Curriculum Development.pdf
- 2. Curriculum Latin word – “race-course” (Path to be followed and frame within which it has to be followed)
- 3. Definition Syllabus: Summary of the topics to be covered. Curriculum: A plan of action which incorporates the learning outcomes to be attained over a period of time by exposing the learner to various learning experiences.
- 4. Planning the Curriculum Curriculum foundation Curriculum Components
- 5. Curriculum Foundation Why a subject is being taught Who is being taught How a subject is being taught What is to be achieved
- 6. Curriculum Components Objectives Materials Methods Assessment
- 8. Approaches to Curriculum planning Subject centred Learner centred Problem solving
- 9. Steps to develop curriculum Problem identification Needs Assessment of learners Goals and Objectives Educational Strategies Implementation Evaluation and Feedback
- 10. Innovations Integrated Problem based Skills training Affective domain
- 11. Learning objectives Subject Systems Weightage Cognitive Psychomo tor Affective General Surgery 30 40 40 20 Systemic Surgery 70 50 40 10 Gastrointes tinal 20 Hepatobilia ry 10 Urology 20 Endocrine 05 Speciality 15
- 12. Aim to accomplish your goal through various objectives
- 14. Thank You
- 15. Teaching Skills and Strategies for Effective Lecturing Dr. Azra S Hasan
- 16. Mind is not an empty vessel that has to be filled but a __________ that has to be ____________
- 18. 1. Appreciate the importance of teaching skills 2. Should be able to use these skills effectively
- 19. 1. Lesson planning 2. Set induction 3. Presentation 4. Attitude 5. Listening
- 20. 7. Stimulus variation 8. Use Of A.V. Aids 9. Pupil’s reinforcement 10. Closure 6. Effective questioning
- 21. Objectives? Content ? Take home points? How can you organize your material to accomplish your objectives? Student feedback 1.Lesson Planning
- 23. Asking few questions Quotations State objectives Why the topic is important ?
- 24. 3. Presentation Making your presentation stick by chip and Dan Heath- 2008
- 26. The process of prioritization (find the core) MUST KNOW, DESIRABLE TO KNOW New additions
- 27. Gap theory : Gap in knowledge creates intellectual curiosity –
- 28. „Velcro theory of Memory‟ More „sensory hooks‟
- 29. CB IUS BUP SCPUN O ID A
- 30. CBI USB UPS CPU NOIDA
- 31. See something or experience it, to believe it Use statistics – focus on relationship between two and not the number
- 33. It makes people care for idea or concept Make people feel something Empathy and horror works
- 34. 5,6- Listening and Effective Questioning •Involve , interact with students •Listen to your audience ( students) – spoken and unspoken 7% 17% 67%
- 35. And the confusion it causes!
- 36. • Changing pace of lecture by: • By shifting emphasis • Soliciting questions • Jokes • Giving directions 7.Stimulus Variation
- 37. 8. Use of Aids
- 39. • Asking some questions 10. Closure • Summarizing • Quotations
- 40. is a very reliable measure of competence. The only people who have fun skiing slopes are those who have the expertise to enjoy them The FUN test
- 41. 3,4.Presentation and Attitude how to LECTURE
- 42. Uninterrupted rambling exposition of apparently irrelevant information delivered in a sleep inducing monotone for one hour
- 43. ???
- 46. Dr. Fox experiment Mathematical Game Theory
- 47. Bad performance:- High content Medium content Low content (26 facts) (14 facts) (4 facts) Low seduction Low seduction Low seduction Great performance High content Medium content Low content (26 facts) (14 facts) (4 facts) High seduction High seduction High seduction
- 48. “Before listening to your lecture I was confused about this subject Having listened to your lecture I am still confused …………….|But on a higher level” Dr. Fox : Biochemistry of Learning.. High Seduction: enthusiasm, humor, friendliness, expressiveness Low Seduction: monotonous, boring, angry Who lights the lamp in your head?
