalyze Collaboration
• Many common areas of activity, stimulate collaborative
research
23. Potential Areas of Medical Education
Research Collaboration
MEPI Activity MEPI Schools
Models for Post-graduate training initiatives to recruit MAK, UEM, BOT, IBA, UoN, ZAM, ZIM, KNUST
and retain faculty
Use of skills labs to address learning needs in resource- ZAM, UoN, MAK, AAU, KCMC
constrained settings
Effect of providing teaching training to students ZAM, UoN, MAK, AAU, KCMC
Effect of providing mobile devices such as Xooms, UEM, KCMC
iPads on learning
Training in the Community: UME, PGME, UoN, KZN, MAK, AAU, KCMC, BOT
interdisciplinary, multiple exposure, one short-term
exposure, duration
Training in the Community: A short term description of KCMC, MAK
efforts and a long term analysis of outcomes
Effects of Community Based Education on student ZAM, AAU, KCMC, MAK, BOT, KZN, UON
career choices
24. Medical Education Research
TWG Activities
Stimulate Stimulate school publications and catalyze
Scholarship Plans collaborative research among MEPI schools
Develop a Bring MEPI faculty together to share ideas,
Community of Practice challenges, and provide mentorship
Identify Opportunities to publish and present
Resources & Training opportunities for faculty
25. Medical Education Research
TWG Activities
Provide Identify
Supportive Consult External Community
Literature Resources
• Grantees can
• On Medical consult experts
Education in the MEPI • Example: • Listserv of
Research network for FAIMER online faculty
Methods guidance on modules about interested in
• Examples of research Research education
literature in projects Methods research
MEPI common • Interactions • Workshop at • Peer-to-Peer
areas can be MEPI annual support
• Database of facilitated by symposium • Share
literature in the resources to
specific areas Coordinating publish and/
Center or present
27. What is Competency Based Education?
• Education aimed at improving those underlying
characteristics causally related to job
performance
• Encompasses knowledge, traits, skills, and
abilities acquired over time
28. Competency Based
Education in MEPI
• 10 MEPI grants are reviewing and developing
curricula
• Competency Based Education aligns itself well to
MEPI themes
• Quality improvement requires graduates be competent
• HCWs must be competent to carry out research
• Competencies should address the needs of
individuals, families, and the communities in which
graduates will practice
29. Six Steps to developing a Competency
Based Curriculum
1 Conduct needs assessment
2 Identify competencies
3 Write goals and objectives
4 Determine teaching methods
5 Determine assessment methods
6 Determine program improvement methods
From: ACGME’s Developing a Competency-based Curriculum (B. Joyce)
30. Competency Based Education
TWG Activities
• Literature search and review
• Case studies
• Dissemination of findings through site visits,
workshops, webinars, conferences,
publications etc.
