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  • http://lms.mintmedicaleducation.com/moodle/

  • http://lms.mintmedicaleducation.com/moodle/

  • http://lms.mintmedicaleducation.com/moodle/

  • A  CPD for Lab commodity management Course

  • This is an online course for people who are intrested to learn statisitcs. For those already familiar, it forms a good basis for a quick revision

  • This is a series of courses that will be coming in the near future. Please try them out and free to give us feedback. Your course teacher will be Fatuma Chelimo, and Pharmacist with passion of leveraging on ICT to offer Continous professional development.

    Innovativing Moodling will provide the back end support. You start of with a smal unit on Epilepsy.

    Self enrolment
  • An important subject, that has tremendous influence on teaching and learning.

  • Course Content and Teaching Strategies

    Teaching and Learning Strategies: Concepts and principles; Differences between traditional and innovative approaches; Roles of teacher in traditional and innovative approaches.       

    Teaching methods: lecture; group discussions; demonstration; role play; field trips.

     

    Learning – Teaching Strategies

    Overview lectures, Small group discussions, Pre-session reading, self directed learning, assignments

  • This a reflection of my phd course

  • Assessment of Students' Clinical Performance: Definition of terms; characteristics; scoring criteria; performance tasks and contexts; learning targets, skills and products; strength and limitations; Purpose of assessing performance; Process of planning and carrying out performance assessments; constructing performance tasks; criteria for scoring and methods. Assessments types:  Objective structured clinical examination (OSCE); objective structured practical examination (OSPE); patient management problems (PMP); comprehensive patient examination (CPE); short patient examination with viva – voce. Resources: Adequacy of resources, supervision; practicability and cost-effectiveness of learning and assessment.

    Methods of assessing attitudes:  observation; rating scales, semantic differentials.

    Designing clinical/practical instruments: checklists; rating scales; anecdotal records; Case tracking;

    Conducting assessments: Instrument reliability and validity; Practicability and objectivity of examinations.

  • This topic will address how we Integrate instruction and assessment; components of classroom assessment; purpose, measurement, evaluation and use. Assessment standards; establishing learning targets- types, sources of learning targets, criteria for selecting learning targets. High quality classroom assessment.

     It will also address the appropriateness of assessment methods, validity, reliability, fairness, positive consequences, practicability.  Learners will learn how to assessing deep understanding; Assessing understanding and reasoning.

    Assessment and evaluation methods used in a variety of settings: formative and summative evaluation; content evaluation; factors influencing selection of assessment methods; reliability and validity of assessment instruments/tools. Developing assessment tests:  written examination-MCQS type i, ii, iii; Short answer questions (SAQS), Long Essay questions (LEQ), Viva voce(oral exams).

    Development of various types of tests: procedures; factors considered; collating and presentation of results; interpretation of results- mean, mode, standard deviation and analysis; Designing tests characteristicsand critical analysis of test items

  • The role of leadership and management cannot be overemphasised. This unit will endeavour to build your capacity on what is difference between  leadership and management. Thereafter, you can decide  on what role you think best suits you for your function.

  • This is a follow up of the previous course that we covered earlier ie Curricullum development  In this second part of the course we shall look at more pragmatic issues that underpin the principle and the practice of curriculum development.

    We shall focus our discussion on the he Commission on Education of Health Professionals for the 21st Century was launched in January 2010 with the aim of landscaping the field, identifying gaps and opportunities, and offering recommendations for reform a century after the landmark Flexner Report of 1910.

    This independent initiative was led by co-chairs Julio Frenk and Lincoln Chen working with a diverse group of20 Commissioners from around the world: Zulfiqar A Bhutta, Jordan Cohen,Nigel Crisp, Timothy Evans, Harvey Fineberg, Patricia Garcia, Richard Horton,Ke Yang, Patrick Kelley, Barry Kistnasamy, Afaf Meleis, David Naylor,Ariel Pablos-endez, Srinath Reddy, Susan Scrimshaw, Jaime Sepulveda,David Serwadda, and Huda Zurayk. Link http://dash.harvard.edu/bitstream/handle/1/4626403/Ed_HealthProfCommisionp5_40.PDF?sequence=1

    Sponsored by the Bill and Melinda Gates Foundation, the Rockefeller Foundation, and the China Medical Board, the co-chairs supervised the research and management teams operating out of theChina Medical Board and the Harvard School of Public Health.

    This Commission report (Frenk J, Chen L, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Published online at www.thelancet.com (DOI:10.1016/S01406736(10)61854-5) on Nov 29, and in The Lancet Dec 4, 2010, vol 376; pp 1923–58) was published initially in The Lancet in November 2010. It is being reproduced in expanded book form by the Commission in full recognition of the copyrights of The Lancet. Distributed by Harvard University Press, Cambridge MA ISBN 978-0-674-06148-4

     

  • Application of teaching and managerial Skills: Organizing and delivering teaching and learning; planning learning situation exercise; drafting  learning-teaching plan; drafting scheme of work; Mini teaching guidelines- principles, conducting mini teaching session;  Micro-teaching- stimulus variation, questioning, responding, reinforcing and explaining. Evaluating teaching and learning: planning assessment; management of assessment process; peer assessment; student self-assessment; assessment forms; self evaluation and evaluation of the teacher by students; marking and moderation of student assessment.

    Learning – Teaching Strategies

    Lectures, reading assignments, discussions, .seminars, conference and workshop presentation

  • Welcome to this course

    This a Course intended for Medical Teachers in all fields. It will form part of My Phd thesis. Participants will be welcomed to participate in using the forum for teaching and learning, and if they are willing they may participate in the study. 

  • To enter the course unit click on the Curriculum Development link on the left of the scene.

    In this topic you will be introduced  to the concept of Curriculum Development in relation to the ever changing fied of Medical Education.  Specifically the following areas will be covered:

    Curriculum Development and Evaluation: Historical development; theories and models applied in curriculum development; philosophy of curriculum; Curriculum ideology; components of curriculum; curriculum models; approaches to curriculum development; steps in curriculum development; factors influencing curriculum in health professions; job description and analysis; determination of program and course objectives;  preparing instructional objectives; selection and organization of learning experiences, implementation and evaluation of curriculum; review and curriculum innovations.

    Teaching methods

    Overview lectures, reading assignments, Small group discussions, demonstrations, clinical assessment

  • By the end of this workshop, the participants will be able to:

    • explore approaches to increase learner engagement
    • Design simple content for blended learning
    • Apply best best practices in one’s training initiatives

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