- 49. I speak, you listen “Where the notes of the lecturer become ………. the notes of the student without passing through the minds of either”
- 50. Tell them what you’re going to tell them; Tell them; Tell them what you told them. Transition: “My next point...”, “In conclusion...” Emphasis: “Let me highlight this point…”
- 52. Rate: 150 words/min; 1 slide/min Modulation: jocks vs. evangelists vs. infomercials Volume: project; microphone stage presence Direction: address each person in the room, one thought per person
- 53. stage fright, epinephrine, arousal ◦ Use the extra energy ◦ Breathing exercises don‟t have to be a comic, but it helps check your energy level Do whatever to create:…….. TEACHER LIVELINESS Anxiety, Humor Enthusiasm
- 54. Boring….
- 55. Angry
- 57. 2 WORD DEFINITION..???
- 62. Symptoms to look out for….
- 64. Rule of thumb … PLUS…6
- 65. Most people recall only 2-3 points Don‟t read facts, print them out Simplify or focus on HEADING and technical points KISS -KEEP IT SIMPLE, STUPID
- 66. CHALK AND TALK •Board legible from last row •White or Yellow Chalk Black Marker on White board •Use board SYSTEMATICALLY •Talk to AUDIENCE not the board •NEW CONCEPT on a clean board •PERFORMANCE is most important
- 69. ◦ This is Arial 12 ◦ This is Arial 16 ◦ This is Arial 28 ◦ This is Arial 32 ◦This is Arial 44 ◦This is Arial 48
- 70. ALL CAPITAL LETTERS ARE DIFFICULT TO READ Upper and lower case letters are easier Underlines may signify hyperlinks Instead use colors to emphasize
- 71. The 6 x 6 rule ◦No more than 6 lines per slide ◦No more than 6 words per line ◦two font types per presentation
- 74. L- LIVELY E- EDUCATIVE C- CREATIVE T- THOUGHT PROVOKING U- UNDERSTANDABLE R- RELEVANT E- ENJOYABLE
- 76. 4 P‟s: 1. Performance, 2. Preparation, 3. Presentation, ◦ A picture is worth a thousand words ◦Practice makes perfect ◦ Worth saying, bears rePeating What is the final P .. the 4th P???
- 79. Dr Chandra Mohan
- 80. At the end of this session you should be able to impart a student the ability to: Identify resources, Design a plan for resource use, Make resources available, and Work well with teachers, peers, and other resource persons.
- 81. Learning resource materials are MEANS OR VEHICLES used EFFECTIVELY either by student or teacher in the learning process. “Those human and material resources that provide learners with the facts, principles, and experiences necessary to realize meaningful learning outcomes.”
- 82. Medical profession- Life long self directed learning A good teacher aims to make himself or herself irrelevant as he or she imparts the students ability to make best use of resources
- 83. Slotnick's staged theory of physicians' learning
- 84. Faculty in Class Books Curricular Materials Journals Peers Senior Colleagues E Books/Journals Websites Simulation Manikins Paramedics Tests
- 85. Teacher to supplement the lecture, seminar or practical or laboratory sessions. Students to supplement formal or didactic teaching. Students for independent learning. Professionals to educate the community, health decision makers etc.
- 86. A- Printed Media B- A-V Aids C- Advanced Technology D- Live Materials
- 87. 1. Books, Journals, Handouts Etc. 2. Programmed Text ; Self Learning Modules and Packages 3. Written Simulated Patient Management Problem (SPMP)
- 89. 1.Visual Aids a) Non Projected b) Projected 2.Audio-Aids 3. Audio-Visual Aids
- 94. 1.Computer Assisted Learning (CAL) 2.Computer Aided Instruction (CAI)
- 95. Synchronous (text based chat, voice and video conferences, collaborative sessions, etc.) and Asynchronous communication (forums, emails, off-line messages, etc.)
