Himanshu Pandya Sarmishtha Ghosh Preparing faculty to develop problem oriented approach to teaching & learning : our experience at Pramukhswami Medical College, India Himanshu Pandya Sarmishtha Ghosh Pramukhswami Medical College, Karamsad, Gujarat

INTRODUCTION OBJECTIVES Globally medical education has adopted an integrated, student centered and problem based approach. Medical Council of India recommends integrated and problem based learning approach. Switching to PBL requires training of the trainers who are mostly conversant with didactic mode of teaching Faculty development should aim at creating awareness regarding concepts of PBL, role of teacher as facilitator, group dynamics and designing of case scenarios. OBJECTIVES Medical Education Unit [MEU] of Pramukhswami Medical College at Karamsad, Gujarat decided to expose its academic staff to the concepts of PBL and allied teaching strategies supporting adult learning on the lines of recommendations by MCI

This paper reports data collected from two faculty development workshops : Workshop I - Principles and methodology of PBL in the form of student experience Workshop II -Techniques of writing and refining case scenarios for PBL sessions

WORKSHOP- II [Case Writing] METHODOLOGY WORKSHOP- I [PBL] WORKSHOP- II [Case Writing] 2 faculty per department, irrespective of experience, nominated by Head 1 faculty per department, interested faculty invited Selection of faculty Formation of Core group with experienced in house faculty. External expert from CMC, Vellore. Demonstration, small group discussions & large group interaction. External expert from IIM-A. In house coordinators Didactic lecture, small group discussion & large group interaction Strategy Schedule 2 days; morning- 4 hours 1day; 5 hours Number registered 39 25

Workshop I; Morning session : 4 hours, DAY 1 What is PBL Pre workshop test Didactic interactive lecture on PBL Roles & Responsibilities of facilitator Demonstration of a PBL session 7 steps of PBL Question-Answer Session

Question-Answer Session Morning session : 4 hours, DAY 1 Morning session : 4 hours, DAY 2 STUDENT EXPERIENCE Session- I STUDENT EXPERIENCE Session- II 6-7 members/group, 1 facilitator; 6 groups Small group activity contd 2nd page of Case revealed 1 hour Case given Large group presentation Small group activity 1 hour Question-Answer Session Large group presentation by group representative Post Test & Evaluation of Workshop

Large Group Presentation 1 hour Case Writing Workshop Morning Session - 3 hours Afternoon Session- 2 hours 1 hour 6 Preframed scenario Introduction by External & Internal Experts Small group activity Small group activity Case 1, groups 1,2,3 Large Group Presentation 1 hour One real scenario designed differently Case 2, groups 4,5,6 Evaluation with questionnaire Large Group Presentation

RESULTS - WORKSHOP I 28.6% 33% 33% 34.8% 6%

1. What is PBL? 2. PBL is same as CBL, PBL, PSL, Inquiry Driven Learning, None 3. Role of faculty in PBL 4. Responsibility of student in PBL 5. Characteristics of an effective tutor

RESULTS - WORKSHOP -II

Conclusion Comprehensive faculty development programs are essential for initiating curricular change High satisfaction and considerable change in attitude was observed amongst faculty members Some faculty expressed concern regarding implementation of PBL in present setting and the assessment of the same Further workshop involving more faculty need to be conducted on a regular basis.

Acknowledgement CMCL-FAIMER Regional Institute Mr. Sandeep Desai, CEO, H M Patel Centre for Med Care & Edu Dr. H. H. Agravat, Dean, Pramukhswami Medical College Dr. Rashmi Vyas, Christian Medical College, Vellore Dr. Dileep Mavlankar, Indian Institute of Management, Ahmedabad Core faculty of Pramukhswami Medical College- Dr. Barna Ganguly, Dr. Suman Singh, Dr. Praveen Singh, Dr. Anuradha Joshi Medical Education Unit,Pramukhswami Medical College Participant faculty at Workshop I & II.

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