This document outlines an instructional program on trauma health problems designed for primary health care physicians. It contains 7 folders that cover different aspects of the program: instructional design, hypothetical and actual patient management exercises, problem-based learning issues, learning objectives, learning resources, evaluation, and details on learning formats. The goal is to equip physicians to effectively resolve trauma health problems and prevent patient death, complications, disability, and malpractice suits. Learners are guided to work through the folders sequentially, noting learning issues along the way to prepare for exams, presentations, and managing sample patient cases.

1. THE
TRAUMA
HEALTH PROBLEM
AN INSTRUCTIONAL PROGRAM FOR
PRIMARY HEALTH CARE PHYSICIANS
DESIGNED FOR:
PROBLEM-BASED LEARNING
COMPETENCY-BASED LEARNING
IN- AND OFF- CAMPUS LEARNING
Author:
Reynaldo O. Joson, MD, MHPEd, MS Surg
1999

2. THE
TRAUMA
HEALTH PROBLEM
GOALS AND STRATEGIES

3. THE
TRAUMA
HEALTH PROBLEM
GOALS IN THE MANAGEMENT
In all patients with a TRAUMA HEALTH PROBLEM,
the primary health care physician must be able to:
RESOLVE the TRAUMA HEALTH PROBLEM

4. THE
TRAUMA
HEALTH PROBLEM
GOALS IN THE MANAGEMENT
RESOLVE the TRAUMA HEALTH PROBLEM
in such a way that the patient does NOT end up
DEAD
WITH ANY KIND OF COMPLICATION
AND DISABILITY

5. THE
TRAUMA
HEALTH PROBLEM
GOALS IN THE MANAGEMENT
RESOLVE the TRAUMA HEALTH PROBLEM
and in such a manner that the patient
IS SATISTFIED
DOES NOT FILE A MALPRACTICE SUIT

6. THE
TRAUMA
HEALTH PROBLEM
STRATEGIES
RATIONALE, EFFECTIVE, EFFICIENT, HUMANE
MANAGEMENT
IN THE TASKS OF
RAPPORT, DIAGNOSIS, TREATMENT, ADVICE

7. THE
TRAUMA
HEALTH PROBLEM
Content
Title
Goals and Strategies
Content ................................................................................. A
About the Author .................................................................. B
Preface
................................................................................... C
The Course Pack - Content and How to Use ........................ D

8. THE
TRAUMA
HEALTH PROBLEM
Content ...
Folder 1: Instructional Design............................................... I
Folder 2: Hypothetical and Actual Patient Management…. II
Folder 3: Problem-based Learning Issues - Form ....…..... III
Folder 4: Learning Objectives ...........................…..….… IV
General Learning Objectives ....................... IVA
Clinical Competencies ................................. IVB
Biological Foundation and Basis of Clinical
Management ……............................ IVC

9. THE
TRAUMA
HEALTH PROBLEM
Content ...
Folder 5: Learning Resource Materials and References ...... V
List of Recommended References ............... VA
Learning Resource Materials
Folder 6: Evaluation .......................................................… VI

10. THE
TRAUMA
HEALTH PROBLEM
Content …
Folder 7: Details and Format .......................…….........… VII
Guidelines and Format
Overview and Personal Perspective .… VIIC
Public Health Education ..........……… VIID
Community Health Management .....… VIIE
Case Presentation and Discussion ....…VIIF
Hypothetical Patient Management .......VIIG

11. THE
TRAUMA
HEALTH PROBLEM
Content …
Folder 7: Details and Format .......................…….........… VII
Guidelines and Format
Psychosocial Issues ..............................VIIH
Bioethical Issues ..................................VII-I
Medicolegal Issues ...............................VIIJ
Research Issues ..............................…..VIIK
Glossary ...............................................VIIL
Self-Evaluation ....................................VIIM
Presentation in a Symposium ....................…. VIIN

12. About the Author
Present Academic Positions
Dr. Reynaldo O. Joson is presently a permanent
professor at the Department of Surgery of the University of
the Philippines, College of Medicine.
He is at the same time an affiliate associate professor
of the University of the Philippines Open University as well
as a faculty in the University of the Philippines College of
Public Health.