- 97. himsr.org www.medscape.com www.webmd.com www.nlm.nih.gov/medlineplus www.cdc.gov www.who.int/en/ www.mayoclinic.com www.medilexicon.com - Dictionary www.medicalstudent.com - FreeText Books www.biomedcentral.com - Free Medical Journals www.freemedicaljournals.com - Also: Free Medical Books
- 98. 1. Patients 2. Community 3. Teachers 4. Students
- 99. The OBJECTIVE to be achieved. Who is to be taught ? Size of the group. Ability of the instructor to use a particular aid. Time available for the instructors. Budget allotment
- 101. From Assessment to Evaluation Dr Satendra Singh Medical Education Unit, UCMS & GTB Hospital, FAIMER Faculty Assoc Editor, RHiME Editorial Member, J Educ Evalv Health Prof
- 103. It is assessment which help us distinguish between teaching and learning Students learn not what you expect, but what you inspect. Anything which is not evaluated is never learnt properly
- 104. Clarify these terms? Measurement Application of tool for finding degree of achievement Assessment Objective measurement + subjective interpretation Evaluation Passing value judgment
- 107. Clarify these terms? Test Conventionally, refers to a written instrument used to assess learning Tool Used to observe skills or behaviour to assess extent of learning
- 108. Clarify these terms? Criterion-referenced testing Norm-referenced testing
- 109. CRT –Fixed standards; only pass/fail NRT – Rank ordering, no fixed criteria, how they fared in relation
- 110. Purpose of Assessment? Pass/fail Rank order the students Measure improvement Providing feedback to students Prove Improve
- 111. What are the types of Assessment? Formative Summative Continuous Internal Assessment
- 112. If we think of our students as plants … Summative assessment is the process of simply measuring them. Formative assessment is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth. The Garden Analogy
- 113. Chef tasting the soup – Formative Guests tasting the soup - Summative Assessment for learning –Formative Assessment of learning - Summative
- 114. Assessment paradigms
- 115. • Formative • Internal • Summative Methods of assessment used drive student learning •Assessment should be continuous to be meaningful •2:15 PM
- 116. Strengths of Internal Assessment Opportunity to provide corrective feedback Range of competencies can be tested Continuous assessment steer the students’ learning
- 118. Problems with Internal Assessment Improper implementation How to implement? 50%? Lack of faculty training No feedback, no weightage to soft skills Misuse/abuse No longer to be added in finals Lack of acceptability Variable marking, too much power
- 122. Clarify these terms? Competence Performance
- 124. Competence vs Performance Competence = Capability Miller’s level II – Knows how – Competence Miller’s level III – Shows how – Competency and Performance Competence is pre-requisite for performance in real setting Performance = Competence x Individual influence x External influence
- 125. Miller’s Pyramid for Assessment
- 126. Attributes of good assessment? Discuss in groups Think, Pair, Share
- 127. Attributes of good assessment? Validity Reliability Acceptability Feasibility Educational Impact Utility = V x R x A x F x EI
- 131. VALIDITY Measuring what it intends to measure Assessing intelligence of a person by looking at his foot size.
- 132. RELIABILITY Refers to the consistency/reproducibility of an assessment. One which consistently achieves the same results within the same subjects under identical conditions. IQ test of intelligence should give similar results irrespective of confounding factors (tiredness, nervousness). The degree of confidence that we can place in our results Rely-ability
- 133. Pitfalls of conventional evaluation Reliability marred by patient, examiner and student variables Validity does not measure the process, only the end result Acceptability and Feasibility average Educational impact ??
- 138. OSLER
- 139. Effective Evaluation of Educational Programs
- 140. Effective Evaluation of Educational Programs Evaluation’s Purpose Determine the merit or worth of a program Key Questions 1.Whose opinion matters? 2.What would really be meaningful to them?
- 141. Evaluation approaches Objectives-oriented Process-oriented
- 142. Evaluation approaches Outcomes (Kirkpatrick’s model) Measurement method Instrument Modality
- 143. Kirkpatrick’s Model Level I: Evaluate Reaction Level II: Evaluate Learning Level III: Evaluate Behavior Level IV: Evaluate Results
- 144. Relationship Between Levels •Level 1 - Reaction •Was the environment suitable for learning? •Level 2 - Knowledge Did they learn anything •Level 3 - Behavior KSA being used on the job? •Level 4 - Results Was it worth it?
