Introduction to Concepts and Principles of Learning ( Medical Education) (CMD 211)

1. Introduction to Concepts and Principles of Learning (Medical Education) (CMD 211) Dr. Muhammad Ghauth Qureshi Dr. Muhammad Nour-El-din Saleh Dr. Khadija Dandash Al-Jouf College of Medicine

2. Contents • General aspects • What is this block & Why we have it • Block objectives • Learning strategy – block activities • Block Topics • How students are assessed • Resources

3. General aspects • Block order: First • Title: The Process of Learning: Concepts & Principles (MEDICAL EDUCATION) • Symbol: CMD 211 • Duration: 4 weeks; 11/10/29 - 7/11/29 (11/10/08 - 5/11/08) • Credit hours: 3; (2 + 1) • Block Organizers: • Dr. Muhammad Ghaus Qureshi • Dr. Muhammad Nour- eldin Saleh • Dr. Khadija Dandash

4. Aim of the CMD 211 block • This course aims to make students understand the rationale behind adopting the Problem based learning (PBL) curriculum with horizontaland vertical integrationbetween all disciplines, which is not only community oriented , but at the same time also teaches them appropriate clinical and professional skills.

5. What is Problem Based Learning • Problem based learning (PBL) is a learning method in which students, in small groups, learn through analysis of patient problems with guidance of a tutor Students PBL Problem Tutor

6. What is problem-based learning? “ A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.” H.S. Barrows 1982

7. Rationale of PBL • PBL emerged to cope for the need for producing graduates who have the ability to effectively acquire, update, retrieve and apply their knowledge to patients problems. • PBL not only overcomes the explosive growth of knowledge but it alsointegrates theory and practice from the 1st day in medical school.

8. Advantages of PBL • PBL is a student-centered cognitive method that makes students • Acquire the habit of self directed & life-long learning abilities • Acquire knowledge of basic sciences subjects and integrate them with clinical subjects to understand the patient’s problems • Acquire problem solving abilities • Acquire effective communication skills

9. Aim of the CMD 211 block (ctd) • The block is designed to help students ‘learn to learn’ through acquisition and practice of inquiry, group interaction and efficient exchange of information, and become self-directed, lifelong learners. • It also aims to use several problem scenarios so that they actively go through the tutorial process so vital to Problem-Based Learning.

10. Block General Objectives By the end of this course students are expected to: • Be aware of their responsibility in ‘learning to learn’ and become motivated to be self-directed learners. • Understand the problem-based learning environment of the College • Acquire the skills of mutual interactive communication and the skills of seeking relevant information from different resources and learning through small groups.

11. Block General Objectives (ctd) • Develop positive attitudes towards learning and towards peers/colleagues and the society. • Build up effective study habits to cope with the information overload and utilize all affordable resources.

12. Educational Activities Course objectives are implemented through • Problem Based Learning tutorial sessions • Open discussions on related themes • Interactive Lectures • Report writing on National health issues • Student presentations on topics selected by students.

13. Educational Resources • Faculty members, particularly those with interest in innovative education system and with past experience in problem based learning. • Library and audiovisual aids (tapes, video, posters, computer files & data show material).

14. Introduction to the block Strategy at QCM Medical Terminology Role of the Problem in PBL Characteristics of Adult Learners Learning resources in PBL e-learning Assessment methods to be used How to improve your performance in exams? Steps in PBL How to Make a “Concept Map” Deriving learning issues from the problem Communication Skills in PBL Use of the library How to write a scientific report Searching for data on the net Effective Presentation Course Topics: Lectures

15. What is expected from a medical graduate? Learning Styles & adult learners Improving study habits & performance in the exam Importance of feedback Role of the students in PBL Role of the Tutor in PBL The 6th & 7th Jumps in PBL Role of Clinical skills in PBL Role of Biomedical labs in PBL Feedback about PBL sessions Course Topics: Open discussions It also includes • Student presentations • Feedback from students regarding the Block

16. Weekly Activities: The 1st week: • Revolves around two problems which will be used to make students go through the first five steps (Jumps) in PBL • Only two sessions for the first four problems • First session: Students, facilitated by the tutor will go through & understand these steps • By the end of the session they should have derived some learning issues (based on their recognition of ‘what they do not know’)

17. Weekly Activities: The 1st week: • In 2nd session: They will review what they did in the first session and refine, add to or delete/modify any of the learning issues • Did we miss some important issue?

18. Weekly Activities: The 1st week: • Lectures on steps in problem based learning & how to make a concept map & • Open discussions about related issues with two or more faculty members • Will help students to really understand the process of PBL tutorials

19. Weekly Activities: The 2ND week: • 2nd week’s problem : used to refresh Jumps 1-5 • PLUS: willmake students go through 6th & 7th Js • 1st session: as previous week, but less helpful tutors • Second session: for sharing of information between students • Students must understand importance of the 6th & 7th Js

20. Weekly Activities: The 2ND week: • In particular, it is hoped that the students will clearly understand theimportant adage : • “most learning occurs between the first and the last session”

21. Weekly Activities: The 2ND week: • Supporting lectures & open discussions on: • Roles of students & tutor during the PBL sessions • Roles of: the problem & role of the tutor etc. • Importance of peer learning & evaluation in the last session (the 7th Jump) • Deriving learning issues from the problem, importance of communication skills in PBL, and writing scientific reports.

22. Weekly Activities: 2ND week: • Other issues: • Styles of learning & characteristics of adult learners • Use of different learning resources • Assignments will be given to students • Effective presentation skills • Topics of their choice for presentations

23. Weekly Activities: The 3rd Week • Third problem : full three sessions • Lectures & open discussions on: • Effective time management skills • Improving study habits & performance in exams • Role of Clinical Skills in PBL • Presentation on Assessment methods to be used in The College of Medicine • Importance of getting and giving feedback

24. The 4th week: Evaluation week: • END OF BLOCK EXAM will be held on the last working day of this week

25. Sessions for Medical Terminology: • Several lectures devoted to medical terminology are also included in the block • These lectures will be spread out through the first three weeks of the block • Students will be examined on these terms in the End of Block examination

26. Student Assessment What will be assessed? • Assessment will basically monitor learning process and student learning outcome issues

27. Student Assessment (ctd) How will be students be assessed? • Formative assessment: Marks will not count to the exams • Summative assessment: 100 marks • Continuous Assessment: 40 marks; 30 for PBL sessions & 10 for Assignments • End of Block Examination: 60 Marks; Paper I 30 marks : SEQs & MEQs Paper II 30 marks : MCQs

28. Block Evaluation • Who will evaluate the block? • Students • Staff advisors • MEU • How they will do? • Verbal • Written • Checklists • To whom will the reports go to? • Block organizers • Curriculum committee

29. We hope that at the end of this block, the students will have become convinced with the need for this innovative curriculum at Al Jouf College of Medicine • We also hope that students will give their honest opinions & suggestions to improve the block for future