13. About the Author
Present Academic Positions
He is currently the Chief of the Division of Head and
Neck, Breast, Esophagus, and Soft Tissue Surgery at the
Philippine General Hospital.

14. About the Author
Academic Degrees
He obtained his Doctor of Medicine from the
University of the Philippines College of Medicine in 1974;
his Master in Hospital Administration from the UP College of
Public Health in 1991; his Master in Health Profession
Education from the UP National Teachers Training Center for
Health Profession in 1993; his Master of Science in Clinical
Medicine (General Surgery) from the UP College of
Medicine in 1998.

15. About the Author
Academic Degrees
His finished his residency in General Surgery at the
Philippine General Hospital in 1981 after which he became a
Diplomate of the Philippine Board of Surgery.

16. About the Author
Education for Health Development in the Philippines
One of his missions in life is to contribute to the
health development in the Philippines through education.
This mission started in 1990 when, as Director of the UPCM
Postgraduate Institute of Medicine, he designed a structured
Department of Health-UPCM Postgraduate Circuit Courses in
four provincial hospitals in the Philippines (Ilagan, Isabela in
Luzon; Aklan in the Visayas; and Koronadal, South Cotobato
and Oroquieta, Misamis Occidental in Mindanao).

17. About the Author
Education for Health Development in the Philippines
In 1994, he helped established the Zamboanga
Medical School Foundation. He helped designed a
community-oriented, competency-based, and problem-based
learning medical curriculum for the school. This curriculum
was adopted by a medical school in Legazpi, Albay in 1995
and by another medical school in Cebu in 1996.
He is presently preoccupied with the full development
of this curriculum as well as designing a telehealth program.

18. About the Author
Hospital Administration
He is currently an assistant medical director at the
Manila Doctors Hospital in charge of its quality assurance
program.

19. About the Author
Writings
He started writing books, primers, self-instructional
programs, and course packs in medicine, surgery, hospital
administration, and medical education in 1985. As of
December of 1998, he has about 20 finished products.

20. About the Author
Family
He is married to Jacqueline Judith Ick who obtained
her Doctor of Medicine from the University of the Philippine-
Ramon Magsaysay Memorial Foundation College of
Medicine in 1986. His wife is presently pursuing a Doctorate
in Molecular Biology and Biotechnology at the University of
the Philippines in Diliman, Quezon City.
Rey Benjamin I. Joson, 10 years old, his only son, is
presently studying at Xavier School while his only daughter,
Camille Marie Therese I. Joson, 9 years old, is enrolled at the
Poveda Center.

21. About the Author
Contact Numbers
Dr. Reynaldo O. Joson’s email address is
rjoson@pacific.net.ph
His telephone number is 523-2774.

22. Preface
Dear Learner,
Mabuhay!
Welcome to a learning experience in becoming a
health professional.
This program has been especially designed with you,
the learner, and the principles of effective teaching and
learning in mind.
As you go through this learning program, please bear
in mind the following:

23. Preface
1. I am treating you as an adult learner which
1.1 Assumes you have learning aspirations and
expectations and therefore, are motivated;
1.2 Gives you the privilege to use other learning
strategies in achieving the objectives in
this program;
1.3 Welcomes you to go beyond the learning package
as you so desire; and
1.4 Expects discipline, honesty, and maturity in
fulfilling your learning activities.

24. Preface
2. We shall define learning as a positive observable
change (for the better or improvement) in
human behavior, disposition, attitude,
performance, or capability which persists over
a period of time.
3. Active learning strategies and activities will be
utilized as much as possible.
4. The program will contain learning materials which
I think will be relevant to your being an
effective, efficient, and humane health
professional.