- 145. •Improve Learning Environment •Improve Knowledge/Skill transfer •Check Performance Environment •Check Requirements, Systems and Processes Only by assessing each level can we yield actionable results •Level 1 - Reaction •Was the environment suitable for learning? •Level 2 - Knowledge Did they learn anything •Level 3 - Behavior KSA being used on the job? •Level 4 - Results Was it worth it?
- 146. Types of Assessments Used at Each Level •Level 1 - Reaction •Was the environment suitable for learning? •Level 2 - Knowledge Did they learn anything •Level 3 - Behavior KSA being used on the job? •Level 4 - Results Was it worth it? Type Form Summative Correlation of business results with other assessment results Summative Observation of Performance 360° Survey Diagnostic Summative Self-assessment Test Reaction Formative Survey Real-time Polling Quizzing
- 147. Evaluation approaches Outcome I- Reaction II-Learning III-Behaviour IV-Results Measurement method MCQ Direct Obs. Instruments Step 1,2 Mini-CEX Modality Paper Computer PDA
- 148. Assessment of Outcomes Learning Objectives Tasks Method to be used Settin g the Paper Pediatrics (Neonatology) Competency (Neonatal Resuscitation -identify the instruments -list the indications of their use -decide the need and level of resuscitation according to circumstances -perform bag and mask ventilation Practical Theory (Recall) Practical (Application) Practical (Psychomotor) Viva MCQ/SAQ OSCE (Application) OSCE (Simulator)
- 150. Competencies
- 151. MCI Vision 2015
- 152. The assessment should be so organized that all students are examined on identical content by the same examiners using predetermined guidelines Key Message-1
- 153. Examination should be so organized that all competencies are tested by tools that evaluate the process in an objective manner Key Message-2
- 154. Dr. Mukta Pujani, Associate Professor, Dept of Pathology, HIMSR MCQ - As an Evaluation tool
- 155. Advantages of MCQs Objective, Reliable, Valid Wider Subject Coverage Easy to Mark- Computerised Checking Question bank- for repeat usage Feedback easy- amenable to audit More scoring
- 156. Disadvantages of MCQs Tests only Cognitive domain Time consuming to set Cheating Easier Guess/ Chance factor
- 157. Types of MCQ Selection type Supply type Q. Scurvy is caused by the deficiency of which vitamin a) A b)B c) C d)K Q. Scurvy is caused by the deficiency of …………………
- 158. Types of MCQs- Selection type Single Best Response Multiple Response type Matching type True / False type Problem Based Reason Assertion Type
- 159. Components of an MCQ Tick the correct answer DIRECTION Q. The drug of choice for treatment of congestive cardiac failure is: STEM a) Propranolol DISTRACTOR b) Aminophylline DISTRACTOR c) Isoptin DISTRACTOR d) Digitalis KEY
- 160. Which is Better? One-Best Answer – Acute intermittent porphyria is the result of a defect in the biosynthetic pathway for: • A. collagen • B. corticosteroid • C. fatty acid • D.heme Problem Based MCQ An otherwise healthy 33 year-old man has mild weakness and occasional episodes of steady, severe abdominal pain with some cramping and no diarrhea. One aunt and a cousin have had similar episodes. During an episode, his abdomen is distended, and bowel sounds are decreased. Neurological examination shows mild weakness in the upper arms. These findings suggest a defect in the biosynthetic pathway for A. collagen B. corticosteroid C. fatty acid D. heme
- 161. Use clear, straight forward language Aim to write as a complete sentence Avoid the use of negatives. If used keep in bold eg. ALL EXCEPT Avoid use of unnecessary content Avoid giving clues in the question e.g an/a Stems
- 162. Flaws : MCQ Stems Stem is unnecessarily complicated—too long, irrelevant A 48-year-old woman presents to the physician with lower back pain. She states that she has had the pain for about 2 weeks and that it has become steadily more severe. An x-ray film shows a lytic bone lesion in her lumbar spine. Review of systems reveals the recent onset of mild headaches, nausea, and weakness. Her CBC shows a normocytic anemia, and her erythrocyte sedimentation rate is elevated. Urinalysis shows heavy proteinuria, and a serum protein electrophoresis shows a monoclonal peak of IgG. Which of the following is responsible for this patient’s spinal lesioins? a.Bence-Jones protein b.lymphoplasmacytoid proliferation c.osteoblast activating factor d.osteoclast activating factor e.primary amyloidosis
- 163. Flaws : MCQ Stems Stem contains abbreviations that are not clearly understood by all examinees. A 32yo WF in her 1st trimester of pregnancy experiences GERD 3-4x/week and c/o heartburn. She has not responded to MOM. Which medication will be best to treat this patient?