31. Model of a Technical Working Group
Coordinating
Center Technical Working Group
Support
TWG MEPI Non-TWG
TWG MEPI TWG MEPI
School 3 participating
School 1 School 2
School(s)
Partner Partner Partner Partner
School(s) School(s) School(s) School(s)
32. Technical Working Groups
• Communities of practice—sharing of ideas,
innovations, lessons learnt
• Most valuable if they include input from both
MEPI PIs and programmatic personnel
If you would like to participate in a Technical
Working Group, please email
info@mepinetwork.org
Editor's Notes
Ibadan and Stellenbosch have community/rural training – not MEPI-funded; Zimbabwe has long-term goals to implement Community Based Training: ZAM, AAU, KCMC, BOT, KZN (satellite sites) Highlight: MAK (COBERS) published articles around CBE. Curriculum Development: ZAM, BOT, KZN Preceptor Training : AAU, MAK, KZN, UON Site Expansion: ZAM, AAU, MAK, KZN, UON
Literature points to CBE leading to lower attrition rates, greater confidence in ability to function in rural areas; increased student and community satisfaction; also notes that if it is done poorly, it can have the reverse effect. MEPI community has leaders already in this area: Makerere has done ground-breaking research on COBES in their Gates-funded Learning Collaborative articles; Stellenbosch has rural schools, Walter Sisulu has moved its final yr of med school to community sites; El Gezira is a model for CBE We still don’t have good evidence regarding the impact of CBE on retention
CBE programs are frequently linked to: National workforce development plans Education for service strategies Appropriate skill training for rural practice National physician distribution strategies Emphasis on primary care and the development of Family Medicine programs Programs in this area are particularly important to the capacity development and retention goals of MEPI
Purpose: To assist schools in; Developing courses or rotations to expand CBE training at the school Promoting student interest and skills in regard to national health problems Developing family and community medicine programs Enhancing faculty skills in areas such as family medicine, rural practice, and health systems research Augmenting health services research programs and opportunities Promoting student interest in health system strengthening Promote MMed programs based at regional and district hospitals
All schools are investing in research capacity building – in training, seed grants, twinning, support structures (GM, IRB) Research mentoring and exchanges: MAK ( implementing), AAU, KCMK, KZN, ZIM, UEM (developing) Infrastructure/Facility Enhancement: ZAM ( implementing), UEM, BOT, UON (development states) Research Support Center: ZAM, ZIM (implementing), MAK, BOT ( development stages). Highlight MAK - Plans in advanced stages for establishment of the Research Communication Structures at MakCHS and Mbarara (but planned for all 6 institutions). MESAU Institutions engaged in institutional research priority setting exercises -- The four areas of focus for the unit will be research dissemination, alumni relations, public relations and inter-college communication Grants Management: MAK, IBA (implementing), ZAM, KCMC, BOT (development stages), UON ( expert non MEPI funded) Seed Grants/Fellowships : KZN, IBA (implementing), ZAM, KCMC, UON, ZIM, KNUST (developing) IRB/eIRB: ZAM, AAU, MAK, KZN ( developing) , UON ( expert, non MEPI funded)
Consultations/TA : Consult with individual schools on implementation and program improvement where requested. Identifying experts to assist MEPI schools: Sustainability : Provide assistance to programs in regards to ensuring sustainability of their RSCs through advice on number of financing (fixed cost to the institution versus percentage of grants), personnel, IT, infrastructure and space needs. Leadership : Assist programs in developing a leadership structure which is suitable to their program needs (i.e.: Single PI/Vice Dean for Research model versus Oversight Committee of research faculty with administrative support model). Strategy : Consider assistance when it comes to development of an overarching research administration strategy for the institution Workshops/Webinars : Conduct workshops or plenaries at the MEPI Symposium (i.e. grant writing, eIRB, training sessions in research ethics and methodologies). Conduct a minimum of one webinar in Y2 on an issue related to RSCs.
Key Points: Graduate tracking is essential to: Show the success of medical schools in meeting health care needs of countries, and Evaluate the outcomes of funded educational interventions (like MEPI) to increase the number of physicians practicing in countries and in high need areas – this is critical for current and future grants Schools are interested in graduate tracking but few are doing it Many schools are looking to collaborate with country level physician tracking systems to meet their graduate tracking needs – this reflects real limitations at the medical school level to track graduates after they leave medical school National HRH Observatories are part of the African Health Workforce Observatory. Meant to be national level collaborations (between government, academia, professional associations, NGOs, others) to produce, share and utilize health workforce information and evidence to support HRH policy
Country level physician tracking is mutually beneficial. To medical schools for the reasons for the reasons already discussed and to locate alumni. To governments to allow for informed workforce planning and investment. A robust physician tracking system is also a starting point for other health professional tracking systems. For governments seeking external funding for HRH development, robust HRH tracking systems will support funding requests and allow for evaluation of outcomes Work has already been done in the area of HRH tracking: WHO Handbook on Monitoring and Evaluation of HRH provides a broad framework Africa Health Workforce Observatory: cooperative network among countries and different partners in the Region to promote, develop and sustain a solid knowledge base for HRH information – supports National Health Workforce Observatories, conducts research iHRIS is open source software that provides a database for collection of basic health professional data. 6/13 MEPI countries are currently using iHRIS for physician tracking – lessons can be learned from this implementation, even for countries currently implementing.