25. Preface
5. The ultimate goal of the learning program is to
produce health professionals who will
contribute to the health development in the
Philippines.
6. When I made this program, I tried my best to
facilitate your learning. Bear in mind,
however, that I am not infallible. Thus,
analyze carefully everything in this program.
Don’t hesitate to offer disagreements and
constructive criticisms for own learning and
for the improvement of the program.

26. Preface
Best wishes for a fruitful learning with the help of
this program.
Reynaldo O. Joson, M.D.
1999

27. THE
TRAUMA
HEALTH PROBLEM
The Course Pack
Content and How to Use

28. The Course Pack
Content and How to Use
Content
The Course Pack on TRAUMA HEALTH PROBLEM
consists of seven (7) folders:
Folder 1: Instructional Design
Folder 2: Hypothetical and Actual Patient
Management
Folder 3: Problem-based Learning Issues
Folder 4: Learning Objectives
Folder 5: Learning Resource Materials
Folder 6: Evaluation
Folder 7: Details and Formats

29. The Course Pack
Content and How to Use
Content
Folder 1: Instructional Design
This folder contains the course plan.

30. The Course Pack
Content and How to Use
Content
Folder 2: Hypothetical and Actual Patient Management
This folder contains hypothetical patient management
exercises which in turn consist of
sequential patient management cases and case
studies.
It also contains an instructional plan on Actual Patient
Management.

31. The Course Pack
Content and How to Use
Content
Folder 3: Problem-based Learning Issues
This folder contains the instructions and a form on
which a student can write down problem-
based learning issues.

32. The Course Pack
Content and How to Use
Content
Folder 4: Learning Objectives
This folder contains general and specific learning
objectives of the course.

33. The Course Pack
Content and How to Use
Content
Folder 5: Learning Resource Materials
This folder contains a list of recommended learning
resource materials and selected and
prepared manuscripts.

34. The Course Pack
Content and How to Use
Content
Folder 6: Evaluation
This folder contains test blueprints and pretest
examinations.

35. The Course Pack
Content and How to Use
Content
Folder 7: Details and Formats
This folder contains details and formats of learning
and evaluating activities.

36. The Course Pack
Content and How to Use
How to Use
Initial Steps:
Start by reading Folder 1 on Instructional Design.
For details on specific learning and evaluating
activities encountered in Folder 1,
refer to Folder 7 on Details and Formats.
Then, scan the rest of the Folders (2-7).

37. The Course Pack
Content and How to Use
How to Use
Subsequent Steps:
This consists of the study and learning proper.
Start with the Overview and Personal Perspective on
the TRAUMA HEALTH PROBLEM. (see Folder 7 for the
guidelines.)
Note down learning issues. Use the form
provided in Folder 3.
Take note that a formal report is needed for
purposes of presentation in the
symposium and evaluation.

38. The Course Pack
Content and How to Use
How to Use
Then tackle the Pretest examinations.
Note down learning issues. Use the form provided in
Folder 3.
Take note that 50% of the questions in Posttest written
examinations will be derived from the Pretest.
Take note also that the Pretest gives a guide on where
to focus when studying the course.
Studying the Pretest can also facilitate discussion in
the Hypothetical and Actual Patient
Management.

39. The Course Pack
Content and How to Use
How to Use
Then tackle the Hypothetical and subsequently, the Actual
Patient Management.
Note down learning issues. Use the form
provided in Folder 3.
Take note that the exercises on Hypothetical
and Actual Patient Management
are
useful in preparing for the
written examinations
oral-practical examinations
project on case presentation and

40. The Course Pack
Content and How to Use
Overall Advice:
During the study proper, be constantly guided by the
instructional design, especially the learning objectives, which
shall serve as the steering wheel in whatever that should be
done in the course. This includes the evaluation.
Reynaldo O. Joson, MD, MHPEd, MS Surg
1999