- 164. Flaws : MCQ Stems Stem contains words about quantity that are difficult or impossible to quantify: probably, usually, infrequently, sometimes, in most cases, in few cases, etc. In most cases, men who develop prostate cancer usually have limited dietary intake of which of the following food groups?
- 165. Key and Distractors • Key should clearly be Best Choice • Distractors should be such that only lower ability students are distracted by them • Distractors- same relative length as key • In case of numerical values- options should be in order • Avoid ALL THE ABOVE & NONE OF THE ABOVE
- 166. What’s wrong with this MCQ? • The treatment of bronchogenic carcinoma is: a) Radiotherapy b) Chemotherapy c) Surgery d) Immunotherapy Key – not clearly the best choice Different students can give different answers and yet be correct
- 167. Which is a Better MCQ ? • The average weight of a normal adult spleen in grams is: a) 20 b) 150 c) 450 d) 750 • The average weight of a normal adult spleen in grams is: a) 100 b) 150 c) 200 d) 250
- 168. Is this MCQ a good one ? • The normal value of Hb is: a) 10-12 b) 16-18 c) 14-16 d) 12-14 Problems • Age /sex not mentioned • Abbreviation • No unit given • Options not in order
- 169. True/False Two possible alternatives so fair chance of getting the right answer… • Some tips: – use negatives sparingly. – Use statements which are unequivocally true or false. • More usually used as a basis for more complex Assertion/Reason questions 16
- 170. Assertion Reason (ARQs) • Test application/analysis Reason should be an independent sentence Avoid using minor reasons. These can result in an ambiguous question. 17
- 171. Example of assertion reason A True/True Reason is correct explanation B True/True Reason Is NOT a correct explanation C True/False D False/True E False/False Assertion High speed is a factor in car accidents Reason Most modern cars can reach speeds in excess of 100mph 18 BECAUSE
- 172. Components of a GOOD MCQ Good MCQ Well formed STEM Clearly correct answer Plausible distractors Options +/- feedback
- 173. ITEM ANALYSIS • Evaluation of Effectiveness of items (MCQ s) • Done after test has been administered and scored • Item Analysis involves Judging: Difficulty of the Item Discriminating Power of the Item Effectiveness of each Distractor
- 174. Procedure: Item Analysis • Eg- 30 students appeared for an MCQ exam • Arrange the papers in order (highest marks to Lowest marks) • Select 1/3 with high scores (10 in no)- Upper gp • Select 1/3 with low scores (10 in no)- Lower gp • For each MCQ, prepare a frequency table by counting the no of students in the upper gp who selected each option • Repeat same for lower gp
- 175. For Each MCQ Alternatives No. of Responses Upper group Lower group A B C D No Response Total Responses (T) Encircle the correct answer for each MCQ
- 176. DIFFICULTY INDEX OF MCQ H= No. of correct responses in upper gp L= No. of correct responses in Lower gp T= Total no. of responses in both gps DIFFICULT 30 40 50 60 70 EASY Recommended A C C E P T A B L E H + L X100 T
- 177. DISCRIMINATION INDEX of MCQ 0 +0.15 +0.25 +0.35 DISCARD REVISE GOOD EXCELLENT 2 x H - L T
- 178. Distractor Effectiveness • Calculated for each distractor • Sum of responses in the two gps x100 T Distractor of 5% or above- Acceptable
- 179. Checklist for constructing a Good MCQ Select a learning objective to be tested Write a stem (a question to be solved) Write Key. Crosscheck its Correctness Select plausible alternatives keeping in mind the common mistakes made by students Get MCQs Reviewed by Colleagues
- 180. Thank you
- 181. OSCE Dr Amit Sharma Associate Professor Forensic Medicine, HIMSR
- 183. OSCE - Objective All the candidates are presented with the same test Specific skill modalities are tested at each station History taking Explanation Clinical examination Procedures
- 184. OSCE - Structured The marking scheme for each station is structured Structured interaction between examiner and student
- 185. OSCE – Clinical Examination Test of performance of clinical skills candidates have to demonstrate their skills, not just describe the theory
- 186. History of OSCE OSCE was developed in Dundee , Scotland in the early 1970’s by Dr.Harden and colleagues. The OSCE is now used in over 50 country world- wide.
