1. Carlos Kiyan Tsunami, MD
ckiyan@itg.be
Moscow, October 1 2007

2. 
Since 2003, ITM
organises each
summer the Short
Course on
Antiretroviral
Therapy (SCART)
with about 40
physicians/year, who
work in low resource
countries

3. (N=1564)
European Quality Observatory. 2005. Quality in e-learning. Use and dissemination of quality
approaches in European e-learning. A study by the European Quality Observatory. Available at:
http://www2.trainingvillage.gr/etv/publication/download/panorama/5162_en.pdf

4. 
“All the planned and systematic
activities implemented within the
quality system, and demostrated as
needed,
to
provide
adequate
confidence that an entity will fulfil
requirements for quality”
Wouter , V. 1998. Application of ISO 9000 standards to education an training. European Journal Vocational Training 15 . Available
at:http://www.trainingvillage.gr/etv/Upload/Information_resources/Bookshop/124/15_en_vandenberghe.pdf

5. 




Procedures
Monitoring
Records
Identification and
Analysis
Corrective action

6. Meet the needs and demands of its
customers in a planned and controlled
way.


Not guarantee that the
products are the highest
possible quality level.
Wouter , V. 1998. Application of ISO 9000 standards to education an training. European Journal Vocational Training 15 . Available
at:http://www.trainingvillage.gr/etv/Upload/Information_resources/Bookshop/124/15_en_vandenberghe.pdf

7. EVALUATION COMPONENTS BY UOC (OPEN
UNIVERSITY IN CATALUÑA SPAIN)
•IT and tools Skills
•Domain of the knowledge
Framework proposal by European
quality observatory
•Analysis of external
context
•Analysis of
personnel resources
•Analysis of target
group
•Initiation
•Identification of
stakeholders
•Definition of
objectives
•Needs analysis
•Academic Results
•Opinion of Teaching staff
knowledge level
•Material, activities
according with the
learning objectives
Duart J. 2001 Evaluation of teaching quality in virtual learning
environments. Available at
http://www.uoc.edu/web/esp/art/uoc/0109041/duartmartin_imp.html
•Planning
•Implementation
•Evaluation
•Optimization
•Administration
•Activities
•Review of level of competence
•Learning
objectives
•Concept of the
contents
•Didactic
concepts/method
ology
•Roles and
activities
•Organizational
design
•Realization of
content
•Implementation
of design
•Testing of learning
resources
•Adaptation of learning
resources
•Release of learning
resources

15. http://cmap.ihmc.us/

16. LEVEL
1.
2.
3.
4.
Blooms Taxonomy
SAMPLE
VERBS
SAMPLE
BEHAVIORS
KNOWLEDGE
Student recalls or
recognizes information,
ideas, and principles
in the approximate
form in which they
were learned.
Write
List
Label
Name
State
Define
The student will define
the 6 levels of Bloom's
taxonomy of the
cognitive domain.
COMPREHENSION
Student translates,
comprehends, or
interprets information
based on prior
learning
Explain
Summarize
Paraphrase
Describe
Illustrate
The student will explain
the purpose of Bloom's
taxonomy of the
cognitive domain
APPLICATION
Student selects, transfers,
and uses data and
principles to complete a
problem or task with a
minimum of direction.
Use
Compute
Solve
Demonstrate
Apply
Construct
The student will
write an instructional
objective for each
level of Bloom's
taxonomy.
ANALYSIS
Student distinguishes,
classifies, and relates
the assumptions,
hypotheses, evidence,
or structure of a
statement or question.
Analyze
Categorize
Compare
Contrast
Separate
The student will
compare and contrast
the cognitive and
affective domains
SYNTHESIS
Student originates,
integrates, and
combines ideas into a
product, plan or
proposal that is new
to him or her.
Create
Design
Hypothesize
Invent
Develop
The student will
design a classification
scheme for writing
educational objectives
that combines the
cognitive, affective,
and psychomotor
domains.
EVALUATION
Understand the clinical,
clinical
immunological and
virological evolution over
time of HIV infection in adults
and children.
Make predictions on the
course of natural evolution
based on clinical and
immunological data of the
patient.
Apply WHO (World Health
Organization) staging
system on individual patients
(adults and child)
Use Clinical and Laboratory
Information to identify
patients who need OI
(Opportunistic Infections)
prophylaxis and HAART
DEFINITION
Student originates,
integrates, and
combines ideas into a
product, plan or
proposal that is new
to him or her.
Judge
Recommend
Critique
Justify
The student will
judge the effectiveness of writing
objectives using
Bloom's taxonomy.

19. 1.
2.
3.
4.
Understand the clinical,
immunological and
virological evolution over
time of HIV infection in
adults and children.
Make predictions on the
course of natural evolution
based on clinical and
immunological data of the
patient.
Apply WHO (World Health
Organization) staging
system on individual
patients (adults and child)
Use Clinical and
Laboratory Information to
identify patients who need
OI (Opportunistic
Infections) prophylaxis and
HAART

21. 


General overview of all the learning
objectives and the relationship among
them.
Identify clearly the learning activities
and materials needed to achieve the
learning objective.
Make a summary for the students, they
can have an idea of what we want them to
learn.

22. Dr. Lut Lynen Dr. Maria Zolfo
Verena Renggli Inge De Waard