This document discusses needs assessment and its importance in developing a curriculum for health professional education. It outlines a 6-step approach to curriculum development, with the first step being problem identification and general needs assessment. This involves gathering information from various sources to understand current health needs and how the ideal curriculum could better meet the needs of learners, patients, and society. The second step is a targeted needs assessment of the specific learners, which involves determining their previous training, existing skills and deficiencies, and learning preferences. Characteristics of the learning environment must also be considered. Conducting a needs assessment in this thorough manner helps ensure the curriculum strongly links health professional education to public health needs.
This document discusses needs assessment and its importance in developing a curriculum for health professional education. It outlines a 6-step approach to curriculum development, with the first step being problem identification and general needs assessment. This involves gathering information from various sources to understand current health needs and how the ideal curriculum could better meet the needs of learners, patients, and society. The second step is a targeted needs assessment of the specific learners, which involves determining their previous training, existing skills and deficiencies, and learning preferences. Characteristics of the learning environment must also be considered. Conducting a needs assessment in this thorough manner helps ensure the curriculum strongly links health professional education to public health needs.
A 30-year-old man presented with nausea, vomiting, and chest and back pain, and was found to have elevated cardiac enzymes and EKG changes suggestive of ischemia. Coronary angiography showed normal arteries. Cardiac MRI revealed patchy enhancement most consistent with myocarditis.
This document discusses various strategies for education and learning. It begins by explaining how much memory is typically retained from different teaching methods based on research. It then discusses key terminology used in education strategies. The bulk of the document provides summaries of the strengths and weaknesses of different specific strategies, including lecture, reading, problem-based learning, learning projects, role-modeling, group discussion, demonstration, role-play, simulated patients, simulators, reflection with playback, and clinical experiences. It concludes by matching different taxonomies of learning objectives with recommended strategies and briefly discussing different types of meetings for education.
A 30-year-old man presented with nausea, vomiting, and chest and back pain, and was found to have elevated cardiac enzymes and EKG changes suggestive of ischemia. Coronary angiography showed normal arteries. Cardiac MRI revealed patchy enhancement most consistent with myocarditis.
This document discusses various strategies for education and learning. It begins by explaining how much memory is typically retained from different teaching methods based on research. It then discusses key terminology used in education strategies. The bulk of the document provides summaries of the strengths and weaknesses of different specific strategies, including lecture, reading, problem-based learning, learning projects, role-modeling, group discussion, demonstration, role-play, simulated patients, simulators, reflection with playback, and clinical experiences. It concludes by matching different taxonomies of learning objectives with recommended strategies and briefly discussing different types of meetings for education.