- 187. OSCE is a kind of exam not a test. OSCE Objective Structural Clinical Examination OSLER Objective structural Long Examination Record OSPE Objective Structural Practical Examination TOSCE (GOSCE) Team (group) Objective Structural Clinical Examination
- 188. Advantage Provides a opportunity to test a student’s ability to integrate knowledge, clinical skills, and communication with the patient Provides the faculty with an assessment tool that is custom-fit to the goals of a specific education program Renders an occasion for individualized instruction and feedback Offers an additional parameter by which to evaluate student performance
- 189. Disadvantage Development and administration are time consuming and costly. Offers opportunity for compromised test security Provides assessment of case-specific skills, knowledge, and/or attitudes
- 190. What is the purpose of the OSCE? Provide feedback on performance Evaluate basic clinical skill Measure minimal competency
- 191. OSCE Format Purpose Advantages Writing principles Training observers Scoring considerations
- 192. Simple model of competence Knows Shows how Knows how Does Professional authenticity
- 193. Testing formats Knows Knows how Shows how OSCEs EMQs, SEQs Professional practice MCQs Behaviour~ attitude/skills Cognition~ knowledge Does
- 194. OSCE Format Purpose Advantages Writing principles Training observers Scoring considerations
- 195. Characteristics of assessment instruments Utility = Reliability Validity Educational impact Acceptability Feasibility
- 196. Test characteristics Reliability of a test / measure reproducibility of scores across raters, questions, cases, occasions capability to differentiate consistently between good & poor students
- 197. Advantages of using OSCEs in clinical assessment Careful specification of content = Validity Observation of wider sample of activities = Reliability Structured interaction between examiner & student Structured marking schedule Each student has to perform the same tasks = Acceptability
- 198. Factor leading to lower reliability Too few station or too little testing time Checklists or items that don’t discriminate (too easy OR too hard) Unreliable patient or inconsistent portraits by standard patient Examiners who score idiosyncratically Administrative problem (disorganized staff OR noisy room)
- 199. OSCE Format Purpose Advantages Writing principles Training observers Scoring considerations
- 200. OSCE Station Writing
- 201. How to start Decide what tasks you want to can should test in an OSCE format OSCEs test performance, not knowledge
- 202. Constructive alignment Need to know the learning objectives of your course / programme Map these across : Subject areas Knowledge areas Skill areas
- 203. Key features of success in designing OSCEs Feasibility Congruence
- 204. Feasibility Is it a reasonable task to expect the candidates to perform? Can the task be examined at an OSCE station? Can the task be performed in the time allowed?
- 205. Is it testing what you want it to test? Station construct: describe what station is testing Congruence
- 206. Ensure that all parts of station coordinate Candidate instructions Marking schedule Examiner instructions Simulated patient instructions Equipment Congruence
- 207. This station tests the candidates ability to ………………………… Station construct
- 208. Number of Stations The number of stations in an examination refer the time allocated for each station determines the time required to complete the whole examination. Twenty stations each of five minutes can be completed in I hour 40 mins While 20 stations each of 10 minutes require 3 hrs 20 mins to complete
- 209. Duration of station Times ranging from 4 to 15 minutes have been reported in different examinations and a five minute station probably most frequently chosen. This times depend to some extent on the competencies to be assessed in the examination.
