Steps to Design CBC

Educational Strategy and Approaches – Best Evidence Medical Education Learning in context Learning to solve patient problems Patient-Centred, Project-Based and Problem-Based Integration and Multidisciplinary Approach (Horizontal and Vertical; Z shape) Collaborative Learning Progression towards Outcome Assessment drives students’ learning

Expertise research Organizing memory Pattern recognition Networks Context information Information retrieval

Expertise research NoviceExpert Clinical Reasoning Skills Beginner (Novice) Advanced (Expert)

C ontextual C onstructive C ollaborative What it needs to become….

How? More authentic problems Increasing complexity Real life projects Authentic assessment C ontextual C onstructive C ollaborative

How? Less direction Increasing independent learning More demand driven Portfolio assessment; self/peer assessment C ontextual C onstructive C ollaborative

How? Smaller groups Group assignments More ICT support Learning task = assessment; include group work in assessment C ontextual C onstructive C ollaborative

Progression towards Outcome Spiral Curriculum Increased breadth Increased utility Increased difficulty Increased proficiency Th 1 Th 2 Th 3 Th 4 Th 5 Competencies

Learning in Context Doctor-Patients Encounters Disease/Disorder Spectrum: Acute, Chronic, Emergency, Pregnancy Age Spectrum: Newborn-Geriatric Setting Spectrum: Individual, family, community Problems Spectrum: Clinical Behavioural Environmental

Steps to design the Competency-based Curriculum Area of Competence Primary Care Physicians Competency Components Learning Outcome Decided At the National Level Knowledge Skills Attitude Decided at the Faculty Level Level of Achievement Decided at the Faculty Level

Steps to design the Competency-based Curriculum Learning Outcomes are distributed into phases/year in line with level of achievement Identification of Year Themes Identification of Block Themes and Distribution into Blocks Blue Print Blocks