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take your midterm
1. Define quality assurance in education
2. Analyze the concepts use in the context of educational quality assurance.
3. Describe performance indicators of a programme
4. Conduct self-assessment report for the programme
5. Evaluate the quality of teaching in a programme.
6. Apply standards in teaching and assessment in the institution level.
7. Conduct evaluating on quality of institution.
8. Conduct a self-assessment audit in your programme
The aim of this course is to provide the student with opportunities to develop the knowledge and skills required to design, develop learning materials to facilitate effective teaching and learning.
The implementation of new technologies and new learning approaches is leading academic institutions to make fundamental changes to their programmes. They must now, for example, learn to combine training, information and collaboration, and find new ways of balancing face-to-face and distance learning, synchronous and asynchronous learning, and formal and informal learning. Their working methods have to change as a result. Aware of this major challenge, the Unit will introduce students to distance learning approaches and how to develop, implement and evaluate the approach.
The aim of this course is to provide the student with opportunities to develop the knowledge and skills required to design, deliver, assess and evaluate educational sessions in a classroom and clinical contexts in order to use this knowledge to help learners construct meaning and achieve the intended learning outcomes.
Introduction to Psychological Basis of Teaching and Learning: Individual differences; human motivation; personality; learning styles and intelligence. Adult learning theory: the humanism basis of adult learning theory; Andragogy; experiential learning approach to adult; reflection and adult learning. Cognitive perspectives on teaching and learning: memory, perception, critical thinking, problem solving and decision making; motor skills, and cognitive theories of learning and instruction. Behaviorism and its implication for teaching and learning: behaviorists approach to learning- classical conditioning and operant conditioning
Social learning theory and its implication for teaching and learning; Synergogy and its implication for teaching and learning
This is an important topic, that will enable you to be effective teachers
This is a build up on the previous course that you did in you did in your previous semister. The goal is to enable have greater understanding of the human systems. A competence that will of importance in your career as a health professional educator. Last but not least
The aim of the course is designed to prepare the student be familiar with the human body organs, so as to appreciate the normal and hence be able to differentiate the abnormal
At the end of the course the student will be able to:
In this unit you will cover a number of topics that relate to human organs and functionality. Keep reading and posting issues as you pursue the course
This one of the courses in HPE.
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.
Overview lectures, reading assignments, Small group discussions, demonstrations, clinical assessment