- 210. Couplet Station Some competencies may best be assessed by coupled or linked stations. The use of linked stations extends the time available to complete a task. History taking Finding Interpretation Treatment or Management
- 211. Station 1 Station 2 Station 3 Station 4 Station 5 Station 6 Station 7 St Station 8 8 Station 9 Station 10 Station 11 Station 12 Example of 10 station OSCE accommodating 12 students
- 212. Enter in to station End of student interaction with SP Exit station Enter new examinee 8 min 2 min 1 min Signaling station change
- 213. Candidate instructions State circumstances: e.g. outpatient clinic, ward, A & E, etc. Specify the task required of the candidate: e.g. take a history, perform a neurological examination of the legs, explain a diagnosis Specify tasks NOT required
- 214. Copy of candidate instructions Specific instructions appropriate to the task: e.g., do not prompt, managing equipment, etc Examiner instructions
- 215. Give as much detail as possible so they can be consistent try to leave as little as possible for them to ad lib! Give enough information to enable them to answer questions consistently Be specific about affect in each role Specify patient demographics i.e., gender, age, ethnicity, social class, etc. Simulated patient instructions
- 216. Ensure marks are allocated for tasks the candidates are asked to perform Decide relative importance of diagnosis vs process (history taking, examination) Separate checklist for process skills Marking schedule
- 217. Be detailed Think of Chairs + table / couch / bench Manikins - specify Medical equipment Stethoscope, ophthalmoscope, sphyg, suturing materials, etc Equipment
- 218. Use your blueprint Be clear what you are testing: define the construct Check for congruence Pilot for feasibility Designing stations
- 219. OSCE Format Purpose Advantages Writing principles Training observers Scoring considerations
- 220. Training observers Understand the principles of OSCEs Enhance inter-rater consistency
- 221. Techniques Examiners must train together Videos ‘live’ stations Discussion of marking inconsistencies
- 222. Training observers General training Station-specific training
- 223. OSCE Format Purpose Advantages Writing principles Training observers Scoring considerations
- 224. Scoring considerations Global vs checklist scoring Weighting
- 225. Checklist scoring Advantages Helps examiner know what the station setters are looking for Helps the examiner be objective Facilities the use of non-expert examiners Disadvantages Can just reward process/thoroughness May not sufficiently reward the excellent candidate Ignores the examiners expertise
- 226. Check list for assessment of a physical finding Mr.C. presents with a sore swollen ankle for 6 weeks Do Don’t 1-introduces self to patient 2-Explain to the patient what will be do 3-Demonstrate concern for patient.i.e.is not excessive rough 4-Inspectin for any of swelling , erythema ,deformity 5-Inspection: Standing From anterior Posterior 6- Inspection pt Gait 7- palpation
- 227. Sample Communication skills checklist (rating scale) Excellence 5 V Good 4 Good 3 Fair 2 Poor 1 1- Interpersonal skill: Listen carefully 2-Interviwing skill: Uses words patient can understand Organized
- 228. Global scoring Advantages Utilises the expertise of the examiners They are in a position to make a (global) judgement about the performance Disadvantages Examiners have to be expert examiners i.e. trained Examiners must be familiar with expected standards for the level of the test
- 229. Weighting In a checklist, some items may be weighted more than others More complicated scoring system
- 230. Some Tips ! Have spare standardized patients and examiners available for the exam as life is unpredictable. Have back-up equipment ,such as view box ,batteries Have staff available during the examination to maintain exam security Make sure the bells or buzzers can be heard from all location with closed door For each examination prepare an extra station which can be setup with minimal effort
- 231. OSPE & OSCE Similarities Structured Multiple station delivery Variety of skills and tasks Observers used All candidates take same test Scoring considerations
- 232. Advantages over Practical Exam Better coverage Less duplicated equipment Less preparation for each task Reduced cost Supervision easier
- 233. OSPE can Test Laboratory based measurement Microscopy skills Simulated skills Applied medical science Laboratory procedures Special tasks
- 234. Station Types in an OSPE 1. Microscope 2. Specimens 3. Computer 4. Laboratory equipment 5. SPs 6. X-ray, laboratory preps & results
- 235. Station Example 1a A C B Use a sequence of annotated photomicrographs
- 236. Click to enlarge area Station Example 1b Use a sequence of annotated photomicrographs
- 237. Station Example 2 Specimens create several problems
- 238. Problems with Specimens Duplicates are difficult Multiples may not be similar Duplicates can be costly If fresh, handling issues If fresh, survival of the tissue! Labelling a problem
- 239. Station Example 3 + Computers allow a complex array of illustrations Click here for normal Click here for normal
- 240. Station Example 3 + Computers allow an array of illustrations Click here for normal
- 241. Station Example 3 + Computers allow an array of illustrations
- 242. Station Example 4a Applied Anatomy Observer SP Examining couch Curtained area Gloves Hand washing
- 243. Station Example 4b Radiological Anatomy A B C D E
- 244. Station Example 5 Path form Urine Blood smear Blood indices Perform tests Urinalysis Sedimentation rate Laboratory Investigations
- 245. Case M/38 Right shoulder contusion after fall PE: tenderness and swelling over his right upper chest . No skin impingement and no external wound found. No distal neurological deficit elicited
- 247. Questions 1) what is the diagnosis? 2) what is the classification of the fracture? 2) what is the management?
