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

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

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

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

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 Tutor Problem PBL

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

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 also integrates theory and practice from the 1 st day in medical school.

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

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.

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.

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.

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.

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).

Course Topics: Lectures 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: Open discussions 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 It also includes Student presentations Feedback from students regarding the Block

Weekly Activities: The 1 st 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 ’)

Weekly Activities: The 1 st week: In 2 nd 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?

Weekly Activities: The 1 st 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

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

In particular, it is hoped that the students will clearly understand the important adage : “ most learning occurs between the first and the last session ” Weekly Activities: The 2 ND 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 7 th Jump) Deriving learning issues from the problem, importance of communication skills in PBL, and writing scientific reports.

Weekly Activities: 2 ND 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

Weekly Activities: The 3 rd 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

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

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

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

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

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

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