Our goals are to: Develop a minimum set of physician data points - such as specialty, practice location, public/private practice – that countries can adopt or adapt as needed Develop a framework for implementation, including organizations (example Medical Councils) that implement tracking systems, regulatory policies such as registration or licensing requirements to ensure physician compliance, and resource needs (such as personnel, software, etc.). This will provide a menu of options for countries seeking to implement physician tracking systems. Partner with interested MEPI schools to advocate for implementation of new or improved physician tracking systems at the country level
Key Points: Case studies at MEPI schools Perform in-depth reviews of eLearning efforts identified within the MEPI schools network Toolbox Create and maintain a toolbox of eLearning resources usable by the MEPI network Host “e-learning in medical education in resource constrained settings” mini-conference in summer 2012 Develop academic paper Defining, classifying and discussing the current state of eLearning in medical education globally with emphasis on Sub-Saharan Africa
What the CC plans to provide: Searchable repository of resources on www.mepinetwork.org GW full syllabus for a series of fully online workshops on eTeaching Core Practical Roadmap List of MEPI eLearning activities
MEPI is the first large-scale investment in medical education as a means to strengthen the health workforce. Therefore, there is a need to document how this investment is used, including successes, failures, challenges, and lessons learned among the MEPI schools. In addition, the schools and the coordinating center have a responsibility to demonstrate how educational investments will strengthen the health system, including but not limited to how they will increase the numbers of the health workers.
CBE is framework for designing and implementing education that focuses on the desired performance characteristics of health care professionals (1). The focus is on the skills, knowledge and attitudes that students are able to demonstrate when they complete their course. This has been the goal of medical education through the ages but was not sufficiently documented and systematized. Many medical schools around the world and Africa are increasingly adopting this approach of documentation and systematization of curricular. The objective is to produce graduates who are fit for purpose in diverse work environments being accountable and contributing to improved population health outcomes. The main goals include To engage the schools in a discussion on the process of identifying desired locally relevant competencies, developing and implementing curricular and pedagogical approaches for achieving the desired performance characteristics. To popularize Competency-Based Education among schools and to create a community of practice for CBE among the MEPI schools Methods: Literature search and review Case studies Dissemination through, site visits, workshops, webinars, conferences, publications etc. Outcomes: Increased awareness of competencies as core goal of medical education Increased number of schools reviewing curricula to address competencies An active community of practice among MEPI Schools and beyond Relevant publications Impact: Relevant accountable and competent graduates Improved retention Better population health
CBE is framework for designing and implementing education that focuses on the desired performance characteristics of health care professionals (1). The focus is on the skills, knowledge and attitudes that students are able to demonstrate when they complete their course. This has been the goal of medical education through the ages but was not sufficiently documented and systematized. Many medical schools around the world and Africa are increasingly adopting this approach of documentation and systematization of curricular. The objective is to produce graduates who are fit for purpose in diverse work environments being accountable and contributing to improved population health outcomes. The main goals include To engage the schools in a discussion on the process of identifying desired locally relevant competencies, developing and implementing curricular and pedagogical approaches for achieving the desired performance characteristics. To popularize Competency-Based Education among schools and to create a community of practice for CBE among the MEPI schools Methods: Literature search and review Case studies Dissemination through, site visits, workshops, webinars, conferences, publications etc. Outcomes: Increased awareness of competencies as core goal of medical education Increased number of schools reviewing curricula to address competencies An active community of practice among MEPI Schools and beyond Relevant publications Impact: Relevant accountable and competent graduates Improved retention Better population health