- 248. Case M/70 Left shoulder contusion after history of fall PE: left shoulder in abducted position X rays of left shoulder was taken
- 251. Questions 1) what is the diagnosis? 2) what is the method of reduction?
- 253. Dr. Sabina Khan Member MEU
- 254. In what may be labelled as smug satisfaction, an amazing 94% of teachers rate themselves above average and 68% rate themselves in the upper quartile of teaching performers.
- 255. How well you are teaching? And How might you improve?
- 256. A formal process of gathering information over a period of time and the application of reasoned professional judgement by an evaluator in determining whether one or more aspects of the teaching of a teacher exceed, meet or do not meet the teaching standards.
- 257. “Assume all teaching to be ineffective till there is evidence to contrary”(Mager) “Consumer is always right”
- 258. Then Now Provider of Information Demonstrator Explainer Facilitator Supervisor Mentor Role Model Planner Assessor
- 259. Two broad purposes; Evaluation for improvement, i.e. Quality enhancement leading to development and improvement of learning, teaching etc Evaluation for accountability i.e Quality assurance regarding performance with respect to promotion, competence, assurance for stakeholders etc
- 260. Quality teaching Professional development Students success should always be the focus of teacher evaluation
- 261. The core activity of teaching – i.e planning and preparation, the classroom environment and instruction itself. Responsibilities of teachers - contribution to the medical school development and professional development activities.
- 262. Formative –for teachers To identify areas for teaching improvement Summative –for system and teachers Judges the effectiveness of teaching
- 263. Teacher evaluation requires establishment of reference standards evaluation criteria to allow proper assessments of performance. In particular, a definition of what good teaching is needs to be developed.
- 266. Electronic Feedback Peer –review Self-evaluation Students feedback
- 267. Tape and video recordings Viewed by self Non threatening developed countries
- 268. Somewhat similar to microteaching Observed by senior colleague during an actual class
- 269. It covers those aspects of teaching that students are not in a position to evaluate. Student and peer ratings, viewed together, furnish a very comprehensive picture of teaching effectiveness.
- 270. Prerequisite to professional growth There maybe a conflict between what you feel and what students think. Self check scales
- 271. Most important source of obtaining feedback. Research has shown that students views are consistent with those given by more experienced colleagues.
- 274. We can change the focus from “what is the quality of your teaching?” To “how can we use evidence gathered from student feedback and other forms of information to improve teaching?”
- 275. Most faculty members continue to be enthusiastic about teaching Many have taken courses designed to improve their teaching skills
- 276. The fundamental purpose of evaluating teachers and teaching should be to improve the quality of medical education Teacher evaluation and the resulting feedback will only work if teachers make it work.
- 279. Create & maintain an atmosphere for learning Speak with loud and clear voice Explain relevance of the matter taught Arose interest/curiosity Explain clearly Provide examples Summarize issues before moving on Pose thought provoking questions Encourage students to share ideas Detect confusion and misconcepts in the class Provide relevant notes Guide for future learning