Deriving learning method from objective
- 1. Choosing Learning Methods for Competencies Dr. Anil Bindu S Professor of Community Medicine
- 2. Competency •An observable ability of a health professional, integrating multiple components such as knowledge, skills, values and attitudes
- 3. Competency Identify the etiology of meningitis based on given CSF parameters Domain: K Proficiency level: Know How (KH)
- 5. Relation between outcome, assessment and learning Learning experience Assessment Methods Learning Objectives COMPETENCY Intended outcome Learning Methods
- 6. Steps in deriving Learning Methods List the competencies under their respective subjects in each phase Derive learning objectives to achieve competencies Separate out the knowledge and skill attitude and communication objectives to extent feasible Group the objective that can be delivered in one session together Choose the most appropriate methodology Draw up a lesson plan
- 9. Competency 42.3 Identify the etiology of meningitis based on given CSF parameters Domain: K Proficiency level: Know How (KH)
- 10. Deriving Learning Methods Learning objective: eg At the end of the session all students should be able to enumerate most common causes of meningitis correctly Domain : Knowledge Level of proficiency: Knows Lecture , Small Group Discussion
- 11. GROUP ACTIVITY:
- 12. What do you consider in choosing a learning method? • Domain • Group size • Proficiency level to be achieved • Criticality of acquisition vs Feasibility • Infrastructure /aids required • Faculty preparation • Student motivation & involvement • Advantages and disadvantages of methods • Time
- 13. Eg: Venepuncture , Ryles tube, catheterisation Eg:New-born resuscitation Eg:Amniocentesis
- 15. Domains & Learning Methods Knowledge Lecture Panel discussion Symposium Team teaching Project Skills • Simulation • Bedside clinic • Demonstration • DOAP • Workshop
- 16. Domains & Learning Method Affective domain • Role play • Demonstration • Video Clips • Movies •
- 17. GROUP ACTIVITY:
- 19. Teaching learning process • Didactic lectures shall not exceed one third of the schedule • 2/3 interactive sessions/practicals/clinical or / and group discussions • Living experiences, case studies, problem-oriented approach, community health care activities
- 20. What do you consider in choosing a learning method? • Domain • Group size • Proficiency level to be achieved • Criticality of acquisition vs Feasibility • Infrastructure /aids required • Faculty preparation • Student motivation & involvement • Advantages and disadvantages of methods • Time
- 21. Domains: 3 conventional +1 c Knowledge K Skill S Attitude A Communication C
- 22. Domains & Learning Methods Knowledge Lecture Panel discussion Symposium Team teaching Project Skills • Simulation • Bedside clinic • Demonstration • DOAP • Workshop
- 23. Domains & Learning Method Affective domain • Role play • Demonstration • Video Clips • Movies •
- 24. Learning Method & Group size Large Lecture Team teaching Panel discussion Symposium Peer assisted learning PBL, CBL , Large Group Case Discussion Flipped classroom Small Group discussion Seminar Workshop DOAP Demonstration Bedside clinic Field visit Tutorials Group projects Individual SDL PROJECT WORK ASSIGNMENT
- 25. Proficiency levels K Enumerate/ Describe KH: Able To Discuss Or Analyse S : Able to identify /demonstrates the steps SH: Able to demonstrate a complex procedure requiring thought, knowledge & behavior P : Mastery for the level of competence Done independently under supervision a prespecified number of times Certification / capacity to perform independently
- 28. Eg:Venepuncture , Ryles tube, catheterisation,PV Eg:New-born resuscitation Eg:Amniocntesis
- 29. Competency Core Noncore Taught Yes Yes % of curriculum Not<80% Not >20% Summative assessment Y N Formative assessment Y Y Requirements for completion of subject Necessary Optional
- 30. Newer trends in learning Integrated learning Problem based learning Case based learning Flipped classroom
- 31. Constraints restricting the choice of SG learning sessions Faculty burden and training Student motivation and involvement Infrastructure support and resources
- 32. Innovative large group techniques : flipped classroom, large group case discussion Greater use of process vs subject experts, technology, Greater student responsibility If lower Student Teacher ratio is required but not not feasible
- 33. CBME Greater emphasis on acquisition of KH levels in the early phase shift to SH at the later phases Shift from traditional didactic classroom-based teaching to learning environments where there is a greater emphasis on learning by exploring , questioning, applying, discussing, analyzing, collaborating and doing